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TABLE OF CONTENTS

TOPIC

PAGE

LESSON
OBJECTIVES.....…………………………………………………………………………………………. 3

BOPPPS LESSON PLAN............................................................................................................................. 4

STUDENT PREP STRATEGY ................................................................................................................... 5

ADDING TECHNOLOGY .......................................................................................................................... 7

SECOND P ................................................................................................................................................. 10

BOPPPS ANALYSIS ................................................................................................................................ 11

THE SYLLABUS SNAPSHOT ................................................................................................................ 12

TEXT QUESTIONS .................................................................................................................................. 14

CAT
…………………………………………………………………………………………………………….15

FORMAL ASSESSMENT ......................................................................................................................... 17

RUBRIC ..................................................................................................................................................... 19

SHOW CASE -POWER
POINT…………………………………………………………………………………………………….20

PERSONAL ASSESSMENT .................................................................................................................... 26

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Identify various research methods and their characteristics used in the scientific study of
psychology" - LSC Catalog

• By the end of this lesson students will be able describe the observational
method to conduct a research.
• By the end of this lesson students will perform a field non-participant
observational data collection to describe behavior.

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BOPPPS LESSON PLAN

COURSE: General Psychology – 2301. Solange Cailet
Lesson Title: Research Methods, Observational Research.

Bridge: A Video titled Research Methods.

Estimated time: 10 minutes

Course Student Learning Outcome:
Perform an Observational Research

Learning Objectives:
By the end of this lesson students will be able describe the observational method to conduct a research.
By the end of this lesson students will perform a field non-participant observational data collection to describe
behavior
Offer a startling video about research ( BOPPPS level 1 Bridge in) ,
Explains and details the intention of the lesson (BOPPS Level 2, objective outcomes)

Pre-Assessment: Open a group debate on the topic of the lesson. Understand what students already know

Estimated time: 20 minutes

Participatory Learning:
HIGHLIGHT AND LABEL THE FOLLOWING:
4 questions with Bloom’s level identified
What is Observational Research Method? (Knowledge / Understanding) What is a non-participant Observational method?
(Comprehension/ Applying) --- Do you see what I see? – Taking notes looking at one picture (Application Analyzing) Are my
notes unbiased? (Reviewing the notes –Synthesis/ Evaluating) Sub-question to address the higher level of the Bloom’s
Taxonomy: How important is the Data collection in an observational research (Creating data, observing behavior)

New instructional technology you are trying Crossword – Game

At least one classroom assessment technique (CAT) One- Sentence Summary & Brainstorm



Time Instructor Activities Learner Activities Lesson Materials

15 Open discussion / debate Students share insights about Video

the topic. https://youtu.be/zUQ0HhHONKI

20 Divide students in small Students use CAT One sentence & Selection of sentences

groups Brainstorm

10 Show one picture to all Students observe facts Picture

students

30 Tell students how to make Students performed a research All materials comes together

short annotations observation

Post-assessment: How will you assess if objectives have been met? Crosswords Game and correction

Estimated time: 20

Summary: How will you close the lesson?

Come prepared for another research, next class we will do an experiment with variables.

Estimated time: total lesson 1 hour and 58 minutes

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Here it is my strategy to get students academically prepared to participate
effectively in the next class.
For the sake of the argument, let’s pretend that I have a face-to-face class. I
would use the same strategy I use in my online classes with few adjustments.
First, I would start an open debate on the main topic – For instance,
Observational Research. The intent of the discussion is to evaluate how much
they know about the subject. Then, I ask the students to watch a video (the video
reference is below) about the same theme that we just debated…. Then, I ask
the students to say what they learned about the topic that they did not know
before – Students’ participation keep a student interested in the learning
objective, which is important!
Note - The video always encloses one of the subjects that will be intensely
discussed in the next class, including group study or multiple-choice group
questions.

Getting Students Prepared for the Next Class
Then, I would tell my students to come prepared for the next class. Preparedness
is crucial to experience in class one of the subtopic that was enclosed in the
video they watched. At this point, I would say the subject/topic, and also, I would
refer to the pages in the book.
I will let them know that they will perform and analyze "in Vivo" the selected
topic. I would tell them that I will add 1 or so points to the final exam if they do a
good job next class during their analysis.

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Find below an example of one of the short videos that would present to the
students as part of my strategy of getting them prepared for the next class.
In this example, the video is about " how to collect data in a non-participant
research.”

https://youtu.be/x2fpLd66yr4

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What made me choose this tool?
How have I used it to accomplish the lesson objectives?
What (if any) challenges or difficulties did I have in learning this new tool?
Is this something I would be willing to use again in the future? Why or why not?

I choose a Crossword Puzzled – Game. First, I looked into the suggestion of the
course, which was The Crossword Generator. Then I got lost because I could not find
the file I made. I really liked the idea of a crossword, and then I started researching on
the Internet another crossword making, and I found another website named Crossword
Hobbyist at https://crosswordhobbyist.com. The Crossword Hobbyist, in my opinion, has
a better interface and made it easier to assemble the Crossword. Also, this site gives
many options to export, print, arrange, and re-arrange the same crossway the way you
want. Although the site offers many examples for free, I decided to assemble my own
using similar lesson objectives that I set in for my E-Portfolio at the begging of this
course.
Lesson Objective
· By the end of this lesson, students will be able to describe the concepts used in
scientific research.
· By the end of this lesson, students will remember terms and concepts relevant to
psychology to describe research methods.

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Activating BOPPPS
I am using the crossword as a participatory learning because I believe that the
crossword activity will encourage and engage students in the learning process.
Future Classes

I intend to incorporate this activity into my online classes because it can be a fun
option to motivate my students in gaining knowledge of the concepts and terms of
psychology. Understanding the concepts and even memorizing the terms is crucial to
the study of psychology in which everything is based on many psychological theories
and application of the theories. Students need to be familiar with these terms to read
and understand the research methods.

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Course: General Psychology 2301-4031

Lesson Title: Observational Research

Course Student Learning Outcome:

Identify various research methods and their characteristics used in the scientific study of
psychology" - LSC Catalog.

Learning Objectives:

By the end of this lesson students will be able describe the observational method to conduct a
research

By the end of this lesson students will perform a field non-participant observational data collection
to describe behavior.

Participatory Learning:

Time Instructor Activities Learner Activities Lesson Materials
10 Students try to define, explain No Lesson materials at this
Minutes Open discussion / debate or give insights about the stage, just brainstorming.
with students about the topic.
04 meaning of “Observation Video
Minutes Research” – Write on the Learners will watch the video https://youtu.be/zUQ0HhHONKI
10 board key words of the in Observational Research
Minutes brainstorm Refer to the pages in the book
Star video Students to debate about the related to the topic of the
topic of the lesson and share lesson.
Ask again… , ask the what they learned in the
students to say what they video. Students then will
learned about the topic that discuss the different 2 types
they did not know before – of observational research.
Write in the board key words’
brainstormed. Open debate.

2 Divide students in small Tell Students that they are Show a picture of a “Back
minutes groups going to look at one picture Friday shopping event”
and take bullets notes about
the observation of one picture.

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13 minutes Ask the Groups to Student will accomplish Picture of a Black Friday
observe a picture that is a non-participant shopping event.
projected in the board. observational research
The same picture is for
all groups

BOPPPS

B: bridge to the lesson
O: objectives
P: pre-assessment
P: participatory lesson
P: post-assessment
S: summary

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The syllabus snapshot is just a modular paper
structured to include components of the course
and reminders' particular and necessary
materials more direct to online students such
as calendar, library card, and rubrics

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Learning Outcome
· By the end of this lesson students will be able describe the observational
method to conduct a research.
· By the end of this lesson students will perform a field non-participant
observational data collection to describe behavior.

Good Questions in Action

Using The Blooms’ Taxonomy – Revised, according to my learning objectives

• What is Observational Research Method? (Knowledge / Understanding)

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• What is a non-participant Observational method? (Comprehension/
Applying)
• Do you see what I see? – Taking notes looking at one picture (Application
Analyzing)
• Are my notes unbiased? (Reviewing the notes –Synthesis/ Evaluating)

Sub-question to address the higher level of the Bloom’s Taxonomy:
§ How important is the Data collection in an observational

research (Creating data, observing behavior)

Comment: It’s not easy to find a CAT technique that I could use entirely in an
Internet environment.

I choose One- Sentence Summary & Brainstorm “to assess skills and
performance in which students generate questions and model answers for the
critical areas learned” - CAT

Topic – Psychology, Altruism.
Question: Does TRUE Altruism exist?
Activity:
Each Student watches the video from the LS library titled “Altruism and Human
Nature” ( Videos OnDemand, LSC Library)

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First step. Ask each student to answer the question, using one sentence
summary about the video “Does TRUE Altruism exist?” They will respond the
question with one sentence summary.

Next step is the Brainstorm. All the sentences are collected and selected,
then posted in one new discussion thread. Then, we are begging a discussion
about the sentences providing as many as possible feedbacks as it goes,
creating sort of a brainstorm circle about the topic.

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Learning Outcome
· By the end of this lesson students will be able describe the observational
method to conduct a research.
· By the end of this lesson students will perform a field non-participant
observational data collection to describe behavior
Questions

1- Which one is considered an Observational Research?
A) The research perceives ongoing behavior.
B) There are two groups in a lab and the research will test a new

substance.
C) The research sends questions through the Internet and wait for the

answers.
This question is sort of a flash card type of question, which illustrates the
“remembering” objective of Blooms’ taxonomy. The correct answer is A.

2- what is the consequence of bias in Research?
A) The result of the research will reflect the true.
B) The research findings are incorrect.
C) The participants receive a payment.
To respond this question, the student needs to design an analogy between the
word “bias” and the word “research”. Understanding the definition of bias and
research, the student concludes that “bias” and “research” should not go hand-in-
hand. This question illustrates the “understanding” of learning in Blooms’
Taxonomy. The correct answer is B.

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3- Look at the picture and summarize in at least 4 sentences what do you
see?

(Black Friday shopping event)

In this question the student will become aware of his/her bias-free observation
and he/she is supposed to report exactly what he/she sees. This question
illustrates how the student should make notes in observational research. This
assessment refers to the concept of “Applying “ in Bloom’s taxonomy learning.

4- Explain the common behavior of the people in this picture. Use
keywords such as “stressed, happy, sad, etc.” or write complete
sentences.
In question 4, the student has the opportunity to evaluate and put parts of his/her
observation notes together to form a whole conclusion about his/her observation.
The student will be able experience the goal and meaning of the Observational
Research. The assessment refers to the concept of “creating,
analyzing/evaluate” in Bloom’s taxonomy learning.

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