DP unit planner

Teacher(s) Ms Laila Subject group and course Group 3 - Psychology

Course part Introduction to Psychology SL or HL/Year 1 or 2 SL & HL Dates 6th September – 7th
and topic October 2021
Research Methods DP1

Unit description and texts DP assessment(s) for unit

Students will cover the unit “Research Methods” corresponding to DP1 Assessment 1 on the 10th October (Paper 3)
Paper 3 in this course.
Psychology Course Companion, Oxford IB Diploma Programme, Popov
et al. 2nd Edition

INQUIRY: establishing the purpose of the unit

Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer” or apply, their
knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.

 To think critically about information in the media related to psychology with regard to how and why the research was done.
 To be able to propose and carry out research to investigate a psychological question.
 Interpret data from research and determine its significance - both at a personal and a global level.

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ACTION: teaching and learning through inquiry
Content/skills/concepts—essential understandings Learning process
Check the boxes for any pedagogical approaches used during the
unit. Aim for a variety of approaches to help facilitate learning.

Students will know the following content: Learning experiences and strategies/planning for self-supporting
learning:
 ethical considerations in research
 Lecture
 qualitative research methods: observations, case studies, interviews  Socratic seminar
 quantitative research methods: experiments (quasi and natural) Small group/pair work
 research designs  PowerPoint lecture/notes
 sampling techniques Individual presentations
Group presentations
Students will develop the following skills: Student lecture/leading
 applying statistics to test the significance of data Interdisciplinary learning
 data representation Details:
 writing and testing a hypothesis Other/s:

Formative assessment:
Students will grasp the following concepts:
SAQs will be given for homework after we cover a learning outcome.
 anecdotal vs empirical evidence
 bias in research

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  correlation vs causation Summative assessment:

 qualitative vs quantitative DP1 Assessment 1 Paper 3

 significance of data
 theory
 triangulation Differentiation:

 validity of research  Affirm identity—build self-esteem

Value prior knowledge
 Scaffold learning
Extend learning

Approaches to learning (ATL)

Check the boxes for any explicit approaches to learning connections made during the unit. For more information on ATL, please see the guide.

 Thinking
Social
 Communication
 Self-management
 Research

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Language and learning
Check the boxes for any explicit language and
learning connections made during the unit. For more
information on the IB’s approach to language and
learning, please see the guide.
TOK connections CAS connections
Check the boxes for any explicit TOK connections Check the boxes for any explicit CAS connections.
made during the unit If you check any of the boxes, provide a brief note
in the “details” section explaining how students
engaged in CAS for this unit.

Activating background knowledge Personal and shared knowledge Creativity

 Scaffolding for new learning Ways of knowing Activity
 Acquisition of new learning through practice
Areas of knowledge Service
Demonstrating proficiency
The knowledge framework Details:
Details:
Details: ***I am still not entirely sure how links to CAS
can be made in the unit plan. This section
***Detailed links to TOK can be found in the
requires further clarification on how it is meant to
Curriculum Outline. I am still not sure which of
be filled logistically, preferably with examples
the four above these would come under so I will
from previous unit plans.
leave this section blank until I understand a bit
more.

Resources

List and attach (if applicable) any resources used in this unit

 Popov, A., Parker, L., & Seath, D. (2017). Ib Diploma Programme: Psychology Course Companion (2nd ed.). Oxford University Press.
 Solomon, J. (2018). Psychology for the IB diploma. Cambridge University Press.
 InThinking: teacher resources, student resources, online textbook, external examination resources and internal assessment resources
 IB Psych Matters website https://www.ibpsychmatters.com/

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Stage 3: Reflection—considering the planning, process and impact of the inquiry
What worked well What didn’t work well Notes/changes/suggestions:
List the portions of the unit (content, assessment, List the portions of the unit (content, assessment, List any notes, suggestions, or considerations for the
planning) that were successful planning) that were not as successful as hoped future teaching of this unit

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