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 25, 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.
o Conditioned response (CR) Pavlov 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 Pavlovian or Conditioned response. to induce various types of pain and or torture in order to illicit a specific response
o Operative
Conditioning (OC)
·
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.
o
·
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 different 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 they are applied
§ Behaviorism;
§ Cognitive Information Processing (Cognitivism)
§ Constructivism.
o
·
The
best and most efficient strategy 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 method works the best in a generalized 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
possible 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 Conditioned to respond to
specific ideas, concepts, and group think models which over the millennia have become
twisted into whatever the new leaders want it to mean. but in
reality, the most basic tools of psychology themselves are all but literally
found in the schema of Janus.
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 genocidally extreme side of ironic) and the up and coming Roman Empire
(Mateos, P., Pizzo, A., & Ventura, A. (2017).
The
Roman Empire at that time was not a military threat to the Greeks, yet (Goodwin,
2008).
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) every year sometimes more in city on city fighting. They simply
could not put away the blood lust 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 other. A splintered 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 left behind
(Shiraev, 2010).
This
is all Psychology, since this is when and where the classics which is how the Classics
traveled from Greece to Rome, through those conflicts. As the Romans absorbed the
classics as their own, they learned from the foundations and fundamental tools of
psychology hidden in the Classics (Geary, 2005).
Ironically
because the Capital of Greece is the city of Athens, which is after backtracking
through 100 language translations from 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 European
Language. You have the name ATEN, which is the first deity of Egypt. Which is an
extremely long, detailed, and complicated aspect of Egyptian culture, and Pyramids,
and the city of Rome itself.
The
Pyramids are in essence the backbone, the causeways are
the major nerves coming off the spine. IT is also teh construction of a Synapse
in the brain, part of a neuropathway.
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 Conditioning in order to hide those most basic and fundamental
aspects of western culture (Deckers, 2010).
The
ways in which those two cultures used OC to bury these facts, is by employing the
not yet called said Scientific Method to argue students who strayed too close to
the facts and evidence that the ATEN, the Pyramids, the Jews (who built the pyramids),
eventually called the city of Rome after a 500 year war which occurred immediately
after the Trojan War (where the Classics were in part created from), the concept
of the schema/deity Janus, etc. by 100s if not 1000s of other surrounding topics
(Dayton, 2018). To keep students for the last 2500 years from asking
questions about these sequences of information, that any first-year
medical student or a person trained in the discipline of gross anatomy, looking
at the pyramids draw a line from the very center of each pyramid. Those connected
dot lines form a perfect double spine.
To
hide this unbelievably obvious evidence, generation upon generation of students
were not allowed to cross discipline. Thanks to the OC of the guild structure (Meyer,
2009).
Students were severely punished if they went outside their chosen “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 (Hansell, 2008).
From the Vatican murdering the student for heresy, up to and through being kicked
out of the school; depending on what the Vatican and then the rules of western academics
was allowed to do over the decades (Denis
MELKOV. (2019).
The
Skinner Box of “in a classroom” depending on the teachers and the administration
extremely harsh punishments existed up until just a few decades ago (Plante,
2011).
Do x and you are punished; define a Skinner Box (Manabe, 2017).
which is the absolute best way to suppress anyone questioning the authority of the
subjects presented. To this day some ideas are still on the extreme side of suppressed,
publishing.
All
students are rewarded CRs with good grades and support from the teachers, administration,
and the academic world for staying on topic and keeping within the acceptable boundaries
of what has been approved. Rewarded with treats, ringing a bell e.g. receiving 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 from school, Skinner Box.
Point
2. Explain your topic (1–2 pages)
Now
that you understand how to use the tools of CR and OC, the question remains why
in the world use them to such extremes to hide information about the Trojan War,
and all its close to infinite applications (Clayton, 2009).
That answer is of course, the Trojan War is what allowed for the formation of the
Roman Empire, which allowed the formulation of the Holy Roman Empire, which allowed
the formulation of the Kingdom of France, which in a way allowed for the formation
of the Kingdom of England. Although the English and the British are two radically
different cultures, despite the facts that the genocide level OC’s applied by the
English to absorb the British and use the name British does not actually make
the English British, it only means the English have been on the extreme side of
great at forcing the world to believe they are British and killing anyone (Skinner
Box, and for that matter Schrödinger’s Cat) who questions the authority of the English
calling themselves British (Smarandache F., & Christianto V. (2006).
The
British are the direct descendants of the Trojans and the 18th
dynasty who themselves are the direct descendants of the Old Kingdom of Egypt,
who built the pyramids and formulated the Pryamids to be the Siamese twins of
the double spine of Janus.
Extremely
complex, but when boiled down, extremely simple. The descendants of the Hyksos
used every manipulation tool they could get their hands on in order to erase the
facts which the Old Kingdom built and understood, which obviously the Hyksos felt
threatened by (Feist, 2009).
Why does this matter Straub, 2007).
Raise
your hands
Point
3.
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
hands up.
When
the questions no longer apply to you, put your hand down. But not until 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.
If
everyone in the class does not drop their hands, continue without this
Those
that do.
Everyone
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 stimulation, You
have been conditioned to respond in a specific way. So put your hands back up.”
next
question
“How
many understand that the history of western education is profoundly different than
you were both told and were through not a small degree of torture led to
believe”
next
question
“what
do you need to do, according to your own path and wyas you learn how to begin
to extinct these behavior patterns. Keep your hands up”
“will
you stay with the accepted dominant paradigm information, or will you strive to
break these illusions”
conclusion
The
most agonizing aspects of the field and study of Psychology is not to understand
the brain and how humans think. That stuff is for the most part entirely easy.
Hypothesis come, hypothesis become theories for a while, those theories are
proven incorrect, new hypothesis come up all the time. The academic situation
requires “publish or perish” which is a very harsh skinner box, but in all hard
reality all too very true. This class has been a remembrance of the last x
thousand years of history. Some portions go all the way back to ancient Egypt,
some cover just the resent ancient history of the Greco Roman Civilization.
What is amazing is that the concept of Janus could very well be where Socrates
and Plato then later Freud pulled some of their most profound thinking from. However the cultures they lived in did not allow OC them to
be honest about the Jewish connections and the Little Egypt evidence where they
got it from. So western culture has been forced to develop CRs to obey those
blood thirsty enough to gladly kill to keep what they do not like secret.
References
Clayton, S. & Myers, G.
(2009). Conservation psychology. Hoboken, NJ: Wiley-Blackwell.
Dayton, J. (2018). CHAPTER 4: Eros and Polemos: Eroticised Combat in the Trojan War Myth. At the Interface / Probing the Boundaries, 93, 65–80. https://doi-org.ezp.waldenulibrary.org/10.1163/9789004382299_006
Deckers, L. (2010). Motivation: Biological,
Psychological, and Environmental (3rd ed.). Boston: Pearson/Allyn & Bacon.
Deckers, L.
(2010). Motivation: Biological, Psychological, and Environmental (3rd
ed.). Boston: Peerson/Allyn & Bacon.
Denis MELKOV. (2019). Evolution of the Official Position of the Roman Catholic Church towards the Ecumenical Movement According the Results of the Second Vatican Council. Astra Salvensis, (12), 443. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=edsdoj&AN=edsdoj.f635387a7d6d4546b769c997a2765f69&site=eds-live&scope=site
Feist, J., & Feist, G. (2009). Theories of
personality (7th 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.
Hansell, J.
& Damour, L. (2008). Abnormal psychology (2nd 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.
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.
Manabe, K. (2017). The Skinner box evolving to detect movement and vocalization. Revista Mexicana de Análisis de La Conducta, 43(2), 192–211. https://doi-org.ezp.waldenulibrary.org/10.5514/rmac.v43.i2.62313
Mateos, P., Pizzo, A., & Ventura, A. (2017). Arcus Divi Constantini: An Architectural Analysis and Chronological Proposal for the Arch of Janus in the Forum Boarium in Rome. JOURNAL OF ROMAN STUDIES, 107, 237–274. https://doi-org.ezp.waldenulibrary.org/10.1017/S0075435817000296
Meyer, R. G., Chapman, L. K., & Weaver, C. M. (2009). Case studies in abnormal behavior (8th ed.). Boston, MA: Peerson Education/Allyn & Bacon.
Plante,
T. G. (2011). Contemporary clinical psychology (3rd ed.). Hoboken, NJ: John
Wiley & Sons.
Shiraev, E. B. &
Levy, D. A. (2010). Cross-cultural psychology: Critical thinking
and contemporary applications (4th ed.). Boston: Peerson/Allyn
Bacon.
Smarandache F., & Christianto V. (2006). The Neutrosophic Logic View to Schördinger Cat Paradox. Progress in Physics, (2), 58. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=edsdoj&AN=edsdoj.3e9d3d16feae419f8386f2e6210ef3b9&site=eds-live&scope=site
Straub, R. O. (2007). Health psychology (2nd ed.). New York: Worth Publishers.
https://en.wikipedia.org/wiki/Janus
https://www.history.com/topics/ancient-greece/parthenon
https://uxdesign.cc/bringing-it-back-to-the-routes-of-the-scientific-method-eedfc1eae1b5
https://www.historyextra.com/period/medieval/in-case-you-missed-it-your-60-second-guide-to-heresy/