1. Welcome to AP Psychology!
Monday, August 24, 2009
Assignments:
Walk in the Classroom quietly and find any seat.
Read the Daily Agenda and Learning Objective on the front board.
Take out a pen or pencil and complete your W.H.I.P sheet. I will be taking you picture today!
Write in your agenda book: Materials needed-- shoebox, Journal/Spiral notebook, 2-pocket folder, black pens, #2 pencils, highlighters and index cards.
Learning Objective: Introduction to
classroom and teacher.
Play Whip It!

2. Learning Objective: Introduction to students and psychology.
Tuesday, August 25,2009
Get handouts from back table and staple. Sit somewhere.
Read your syllabus. Take out a highlighter for parent notes—signature required tonight!
Write in your spiral: What is psychology? Greek roots:
Psyche-”mind” & –ology –”a field of study”; the science of psychology is the study of mental processes and behaviors
In your Agenda book: Tonight’s homework-Write an essay entitled “Who am I” due Wednesday. (And get syllabus signed.)
Bring LAB FEE by next Friday.
Bring Shoebox for Wednesday.
Learning Objective: Introduction to students and psychology.
Play Back in the Saddle Again

3. Wednesday, August 26, 2009
Turn in your “Who am I” assignment to the shelves under the television.
Hold your syllabus and class fee.
Pre-test: guess on all questions (# 41,99 E)
Review the direction sheet for the Shoe Box Collage assignment due Friday 8/28.
In your Agenda book: Bring LAB FEE by next Friday 9/4 (if you have not done so already). Learning Objective: Assess pre-psychology knowledge & Introduce Shoe Box Activity.
Play A Wink and a Smile

4. Thursday, August 27,2009
Get out your direction sheet for the Shoe Box Collage.
Work on your Shoe Box Collage assignment.
ALL completed shoeboxes will be presented TOMORROW! Be prepared!
In your Agenda book: Bring LAB FEE by next Friday 9/4 (if you have not done so already).
Mrs. Womble will collect lab fees TODAY.
Everyone MUST clean up their area before leaving!!!!
Learning Objective: Using your “creative mind” to complete the Shoe Box Activity.
Play Little Miss Cant be wrong! No wrong way to make your box.

5. Learning Objective: Learning about our Classmates.
Friday, August 28, 2009
Take your assigned seat.
Take 5 minutes to finish your Shoe Box Collage and fill in the collage handout to put in your box.
Today: Stand UP! Share 8 items on your shoebox.
Challenge: Know everyone’s name in class by next Tuesday! Fill in your chart with full names.
In your Agenda book: Bring LAB FEE by next Friday 9/4 (if you have not done so already).
Mrs. Womble will collect lab fees TODAY.
Learning Objective: Learning about our Classmates.
Play I’m Going Up!

6. Learning Objective: Learning about our Classmates.
Monday, August 31, 2009
Take your assigned seat.
Take out your diagram of the students’ desks and label each name.
Today: Share 8 items on your shoebox.
In your Agenda book: Bring LAB FEE by Friday (if you have not done so already).
Did you know?
Mrs. Womble will collect lab fees TODAY.
Learning Objective: Learning about our Classmates.
Ray of Light by Madonna

7. Tuesday, September 1, 2009 Take your assigned seat.
Read the Article distributed.
In your spiral/journal create a 3
cycle venn diagram.
View 2MM.A documentary on Global Education by Robert Compton Chapter 1
Learning Objective: Understanding why it is imperative to Study for College Classes and be successful in a changing global economy.
Play Sweet Escape—reading is an escape

9. Quick Pop Quiz
# 1 – How many times larger is India’s population than the US?
# 2 - How many K-12 students are there in the US? In China? In India?
# 3 - What percent of engineering PhD’s from US colleges are awarded to foreign students annually?
#4 - what ethnic group has started more venture backed tech companies in Silicon Valley in the past 5 yrs?

10. Quick Pop Quiz
# 5 – What are the most commonly taught foreign languages in US schools? In China & India?
#6 - What languages has the CIA identified as most strategic for the 21st century?
A) Spanish, French and Latin?
B) Hindi, Mandarin, Arabic and Farsi?
# 7 - what country will be the largest English speaking country by 2020?
# 8 - after the US which country has the most Billionaires?

11. Quiz Answers #1 About 3 times #2 U.S. – 50 million
India & China – both close to 300 million
#3 60%
#4 Indians
#5 In U.S. – French, Spanish, German
In China and India – English
#6 B
#7 India
#8 China

12. Crisis & Film’s Premise
Global Education Standards are passing us by
India and China are out performing us in K-12
We are largely ignorant of how we are being out performed
We ignore Global Standards to our economic peril

13. Wednesday, September 2, 2009 Read excerpt from Outliers.
(Leave on your desk after class.)
Finish 2MM—venn diagram in spiral.
Discuss 2MM.
Reflection Essay: due Thurs. “What has your education meant to you—include a discussion of the strengths and weaknesses of your education.”
Learning Objective: Understanding why it is imperative to Study for College Classes and be successful in a changing global economy.

14. Two Million Minutes: A Global Examination

15. Issues not easily addressed in 2MM
Stems from American egocentricity
Unaware of education in the 2 largest competitors of 21st century
Is deep in our culture – not just schools
Family expectations
Community recognition
Teenage norms
Takes decades to change
We need a President/leadership who:
Recognizes the challenge
Can inspire Americans to meet that challenge
Provides leadership not lip service

16. 21st Century Industries Knowledge intensive
Higher incomes accrue to educated workers
Education critical to economic success
US Education system has been in “crisis” since 1983
“A Nation At Risk” report issued
No meaningful recommendations implemented in last 25 years

17. Thursday, September 3, 2009 Turn in your essay.
Read the article on your brain.
Take out a sheet of paper and copy the 7 Habits of Highly Responsible Students and then add 3 of your own.
Reading and Notetaking
Reading Reasons
Learning Objective: How to Study for College Classes and be successful.
Play Sweet Escape—reading is an escape

18. 7 Habits of Highly Responsible Students
They know their strengths and set goals.
They plan their time.
They study every day.
They take notes in class.
They have the tools they need.
They keep their commitments.
They get ready ahead of time.
"Always have a plan and believe in it. Nothing good happens by accident."
-- Chuck Knox, NFL football coach

19. Reasons We Read Reading is Rewarding
Reading Builds a Mature Vocabulary
Reading Makes You a Better Writer
Reading Is Hard and “Hard” is Necessary
Reading Makes you Smarter
Reading Prepares You for the World of Work
Reading Well Is Financially Rewarding
Reading Opens the Door to College and Beyond
Reading Arms You Against Oppression
HOWEVER, Reading alone is not enough!

20. Dr. David Sousa; How the Mind Works

21. “Ideas won't keep; something must be done about them."
5 Note taking Tips
Without review, 47% of what a person has just learned is forgotten in the first twenty minutes and 62% is forgotten after the first day. (University of Texas at Austin). Having good notes to review can determine how well you are able to perform on exams.
1. Go to class prepared.
2. Improve your listening/reading skills.
3. Develop a note taking method that works for you.
4. Pay close attention to content.
Details, facts, or explanations that expand or explain the main points that are mentioned. Don't forget examples.
Definitions, word for word.
Enumerations or lists of things that are discussed. 
Material written on the chalkboard or on a transparency, including drawings or charts. 
Information that is repeated or spelled out
“Ideas won't keep; something must be done about them."
- Alfred North Whitehead ( ), English mathematician and philosopher

22. AND…. 5. Review and edit your notes within 24 hours .
Academic skills centers and other authorities on effective study skills consider reviewing and editing class notes to be the most important part of note taking and essential to increasing learning capacity.
It is extremely important to review your notes within 24 hours. 
Edit for words and phrases that are illegible or don't make sense. Write out abbreviated words that might be unclear later.
Edit with a different colored pen to distinguish between what you wrote in class and what you filled in later. 
Fill in key words and questions in the left-hand column. 
Note anything you don't understand by underlining or highlighting to remind you to ask the instructor.
Compare your notes with the textbook reading and fill in important details in the blank spaces you left.
Consider rewriting or typing up your notes.

23. Note taking Tips
Fine-tune the structure and organization of your notes to increase your note taking speed and comprehension later.
Start each new lecture on a new page, and date and number each page. The sequence of material is important.
Write on one side of the paper only. You can set them out side-by-side for easier reviewing when studying for an exam.
Leave blank spaces. This allows you to add comments or note questions later.
Make your notes as brief as possible. "Never use a sentence when you can use a phrase, or a phrase when you can use a word" (Berkeley).
Develop a system of abbreviations and symbols you can use wherever possible.
Note all unfamiliar vocabulary or concepts you don't understand. This reminds you to look them up later.

24. Learning Objective: How to Study in College and be successful!!!
Friday, September 4, 2009
Read Daily Brain Buzz (DBB) and record in your spiral.
Take out your notes & handouts on taking notes.
Today: 5 note taking styles
TODAY: LAB FEE is due $.
Learning Objective: How to Study in College and be successful!!! 24

25. Note Taking Styles Q-notes Questioning the Author Cornell Method
Conceptual, test/quiz preparation
Questioning the Author
Engage and think critically about text
Cornell Method
System for academic success
Sticky Notes
Focus on main ideas, facts, vocabulary
Mapping/Webbing
Visual representation of information
"Learn, compare, collect the facts."
- Ivan Pavlov ( ), Russian physiologist.

26. Q-Notes Only write Q-uestions in the left-hand margin.
When you prepare for a Q-uiz, the Q-uestions serve as CUES to remind you what you must know.
When using these notes to study, fold the right-edge of the paper over so that it lines up with the dotted line.
You should then only be able to see your questions in the Q-column. Use these to Q-uiz yourself.

27. QtA EAMPLES OF QUESTIONS:
Why is the author telling you that?
Does the author say it clearly?
How could the author have said things more clearly?
What would you say instead?
What is the author’s message or what is the “big picture” of this story?
Was the author’s message clear? Explain why or why not.
What would you change if you were the author?
QtA
Question the Author (QtA) is a reading comprehension strategy that requires students to pose queries while reading the text in order to challenge their understanding and solidify their knowledge . Another modification of this approach is to have students rewrite a selected passage.
"There is a great difference between knowing a thing and understanding it."
- Charles Kettering ( ), American electrical engineer and inventor

28. Cornell Method
1. Record. During the lecture, record in the main column as many meaningful facts and ideas as you can. Write legibly.
2. Reduce. As soon after as possible, summarize these ideas and facts concisely in the Recall Column. Summarizing clarifies meanings and relationships, reinforces continuity, and strengthens memory. Also, it is a way of preparing for examinations gradually and well ahead of time.
3. Recite. Now cover the column, using only your jottings in the Recall Column as cues or "flags" to help you recall, say over facts and ideas of the lecture as fully as you can, not mechanically, but in your own words and with as much appreciation of the meaning as you can. Then, uncovering your notes, verify what you have said. This procedure helps to transfer the facts and ideas of your long term memory.
4. Reflect. Reflective students distill their opinions from their notes. They make such opinions the starting point for their own musings upon the subjects they are studying. Such musings aid them in making sense out of their courses and academic experiences by finding relationships among them. Reflective students continually label and index their experiences and ideas, put them into structures, outlines, summaries, and frames of reference. They rearrange and file them. Best of all, they have an eye for the vital-for the essential. Unless ideas are placed in categories, unless they are taken up from time to time for re-examination, they will become inert and soon forgotten.
5. Review. If you will spend 10 minutes every week or so in a quick review of these notes, you will retain most of what you have learned, and you will be able to use your knowledge currently to greater and greater effectiveness.

29. Cornell Method Overview
The Cornell method provides a systematic format for condensing and organizing notes without laborious recopying. After writing the notes in the main space, use the left-hand space to label each idea and detail with a key word or "cue."
Method
Rule your paper with a 2 ½ inch margin on the left leaving a six-inch area on the right in which to make notes. During class, take down information in the six-inch area. When the instructor moves to a new point, skip a few lines.
After class, complete phrases and sentences as much as possible. For every significant bit of information, write a cue in the left margin. To review, cover your notes with a card, leaving the cues exposed. Say the cue out loud, then say as much as you can of the material underneath the card. When you have said as much as you can, move the card and see if what you said matches what is written. If you can say it, you know it.

30. Sticky Note Method
Sticky notes allow ideas to be captured, sorted and re-arranged as needed.
Sticky notes are portable and small enough to write ONE idea per sticky note.
Put the sticky notes in the book as you read (no writing in the text) then peel off as you review and take with you to study in chunks throughout the day.

31. The Mapping/Webbing Method
Mapping is a method that uses comprehension/concentration skills and evolves in a note taking form which relates each fact or idea to every other fact or idea. Mapping is a graphic representation of the content of a lecture. It is a method that maximizes active participation, affords immediate knowledge as to its understanding, and emphasizes critical thinking.
Advantages
This format helps you to visually track your lecture regardless of conditions. Little thinking is needed and relationships can easily be seen. It is also easy to edit your notes by adding numbers, marks, and color coding. Review will call for you to restructure thought processes which will force you to check understanding. Review by covering lines for memory drill and relationships. Main points can be written on flash or note cards and pieced together into a table or larger structure at a later date.
Example:
                                                                                                                      

32. Learning Objective: How to Study in College and be successful!!!
Tuesday, September 8, 2009
Take your assigned seat. Daily Brain Buzz.
Take out your spiral/journal for notes.
Take CORNELL notes while watching the video by Dr. Olney “Where There is a Will, There is an A”
Quiz on the video at end.
Learning Objective: How to Study in College and be successful!!!

33. Learning Objective: How to Study in College and be successful!!!
Wednesday, September 9, 2009
Take your assigned seat. DBB
Take out your video notes.
**Complete the REDUCE step now. (You should have done REMIND yesterday.) After you have reduced—ask your neighbor your TQs.
Take notes while watching the video “Where There is a Will, there is an A” Today use Mapping to take notes.
Learning Objective: How to Study in College and be successful!!!
Play Alma Mater

34. Learning Objective: How to Study in College and be successful!!!
Friday, September 11, 2009
DBB: The Primacy-Recency Effect
Take out your video notes.
**Complete the RECITE step now--ask your neighbor your TQs.
Take notes while watching the video “Where There is a Will, there is an A”
Learning Objective: How to Study in College and be successful!!!

35. Directions: Look at this information for 12 seconds
KEF LAK MIL NIR VEK LUN NEM BEB SAR FIF

36. Wednesday, September 16, 2009 Get out a writing utensil for your quiz.
Get out a sheet of paper and write your name and class period on your answer sheet.
Take the quiz
On your paper-write and sign the Chiles High Honor Code:
“On my Honor, I have neither given nor received
Unauthorized aid of any kind on this assignment.”
Reading for tonight—Prologue pages 1-6
Learning Objective: Assess your knowledge of College Study Skills!!! 36

37. Thursday, September 17, 2009 Daily Brain Buzz—Brain Food Article
Get a textbook—”Thinking About My Text”
Reading Strategies of Independent Readers
Directions for Using Your Study Guide
LINCS—and practice for Prologue
Due on test day
HMWK: Reading for tonight-- pages 7-15
(Test Monday)
Learning Objective: How to Read your Text effectively and do vocabulary LINCS. 37

38. Friday, September 18, 2009 Daily Brain Buzz—Article
“HAND”OUT on Psychological Perspectives
Open House Invitations-Brain Foods
LINCS—and practice for Prologue Vocab.
*Due on test day
Test Monday on Prologue
Learning Objective: Understanding the Psychological Perspectives and How to do LINCS Vocabulary cards. 38

39. LINCS A strategy for remembering the meaning of new words.
Introduction:
Different pieces of knowledge are linked together like a chain. Focuses your attention on the parts of the definition you need to remember.
Many times, if you can remember the information in one of the links in a chain, you will remember information in many of the other links. Uses knowledge you already have to have you learn new knowledge (association).
When you apply the LINCS strategy to a word you need to remember, you create a strong chain between the word and its meaning. Involves testing yourself to check whether you can recall the meaning of a new word.
The stronger the links between pieces of information, the easier you can remember them. The weaker the links, the more difficulty you’ll have remembering them.
Step 1: List the parts
Step 2: Imagine a picture
Step 3: Note a reminding word
Step 4: Construct a LINCing Story
Step 5: Self-test

40. Practice LINCs
FRONT OF CARD
BACK OF CARD

41. Learning Objective: Assessing your understanding of the Prologue.
Monday, September 21, 2009
DBB-World Alzheimer's Day
September 21 is World Alzheimer’s Day, when Alzheimer associations from around the world unite to raise awareness of the disease. Alzheimer's is a disease that attacks the brain. It is the most common form of dementia—it is a progressive and fatal brain disease.
Turn in LINCS to basket on back table.
Test –Prologue
ASSIGNMENT CHART
Learning Objective: Assessing your understanding of the Prologue.

42. Learning Objective: Assessing your understanding of the Prologue.
Tuesday, September 22, 2009
DBB-Sternberg Article
Get your folder from the crate
Pick up your test
Congrats Top Guns!
Test Correction Process
Homework: Chapter 1 Reading Pg.s 29-35
Learning Objective: Assessing your understanding of the Prologue.