Lutterworth College, Social Science Faculty, Bitteswell ...psychopepper.com/wp-content/uploads/PSY2ResearchMethods/201… · (35 +7 hours) Assessment Objectives: At least 10% will

Methods Methods

Techniques

Design

Data

Analysis

PSY2: Research Methods (Structured Compulsory Questions)

(48 out of 72marks)

(1hr 30mins)

Duration:

14 weeks

Lesson Split

5-6hrs/2wks

Total lessons:

(35 +7 hours)

Assessment Objectives:

At least 10% will contain mathematical skills At least 25 – 30% will assess research methods

Courses based on these specifications must encourage students to: Develop essential knowledge and understanding of different areas of the subject and

how they relate to each other

Develop and demonstrate a deep appreciation of the skills, knowledge and understanding of scientific methods

Develop competence and confidence in a variety of practical, mathematical and problem-solving skills

Develop their interest in and enthusiasm for the subject, including an interest in further study and careers associated with the subject

Understand how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society.

36% (AS)

31.5% (A)

33% (AS)

31.5% (A)

31% (AS)

37% (A)

AO1: Knowledge and understanding of scientific ideas, processes, techniques and procedures.

AO2: Application of scientific ideas, processes, techniques

and procedures in a theoretical and practical context as well as in handling data.

AO3: Analysis, interpretation and evaluation of scientific

information, ideas and evidence including making judgements, reaching conclusions and developing and

refining practical design and procedure.

Lutterworth College, Social Science Faculty, Bitteswell Road

Lutterworth, Leicestershire

Email: [email protected]

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2 Lutterworth College: Humanities Faculty: Year 12 Psychology: PSY2: Research Methods Scheme of Work

Mrs A Pepper @psychopepper 2016/2017 P a g e | 2

Specification: Source: AS Psychology (7181) and A-level Psychology (7182). AS exams May/June 2016 onwards. A-level exams May/June 2017 onwards. Version 1.0

4.2.3 Research methods

P D Content

X Experimental method. Types of experiment, laboratory and field experiments; natural and quasi-experiments.

X Observational techniques. Types of observation: naturalistic and controlled observation; covert and overt observation; participant and non-participant observation.

X Self-report techniques. Questionnaires; interviews, structured and unstructured.

X Correlations. Analysis of the relationship between co-variables. The difference between correlations and experiments.

X Content analysis.

X Case studies.

4.2.3.1 Scientific processes

P D Content

X Aims: stating aims, the difference between aims and hypotheses.

X Hypotheses: directional and non-directional.

Sampling: the difference between population and sample; sampling techniques including: random, systematic, stratified, opportunity and volunteer; implications of sampling techniques, including bias and generalisation.

X Pilot studies and the aims of piloting.

X Experimental designs: repeated measures, independent groups, matched pairs.

X Observational design: behavioural categories; event sampling; time sampling.

X Questionnaire construction, including use of open and closed questions; design of interviews.

X Variables: manipulation and control of variables, including independent, dependent, extraneous, confounding; operationalisation of variables.

X Control: random allocation and counterbalancing, randomisation and standardisation.

X Demand characteristics and investigator effects.

X Ethics, including the role of the British Psychological Society’s code of ethics; ethical issues in the design and conduct of psychological studies; dealing with ethical issues in research.

X The role of peer review in the scientific process.

X The implications of psychological research for the economy.

X Reliability across all methods of investigation. Ways of assessing reliability: test-retest and inter-observer; improving reliability.

4.2.3.1 Scientific processes

P D Content

X Types of validity across all methods of investigation: face validity, concurrent validity, ecological validity and temporal validity. Assessment of validity. Improving validity.

Features of science: objectivity and the empirical method; replicability and falsifiability; theory construction and hypothesis testing; paradigms and paradigm shifts.

X Reporting psychological investigations. Sections of a scientific report: abstract, introduction, method, results, discussion and referencing.

4.2.3.2 Data handling and analysis

P D Content

X Quantitative and qualitative data; the distinction between qualitative and quantitative data collection techniques.

X Primary and secondary data, including meta-analysis.

X Descriptive statistics: measures of central tendency – mean, median, mode; calculation of mean, median and mode; measures of dispersion; range and standard deviation; calculation of range; calculation of percentages; positive, negative and zero correlations.

X Presentation and display of quantitative data: graphs, tables, scattergrams, bar charts, histograms.

X Distributions: normal and skewed distributions; characteristics of normal and skewed distributions.

X Analysis and interpretation of correlation, including correlation coefficients.

X Levels of measurement: nominal, ordinal and interval.

X Content analysis and coding. Thematic analysis.

4.2.3.3 Inferential testing

P D Content

X Introduction to statistical testing; the sign test.

X Probability and significance: use of statistical tables and critical values in interpretation of significance; Type I and Type II errors.

X Factors affecting the choice of statistical test, including level of measurement and experimental design. When to use the following tests: Spearman’s rho, Pearson’s r, Wilcoxon, Mann-Whitney, related t-test, unrelated t-test and Chi-Squared test.



Long Term Plan - Year 12 Psychology: PSY2: Research Methods

Fortnightly Cycle 1 Lesson 01

The Experimental Method Aims Making Grassheads


Independent Variables Dependent Variables


Writing ‘difference’ hypothesis Directional Hypothesis Non Directional Hypothesis

Fortnightly Cycle 1

Lesson 04 Baby Sitting Lesson 01

Fortnightly Cycle 1

Lesson 05 Experiments Laboratory Experiments

Fortnightly Cycle 1

Lesson 06 Field Experiments Natural Experiments Quasi Experiments

Fortnightly

Cycle 2 Lesson 07 Experimental Design


Reliability Validity


Extraneous Variables Confounding Variables

Fortnightly Cycle 2


Fortnightly Cycle 2

Lesson 11 Controlling Extraneous Variables

Fortnightly Cycle 2

Lesson 12 Ethics


Descriptive Statistics


Graphs


Distributions

Fortnightly Cycle 3


Fortnightly Cycle 3

Lesson 17 Sampling

Fortnightly Cycle 3

Lesson 18 Correlations

Fortnightly

Cycle 4 Lesson 19 Observations


Observations


Self-Report

Fortnightly Cycle 4


Fortnightly Cycle 4

Lesson 23 Self-Report

Fortnightly Cycle 4

Lesson 24 Case Studies



Long Term Plan - Year 12 Psychology: PSY2: Research Methods


Spare Consolidation Revision





Fortnightly Cycle 5

Lesson 28 Baby Sitting Lesson 05 (END OF UNIT)

Fortnightly Cycle 5

Lesson 29 Peer Review

Fortnightly Cycle 5

Lesson 30 Implications for the Economy


Content Analysis


Content Analysis


Levels of Data Probability Significance

Fortnightly Cycle 6


Fortnightly Cycle 6

Lesson 35 Choosing tests Sign Test

Fortnightly Cycle 6

Lesson 36 Chi Squared Type Errors


Type Errors Spearmans Rho


Man Whitney Wilcoxon


Parametric Pearsons

Fortnightly Cycle 7


Fortnightly Cycle 7

Lesson 41 T Tests

Fortnightly Cycle 7

Lesson 42 Report Writing



Assessment Schedule - Year 12 Psychology: PSY2: Research Methods

Number Week Work/Title Assessment Skill/Type

Max Mark

Grade Boundaries

Contextual Information

Assessment #1

Assessment #2

Assessment #3

Assessment #4

Assessment #5



Time & Topic

Lesson Outcomes (common for all teachers)

Lesson Outline (Suggested)

Independent Work

Exam Board Information

Key words Resources Links & Initiative

Lesson 01 Fortnight Beginning 05/09/2016 PSY2: Research Methods 3.2.3.1 Scientific Process Aims

To KNOW and UNDERSTAND what the definition of the experimental method is in Psychology. “The experimental method involves manipulating one variable to determine if these changes cause changes in another variable. This method relies on high levels of control to test a hypothesis”

To KNOW and UNDERSTAND what the definition of a research aim is. “A general statement about what the researcher intends to investigate; the purpose of the study”

To APPLY knowledge of aims to past exam questions Page 3 RM Booklet

To CREATE a grass-head for use throughout the RM booklet Instructions on Page 6 of RM booklet. Split class into groups so that you have an even distribution of colours they have one colour to decorate with (sampling later) and within each colour an even split of sawdust and soil.

Arrival Activity: 1) Using the words given on

cue sheet students try to develop a definition of “The Experimental Method” (LO1)

Input: 2) Distribute booklets, go

through targets and key words/ specification

3) Teacher to take ideas for arrival activity and then give full definition of experimental method and then research Aim. (LO1 & LO2)

Assessment: 4) Students to attempt

questions A1 and A2 on page 3 of the RM booklet. (LO3)

Plenary/Continuation: 5) Make Grass-heads (LO4)

Preparatory: N/A (first lesson of the year) Continuation: Come to next lesson prepared to discuss what you believe the aim and variables are in our grass-head experiment Home Learning: N/A Due Date: N/A Marked By: N/A

Specification: “Aims: stating aims, the difference between aims & hypotheses. Exam Reports: AIM: This question has been answered well. Most candidates provide a detailed aim that is awarded 2 marks. Some provided a more general aim for 1 mark. For both marks some elaboration into the variables is required.

Experimental Method

Manipulation

Variable

Control

Hypothesis

Research Aim

Resources:

PSY2 AS Research Methods Booklet 2015-16

Experimental Method Cue Cards

Grass-head Allocation Cards

Tights

Grass seed

Saw dust

Soil

Decoration bags

Plastic Cups Booklet: Methods Booklet (Orange) Pages 1-6

Links: Literacy, key words definition work Science, key words and same methods



Time & Topic



Independent Work



Lesson 02 Fortnight Beginning 05/09/2016 PSY2: Research Methods 3.2.3.1 Scientific Process Independent and Dependant Variables

To KNOW and UNDERSTAND what the definition of an independent variable (IV) and a dependent variable (DV). “An aspect of the experimental situation that is manipulated by the researcher, or that changes naturally” “The variable in the experimental situation that is measured by the researcher, and should be caused by the independent variable”

To KNOW and UNDERSTAND what the definition of operationalise is. “This means to be precise and clear about what is being manipulated or measured. Make it testable and repeatable.”

To be able to ANALYSE research descriptions in order to identify and operationalise IV’s and DV’s within them. Complete task on operationalising and identifying IV and DVs Page 4-5 RM Booklet

To APPLY knowledge of IV and DVs to past exam questions Page 5 RM Booklet

To APPLY knowledge of IV and DVs to the grass heads project. Page 6 RM Booklet

Arrival Activity: 1) Question on the board,

post it notes on desks for answer, what are the aim and variables in the grass-head experiment?” (LO5)

Input: 2) Teacher to take ideas from

arrival activity and then give full definition of independent and dependant variables and operationalisation (LO1 & LO2)

Assessment: 3) Students complete

operationalising task on page 4 of RM booklet. (LO2 & LO3)

4) Students complete the identification of IV and DV task on page 4-5 of RM booklet (LO1 & LO3)

Plenary/Continuation: 5) Students to use knowledge

learnt to complete grass-head information in full, teacher to use as critical assessment for understanding (LO4)

Preparatory: Read up on what an independent and dependant variable is. Pg 167 illuminate, Pg 179 catbook Continuation: Come to next lesson having consolidated your learning in lesson 01 & lesson 02 Home Learning: Students complete questions B1, B2, B3 on page 5 of RM booklet (LO4) 15mins Due Date: Lesson 05 Marked By: Peer/Teacher

Specification: “Variables: manipulation and control of variables, including independent, dependent, extraneous, confounding; operationalisation of variables.” Exam Reports: VARIABLES: Some students have no idea what IV or DV refers to, and a significant minority got them the wrong way round. Attention needs to be paid to the requirement to operationalise for full marks.

Independent Variable

Dependant Variable

Control

Operationalise

Resources:


Post-its Booklet: Methods Booklet (Orange) Pages 4-6




Time & Topic



Independent Work



Lesson 03 Fortnight Beginning 05/09/2016 PSY2: Research Methods 3.2.3.1 Scientific Process Hypothesis Writing

To KNOW and UNDERSTAND what a directional and non-directional hypothesis is. “States the direction of the predicted difference between two conditions or two groups of people in a precise and operationalised way” “States that there is a predicted difference between two conditions or two groups of people in a precise and operationalised way without stating what that difference will be”

To ANALYSE a worked example of hypothesis writing in order to create on themselves. Complete task on hypothesis writing. Page 7-8 RM Booklet

To APPLY knowledge of hypothesis to the grass heads project. Page 9 RM Booklet

To APPLY knowledge of hypothesis to past exam questions Page 9 RM Booklet

Arrival Activity: 1) Past Exam question (not

included in RM booklet) on identifying Aims, IVs and DVs.

Input: 2) Self-Assess PEQ using a

mark scheme, teacher to talk about the common mistakes (see Exam board guidance from lesson 02)

3) Teacher give full definition of directional and non-directional hypothesis (LO1)

4) Teacher to work through example of hypothesis writing (LO2)

Assessment: 5) Students complete

hypothesis writing tasks on page 7-8. (LO1, LO2 & LO3)

Input: 6) Teacher to explain about

when to use each type of hypothesis (LO1)

Plenary/Continuation: 7) Students to use knowledge

learnt to complete grass-head hypothesis (LO4)

Preparatory: Read up on experiments. Pg 167 illuminate, Pg 182 catbook Continuation: Come to next lesson prepared to discuss your perceptions of experiments Home Learning: Students complete questions C1, C2, C3 on page 9 of RM booklet (LO4) 15mins Due Date: Lesson 05 Marked By: Peer/Teacher

Specification: “Hypotheses: directional and non-directional. Exam Reports: HYPOTHESIS: Common pitfalls were to write the wrong type of hypothesis, either directional / non-directional error, a null hypothesis or a correlational / experimental hypothesis error. Some candidates did not appear to understand the conventions of hypothesis writing at all and simply wrote an aim.

Directional hypothesis

Non-Directional Hypothesis

Operationalise


Dependant Variable

Test of Difference

Resources:


Booklet: Methods Booklet (Orange) Pages 7-9




Time & Topic



Independent Work



Baby Sitting Lesson 04 (01) Fortnight Beginning 05/09/2016 PSY2: Research Methods 3.2.3.1 Scientific Process Aims, IVs, DVs & Hypothesis Writing



Time & Topic



Independent Work



Lesson 05 Fortnight Beginning 05/09/2016 PSY2: Research Methods 3.2.3 Research Methods Laboratory experiments

To KNOW and UNDERSTAND what the common features of all experiments are. “Experiments allow us to study cause and effect (causation). They all have an IV (independent variable) and a DV (dependent variable) and make some attempt to control all other potential extraneous variables (EVs).”

To KNOW and UNDERSTAND what the features are of a laboratory experiment. “An experiment conducted in a special environment where variables can be carefully controlled. Participants are aware they are taking part in an experiment, though they may not know the true aims of the study.”

To be able to EVALUATE the strengths and limitations of laboratory experiments. Control Replication Ecological Validity Mundane Realism Demand Characteristics

Arrival Activity: 1) Brainstorm on whiteboards

words & images that come to mind when you think of “experiments” (LO1, LO2 & LO3)

2) Watch clip (LO1, LO2 & LO3)

Input: 3) Teacher to facilitate

discussion about the purpose of laboratory equipment and what the analogies are to Psychology Laboratories. (LO1, LO2 & LO3)

4) Teacher to give definition of Experiments and the key features of laboratory experiments. (LO1 & LO2)

5) Teacher to give strengths and limitations of laboratory experiments. Students reduce information (LO3)

Assessment: 6) Students to identify why

these things are strengths or limitations. (LO3)

Plenary/Continuation: 7) Control Vs Realism seesaw

diagram and get students to move in to room to where they believe and justify their decision. (LO3)

Preparatory: Read up on experiments. Pg 186-187 illuminate, Pg 172-173 catbook Continuation: Come to next lesson prepared to discuss how other types of experiments work in Psychology and to peer assess questions B&C. Home Learning: N/A Due Date: N/A Marked By: N/A

Specification: “Experimental method. Types of experiment, laboratory and field experiments; natural and quasi-experiments. Exam Reports: “EXPERIMENTS: Some can identify the real world setting of a field experiment but answers were unclear when referring to the manipulation of the independent variable. Also substantial number confuse natural and field experiments. Answers refer to lack of control over extraneous variables as a weakness. Better responses gave an example of an appropriate uncontrolled variable. Fewer referred to demand characteristics. Not all students elaborated their point in order to achieve a second mark

Experimental Method


Dependant Variable

Extraneous Variables

Laboratory Experiment

Control

Replication

Ecological Validity

Mundane Realism

Demand Characteristics

Causation

Resources:


Whiteboards

Board Pens

Board Erasers Booklet: Methods Booklet (Orange) Pages 10-11




Time & Topic



Independent Work



Lesson 06 Fortnight Beginning 05/09/2016 PSY2: Research Methods 3.2.3 Research Methods Field, Natural and Quasi Experiments

To KNOW and UNDERSTAND what the features are of a field experiment. “An experiment conducted in a more natural or ordinary environment i.e ‘in the field’ such as a school, on the high street. Participants are often not aware they are taking part in an experiment”

To be able to EVALUATE the strengths and limitations of field experiments. More naturalistic Less Demand Characteristics Lack of Control Deception / Consent

To KNOW and UNDERSTAND what the features are of a natural experiment. “An experiment conducted in a more natural or ordinary environment i.e ‘in the field’ such as a school, on the high street. Participants are often not aware they are taking part in an experiment”

To be able to EVALUATE the strengths and limitations of natural experiments. Study where IV cannot be manipulated Study of ‘real’ problems Limited causal inference No random allocation possible

To KNOW and UNDERSTAND what the features are of a quasi experiment. “An experiment conducted in a more natural or ordinary environment i.e ‘in the field’ such as a school, on the high street. Participants are often not aware they are taking part in an experiment”

To be able to EVALUATE the strengths and limitations of natural experiments. Allows comparison of people

Arrival Activity: 1) Brainstorm on post its

“what peer assessment needs to be to be helpful for me”

Input: 2) Teacher to respond to

brainstorms and lay down the rules of peer assessment

3) Pair up peers and give mark scheme for marking each B and C question. Get students to give a holistic WWW and EBI as well as a mark.

Assessment: 4) DIRT time 5) Card sort of the four types

of experiment and the strengths and limitations of each. Complete in pairs. (all LOs)

6) Allocate each student a piece of jigsaw to complete a summary of one type of experiment (this could be differentiated) (all LOs)

Plenary/Continuation: 1) Big Q: What is the common

feature of all experiments?

Preparatory: Read up on experiments. Pg 188-189 illuminate, Pg 174-175 catbook Continuation: Reflect on your score in the research methods questions and consider how to improve future work and if you want to request retest. Home Learning: Complete the Lab Vs Field auto assessment on the VLE 30mins Due Date: Lesson 07 Marked By: Auto VLE

Specification: “Experimental method. Types of experiment, laboratory and field experiments; natural and quasi-experiments. Exam Reports: “EXPERIMENTS: Some can identify the real world setting of a field experiment but answers were unclear when referring to the manipulation of the independent variable. Also substantial number confuse natural and field experiments. Answers refer to lack of control over extraneous variables as a weakness. Better responses gave an example of an appropriate uncontrolled variable. Fewer referred to demand characteristics. Not all students elaborated their point in order to achieve a second mark

Experimental Method


Dependant Variable


Laboratory Experiment

Field Experiment

Natural Experiment

Quasi Experiment

Control

Replication

Ecological Validity

Mundane Realism


Random Allocation

Deception

Consent

Causation

Resources:


Post-its

Mark Scheme

Card Sort

Jigsaw Pieces Booklet: Methods Booklet (Orange) Pages 10-11




Time & Topic



Independent Work



Lesson 07 Fortnight Beginning 19/09/2016 PSY2: Research Methods 3.2.3.1 Scientific Process Experimental Design

To KNOW and UNDERSTAND what experimental design is. “The way in which participants and variables are distributed (levels of IV) in order to make comparisons about DV performance.”

To KNOW and UNDERSTAND what the features are of independent groups. “Participants are placed in separate (independent) groups. Each group does one level of the IV”

To be able to EVALUATE the strengths and limitations of independent groups. Participant Variables Number of Participants

To KNOW and UNDERSTAND what the features are of repeated measures. “All participants receive all levels of the IV one after the other”

To be able to EVALUATE the strengths and limitations of independent groups. Order Effects Demand Characteristics

To KNOW and UNDERSTAND what the features are of repeated measures. “All participants receive all levels of the IV one after the other”

To be able to EVALUATE the strengths and limitations of independent groups. Time Consuming Participant Variables

Arrival Activity: 1) PEQ on experiments

Input: 2) DIRT time 3) Teacher to explain what

experimental design is and why we have to do it (LO1)

Assessment: 4) Group students to tackle

one of the three experimental designs. They have to role play an experiment taking place which highlights what the design is and its limitations. (All LOs)

5) Teacher questions students after role-plays to see if they can identify explain the features and limitations plus suggest the strengths (All LOs)

Plenary/Continuation: 6) Students to use textbooks

to complete notes on all three experimental designs

Preparatory: Read up on experimental design. Pg 184-185 illuminate, Pg 170-171 catbook Continuation: Come to next lesson prepared to answer what the experimental design is in our grass-head experiment. Home Learning: N/A Due Date: N/A Marked By: N/A

Specification: “Experimental Designs: repeated measures, independent groups, matched pairs. Exam Reports: “EXPERIMENTAL DESIGN Most candidates are able to select an experimental design, although some candidates are confused and a type of experiment. When candidates selected a correct limitation e.g. participant variables they did not always elaborate it well enough for two marks. The comparison of experimental designs proved difficult for some students

Experimental Method

Levels of IV

Independent Groups

Repeated Measures

Matched Pairs

Random Allocation

Counter-balancing

ABBA

Resources:


PEQ

Textbooks





Time & Topic



Independent Work



Lesson 08 Fortnight Beginning 19/09/2016 PSY2: Research Methods 4.2.3.1 Scientific Process Reliability and Validity (Full A Level)

To APPLY knowledge experiments to the grass heads project. Page 15 RM Booklet

To KNOW and UNDERSTAND what reliability is, both internal and external. How consistently a method measures something, either over time (external) or within itself (internal)”

To ANALYSE ways in which we can test reliability of a measure, both internal and external. Test-Retest Replication Split-Half Inter-Observer

To KNOW and UNDERSTAND what validity is, both internal and external. “How accurately a method measures something, either over time (external) or within itself (internal)”

To ANALYSE ways in which we can test validity of a measure, both internal and external. Ecological Validity Population Validity Temporal Validity Control Face Validity Concurrent Validity Mundane Realism

Arrival Activity: 1) Complete two questions

about grass-heads on Pg15

Input: 2) DIRT time 3) Teacher to explain what

reliability and validity are, all its types and how we test for it. (all LOs)

Assessment: 4) Teacher to facilitate

discussion about importance of the concepts and issues surrounding testing for reliability and validity (all LOs)

5) Students to complete interactive notebook foldables on reliability and validity to demonstrate their understanding (all LOs)

Plenary/Continuation: 6) Complete target practice

exercise to demonstrate understanding of reliability and validity as separate but linked things. (LO2 & LO4)

Preparatory: Read up on reliability and validity. Old catbook Continuation: Come to next lesson prepared to take part in some tests of intelligence. Home Learning: N/A Due Date: N/A Marked By: N/A

Specification: “Reliability: Ways of assessing reliability: test-retest and inter-observer; improving reliability.” “Validity: face validity, concurrent validity, ecological validity and temporal validity. Assessment of validity. Improving validity.” Exam Reports:

Reliability

Internal Reliability

External Reliability

Test-Retest

Replication

Split-Half

Inter Observer

Validity

Internal Validity

Control

Mundane Realism

External Validity

Ecological Validity

Population Validity

Temporal Validity

Resources:


Foldables

Target Practice

Booklet: Methods Booklet (Orange) Pages 16

Links: Literacy, key words definition work Science, key words and same methods Sociology, similar key words but some core differences to explain



Time & Topic



Independent Work



Lesson 09 Fortnight Beginning 19/09/2016 PSY2: Research Methods 3.2.3.1 Scientific Process Extraneous Variables

To KNOW and UNDERSTAND what the definition of extraneous variables is “Extraneous variables are nuisance variables and do not vary systematically with the IV. They are things which we are (largely) able to identify before we conduct our experiment and put measures in place to reduce or eliminate”

To KNOW and UNDERSTAND what the definition of participant variables and situational variables are. “Anything to do with the people used in the study which could effect the DV other than the IV” “Anything to do with the environment the study was conducted in which could effect the DV other than the IV”

To ANALYSE the various ways in which participants can effect the study and to KNOW and UNDERSTAND what these terms mean. “Participant Reactivity: responses and/or behaviours of participants are affected by their awareness that they are part of a study (general term)” “Evaluation Apprehension: participants are affected by a worry they are being evaluated (judged)” “Social Desirability Bias: participants change to keep in line with social norms” “Hawthorne Effect: participants are effected by an awareness they are being observed (OFSTED)” “Demand Characteristics: participants are effected by knowledge of what the experimenter wants to find out or is expecting to see.”

Arrival Activity: 1) Complete ‘intelligence test’

activity designed to get students to experience some of the participant effects. (all LOs)

Input: 2) Teacher input on

participant variables and situational variables. (LO1, LO2)

Assessment: 3) Students provide examples

of these variables. (LO2)

Input: 4) Teacher input on the

different type of participant effects. (LO3)

Assessment: 5) Teacher facilitate

discussion about their experiences of participation and what kinds of situations might make the effects worse (LO3)

Plenary/Continuation: 6) Students complete

participant effect tab book. (LO3)

Preparatory: Read up on variables. Pg 168-169 illuminate, various Pgs catbook Continuation: Read confounding variables section in booklet ready to discuss understanding at the start of next lesson 10mins Home Learning: N/A Due Date: N/A Marked By: N/A

Specification: “Variables: manipulation and control of variables, including independent, dependent, extraneous, confounding; operationalisation of variables.” Exam Reports:



Dependant Variable

Participant Variables

Situational Variables

Participant Reactivity

Evaluation Apprehension

Social Desirability Bias

Hawthorne Effect


Investigator Effects

Expectancy Bias

Confounding Variables

Resources:






Time & Topic



Independent Work



Baby Sitting Lesson 10 (02) Fortnight Beginning 19/09/2016 PSY2: Research Methods 3.2.3.1 Scientific Process Experiments, Design, Reliability, Validity & Extraneous Variables



Time & Topic



Independent Work



Lesson 11 Fortnight Beginning 19/09/2016 PSY2: Research Methods 3.2.3.1 Scientific Process Controlling Extraneous Variables

To KNOW and UNDERSTAND what the various ways of controlling extraneous variables are “Pilot Study: a preliminary small scale version of an investigation to check procedures, materials, measuring scales etc. work & allow the researcher to make modifications if necessary. “Standardisation: using exactly the same formalised procedures and instructions for all participants in a research study “Mundane Realism: How far experiences encountered in the research environment will occur in the real world” “Single Blind: where participants are not aware of the aims of the investigation” “Double Blind: where neither the participants nor the researcher conducting the study know the aims of the investigation” “Randomisation: The use of chance in order to control for the effects of bias when designing materials and deciding the order of conditions”

To ANALYSE how researchers might accomplish the various ways of controlling extraneous variables. Page 19-20 RM booklet

To APPLY knowledge of extraneous variables to the grass heads project. Page 20 RM Booklet

Arrival Activity: 1) Explain using your own

words on the white board the difference between an extraneous variable and a confounding variable. (unstuck may be needed)

Input: 2) Students to use the

textbooks in order to take notes on aspects of controlling extraneous variables (all LOs)

Assessment: 3) Teacher to facilitate

feedback in order to analyse student ideas as to how the various things can be accomplished. (all LOs)

Plenary/Continuation: 4) Students to work in pairs to

complete the grass-head application on page 20. (all LOs)

*Teacher to use time to booklet check and get late comers up to date.

Preparatory: Read up on variables. Pg 169, 178 illuminate, various Pgs catbook Continuation: Prepare for a concepts test in future lessons. Lesson 13 Home Learning: Complete F & G questions on Page 21-22 30-60mins Due Date: Lesson 12 Marked By: Teacher

Specification: “Variables: manipulation and control of variables, including independent, dependent, extraneous, confounding; operationalisation of variables.” “Control: random allocation and counterbalancing, randomisation and standardisation.” “Pilot studies and the aims of piloting.” Exam Reports:



Dependant Variable

Participant Variables

Situational Variables

Participant Reactivity

Evaluation Apprehension


Hawthorne Effect


Investigator Effects

Expectancy Bias

Confounding Variables

Pilot Study

Standardise

Mundane Realism

Single Blind

Double Blind

Randomise

Resources:


Textbooks Booklet: Methods Booklet (Orange) Pages 17-21




Time & Topic



Independent Work



Lesson 12 Fortnight Beginning 19/09/2015 PSY2: Research Methods 3.2.3.1 Scientific Process Ethics

To KNOW and UNDERSTAND what the ethical issues are within Psychology “Informed Consent: making participants aware of the aims, full details of the study and their right so they can make an informed decision to take part” “Deception: deliberately misleading or withholding information from participants at any stage of the investigation” “Protection from Harm: participants shouldn’t be placed at more risk than in their daily lives & should be protected from physical & psychological harm” “Privacy & Confidentiality: Participants have the right to control information about themselves and their confidentiality should be protected”

To ANALYSE ways in which these ethical issues can be dealt with. “Debrief: making participants aware of any aims or details which they were not made aware of at the start” “Presumptive Consent: a similar group of people are asked if they would consent, if they agree, the consent of the original participants is presumed. “Retrospective Consent: participants are asked for consent during a debrief, “Ethics Committee: people within an institution who approve research” “Cost-Benefit Analysis: a systematic approach to estimate positive and negatives of any research” “Withdrawal: participants can leave at any time and remove their data

To EVALUATE whether these ways of dealing with ethical issues are sufficient.

Arrival Activity: 1) Read and highlight the

ethical guidelines given on page 22 of RM booklet. (LO1)

Input: 2) Students to be guided

through note taking on the ethical issues on consent, deception and protection. (LO1)

Assessment: 3) Students have the

opportunity to brainstorm how they might deal with these issues. (LO2)

Input: 4) Students to be guided

through note taking on the ways to deal with ethical issues. (LO2)

Assessment: 5) Students have the

opportunity to brainstorm whether these methods sufficiently deal with the issue (LO3)

Plenary/Continuation: 6) Students read through

cost-benefit analysis and conduct one for the two example studies, whole class vote. (LO3)

Preparatory: Read up on ethics. Pg 176-177 illuminate, Pg 194-197 catbook Continuation: Prepare for a concepts test in future lessons. Lesson 13 Home Learning: Complete F & G questions on Page 21-22 30-60mins Due Date: Lesson 12 Marked By: Teacher

Specification: “Ethics: including the role of the British Psychological Society’s code of ethics; ethical issues in the design and conduct of psychological studies; dealing with ethical issues in research. Exam Reports: ETHICS: some problems with understanding what an ‘ethical issue’ is either providing methodological problems or ways of dealing with issues. Students were less successful in providing suitable or detailed suggestions for how these issues could be dealt with, or answers identified an issue but then described how a different issue could be dealt with. Some candidates failed to clearly state the issue.

Ethics

Informed Consent

Retrospective Consent

Presumptive Consent

Deception

Debrief

Right to Withdraw

Confidentiality

Anonymity

Protection from Harm

Respect

Competence

Responsibility

Integrity

Ethics Committee

Cost-Benefit Analysis

Resources:






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Independent Work



Lesson 13 Fortnight Beginning 03/10/2016 PSY2: Research Methods 3.2.3.2 Data Handling and Analysis Descriptive Statistics

To KNOW and UNDERSTAND what types of data there are and ANALYSE how they are different from one another “Quantitative: data that can be counted, usually given as numbers” “Qualitative: data that is expressed in words” “Primary: data that has been collected first hand by the research for the purpose of that research project” “Secondary: data that has already been collected prior to that research project by someone else for another reason”

To KNOW and UNDERSTAND what descriptive statistics are. “Descriptive Statistics: quantitatively describe the main features of a collection of data providing a summary or overview of a data set”

To KNOW and UNDERSTAND what central tendency and dispersion are. “Central Tendency: the way in which quantitative data is clustered around some value, a way of specifying a central or average value. “Dispersion: how spread out (or diverse) the data is). It tells us whether there was a lot of variation or if the results were consistent (individual differences.)

To ANALYSE and EVALUATE various measures of central tendency and dispersion. Mean, Median, Mode Range, Standard Deviation

Arrival Activity: 1) Use your own knowledge,

textbooks or those around you to find the definition on the terms Quantitate, Qualitative, Primary and Secondary Data. (LO1)

Input: 2) Teacher to take feedback

from the arrival task and discuss the mathematical components of the new A Level. (LO1)

3) Teacher give definition of descriptive statistics and central tendency (mean, median and mode) (all LOs)

Assessment: 4) Students complete practise

activity to try calculation & identify potential strengths and limitations of these. (LO4)

Input: 5) Teacher give definition of

dispersion (range, standard deviation) (LO3, LO4)

Assessment: 6) Students identify potential

strengths and limitations of these from experience of central tendency activity (LO4)

Plenary/Continuation: 7) Make a rule sheet for when

to use each measure. If this…then… (all LOs)

Preparatory: Read up on. Pg 190-193 illuminate, Pg 212-217 catbook Continuation: Prepare for a concepts test in future lessons. Lesson 13 Home Learning: 0mins Due Date: N/A Marked By: N/A

Specification: “Quantitative and qualitative data; the distinction between qualitative and quantitative data collection techniques.” “Primary and secondary data, including meta-analysis.” “Descriptive statistics: measures of central tendency – mean, median, mode; calculation of mean, median and mode; measures of dispersion; range and standard deviation; calculation of range; calculation of percentages; positive, negative and zero correlations” Exam Reports: “STATS: Confusion over quantitative and qualitative; Some failed to recognise the terms central tendency & dispersion. Others identified a correct measure but struggled with why; could not interpret the numbers in the table.”

Quantitative Data

Qualitative Data

Primary Data

Secondary Data


Central Tendency

Mean

Median

Mode

Dispersion

Range

Standard Deviation

Resources:



Links: Literacy, key words definition work Science, key words and same methods Sociology, similar key words but some core differences to explain History, similar key words but with different meanings to explain Numeracy, GCSE level maths assumed knowledge



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Lesson 14 Fortnight Beginning 03/10/2016 PSY2: Research Methods 3.2.3.2 Data Handling and Analysis Graphs

To KNOW and UNDERSTAND what the different types of graphs are “Bar Chart: The X-axis shows the different categories, discrete data. The Y-axis shows the frequency of each category. Bar charts are used when nominal data is collected.” “Histogram: The X axis shows the measurement, continuous data. The Y axis shows the frequency. Frequency histograms are used when ordinal data is collected.” “Line Graph: The X axis shows the measurement, continuous data. The Y axis shows the frequency. Frequency histograms are used when ordinal data is collected and useful when there’s more than one condition to compare”

To APPLY understanding in order to ANALYSE data sets in order to CREATE graphical representations of the data.

Arrival Activity: 1) Look at the graph on the

board, what is wrong with it/should be done to improve it. (LO1)


from the arrival task and discuss the features of the three types of graph. (LO1)

Assessment: 3) Students complete the

‘over to you’ activities to draw the graphs, teacher to walk around to verbally mark/assess. Look for titles, axis, and clarity. (LO2)

Plenary/Continuation: 4) Revise for the concepts

test next lesson.

Preparatory: Read up on. Pg 194 illuminate, Pg 214 catbook Continuation: Prepare for a concepts test in future lessons. Lesson 13 Home Learning: 0mins Due Date: N/A Marked By: N/A

Specification: “Presentation and display of quantitative data: graphs, tables, scattergrams, bar charts. Exam Reports: “GRAPHS candidates need to read the labels on the axes of a graph. Most students were able to draw a bar chart. Students who did not score full marks usually failed to label the axes. Many candidates were only able to make a single point. A common pitfall was for candidates to state that 6 was the maximum number of digits recalled instead of realising that this was the modal score. Few candidates seemed to understand how to measure the range by looking at the information on the graph. It appears that candidates could benefit from more practical experience of interpreting graphs.”

Quantitative Data

Graphs

Bar chart

Histogram

Line Graph

Frequency Diagram

Scattergram

Resources:



Links: Literacy, key words definition work Science, key words and same methods Numeracy, GCSE level maths assumed knowledge



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Independent Work



Lesson 15 Fortnight Beginning 03/10/2016 PSY2: Research Methods 3.2.3.2 Data Handling and Analysis Distributions

To KNOW and UNDERSTAND what the different types of distributions are “Normal Distribution: A symmetrical spread of frequency data that forms a bell shaped pattern. The mean, median and mode are all located at the highest peak” “Positive Skewed Distribution: A non-symmetrical spread of frequency data where data clusters to the positive end (left). Left to right is the mode (located at the highest peak) then the median, then mean.” “Negative Skewed Distribution: A non-symmetrical spread of frequency data where data clusters to the negative end (right). Left to right is the mean, then the median, then the mode (located at the highest peak).”

To APPLY understanding of descriptive statistics to the grasshead project.

To EVALUATE understanding of key terminology covered so far.

Arrival Activity: 1) Pick the longest blade of

grass on your grasshead and measure it in mm. Add it to the table on the board. (LO2)

Assessment: 2) Complete the central

tendency, dispersion and graphs for grassheads. (LO2)

Input: 3) Teacher to give definition

and features of the distribution types (LO1)

Assessment: 4) Students complete a

diagram of what these pictures look like on whiteboards before copying into booklets. (LO1)

Plenary/Continuation: 5) Concepts test part one on

RM covered so far (hard version - teacher give term, students to define it)

Preparatory: Read up on. Pg 195 illuminate, Pg 215 catbook Continuation: Come to next lesson prepared to discuss sampling techniques Home Learning: 0mins Due Date: N/A Marked By: N/A

Specification: “Distributions: normal and skewed distributions; characteristics of normal and skewed distributions” Exam Reports:

Quantitative Data

Qualitative Data

Primary Data

Secondary Data


Central Tendency

Mean

Median

Mode

Dispersion

Range

Standard Deviation

Graphs

Bar chart

Histogram

Line Graph

Frequency Diagram

Scattergram

Normal Distribution

Positive Skewed Distribution

Negative Skewed Distribution

Resources:


Grassheads

RM Test Pt.1 Booklet: Methods Booklet (Orange) Pages 28-34




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Baby Sitting Lesson 16 (03) Fortnight Beginning 03/10/2016 PSY2: Research Methods 3.2.3.1 Scientific Process Control, Ethics, Data Handling



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Lesson 17 Fortnight Beginning 03/10/2016 PSY2: Research Methods 3.2.3.1 Scientific Process Sampling

To KNOW and UNDERSTAND the different types of sampling techniques “Random: all members of the target population have an equal chance of being selected.” “Opportunity: selecting participants who are easily available at the time.” “Stratified: composition of the sample reflects the proportions of people in certain sub-groups (strata) within the target or wider population.” “Systematic: every nth member of the target population is selected” “Volunteer: participants self-select to be part of the sample”

To ANALYSE how to gather the different samples using each technique

To EVALUATE each sampling technique. “Random: free from researcher bias, difficult, time consuming, may not be representative, selected people may refuse to participate” “Opportunity: convenient unrepresentative, researcher bias “Stratified: free from researcher bias, representative time consuming” “Systematic: free from researcher bias, likely to be representative” “Volunteer: easy volunteer bias”

To APPLY understanding of descriptive statistics to the grasshead project.

To EVALUATE understanding of key terminology covered so far.

Arrival Activity: 1) If you were going to study

“the conformity levels of youth today” who would you study and how would you get them? (all LOs)

Input: 2) Teacher demonstrates

using the grassheads what the different sampling techniques are, how they are done and the relative problems/strengths of each of them. (all LOs)

Assessment: 3) Students complete a card

sort of the sampling techniques (all LOs)

Plenary/Continuation: 4) Concepts test part two on

RM covered so far (easy version - teacher give definition, student to state concept)

*Students can now take their grasshead home

Preparatory: Read up on. Pg 174-175 illuminate, Pg 192-193 catbook Continuation: Come to next lesson having read up on correlations Home Learning: 0mins Due Date: N/A Marked By: N/A

Specification: “Sampling: the difference between population and sample; sampling techniques including: random, systematic, stratified, opportunity and volunteer; implications of sampling techniques, including bias and generalisation. Exam Reports: “SAMPLING: Some candidates muddled opportunity and volunteer samples using one for the sampling technique and the other for the explanation. Random sampling produced the usual problems where answers did not identify the sampling frame or suggested the children should be pulled out of a hat. If candidates said ‘use a computer’ to get a sample it would be helpful if they could give some indication of how a computer would be used to select a sample”

Sampling Technique

Target Population

Sampling Frame

Sample

Random Sample

Opportunity Sample

Stratified Sample

Systematic Sample

Volunteer Sample

Bias

Represent

Generalisation

Resources:


Textbooks

Grassheads

Card Sort

RM Test Pt.2 Booklet: Methods Booklet (Orange) Pages 35-37

Links: Literacy, key words definition work Sociology, similar key words but some core differences to explain



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Lesson 18 Fortnight Beginning 03/10/2016 PSY2: Research Methods 3.2.3 Research Methods Correlations

To KNOW and UNDERSTAND what the features are of a correlation. “A method for determining the extent of an association between two variables; co-variables may not be linked at all (zero correlation), they may both increase together (positive correlation) or as one co-variable increases, the other decreases (negative correlation).”

To ANALYSE scattergrams and correlation coefficients. +VE, -VE +0.9, -0.6, -0.05, +0.4

To be able to EVALUATE the strengths and limitations of laboratory experiments. Good starting point for future experimentation, see if the relationship warrants more research Replication Useful where manipulation of an IV would not be possible/ethical Cannot make causal inference due to no direct manipulation of IV Failure to consider intervening variables Method used may lack internal reliability and/or internal validity

Arrival Activity: 1) Answer questions,

operationalise variables and write hypothesis on pg38 (LO1)

Input: 2) Teacher to go through null

hypotheses and take feedback from arrival activity.

Assessment: 3) Students complete self-

esteem and femininity questionnaires in order to complete a scattergram (LO1 & LO2)

Input: 4) Teacher to go through

what positive correlations and negative correlations are as well as different correlations coefficients. (LO2)

Assessment: 5) Students complete diagram

of positive and negative correlations, sketch different correlations coefficients and comment on both strength and direction. (LO2)

Plenary/Continuation: 6) Strengths and limitations

(LO3)

Preparatory: Read up on. Pg 188-189 illuminate, Pg 206-207 catbook Continuation: Come to next lesson prepared to reflect on your concept test scores Home Learning: Past Exam Questions J and K 30-60mins Due Date: Lesson 18 Marked By: Self/Teacher

Specification: “Correlations. Analysis of the relationship between co-variables. The difference between correlations and experiments.” Exam Reports: “CORRELATIONS: Most candidates were able to identify a positive correlation. Candidates found it harder to identify a strength than a weakness. Good answers often explained the advantage when it would be unethical to manipulate variables. For the weakness most candidates focused on causality issues. Just saying correlation measures a relationship does not explain a limitation, it merely describes correlation so was not creditworthy

Correlation

Co-Variable

Intervening Variable

Scattergram

Positive Correlation

Negative Correlation

Correlation Coefficient

Causality

Ethics

Resources:


Graph Paper Booklet: Methods Booklet (Orange) Pages 38-41




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Lesson 19 Fortnight Beginning 24/10/2016 PSY2: Research Methods 3.2.3 Research Methods Observations

To KNOW and UNDERSTAND what the features are of all six types of observation. “Naturalistic: carried out in an everyday setting, researcher does not interfere, observes behaviour occurring naturally” “Controlled: certain variables have been organised by the researcher so that behaviour can be observed” “Overt: participants are aware their behaviour is being observed” “Covert: Participants are being observed without their knowledge” “Participant: Observations are made by someone who is also participating in the activity being observed” “Non-Participant: Observations are made by someone who is not participating in the activity being observed”

To be able to EVALUATE the strengths and limitations these observations. “Naturalistic: carried out in an everyday setting, researcher does not interfere, observes behaviour occurring naturally” “Controlled: certain variables have been organised by the researcher so that behaviour can be observed” “Overt: participants are aware their behaviour is being observed” “Covert: Participants are being observed without their knowledge” “Participant: Observations are made by someone who is also participating in the activity being observed” “Non-Participant: Observations are made by someone who is not participating in the activity being observed”

Arrival Activity: 1) DIRT. Reflect upon your

score and make a plan of action for how you will improve osustain your key terminology understanding.

Input: 2) Students are grouped into

one of six (for each type of observation) they have 10minutes (silent) to become the expert on each type of observation, its features strengths and limitations. Using textbooks, can only take limited notes and must be put away after 20mins. (all LOs)

Assessment: 3) Pair up with opposing

person (e.g. overt with covert) to discuss what they have found for 10mins (all LOs)

4) Teacher removes all textbooks and notes so students have to rely on their learning. Pair with two pairs in order to get the information for all six types of observation(all LOs)

Plenary/Continuation: 5) Reduce to a few words in

order to fit on page 42.

Preparatory: Read up on. Pg 180-183 illuminate, Pg 198-201 catbook Continuation: Ensure notes taken are fully developed, use the textbooks at home if needed. Home Learning: 0mins Due Date: N/A Marked By: N/A

Specification: “Observational techniques. Types of observation: naturalistic and controlled observation; covert and overt observation; participant and non-participant observation.” Exam Reports:

Observation

Naturalistic Observation

Controlled Observation

Overt Observation

Covert Observation

Participant Observation

Non-Participant Observation

Resources:


Textbooks

Expert Badges





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Independent Work



Lesson 20 Fortnight Beginning 24/10/2016 PSY2: Research Methods 3.2.3.1 Scientific Process Observations

To ANALYSE observations in order to categorise their types.

To KNOW and UNDERSTAND what a behaviour checklist/category is. “Division of a target behaviour (such as aggression) into a subset of specific and operationalised behaviours”

To KNOW and UNDERSTAND the features of good behaviour categories. “Objective: the observers should not have to make inferences about the behaviour, but should record explicit actions” “Complete: cover all possible component behaviours and avoid a waste basket / miscellaneous category” “Mutually Exclusive: an observer should not have to mark two categories at one time”

To KNOW and UNDERSTAND the features of behaviour sampling. “Event - Sampling: counting the number of times a certain behaviour (event) occurs in a target individual” “Time - Sampling: recording behaviours in a given time frame, for instance noting what an individual is doing ever 30sec”

To APPLY the knowledge to design an observation.

To APPLY the knowledge to past exam questions.

Arrival Activity: 1) Read the two examples of

observations on Pg 43. It tells you they are controlled and naturalistic but do you think they are overt, covert, participant or non-participant. (LO1)

Input: 2) Teacher to input on what

behaviour categories are, what is meant by objectivity, completeness and mutually exclusive. (LO1 & LO2)

3) Teacher to input on sampling procedures and what is meant by event and time sampling. (LO3)

Assessment: 4) Students to plan out an

observation they would do within the college. They should consider the aim, write a hypothesis, make a behaviour checklist which demonstrates an understanding of points covered references sampling. (LO4)

Plenary/Continuation: 5) L questions, self-assessed

DIRt time. (LO5)

Preparatory: Read up on. Pg 180-183 illuminate, Pg 198-201 catbook Continuation: Come to next lesson prepared to DIRT L questions. Home Learning: 0mins Due Date: N/A Marked By: N/A

Specification: “Observational design: behavioural categories; event sampling; time sampling Exam Reports: BEHAVIOUR CATEGORIES: Many candidates did not understand behavioural categories. Many candidates suggested broad behaviours, eg reunion behaviour, which could not be operationalised.

Observation

Naturalistic Observation

Controlled Observation

Overt Observation

Covert Observation

Participant Observation

Non-Participant Observation

Behaviour Categories

Coding

Behaviour Checklist

Objective

Mutually Exclusive

Event Sampling

Time Sampling

Hawthorne Effect

Resources:






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Independent Work



Lesson 21 Fortnight Beginning 24/10/2017 PSY2: Research Methods 3.2.3 Research Methods Self-Report

To KNOW and UNDERSTAND what the features are of all types of self-report. “Questionnaire: a set of written questions (items) designed to collect information on a person’s thought or experiences on a topic” “Structured Interview: A live a face-to-face or verbal encounter where one person (interviewer) asks another person (interviewee) questions which are predetermined like a questionnaire” “Unstructured Interview: A live a face-to-face or verbal encounter where one person (interviewer) asks another person (interviewee) questions which develop and change over the course of the interview based on answers given”

To be able to EVALUATE the strengths and limitations of self reporting. “Questionnaire: easy distribution to large samples, anonymous, standardisation, reliability, ease of analysis people must read and write, completion rate, anonymous” “Structured Interview: standardisation interviewer may change, interviewer bias, social desirability” “Unstructured Interview: detail, rapport require high skill, expensive, time consuming”

Arrival Activity: 1) Redo at least one question

from the L questions to show improvement plus write a “how to” for behaviour category questions

Input: 2) Using textbooks students

complete the grid on pg46 self-report techniques. Looking up the description, strengths and weaknesses. (all LOs)

Assessment: 3) Students to contribute to

whole class Venn diagram on pg48 to demonstrate understanding of description and evaluation, similarities and differences between forms of self-report. (all LOs)

Plenary/Continuation: 4) Prepare your structured

interview questions for your homework task. Pg 47 (all LOs)

Preparatory: Read up on. Pg 184-187 illuminate, Pg 202-205 catbook Continuation: Research acquiescence bias Home Learning: Complete a structured and unstructured interview, reflect on the process 60mins Due Date: Lesson 20 Marked By: N/A

Specification: “Self-report techniques. Questionnaires; interviews, structured and unstructured” Exam Reports: “SELF-REPORT: Many candidates were able to provide an appropriate advantage and a disadvantage of a questionnaire and to explain it. The main pitfall here was to describe a strength or weakness of a questionnaire without explaining it in comparison to an interview. Candidates who have tried to construct questionnaires might realise that while they may be quick to administer they are far from easy to construct.”

Self-Report

Structured Interview

Unstructured Interview

Questionnaire

Interviewer Bias


Resources:


Textbooks





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Independent Work



Baby Sitting Lesson 22 (04) Fortnight Beginning 24/10/2016 PSY2: Research Methods 3.2.3.1 Scientific Process Sampling, Correlations, Observation & Self Report



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Lesson 23 Fortnight Beginning 24/10/2016 PSY2: Research Methods 3.2.3.1 Scientific Process Self-Report

To ANALYSE an existing questionnaire to look into the way they are designed.

To KNOW and UNDERSTAND what needs to be considered when designing a questionnaire. “Clarity: questions should be written so that the respondent can understand them, avoid ambiguity, double negatives and double barrelling” “Bias: avoid any questions which might lead the respondent to be more likely to give a particular answer” “Type: Open questions producing more qualitative data or closed questions producing quantitative data. Filler: irrelevant questions to distract the respondent from guessing the aim” “Sequence: Start with easy questions saving any tough questions which might make the respondent feel anxious or defensive for last”

To APPLY the knowledge to design a questionnaire.


Arrival Activity: 1) Complete the oxford

happiness questionnaire on pg 49, calculate you score, read up what it means on pg50, and reflect on what you think about the questionnaire. (LO1)


on arrival activity (LO1) 3) Teacher to input on factors

which need to be considered when designing questions, such as clarity, bias, type of question, fillers and sequencing. (LO2)

Assessment: 4) Students pair up to create

their own happiness questionnaire using everything they have learnt about self-report so far. They also need to design their own activity (LO3)

Plenary/Continuation: 5) Question M1 on Pg52, self

assess and DIRT (LO4)

Preparatory: Read up on. Pg 184-187 illuminate, Pg 202-205 catbook Continuation: Come to next lesson prepared discuss experiences of interviews Home Learning: Ask 10 people to complete your questionnaire. Then get them to complete an activity which you believe will make them happier, then they need to answer the questionnaire again. 60mins Due Date: Lesson 22 Marked By: N/A

Specification: “Questionnaire construction, including use of open and closed questions; design of interviews” Exam Reports: “QUESTIONNAIRE CONSTRUCTION: A suitable question was generated by many candidates, although some responses gave questions that were not operationalised, or not appropriate (as they had no link to the questionnaire). A few candidates muddled quantitative and qualitative and penalised themselves.

Self-Report

Structured Interview

Unstructured Interview

Questionnaire

Interviewer Bias


Clarity

Bias

Open Questions

Closed Questions

Qualitative Data

Quantitative Data

Resources:






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Independent Work



Lesson 24 Fortnight Beginning 24/10/2016 PSY2: Research Methods 4.2.3 Research Methods Case Study

To KNOW and UNDERSTAND what the features are of case studies. “

To be able to EVALUATE the strengths and limitations of case studies. “

Arrival Activity: 1) Reflect on your experience

of conducting the interviews. Put on the post it notes, the best and worst thing about conducting your interviews.

Input: 2) Watch a 10minute Clive

Wearing clip. (all LOs) 3) Recall by mind-mapping as

many of the details of the case of Clive Wearing as you can from the summer work. (all LOs)

Assessment: 4) Students to complete

diagram of case studies on the board collaboratively using their knowledge of the case of Clive Wearing. (all LOs)

Plenary/Continuation: 5) Questions 1-4 (all LOs)

Preparatory: Read up on. Pg illuminate, Pg catbook Continuation: Read up on the case studies of HM, KF and Phineas Gage Home Learning: Revise for end of unit test. ?mins Due Date: Lesson 23 Marked By: Teacher

Specification: “Case Studies” Exam Reports: “CASE STUDIES: Some candidates got confused with longitudinal and observational research and gave answers that did not apply to a case study at all.

Case Study

Resources:


Post-its

Clive Wearing YouTube Clip





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Independent Work



Lesson 25 Fortnight Beginning 07/11/2016 PSY2: Research Methods 3.2.3.1 Scientific Process Peer Review

To KNOW and UNDERSTAND what peer review is. The process by which psychological research papers, before publication, are subjected to independent scrutiny by other psychologists working in a similar field who consider the research in terms of its validity, significance and originality.

To KNOW and UNDERSTAND what the process of peer review is. Submission, editor rejects or passes to reviewers, peers review, return to editor as accept reject or edit, passed back with comments to researcher who can choose to resubmit, and editor chooses to publish.

To ANALYSE the purpose and benefits of Peer Review. Allocation of funds, Publication in Journals, Assessing Universities.

To EVALUATE the problems associated with peer review. Paradigm consistency, values in science, bias, file draw phenomenon, finding experts.


Arrival Activity: 1) Read the definition of Peer

Review on pg 54 and decide which are the 5 most important word in the definition and justify your thoughts (LO1)

Input: 2) Teacher takes feedback

from arrival activity. (LO1) 3) Teacher to discuss the peer

review process with students. (LO2)

Assessment: 4) Students to make a

window wheel of the process as a revision aid. (LO2)

Input: 5) Teacher discusses the point

of peer review and its importance in Psychology as well as the potential problems. (LO3 & LO4)

6) Student google RAE assessment of universities

Plenary/Continuation: 7) Questions N1 on Page 58,

collected in to mark. (all LOs)

Preparatory: Read up on. Pg 200 illuminate, Pg 220-221 catbook Continuation: Come to next lesson prepared to analyse your happiness data. Home Learning: Revise for end of unit test. ?mins Due Date: Lesson 23 Marked By: Teacher

Specification: “Peer Review The role of peer review in the scientific process” Exam Reports: “

Peer Review

Peer

Paradigm

File Draw Phenomenon

Bias

Resources:


Split Pins

Card


Links: Literacy, key words definition work Science, key words and same methods Numeracy, Using numbers Maths, Skills used in A Level maths, beyond scope of GCSE



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Lesson 26 Fortnight Beginning 07/11/2016 PSY2: Research Methods 3.2.3.2 Data Handling and Analysis Inferential Statistics

To KNOW and UNDERSTAND what probability and significance mean in Psychological research. “Probability: A numerical measure of the likelihood that certain events (or behaviour) will occur” “Significance: a statistical term indicating the findings are sufficiently strong for us to accept the research hypothesis and conclude the result were not by chance”

To KNOW and UNDERSTAND what a Sign Test is in Psychological research. “An inferential test to determine the significance of a difference in a sample of related items or data”

To ANALYSE what the important terms are when conducting inferential statistics and what they mean. “Calculated Value: The value calculated or observed by the researcher” “Critical Value: the value of the test statistics that must be reached to show significance” “One-Tailed Hypothesis: Directional Hypothesis” “Two-Tailed Hypothesis: Non-Directional Hypothesis”

To APPLY the knowledge to calculate a sign test for happiness experiment.

Arrival Activity: 1) On your post it note write a

fully operationalised non-directional hypothesis for your happiness investigation. (LO4)

Input: 2) Teacher discusses the

terms probability and significance. (LO1)

3) Teacher models how to conduct a sign test, step by step allowing students to do the same.(all LOs)

Assessment: 4) Students follow the model

sign test, check they got the same answer as teacher and then do the same for their own data. (all LOs)

Plenary/Continuation: 5) Students complete the

“Therefore we can conclude” and share this with the rest of the class. (LO4)

Preparatory: Read up on. Pg 198-199 illuminate, Pg 218-219 catbook Continuation: Come to next lesson prepared to take an end of unit test. Home Learning: Revise for end of unit test. ?mins Due Date: Lesson 23 Marked By: Teacher

Specification: “Introduction to statistical testing; the sign test.” Exam Reports: “

Inferential Statistics

Probability

Significance

Sign Test

One-Tail Hypothesis

Two Tail Hypothesis

Observed Value

Calculated Value

Critical Value

Resources:


Post-its





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Independent Work



Lesson 27 Fortnight Beginning 07/11/201 PSY2: Research Methods 3.2.3.1 Scientific Process Implications for the Economy End of Unit Test

Arrival Activity: 1) Cut out, stick in the pocket

flap to the bottom of Pg58.

Input: 2) Teacher to discuss the

implications for the economy. Students will occasionally have discussions in class and they need to keep an eye out for themselves at areas that could impact economy/working life.

3) Use textbooks to find out and take notes on on the bottom of pg 58 of what a meta-analysis is.

Assessment: 4) Student complete an end

of unit test on Research Methods (30mins, 24marks)

Plenary/Continuation: 5) Write a target for yourself

for the next unit of work.

Preparatory: Read up on. Pg 201 illuminate, Pg 222-223 catbook Continuation: Come to next lesson prepared to start the new topic of Approaches in Psychology Home Learning: 0mins Due Date: N/A Marked By: N/A

Specification: “The implications of psychological research for the economy” Exam Reports: “

Economy

Economics

Meta-Analysis

Longitudinal

Resources:



Links: Literacy, key words definition work Science, key words and same methods Economics, links to concerns of those students

Documents

Lutterworth College, Social Science Faculty, Bitteswell ...psychopepper.com/wp-content/uploads/PSY2ResearchMethods/201… · (35 +7 hours) Assessment Objectives: At least 10% will