Amy Jones
Her career objectives are teaching and encouraging students to love to learn, to respect and love themselves, to appreciate and respect the diversity in others and to learn to work together to solve the problems and challenges of the future. She is committed to the idea that critical thinking skills can be taught and employed in inspiring students to assume responsibility for their own learning. She has taught AP* Psychology , English, and Self Esteem for sixteen years and taught eleven years in Davis County School District's Alternate High School Program "3-6." She has been an AP* Psychology Exam Reader for 19 years, and an AP* National and International Consultant for the College Board* for 19 years.
She was the Student Government advisor at Bountiful High School for two years. She has been nominated twice for the Disney Teacher of the Year Award and listed multiple times in Who's Who in American Teachers. She has been voted "Most Favorite Teacher" at BHS and "Teacher of the Year" at Copper Hills High School by student vote. She has been married for 52 years, is the mother of six children, and the grandmother of 23. She is active in her community, church and PTSA, and has served in many different capacities involving people of all ages. Recently returned from serving a mission to Canada for her church, she is currently teaching in Davis School District in Utah.
• Trained to teach Self-Esteem curriculum at the Self-Esteem Center in Salt Lake City, Utah in August, 1990 • BS degree, December 1992, University of Utah, Salt Lake City, Utah. Major: Psychology
• Minor in English and Secondary Teaching Certificate, December 1993, Weber State University, Ogden, Utah, Endorsements in Psychology and English
• Began Master's Degree in Therapy and Counseling, 2000 at the University of Phoenix, Salt Lake City Campus, Salt Lake City, Utah.
• Served as Chairperson of Davis County's Commission on Infants, Children and Youth for two years.
1. To give new or experienced teachers organizational strategies to succeed including familiarity with the requirements of the AP* Psychology and meeting the needs of AP* students.
2. To provide instructional strategies for addressing common themes and teaching of the various perspectives in Psychology.
3. To provide guidance in selection of appropriate textbooks and other resources for teaching AP* Psychology.
4. To share interesting and meaningful learning activities that help increase knowledge of psychological concepts and methodology.
5. To provide content updates and strategies that will enable a teacher to be more current in the topics of psychology.
Level of Participants
It is expected that participants will vary in both teaching experience and in psychology background. Teachers may range from a beginning level to many years of experience in teaching psychology and/or AP* Psychology. The objectives are designed to meet the varying needs of this diverse group and many activities are planned that draw upon the experiences of the participants.
The course offers strategies for use in presenting the main topics of psychology as well as the methods being used to study psychology. Participants will explore techniques geared toward teaching a college-level psychology course to high school students and tips on preparing students for the AP* Psychology exam including multiple-choice and free response questions. Materials published by the College Board will be part of the course reading. Participants will have the opportunity to share best practices with other new and continuing AP* psychology teachers. Tips on textbook selection, source books, audiovisuals and Web-based sources will also be provided. Additional resources will be provided for the participants, and each participant will be expected to design a lesson, activity, or unit based on the AP* Psychology curriculum.
Course Content
Course content will focus on strategies and resources for teaching major curriculum units which may include: Methodology (Experimental and non- experimental methods and Testing); Biological Basis of behavior (the role of genetics and the environment, Brain and Nervous system, neurotransmitters); Sensation and Perception; Consciousness; Cognitive Perspective; Learning Perspective (including Behaviorism and social Learning Theory); Social Psychology; Development; Personality; Abnormal Psychology (including symptoms of disorders and Therapeutic Systems). Additionally participants will receive guidance towards designing curriculum, addressing common themes among the various psychology perspectives, preparation for examinations and incorporating AP* exam strategies throughout the year
Syllabus for AP* Seminars Silicon Valley
• Introductions and Overview Layout of the week; What do you want from this workshop? Etc.
• Overview of the Acorn Book, Teacher’s Guide and Philosophy. (Geared to AP* Exam, geared to fun. Why not have BOTH?)
• Logistics: Ordering textbooks, finding websites and web sources, joining the list serve,
• TOPPS and APA organizations, amassing a textbook reference shelf, copy of key books (DSM V, DSM Case Study Books, Hock’s book, etc.
• Pacing calendars, Summer assignments, Criteria for admission, Who sits for the test,
• Intro Class Ideas, (starting the year, setting the tone, etc.) Outside reading suggestions, video lists and resources, activity guides and review books, sample syllabi.
• The AP* Test: Take the 2007 released exam. Score and discuss, Discuss the Free Response section of the exam.
• Intro to Psych: ideas and suggestions, activities and contributions
• Perspectives
• Research
• Statistics
• History
• The Brain
• Sensation
• Perception
• States of Consciousness
• Thinking and Language
• Memory
• Learning
• Motivation and Emotion
• Personality, Psychological Assessment
• Psychological Disorders
• Treatment of Psychological Disorders
• Physical and Cognitive Development Social Development
• Social Psychology
• Health and Stress,
• What to do after the AP* exam
• 4th quarter projects, research
• Wrap up of week, final suggestions, ideas, questions,
• Exchange contact information.