Teacher Candidate: Emily Wold Location: Lab
Class and Grade
Level:Psychology 11-12th Grade
Daily Lesson
Topic:
Cluster A Personality Disorders
Unit:
Psychological Disorders
Standards: 2.3 Describe symptoms and causes of major categories
of personality disorders
Objectives: SWBAT
recognize and describe the symptoms of Cluster A personality disorders.
Instructional
strategy: Problem based learning
Modification/accommodation:
Add visual elements for ELL students and pair
them with students that will help them with the large amount of text, add more
files or split the files up among the groups with larger class sizes
Materials: folders,
case study handouts, field journal handout, fax handout, lined sticky notes
Description of Each Phase of the Lesson Plan
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Brief Reflection/Explanation
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Time:
2 mins
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Introduction: The teacher will welcome the students and explain
to them that they are psychologists at a prestigious Wenona Clinic. They have
just received 3 case files from the head psychologist at the clinic who has
requested the student’s help. The files contain information about clients but
the head psychologist has a heavy case load and wants assistance in figuring
out which disorder best fits each client. The teacher will explain to the
students that it is their job to determine a preliminary diagnosis of the clients
in the files.
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By
getting the students in the mindset that they are actual real-life
psychologists, it will help make the rest of the project more authentic. It
will also serve as the foundation of the project and set the stage for the
instruction and practice stage.
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Time:
23 mins
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Instruction & Practice: The
students will be split into even groups and will be given copies of the 3
files. The students will also be given a note-taking field journal to help
guide their thinking. The field journal will require the students to make
notes about the behaviors and perceived thinking/cognition of the clients.
Once
the students have examined the information in the files, they will be given a
fax from the head psychologist saying that he has narrowed the potential
disorders down to 3: Paranoid, Schizoid, or Schizotypal personality
disorders.
In
their small groups, the students will make a decision for which disorder fits
each case file. They will write this decision on large sticky notes and will
also list the reasons why they believe that disorder fits the case file best.
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I
wanted the students to take on an authentic role and have them actively think
and problem solve a potentially real-world situation. I placed the students
in groups so they can work collaboratively about the case files. I also
provided a note taking guide to help guide the reading process.
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Time:
5 mins
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Closure/Wrap Up:
The
students will be asked to make a group consensus on the possible diagnosis
for the three clients. The decision must include reasons why that disorder
fits that case file.
The
students will be told that their decision will be sent off to the head
psychologist for his final decision.
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This
closure allows students to work together to come up with a group consensus
about the three case files they were working on. It also brings the lesson
full-circle by “completing the mission” of helping the head psychologist be
correctly labeling the disorders.
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Assessment:
The
teacher will be able to assess the amount of understanding that the students
have on the Cluster A disorders based on their decision for which disorder
fits each case file and it will be reinforced by their reasons why they made
that decision.
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By
having the students turn in their field journals, I can get a better
understanding on where each student is at and how much information on the
disorders was obtained from participating in the activity. I can also gain
insight on how well the groups understood the rationale behind the disorders
by looking at the reasons the students provided about the disorders.
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Resource(s):
Holt Psychology:
Principles in Practice Textbook
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