Title: Personality
Course: EPS 201: PSYCHOLOGY OF LEARNING (B) > Section: Lesson Eight: Personality

Personality

Topic-level overview | Topic/week/section | 8
Topic name: | Personality
Aim of the topic: | The aim of this topic is to  introduce you to the concept of personality. Biological and environmental factors that determine ones personality will  be discussed as well as factors that contribute to personality adjustment and maladjustment.
This topic covers:
1. Definition of personality from different theoretical perspectives.
2. Determinants of personality.
3. Factors contributing to personality adjustment and maladjustment.
Intended learning outcomes:
At the end of this topic, you will be able to:

1. Create a definition of  personality from the different theoretical perspectives.
2. Analyze the determinants of personality.
3. Explain factors contributing to personality adjustment and maladjustment.

Overview of student activity

Overview of student activity: | You will be expected to engage in e-tivities 8.1, 8.2 and 8.3 which are supported by video, e-book chapter and slide share links. This is aimed at helping you achieve the learning outcomes for topic 8.

Constructive alignment of topic level outcomes with module level outcomes, learning activities and assessment

Constructive alignment of topic level outcomes with module level outcomes, learning activities and assessment
Intended topic learning outcomes: | No of module-level outcome | Activity where students engage with this outcome | Where and how is this outcome assessed?
At the end of this topic, you will be able to:
1. Create a definition of  personality from the different theoretical perspectives. | 2 & 3 | E-tivity 8.1 | Short answer question in the LMS
1. Analyze  four determinants of personality. | 2 & 3 | E-tivity 8.2 | Short answer question in the LMS
1. Explain five factors that can contribute to personality adjustment and maladjustment. | 2 & 3 | E-tivity 8.3 | Essay question in the LMS

Module-level outcomes addressed:

Module-level outcomes addressed:
Topic 8 addresses module-level learning outcomes 2 and 3
Purpose of the topic/week/section:
The purpose of this topic is to equip you  with knowledge that will help you understand  personality differences that exist among learners.This  will give you insights on how to deal with  your learners’ individual differences.
Over to you:
Among the many important concepts that we need to be conversant with and which  will  benefit  us in the course of discharging our duty as teachers, is personality and its role in  every student’s school life. The study of personality will help us understand individual differences that dominate at any one time in a classroom, determinants of personality and causes of personality adjustment and maladjustment.  Such knowledge is beneficial in  classroom management and behaviour modification processes.
Pre-topic activity: | Number of hours | 30 minutes
Think of a close friend that you have interacted with for a long time. Identify five behavioural characteristics of that  friend,  that would be counted as unique and identifiable to him/her.

1. Post your answer to group discussion forum 8.0
2. Read through your colleagues posts and take note of the identifiable characteristics

E-tivity 8.1

Online activity: | Number of hours | 1 hour
What should students do?
E-tivity 8.1

Read the module on personality and watch this video by Gaudio (2013) which gives more details on personality.  Using information from these two resources;

1. Create a definition of personality and share your work with your colleagues in discussion forum 8.1.
2. Read what your colleaques have posted and identify one definition that stands out and post in the discussion forum the reason why you think that definion is the best.
Where do they do it? | Discussion forum 8.1.
By when should they do it? | By the end of the end of the 2^nd day of the week
E-moderator/tutor role
1. Keep learners focused on the topic of discussion.
2. Ensure netiquette is observed.
3. Provide feedback on the learning progress.
4. Close the discussion forum.
How is the learning outcome in this sub-topic assessed? | Number of hours | 30 minutes
The learning outcome will be assessed through short answer  question.
How does this section link to other sections of the module?
The definition of personality forms the basis upon which the succeeding topics on personality will be understood.

E-tivity 8.2

Online activity: | Number of hours | 1 hour
What should students do?
E-tivity 8.2

Read on determinants of personality and then watch this video. Using information from the two resources;

1. Work with two of your collagues to analyze the biological and environmental determinants of personality. Based on your analysis, determine which one of the two plays a major role in shaping learners’ personality. Post the Justification of your answer in discussion forum 8.2.
2. Read through the work your colleagues have posted and give your comments in the discussion forum 8.2.
Where do they do it? | Discussion forum 8.2.
By when should they do it? | By the end of the end of the 4^th day of the week
E-moderator/tutor role
1. Ensure that learners are focused on  contents of the discussion.
2. Ensuring that they observe netiquette.
3. Prompting learners for more ideas and providing feedback.
4. Closing the discussion forum.
How are the learning outcomes in this topic assessed? | Number of hours | 30 minutes
The learning outcomes will be assessed through Short answer  questions.
How does this section link to other sections of the module?
Determinants of personality links to classroom management and learning by helping you to know the source of individual differences among learners and in learning.

E-tivity 8.3

Online activity: | Number of hours | 1 hour
What should students do?
E-tivity 8.3

Read these slides by Sreejna Mohanan (2018) and these other slides by Ubale Amol (2018) on personality adjustment and maladjustment. Using information from the slides;

1. Compare a well adjusted learner with a maladjusted learner.
2. Explain three factors contributing to personality adjustment and maladjustment among learners and post your answers to the discussion forum 8.3.
3. Have a look on what your colleagues have posted, work in collaboration with a colleague to rank the causes of maladjustment from the most to the least important factor. Post your answers in discussion forum 8.3 and comment on others work.
Where do they do it? | Discussion forum 8.3.
By when should they do it? | By the end of the end of the 6^th day of the week
E-moderator/tutor role
1. Ensure that learners are focused on the contents and context of discussion.
2. Summarize the ideas  generated.
3. Close the discussion forum.
How are the learning outcomes in this topic assessed? | Number of hours | 30 minutes
The learning outcomes will be assessed through essay  questions.
Face to face time: | Number of hours | 2 hours
After online activity, the moderator is expected to discuss with the learners;

1. The implications of both genetic and environmental factors to learning
2. Why the study of personality is important to a teacher trainee
3. The effects of maladjusted behaviour in learning
4. How a teacher can promote adjustment among learners
How does this section link to other sections of the module?
This section links to the section on classroom management by helping you appreciate the uniqueness of individual learners in the classroom

= Total number of hours | 7 hours

Some important questions

Some important questions
Which learning resources/ references will scaffold the students’ learning? | The module, the e-books provided on the link, video links and slide share.
How are students enabled to access the resources? | Through the institutional LMS and OER Africa website
Where in this topic are students expected to work collaboratively? | In the discussion board 8.1, 8.2 and 8.3
How has an inclusive approach been incorporated in this topic? | Varied activities for the learners and e-moderator prompting the lurkers.
How will feedback on topic be obtained from students? | Online posts in discussion board.
How will student feedback be used to improve topic? | The e-moderator will consider the feedback from students to ascertain whether they have mastered the content for appropriate interventions where necessary
At which point(s) will students receive formative feedback on the work they have done in the topic? | By the end of the 8^th week

Question 1

Create a definition of personality from the different theoretical perspectives

Guidance to Question 1

Learners are expected to come up with their own definition of personality based on the following theoretical perspectives: Psychoanalytic, Humanistic and trait theories. For example from Psychoanalytic theory, personality can be defined as a sum total of an individual’s behaviour as determined by the sub-conscious thoughts and shaped by one’s experiences.

Question 2

Analyze two main determinants of personality

Guidance to Question 2

Response to this question should be a detailed explanation to what determines one’s personality such as; nature and nurture. Each factor should be well illustrated.

For example; nature refers to certain traits individuals inherit from parents.  Heredity produces the raw materials and sets the limit of development, the quality of the central nervous system, the quality of the brain and intellectual functioning, as well as the bio chemical balance of the body. What is inherited determines one’s physical traits, emotionality, sociable activity levels and intellectual functioning.

Question 3

Explain five factors that can contribute to personality adjustment and maladjustment

Guidance to Question 3

The learners are expected to start by defining the two terms personality adjustment and personality maladjustment, then give a detailed explanation with relevant examples about the factors that contribute to each one of them. The factors may include:

- Heredity
- Social environmental factors
- Family related factors
- School related factors
- Peer groups
- Mass media