Individual Differences Describe and evaluate the Starter Students to list all the ways they are unique from class Scenario given, apply Flipped learning 15 – – area (Section B) Individual Differences area. mates, friends and family. individual differences Students to make notes principles to article: OCR on the description Conducting social Describe and evaluate OCR resource: , Individual differences area resource: , Psychological (BAMRC) of sensitive research Ethics in socially sensitive OCR resource: , Areas and perspectives in a nutshell, Applied Learning et (1997) al’s (Section B) research. OCR resource: , Debates. Scenarios study. Students can use: Practical application Apply individual differences Research disorders, such as phobias, autism, and Also can watch: Video Tourette’s, (Section C) psychological knowledge to and create an infographic on each. Research measuring clip on Sally-Anne test: scenarios. differences in intelligence and personality; such as OCR resource: , Baron psychopathy. Cohen. Key theme: Describe and evaluate Starter Recap quiz of understanding of Freud. Students to write their Flipped learning 16 – – Understanding (1909) study. own source for Section C Students to make notes Freud’s OCR resource: Freud, complete comic book strip to disorders (Section A) of Individual Differences on the description Describe and evaluate demonstrate key points in method and main results of Freud’s to test each other. (BAMRC) of Hancock et Freud (1909) Baron-Cohen et (1997) study. al’s (2011) study. al’s study. Baron-Cohen et al OCR resource: , students highlight and annotate, and link to Students could watch: (1997) Describe the studies in their individual differences area pair. OCR resource: , Students complete evaluation and venn diagram. Hancock Procedure. Apply studies to individual OCR resource: , Core studies guide and how they provide new differences area. understandings of behaviour, students use knowledge of to understand how contemporary studies change our understanding.
15 Individual Differences area (Section B) Conducting social sensitive research (Section B) Practical application (Section C) Describe and evaluate the Individual Differences area. Describe and evaluate Ethics in socially sensitive research. Apply individual differences psychological knowledge to scenarios. Starter – Students to list all the ways they are unique from class mates, friends and family. OCR resource: , Individual differences area OCR resource: , Areas and perspectives in a nutshell, OCR resource: , Debates. Research disorders, such as phobias, autism, and Tourette’s, and create an infographic on each. Research measuring differences in intelligence and personality; such as psychopathy. Scenario given, apply individual differences principles to article: OCR resource: , Psychological Applied Learning Scenarios Flipped learning – Students to make notes on the description (BAMRC) of et al’s (1997) study. Students can use: Also can watch: Video clip on Sally-Anne test: OCR resource: , Baron Cohen. 16 Key theme: Understanding disorders (Section A) Freud (1909) Baron-Cohen et al (1997) Describe and evaluate Freud’s (1909) study. Describe and evaluate Baron-Cohen et al’s (1997) study. Describe the studies in their pair. Apply studies to individual differences area. Starter – Recap quiz of understanding of Freud. OCR resource: Freud, complete comic book strip to demonstrate key points in method and main results of Freud’s study. OCR resource: , students highlight and annotate, and link to individual differences area Students complete evaluation and venn diagram. OCR resource: , Core studies guide and how they provide new understandings of behaviour, students use knowledge of to understand how contemporary studies change our understanding. Students to write their own source for Section C of Individual Differences to test each other. Flipped learning – Students to make notes on the description (BAMRC) of Hancock et al’s (2011) study. Students could watch: OCR resource: , Hancock Procedure.
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