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This document is constructed to guide curriculum decisions by providing content standards and learning targets to guide teachers and other stakeholders in designing instruction. The standards are hierarchically organized to reflect increasing levels of specificity (i.e., pillars, standard areas, content standards, and learning targets).
The goal of the National Standards for High School Psychology Curricula is to help teachers and others responsible for the development of psychology curriculum at the secondary school level develop an accurate, comprehensive, and developmentally appropriate introductory psychology course aimed at students in grades 9 through 12. The National Standards does not define the discipline of psychology, nor does it prescribe what should be taught in an introductory psychology course at the postsecondary level. Rather, the National Standards provides a framework for teachers and others to craft introductory psychology courses for high school students. Mindful of this curricular context and student audience, the National Standards is an outline of the basic core essentials of psychological science and practice to be taught in the introductory psychology course and is intended to be relevant to the lives of high school students.
The mission of the original task force that developed these standards and the subsequent revision committees was to prepare a document to be used by educational leaders, teachers, and other stakeholders to determine what high school psychology students ought to be taught in a high school psychology classroom. Use of the term standards in this document is consistent with national practices in K-12 education when disciplinary societies, teacher organizations, or other non-regulatory groups develop benchmark learning objectives for curriculum development and assessment of student learning in particular subjects of study. Consistent with the use of the term standards in a secondary school setting, these standards are advisory.
The authors and editors of the psychology curriculum standards recommend that teachers design courses to highlight units from the Scientific Inquiry and Research Methods foundation and each pillar found in the standards (i.e., Biological, Cognition, Development and Learning, Social and Personality, and Mental and Physical Health). Within each pillar, the Working Group has recommended which units any course must cover; additional units can be taught as time allows. The pillar-driven course exposes students to the diversity of scholarship in psychology.
This document is constructed to guide curriculum decisions by providing content and performance standards to guide teachers in designing instruction. The standards are organized hierarchically to reflect increasing levels of specificity (i.e., pillars, standard areas, content standards, and learning targets).
From online resources to listservs to social media, technological resources also provide teachers with support in the form of specific classroom activities and can be used in conjunction with these standards. Technology and software can enhance the teaching of high school psychology by promoting active learning; most of the major textbook publishers have developed software to accompany their introductory psychology textbooks, and other distributors have marketed relevant software. Listservs and social media provide teachers with the opportunity to communicate with other teachers with relative ease and convenience and are an excellent way to get answers to questions about the teaching of psychology. Appendix C contains information on several online resources and provides examples of several listservs that are of particular interest to psychology high school teachers. 2ff7e9595c
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