Week 4 Instruction Plan Template

PSYC 8762/PSYC 6766: Teaching of Psychology

Week 4 Instruction Plan Template

Select either a lecture or discussion topic that will be the basis of your instruction plan for a 1-hour, in-person lecture or discussion and a planned activity. For the lecture plan, the activity should be one that a class of 200 students can complete during the lecture in an introduction to psychology course. If you choose to have a discussion-based class, plan your activity for 25 students. What elements do you think are important to address in terms of content and activities? What class atmosphere are you trying to develop, and how will this discussion or lecture add to that development? You also create a PowerPoint presentation that will accompany your discussion or lecture.

Your instruction plan should be in Times New Roman, 12-point font, and double spaced. It should detail the following:

· A description of the design of the class (e.g., 200-student lecture or 25-student discussion section)

· A summary of the introductory psychology topic you selected

· An explanation of how much of the one hour allotted for this instruction is being designated for lecture/presentation, discussion, activity, question and answer, and closing comments

· An explanation of the rationale based on learning theories examined in the course

· An explanation of the activity (or strategies) used to engage students in the lecture or discussion topic

Include citations as to where you retrieved the information and references.

The following is a template for your instruction plan:

Your Lecture/Discussion Title

Your Name

Walden University

· This can be a lecture for any class size from 20 to 200, makes no difference it is a generalized class. The class should be engaging and entertaining, the best way to go about education is to ground the lessons in something which will memory trigger the students. the best lectures wrap solid information in a fun package. The endorphins, adrenaline, etc. are memory triggers.

· Intro into general psychology

o starting with the most basic tools of Psychology CR, OCs.

· The hour should be divided into 3rds, 20 minutes to talk, 20 minute interactions having the students engage, 20 minutes for Q and A. The interaction is not a Q and A, it is engagement.

· Being a rather serious fan of the Socratic Method, there is absolutely no end to questions which can be asked. There is always more questions at the end of every answer.

o of course their hare a number of differnet ways in which to teach classes, but the socratic method works the best. It allows the students to challenge the status quo, to ask the question no one else has ever asked. Or no one else has asked in the last x amount of time.

o there are of course other aspects of theories of learning, but the Socratic Method at least according to this class works the best.

o the major others which gain most of the attention are

§ each of these are aspects of the Socratic Method, depending on how ntey are applied

§ Behaviorism;

§ Cognitive Information Processing (Cognitivism)

§ Constructivism.

· The best and most efficient stratagie for engaging interacting with students is to stimulate whatever portion of their brain needed in order to trigger the necessary reactions to have the students remember what they are being taught.

o for the teacher using the socratic mehto works the best in a genralilzed way. it is up to the students themselves to know enough about not only themselves but also the way they learn in order for them to absorb the information they need in the best way they can.

Janus and Psychology

Hello class, the concept of Janus the schema of Rome and why both the entire Roman Empire and Psychology as well as a significant amount of western academics revolves around the concept of Janus.

Want to know what in the world I am talking about. The word the Romans used almost no possbie way the language origin is Latin, since Janus existed centuries before the invention of Latin. The Romans concept of schema was Janus, which has an insanely long, detailed, and complex history which ironically has its origins in Judaism despite the facts that the cultures which use Janus the most are as anti-Semitic as it got a few centuries ago.

Western cultures have been Conditioned response and Operative Conditioning to respond to specific ideas, cocpets, and group think models which over the millennia have bcome twisted intoi whatever the new leaders want it to mean. but in reality, the most basic tools of psychology tmelseves are all but literally found in the schema of Janus.

Then provide three key points that you will cover in the discussion or lecture.

Point 1. Explain your topic (1–2 pages):

Plato learned about the functions and structures of the Janus concept from Socrates; who very likely based on the propaganda evidence released from both the Athenians (which is on the gencidally extreme side of ironic) and the up and coming Roman Empire.

The Roman Empire at that time was not a military treat to the Greeks, yet. But the writing was clearly on the wall. The Greek City state models were not going to be able to maintain and function as a cohesive unit when the Roman Army came a calling in a couple centuries.

The largest problem, the Greeks loved to fight so much they lost dozens if not 100s of people (infantry) eveyryera sometimes more in city on city fighting. They simply could not put away the blood lust long enough to work together long enough to create a sufficiently large army. This was not a problem for the Roman Empire. The Romans fought together, rarely against each toher. A stlintered group of armies, versus a unified army who took the best parts of the Spartan phalanx concept, improved it to make the roman square, leaving the parts that did not work after several centuries of behind.

This is all Psychoolgoy, since this is when and hwere the classics which is hwo the Clasics traveled from Greece to Rome, through those conflicts. As the ROmansn absorbed the classics as their own, they learned from the foundations and fundamentals tools of psycolgoy hidden in the classics.

Ironically because the Capital of Greece is the city of Athens, which is after backtracking through 100 language translateions form 1330-present take the H off after the T, and the ‘s off since it is not needed to indicate a proper name in Indo Rueepan Llnaguge. You have the name ATEN, which is the first deity of Egypt. Which is an extremely long, detailed, and complicated aspect of Egytian culture, and Pryaids, and the city of Rome itself.

The Ppyramids are in essence the backbone, the causways are the major nervs coming off the spine.

THE evidence is beyond easy to look at and reassemble, however the evidence has been hidden behind the Greeks and Romans using the tools from the classics of Conditioned response and Operative Conditiingo in order to hide those most basic and fundamental aspests of western ctulreu.

The ways in which those two cultures used OC to bury these facts, is by emplying the not yet called said Scientific Method to argue students who strayed to close to the facts and evidence that the ATEN, the Pyraids, the Jews (who built the pryamids), eventually called the city of Rome after a 500 year war which occurred immediateluy after the Trojan War (where the classcis were in part created from), the concept of the schema/deity Janus, etc. by 100s if not 1000s of other surroudign topics. To keep students for the last 2500 years asking questions about these sequences of infroatmion, that any first year medical student or a person trained in the dispone of gross anatomy, looking at the pyrmids draw a line from the very center of each pyrmids. Thse connected dot lines form a perfect double Spine. To hide this unbelievabley obvious evidence, generation upon generation of students were nt allowed to cross disippoine. Thanks to the OC of the guild structure. Studnets were serveraly punished if they went outside their chsen “stay on topic, of this class, this degree process, this subject matter”. Deviations from said subject matter were on the extreme side of harshly disciplined. From the Vatican murdering the student for heresy, up to and through being kicked out of the school; depenign on what the vaican and then the rules of western acadmics was allowed to do over the decades.

The skinner box of “in a classroom”/skinner box, depending on the teachers and the amdintion extremely harsh punishemtns existed up till just a few decades ago. Do x and you are punished; devine a skinner box. which is the absolute best way to suppress anyoneo questinign the authority of the subjects presented. TO this day some ideas are still on the extreme side of suppressed, publishing.

All students are rewarded CR with good grades and support from the teachers, admisination, and the academic world for staying on topic and keeping within the acceptable boundaries of whaat has been approved. Rewarded with treats, ringing a bell eg recidign an A grade for work done within the boundaries of the stated rules. Stray outside those rules and you are punished with Fs and eventually removed form school, skinner box. Palvov rang a bell before feeding his dogs, months of this every day action produced the dogs would salivate at the sound of a bell, the Pavolvian or Conditiooned response.

Point 2. Explain your topic (1–2 pages)

Now that you understand how to use the tools of CR and OC, the question remines why n te world use them to such extremes to hide information about the Trojan War, and all its close to infinite applications. That answer is of course, the Trojan War is what allowed for the frumation of the Roman Empire, which allowed the formulation of the Holy Roman Empire, which allowed the formulation of the kingdom of Freance, which in a way allweod for the formation of the Kingdom of Engaldn. Although the English and the Brish are two radically different cultures, desitpe the facts that the genocide level OC’s applied by the Englsh to absorbe the brltish and use the name British does nt oactualy make the EDennglish British, it only means the English have been on the extreme side of great at forcing the world to believe they are Britihs and killing anyone (skinner box, and for that matter Schrodingers Cat) who questions the authority of the English calling thsmemles British.

The Bristh are the direct descendants of the Trojans and the 18^th dynasty who themselves are the direct descendats of the Old Igndom of Egypt, who built the ePraymids and formulated the Pryamids to be the Siemese twins of the double spine of Janus.

Extremely complex, but went boiled down, extmreely simple. THE descendnts of the Hyksos used every manipulation tool they could get ther hands on in order to erase the facts which the Old Kgidom built and udnersaod, which obviously the Hyksos felt threatened by.

why does this matter.

Rais your hands

Point 3. Explain your topic (1–2 pages)

this will be the question and answer part.

who has questions?

I will put up a sequence of slides to spur more questions and of course fill in art to illustrate why Janus and the field of Psychology are the same subject, which also presents a rather extreme amount of evidnece to suggest that Rome was built to be little Israel.

Activity:

everyone raise your hands.

Everyone hadns up.

When the questions no longer apply to you, put your hand down. But not till then.

First question

“how many present want to be in this class”.

“how many in this class have been affected by a CR and or an OC.”

a few might put their hands down.

Those that do.

Eveyrone keep your hands up. but I have specific questions for those students to realize they have actually been conditioned to respond in specific ways.

“Do you understand the words coming out of my mouth. Congratulations, you have been trained to respond in given ways to a given stimjuation, You avhe been conditioned to respond in a specific way. So put your hands back up.”

if everyone in the class does not drop their hands, continue bypassing this.

next question

“how many understand

References

(Plante, 2011) (Deckers, 2010) (Goodwin, 2008) (Geary, 2005) (Feist, 2009) (Meyer, 2009) (Hansell, 2008) (Shiraev, 2010) (Clayton, 2009) (Straub, 2007)

Deckers, L. (2010). Motivation: Biological, Psychological, and Environmental (3rd ed.). Boston: Pearson/Allyn & Bacon.

Feist, J., & Feist, G. (2009). Theories of personality (7^th ed.). New York: McGraw Hill.

Geary, P., Kishlansky, M., & O’Brien, P. (2005). A brief history of Western civilization: The unfinished legacy (4th ed.). Upper Saddle River, NJ: Pearson Education.

Goodwin, C. J. (2008). A History of Modern Psychology (3rd ed.). Hoboken, NJ: Wiley.

Landrum, R. E. & Davis, S. F. (2010). The psychology major: Career options and strategies for success (4th ed). Upper Saddle River, NJ: Pearson/Prentice Hall.

Deckers, L. (2010). Motivation: Biological, Psychological, and Environmental (3rd ed.). Boston: Peerson/Allyn & Bacon.

Hansell, J. & Damour, L. (2008). Abnormal psychology (2nd ed.). Hoboken, NJ: Wiley.

Shiraev, E. B. & Levy, D. A. (2010). Cross-cultural psychology: Critical thinking and contemporary applications (4th ed.). Boston: Peerson/Allyn Bacon.

Clayton, S. & Myers, G. (2009). Conservation psychology. Hoboken, NJ: Wiley-Blackwell.

Straub, R. O. (2007). Health psychology (2nd ed.). New York: Worth Publishers.

Meyer, R. G., Chapman, L. K., & Weaver, C. M. (2009). Case studies in abnormal behavior (8th ed.). Boston, MA: Peerson Education/Allyn & Bacon.