Content Area: Health and Physical Education
Index: 2.1F Grade 12 CPI 1
Standard: 2.1 - Wellness
Strand: F - Social and Emotional Health
Cumulative Progress Indicator: 1 - The student will discuss psychological
principles and theories of personality development.
Grade: 12
Sample Activities:
·
THE CORNERS OF YOUR MIND - Review several theories of
personality development (e.g., psychoanalysis, humanistic psychology,
behaviorism, cognitive psychology). Designate one section of the room for each
model. Each student decides which model of personality development best explains
his/her own personality development and stands in the area that represents that
theory. Students in each section share why they chose the theory.
·
TYPES OF INTELLIGENCE - Divide the class into seven groups,
and assign each group one of the seven types of intelligence as described by
Howard Gardner. Each group develops a presentation describing one type of
intelligence and provides examples of it (e.g., students assigned
bodily-kinesthetic intelligence might perform a dance). Students discuss how
individuals may develop the intelligences and the impact of this theory on
education and learning.
Variation: List the seven categories on the board and brainstorm associated
activities. Students answer the following questions:
-
What type of intelligence do you have the most of?
-
What type of intelligence do you think you have the most of?
-
If you were to ask your parents what type of intelligence you have
the most of, what would they say?
-
Is there a difference in the two answers? If so, why?
-
What determines the amount of intelligence you possess for each of
the different types of intelligence?
-
What can you do to enhance each of the seven types of
intelligence?
Variation: Make one large sign for each of the seven categories and place them
around the room. Students decide which type of intelligence they think is their
primary one, then their next two strengths. Students move to the sign that
represents their first type of intelligence. Pose the following questions as
students move to their second and third selections: “Are the same people in your
group? Has anyone stayed together for all three changes? Were you surprised at
some of the people in your group? Why?” Reconvene the class and discuss how the
various types balance one another.
Variation: Students design a company that employs only seven people, one person
for each of Gardner’s seven intelligences. Students select a product or service
for the company and write a job description for each employee, focusing on the
best job for his/her talents.
·
TALKING TO YOURSELF IS HEALTHY - Write the words internal
dialogue on the board and brainstorm definitions. Explain that when problems
occur, people often talk to themselves about what happened, why it happened, and
what might be done about it. Explain that while these thoughts often go
unnoticed, they have a profound effect on how people feel and act. Stress the
connection between what students think and how they feel. Provide a sample
monologue similar to the ones below to illustrate the point.
SAMPLE
MONOLOGUES
Monologue #1
Sam is looking in the mirror at his new haircut. He is thinking to himself:
“Man, like I can’t believe that haircut I just got. The barber practically
scalped me! I’m almost bald! How can I go to school like this? Everyone is going
to laugh at me and it’s going to take months for my hair to look good again.”
Monologue #2
Susan is sitting on the bench during physical education class. She is thinking
to herself: “I can’t believe that Julie didn’t pick me to be on her team today.
I always pick her first. She picked Annie and she doesn’t even like her. I’m
supposed to be her best friend and she just left me sitting here looking like a
fool.”
Monologue #3
Greg is sitting in his room, thinking to himself: “Why didn’t John invite me to
his party? He’s in two of my classes and we always hang out together at school.
He must not like me because all my other friends got invited. Now everyone is
talking about the party, and I’m going to have to tell them I wasn’t invited.
This is so embarrassing! Everyone will think I’m a loser! They’re probably
right.”
Monologue #4
Shanelle is riding the bus home from school. She is thinking to herself: “I
can’t believe someone stole my jacket at lunch today. What am I going to tell
Mom? She’s going to kill me! That jacket was so expensive, and I begged her to
buy it for me. I told her I would take such good care of it. Now it’s gone.
She’s never going to trust me again. She’ll probably stop buying me nice things.
I’m so stupid!”
Next, students develop their own examples of internal dialogue. Divide the class
into pairs to share their examples.
