GAMZE OK

FATMA SELCEN SERİN

MELİKE KIRMIZITAŞ
MERVE KARAOĞLU

Instructional Plan of Personality Theories

General content area:​​​Psychology.

Topic outline: ​Theories of Personality

1. Introduction to Theories of Personality
2. Freud: Psychoanalysis
3. Adler: Individual Psychology
4. Jung: Analytical Psychology

Grade level:
❖ Higher Education
❖ Departments of Guidance and Psychological Counseling
❖ 3rd grade

Instructional objectives:
Students will be able;
● Objective 1: to classify theories in terms of approaches.
● Objective 2: to identify each theorists and theories.
● Objective 3: to apply three theories of Psychodynamic Theories on the cases.
● Objective 4: to assess a theory in terms of ​parsimony, falsifiability, ability to generate
research, practicability, internally consistent and guide to action.

Time needed: ​4 weeks (4 lessons, each lesson lasts 120 minutes).

Technological tools integrated: ​Slideshow​, ​Edmodo​, ​Drive​, Youtube

Other materials: ​We will use slideshows (shared in Drive) to make lecture more interesting
and visual. We will use​​Concept maps​(shared in Drive) to help students comprehend the
theories and also use short videos (links were shared in Instructional Plan from YouTube) to
reinforce the learning experience. Also we will create a Edmodo account to share reading
materials, assignments and recommendation. Student can share their opinions, make
comments and ask questions about lecture.

Detailed explanations of the instructional plan as lessons:

Lesson 1

Steps Explain what the teacher does /says Explain what the students
are expected to do

1 Introductory activity: ● Sharing their previous

knowledge about
→ Asking 3 questions (you can see the theories of personality.
appendix A) about theories of ● Answering the
personality. Creating a questions wishfully.
communication-based environment to
share their knowledge about the theories
of personality.

2 Main activity: ● Students are able to

construct general view
→ General introduction : Explaining and concept about
today’s plan theories of personality.
● They can list the
→ Presenting the ​concept map​to list
theories of personality.
and classify the theories to create a draft
● They can classify the
on the students’ mind.
theories of personality
→ Explaining what personality means in terms of approach.
and what the approaches are via ​slide ● They learn founders of
shows​. theories.
● They can list the
→ Explaining the characteristics of a qualities of a good
good theory. theory. Also, they can
explain each of them.

3 Extension/Closure activity: ● Students are able to

reach Edmodo to see
→ Informing students about ​Edmodo course material, ask
which will includes course materials questions about the
(readings, handouts, articles, course and make
recommended books and websites) recommendation.
and explaining the assignment that is a ● They are able to
reflection of this lecture they have to submit their
submit for next week. assignments.
4 Assessment:
→ In the end of lesson, distributing the
mini quiz (you can see in the appendix
B) which includes short questions
about what is taught. Mini-quiz is
paper-pencil. It includes 2 questions
and total score is 4.
● Students are taking
the mini quiz.
● Students are expected
to get 4 points on the
quiz.
Lesson 2

Steps Explain what the teacher does /says Explain what the students
are expected to do

1 Introductory activity: ● Students are able to

share their opinions
→ Showing the ​short video​about about what they
biography of Freud and asking questions focus on the video.
at the end. ● Students will be
assessed in terms of
→ Teacher will give a pair-work for next
ability to apply their
class. Each pair will read a case (they
knowledge about the
find the case from any credible source on
theory on the real
their own) considering Freudian theory.
case.
Then, they will play roles as
● Also, the degree of
counselor-counselee. They will record
the relationship
this video, and then they will upload into
between counselor
Youtube. Finally, all students analyze the
and counselee is
case and give feedback to their peer’s
important because of
roles. Teacher can use a scale ranging
ethical issues.It will
from 1 to 5 to assess student’s work.
be assessed.

2 Main activity: ● Students are

examining the
→ Presenting the ​concept map​which concept map and
includes the subdomains of Freudian listening the main
psychoanalysis. points of the theory.
→ Each subdomain is covered one by
one via ​
slide shows​.

● Levels of Mental Life

● Provinces of the Mind
● Dynamics of Personality
● Defense Mechanisms
● Stages of Development

3 Extension/Closure activity: ● Students are listening

the case and
→ Distributing a sheet which includes a recognizing
case​​
they have to analyze according to relationship between
Freudian theory. the theory and the
case. Students are
→ Creating an environment for
using Freudian
discussion. Making critique of
theory while they are
psychoanalysis theory of Freud in terms
interpreting and
of parsimony, falsifiability, ability to
 generate research, practicability, analyzing the case
internally consistent and guide to action. within small groups.
● They are thinking
critically about
psychoanalysis in
terms of parsimony,
falsifiability, ability to
generate research,
practicability,
internally consistent
and guide to action.

4 Assessment: ● Students are

expected to get 4
→ Then, distributing a mini-quiz sheet points on the quiz.
(Appendix B) which includes 2 questions.
Total score is 4.
Lesson 3

Steps Explain what the teacher does /says Explain what the students
are expected to do

1 Introductory activity: ● Students are able to

share their opinions
→ Showing the ​short video​about about what they
biography of Adler and asking questions focus on the video.
at the end. ● Students will be
assessed in terms of
→ Teacher will give a pair-work for next
ability to apply their
class. Each pair will read a case (they
knowledge about the
find the case from any credible source on
theory on the real
their own) considering Adlerian theory.
case.
Then, they will play roles as
● Also, the degree of
counselor-counselee. They will record
the relationship
this video, and then they will upload into
between counselor
Youtube. Finally, all students analyze the
and counselee is
case and give feedback to their peer’s
important because of
roles. Teacher can use a scale ranging
ethical issues.It will
from 1 to 5 to assess student’s work.
be assessed.

2 Main activity: ● Students are

examining the
➔ Showing the ​concept map​which concept map and
includes the subdomains of listening the main
psychoanalysis theory of Adler. points of the theory.
➔ Each subdomain is covered one by ● Students recognize
one via ​
slide shows​. differences between
● Striving for Success or Adlerian theory and
Superiority Freudian theory.
● Subjective Perceptions
● Unity and Self-Consistency
of Personality
● Social Interest
● Style of Life
● Creative Power
● Abnormal Development
➔ Comparing the Adlerian theory with
Freudian theory.
3 Extension/Closure activity: ● Students are
listening the case
→ Distributing a sheet which includes a and recognizing
case​​​
they have to analyze according to relationship between
Adlerian theory. the theory and the
case. Students are
→ Creating an environment for
using Adlerian theory
discussion. Making critique of
while they are
psychoanalysis theory of Adler in terms of
interpreting and
parsimony, falsifiability, ability to generate
analyzing the case
research, practicability, internally
within small groups.
consistent and guide to action.
● They are thinking
critically about
psychoanalysis
theory of Adler in
terms of parsimony,
falsifiability, ability to
generate research,
practicability,
internally consistent
and guide to action.

4 Assessment: ● Students are

expected to get 4
→ Then, distributing a mini-quiz sheet points on the quiz.
(Appendix B) which includes 2 questions.
Total score is 4.
Lesson 4

Steps Explain what the teacher does /says Explain what the students
are expected to do

1 Introductory activity: ● Students are able to

share their opinions
→ Showing the​short video​about about what they
biography of Jung and asking questions focus on the video.
at the end. ● Students will be
assessed in terms of
→ Teacher will give a pair-work for next
ability to apply their
class. Each pair will read a case (they
knowledge about the
find the case from any credible source on
theory on the real
their own) considering Jungian theory.
case.
Then, they will play roles as
● Also, the degree of
counselor-counselee. They will record
the relationship
this video, and then they will upload into
between counselor
Youtube. Finally, all students analyze the
and counselee is
case and give feedback to their peer’s
important because of
roles. Teacher can use a scale ranging
ethical issues.It will
from 1 to 5 to assess student’s work.
be assessed.

2 Main activity: ● Students are

examining the
➔ Showing the ​concept map​which concept map and
includes the subdomains of listening the main
psychoanalytic theory of Jung. points of the theory.
➔ Each subdomain is covered one by ● Students recognize
one via ​
slide shows​. differences between
● Levels of the Psyche Adlerian theory,
● Dynamics of Personality Freudian theory and
● Psychological Types Jungian theory.
● Development of Personality
➔ Comparing the Jungian theory with
Freudian theory and Adlerian
theory.

3 Extension/Closure activity: ● Students are

listening the case
→ Distributing the a sheet which includes and recognizing
a ​case​
​they have to analyze according to relationship between
Freudian, Adlerian and Jungian theories. the theory and the
case. Students are
 → Creating an environment for using Jungian theory
discussion. Making critique of while they are
psychoanalysis theory of Jung in terms of interpreting and
parsimony, falsifiability, ability to generate analyzing the case
research, practicability, internally within small groups.
consistent and guide to action. ● They are thinking
critically about
psychoanalysis
theory of Jung in
terms of parsimony,
falsifiability, ability to
generate research,
practicability,
internally consistent
and guide to action.

4 Assessment: ● Students are

expected to get 4
→ Then, distributing a mini-quiz sheet points on the quiz.
(Appendix B) which includes 2 questions.
Total score is 4.
Suggestions for teachers who will implement this instructional plan next semester:

1- Detailed explanation of how technological tools will be used:

We will use especially 2 tools for this plan. One of them is slide shows that we will use during
the lectures. Slideshows help students to watch and listen the lecture simultaneously. They
may include slides, concept maps, videos and images to make lecture both visual and
verbal. The other tool that we will use outside of the class during the semester is Edmodo.
Edmodo enables users to reach information and add comments. We expect students to
reach articles via Edmodo and ask their questions by commenting on them. Also we want
students to look for their homeworks, then share them on the Edmodo site. We will also use
two additional tools which are Drive and YouTube. We will share our lecture material
(slideshows, concept maps,cases) in Drive and students will share their own prepared
videos via YouTube.

2- Are there any cautions or points to consider about the technological tools that are
integrated into the lessons?

Teachers sometimes encounter with the problem of the technological tools usage. Not all
teachers are able to use technology sufficiently. Also there may be some problems with
projections or computers, so this issue may make the lecture ineffective.

3- Other suggestions:

Our suggestion is that the Edmodo should have some limitations or regulations for students
to share something, because they may share something irrelevant to the lecture. For
example, students should not log in to the site anonymously, but with special accounts.

​ - What changes have you made in this instructional plan since your initial
4
submission:
We have changed our tool from narrated slides to slide shows.​​We added one more
objective. We also added Drive to our tools in order to share our slideshows and concept
maps. Then, we added another aim to use Youtube. Finally, we have changed our another
tool from blogs to Edmodo.

5- Why you made those changes:

We made these changes, because we recognized that narrated slides are not proper for
lectures. They are tools that students can use on their own so they are not effective during
lectures. It is more effective for students to be taught by teachers actively. Also, blog is not
appropriate to our lesson plan. Edmodo is more suitable than blog in terms of effective
communication between teacher and students.
 APPENDIX A

1. What do you think about the personality? What is it?

2. What affects the personality?

3. Which theorists of personality do you know?

​APPENDIX B

LESSON 1 QUIZ QUESTIONS

1. Who is the founder of the theory of psychoanalysis?

2. Write at least 3 qualities of a good theory and explain each of them in detail.

LESSON 2 QUIZ QUESTIONS

1. What are the defense mechanisms of Freud? List all of them and explain 3 of
them.

2. Which important experience in Freud’s life does shape his theory?

LESSON 3 QUIZ QUESTIONS

1. ​What is the characteristics of older child according to Adler?

​2​​. ​ ​What is the effect of physical deficiencies in person’s life according to Adler?

LESSON 4 QUIZ QUESTIONS

1. Please, explain the Jung’s stages of life with Sun’s journey.

2. ​Please, give three examples of Jung’s archetypes.