psychology

7.SCHEDULE OF STUDENT’S OUTPUT

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8. REFERENCES

Basic literature:

1.Antonov K.N.Bashmakova NI Russia's entry into the unified educational space / / Bulletin of SBS 2005, № 5, pp. 56-58.

2.Antonov K.N.Bashmakova NI Higher Education in Russia. XXI Century: Challenges and Prospects. SPb., 2005.

3.Baidenko V.I. Bologna process. Moscow, 2004.

4.Higher education in the XXI century. Vision and Action: The World Conference on Higher Education. UNESCO. Paris, 5-9 October 1998

5.The concept and software upgrade of the Russian education by 2015. Internet Resources, Ministry of Education.

6.Martsinkovskaya T.D. History of Psychology.Moscow, 2001.

7.Psychological Science in the Russia of the twentieth century: problems of theory and history / ed. A.V.Bruslinskii. Moscow, 1997.

8.Schultz, D.P., Schultz S.E.The history of modern psychology.SPb.,

1998.

Supplementary literature:

1. Boguslawski M. Twentieth Century Russian education. M. LANE. SE

2002.

2.Sharon M. Goldsmith Plan Goals: a project to develop international standards of quality in the training of health workers / / Higher Education in

Europe. 2002, № 3, pp. 5-12.

3.Report of the International Commission on Education by UNESCO "Learning: The Treasure Within." UNESCO, 1997.

4.Magazine, "Higher Education in Europe."

5.Magazine, "Higher Education in Russia."

6.Magazine "Higher education today."

7.Journal "Psychological Journal."

8.Reforms and Development in Higher Education: UNESCO Policy Paper, 1995.

9.Modern psychology: Handbook. Moscow, 1999.

10.Vladimir Yakunin History of Psychology: Textbooks. SPb., 1998

9. COURSE POLICY Students are not allowed to

1.be late forclasses

2.miss classeswithout any reason 3.talkduring class by cell phone, chew gum

5.avoid wearing businessdress code

6.be impolite with fellow studentsand teachers

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10. KNOWLEDGE ASSESSMENT

Assessment criteria on students' knowledge:

-Knowledge of the basic psychological categories

-Fluency in theoretical materials

-Understanding of the laws of human development

-The ability to solve problems by applying acquired knowledge

11. GRADING SYSTEM

The policy of assessment is based on a 100-point system and provides the following distribution of points: the current and intermediate control is assigned a total of 60 points, the final control - 40 points.

11.1 Approximate scheme of knowledge assessment during the course

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11.3 The student’s knowledge assessment scale

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Glossary

Aggressive –an interpersonal style where only the immediate needs of the self are considered rather than the needs of others. (As opposed to passive or assertive)

Amnesia - loss of memory. Usually only a partial loss such as for a period of time or biographical information.

Analysis – Breaking down whole entities into their component parts to identify relationships, make comparisons and contrasts, and look for patterns.

Application – Students‘ practical use of skills, concepts, and information in new situations.

Assessment – A plan that allows teachers and students to monitor their progress toward meeting specified goals and objectives.

Autonomic Nervous System - part of the peripheral nervous system that regulates the involuntary actions of the body (e.g., breathing, heart rate, blood pressure, pupil dilation). Also regulates the Fight or Flight Phenomenon.

Behaviorism - The school of psychology founded on the premise that behavior is measurable and can be changed through the application of various behavioral principles.

Biological development – Considers the influence of the body‘s physical changes on the adolescent. This applies to learning and teaching because physical changes impact adolescent body size and shape, nutritional needs, mood swings, and the many other changes that are occurring in the body.

Classical Conditioning - The behavioral technique of pairing a naturally occurring stimulus and response chain with a different stimulus in order to produce a response which is not naturally occurring.

Classroom management – Proactive approaches for helping students learn. It includes all of aspects of the classroom that will promote student learning. Cognitive Dissonance the realization of contradictions in one's own attitudes and behaviors.

Collective Unconscious According to Jung, the content of the unconscious mind that is passed down from generation to generation in all humans. Comprehension – Demonstrating understanding by being able to explain ideas. Conformity-Changing your attitudes, beliefs, thoughts, or behaviors in order to be more consistent with others.

Content- Facts, concepts, skills, and attitudes that student learn in a class. While teachers will ―teach content‖, it is more important for teachers to know what content students are learning.

Convergent thinking – Questions that allow for only one or a few correct responses. These questions tend to be lower-order questions.

Cooperative learning – Students work in groups to help them learn content.

The five ―essential elements‖ of cooperative learning are 1) positive interdependence; 2) face-to-face interactions; 3) group goals and individual accountability; 4) interpersonal and small-group skills; and 5) group processing.

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Curriculum – The expected learning outcomes of the classroom, the content students will learn, and the lesson plans that provide detailed description for each class period. The curriculum has five parts: 1) the formal curriculum; 2) the delivered curriculum; 3) the learned curriculum; 4) the hidden curriculum; 5) the null curriculum.

Developmental Psychology -The area of psychology focused on how children grow psychologically to become who they are as adults.

Discipline – A reaction to student misbehavior that refers to how the teacher effectively controls students so their behaviors maintain a positive learning environment in the classroom.

Discussion – An instructional strategy that engages students in a conversation with one another about a specific topic. Discussion takes man forms in the classroom, and serves many purposes. Generally, discussion helps students understand a topic or issue more clearly, and it helps students learn how communicate effectively.

Divergent Thinking -The ability to use previously gained information to debate or discuss issues which have no agreed upon definitive resolution.

Divergent question – Questions that require deliberation and encourage broad responses. A number of appropriate responses are possible to this type of question and they typically require higher-order thought processes.

Escape Conditioning - Operant conditioning based on the idea that a behavior is more likely to be repeated if it results in the cessation of a negative event. Essential questions – Questions about the big ideas or fundamental concepts that teachers want students to think about and learn during the span of a unit. By posing questions, students and the teacher are able to focus their attention on content that will help answer the questions. Essential questions, thus, provide a focus for unit.

Evaluation – The highest level of taxonomy. Activities and questions encourage students to take their own points of view or to express their ideas on issues. At the evaluation level, divergent thinking is encouraged and differences of opinion are to be expected. Evaluation is also a term associated with measuring student achievement.

Experimental Method Research method using random assignment of subjects and the manipulation of variables in order to determine cause and effect.

Explicit teaching –A synonym for ―direct instruction‖. Both terms imply that the teacher explicitly\directly provides information or step-by-step skills. External Locus of Control The belief that the environment has more control over life circumstances than the individual does.

Extroversion Personality style where the individual prefers outward and group activity as opposed to inward and individual activity.

Fact – A phenomenon that can be verified through observing, experiencing, reading, or listening. Facts are necessary for building conceptual knowledge and generalizations.

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Fishbowl discussion – A discussion technique where participants learn about the topic of discussion, and receive explicit direction for developing the requisite skills and attitudes needed to listen and talk during a discussion.

Formal curriculum – Consists of all that educators purposefully intend to teach students. This is also referred to by some as the intended, planned, explicit, or official curriculum. This is the pert of the curriculum that most think of first, and it includes syllabi, unit plan, lesson plan, state standards, or textbook.

Frustration -The feelings, thoughts, and behaviors associated with not achieving a particular goal or the belief that a goal has been prematurely interrupted.

Futures wheel discussion – A discussion technique that focuses classroom discussions in a way that leads to decision-making. Students think through the implications of potential outcomes on any issue, and begin to think about the future, and the implications of decisions on future decisions, actions and policies.

Gestalt - German word typically translated as meaning 'whole' or 'form.'

Goal – A broad general statement that allows a teacher to focus the content, skills, and dispositions that students need to learn. Goals are usually written for the entire course as well as for segmented section of the course called units of instruction.

Group investigation - A six-step cooperative learning strategy that provides students with a significant amount of choice and control. Groups are mixed, but they are additionally formed to match students who share an interest about the same topic. Group members help plan how they will research a topic, how they will present it, and how they will divide the work among themselves.

Halo Effect -The tendency to assign generally positive or generally negative traits to a person after observing one specific positive or negative trait, respectively.

Humanistic Psychology- A theoretical view of human nature which stresses a positive view of human nature and the strong belief in psychological homeostasis.

Informal cooperative learning- Students work in groups that are formed quickly and\or spontaneously for a few minutes to an entire class period.

Industrial/Organizational Psychology - The area or specialty in psychology focused on the application of psychological principles in the work force. Instinct- A behavior we are born with and therefore does not need to be learned.

Inquiry learning – Problembased learning that initiated with a problem, uses student investigation and\or research, and has the teacher serve as a facilitator to the student or student group.

Intelligence -The degree to which one can adapt to one‘s environment.

Intelligence Quotient [IQ]- The scores achieved on psychological tests aimed at quantifying intellectual ability.

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Internal Locus of Control - The belief that an individual has more control over life circumstances than the environment does.

Introspection -The process of examining one's own consciousness. Introversion - The tendency to focus energy inward resulting in decreased social interaction.

Issues\values continuum – A discussion technique that allows the teacher and students to assess the diversity of opinions in the classroom, while requiring students to think about their own positions on issues.

Jigsaw – A cooperative learning strategy where students are in two groups: an expert group where they learn with others about specific information, and a home group where they learn share their newly formed expertise. Students work interpedently in both groups.

Jung, Carl - a student of Freud who split from the Psychoanalytic Society because of his disagreements with Freud, especially his view of the collective unconscious.

Knowledge – This is the first and most basic taxonomy. It addresses recall of information and whether students remember what they have read, were told, or saw. Knowledge is also referred to by some as synonymous with key facts and skills. In this use, student learning refers to knowledge, skills, and dispositions.

Learning curriculum – a representation of all that a student learns in school.

Some refer to this as the ―realized‖ curriculum and it comes into play when assessing the students and the curriculum itself.

Learning - a relatively permanent change in behavior due to an interaction with the environment.

Learning – A learning permanent change, due to experience, either in behavior or in mental representations of associations (Ormrod, 2006, p.244)

Learning Theory - Based on the idea that changes in behavior result more from experience and less from our personality or how we think or feel about a situation.

Learning objective – Statements that help teachers, students, and others involved in educational answer three basic questions related to teaching and student learning: What content do students need to learn? How will student learning be assessed? What activities will students engage in to promote learning?

Lecture – An instructional strategy where the teacher presents a specified set of information to students. These presentations take a variety of forms.

Lesson plan – A document used by a teacher that provides the structure, instructional strategies, and plan action for each day.

Locus of Control - A belief about the amount of control a person has over situations in their life.

Longitudinal Study - A research design that assesses the effects of development (maturation) by using the same subjects over an extended period of time

Long Term Memory - Relatively permanent memory.

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