The section I chose for this assignment is the Social Psychology unit. In this three week period at the beginning of the year we would learn about key concepts such as personal perception, attribution, obedience and conformity, group processes, attitudes, interpersonal interactions, and cooperation vs competition. To learn this, we will do things like taking a myriad of personality tests, comparing and contrasting what they say to our own experiences. We would also use attribution as an opportunity to discuss stereotypes, why they exist, and the damage they can do. When talking about obedience and conformity we will talk about things like groupthink and the panopticon and how these ideas are present in our everyday lives. For group processes, we will look at different group dynamics, what makes a good leader, and form, storm, norm, perform process each group go through. Throughout the unit, we will continue to spiral back to our case study on Imposter Syndrome. This case study will be a place to not only explore a very common experience many students may find relatable, plus, all of these different social psychology topics tie into the causes/feelings someone with imposter syndrome may experience. Below I have outlined this unit and the content standards each concept speak to.
Resources: For each resource I have listed below, I will discuss what each resource I have chosen are, how I foresee high school students interacting with them, and a couple questions I would potentially ask in order to help deepen their learning.
1. What (according to the text) is “social responsibility” and why does it take courage to teach social responsibility?
3. How do different people (who have different values and fundamental understandings of justice, truth, & etc.) disagree about what values to promote and pursue? What do you think about pursuing a common vision when there isn’t a consensus?
1. Spend 1 paragraph to describe each of the following classrooms:
a) Mr. Appleton’s (who presents factual stuff) approach to teaching,
b) Mrs. Baker’s (whose class does different stuff) approach to teaching,
c) Ms. Cassell’s (alternative approach) to teaching.
2. Use the text to explain (in at least 1-2 paragraphs) your takeaway on what differentiated instruction isn’t (that is, what it is commonly misunderstood to be), and –most importantly– what differentiated instruction authentically is.
1. Why is anti-Semitism an essential component to teaching the Holocaust?
It is at the heart of the Nazi movement. Anti-Semitism made Jews the target of the hate and brutal torture and killing that coincided the Holocaust. Teaching it is fundamental to understanding how this hate perpetuated through an entire region of the world. Additionally, anti-Semitism still exists today, which means students need to have a firm understanding of what it is in order to prevent something as devastating as a Holocaust from ever happening again.
2. Why does teaching anti-Semitism “get people on all sides riled up”?
Because it can't be taught in a vacuum. Anti-Semitism inherently brings in Christianity and subsequently makes folks feel as though they are being accused of something. Omitting this element of the Holocaust allows stereotypes and preconceived notions to continue and flourish. This is why even though it may be incredibly uncomfortable, it is pertinent for all students to hear about.
3. Give historical examples of anti-Semitism (see the middle of p.53)?
The Palestinian-Israeli Conflict, Jewish "whiteness" and success in America, Holocaust jokes, etc.
b) Develop an interesting question around that standard.
post a concise statement of your results for each test
DiSC Results: https://www.123test.com/disc-personality-test/id=fc8fbf2a5ae17a602013
As I expected, this test identified me mostly "D" meaning dominance. This came to no surprise to me. I also see these traits (both to my benefit and concern) quite clearly in all that I do. The interesting part of these results came with how the others ordered themselves. As I've gotten older, I have become less focused on people and socializing, and more focused on goal-setting and what I call "adulting". This shows in "C" as the clear runner-up where as prior it has always been "I".
Big 5 Results:
These results were a little bit more confusing for me. I think part of this confusion is that I scored everything middle or below... maybe that just speaks to the depth in addition to breadth of my personality, but it also made the results appear muddled. Although, when I look at the breakdown of what my percentiles truly "say" about how I am, it makes sense. The one I feel is the seemingly contrictory existence of a very high in Conscientiousness and also a high in Openness to Experience. In isolation they feel like opposites. In reality, although they still may feel like opposites, they can (and often do in my case) exist together.
These are just a few photos showcasing my time at MSU. Lots of memories and even more smiles.