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Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
TOPIC PLAN
LEVEL:
SACE Stage 2 Psychology
TOPIC:
SOCIAL COGNITION
SCHOOL:
TRINITY COLLEGE GAWLER
DATE:
Term 1 2016
CONTENTS 1. School/student context 2. SACE Psychology 2015 Subject Outline
3. Topic objectives 4. Learning requirements 5. Content/Activity Sequence 6. Assessment Grid 7. Lesson Plans 8. Test
9. Student feedback
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
1. School/student context
Trinity College Senior Campus is an Anglican school located north of Adelaide
in Gawler. The college offers from Montessori through to Year 13, with a four
campuses for students in Reception – Year 10. A joint campus for those
completing senior studies and singular building located on one of the
campuses for Montessori.
The school thrives on community involvement and has a large focus on
extracurricular activities from academics to sporting.
Each campus has its own leadership group which follows a college wide
structure. These leaders meet often to ensure the schools are functioning to
their best abilities.
The college offers new technology in every classroom including interactive
white boards and teacher laptops. In the senior campus each student is
entitled to a laptop to complete their studies. It is loaned out and then returned
once finishing up at the school. This allows high technological involvement in
course work and the ability to be flexible and portable study options.
The classroom, as mentioned has an interactive white board with speakers and
access point for laptops. There is easy internet access for both student and
teacher with restrictions on what can be accessed due to needed to keep
technology use appropriate. This outlet is also important for teaching students
safe internet use.
The class of 15 students studying Stage 2 Psychology needed two pre-requisites
to be accepted into the class. One being a grade of B or above in English
Studies in Stage 1, also C or above in any science subject studied at Stage 1.
This prepares the students for the type of assessments and learning
requirements. The students have a variety of learning styles but are of similar
abilities due to the pre-requisites. Majority of the students have interest in
pursuing psychology studies in further education.
My teaching approach follows William Glasser’s Choice Theory. Where students
must take personal responsibility for personal choices and personal
transformation. As these students are committed to studying Stage 2 subjects
and completing their SACE certificate, it is suited that they are responsible for
their learning just as much as their teacher.
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
2. SACE Subject Outline 2016
Social cognition refers to the processes involved in interpreting, analysing,
remembering, and using information about the social world. We constantly seek
information from our environment about how we are expected to behave, so that
we can comply with or violate these expectations. Some of this information comes in
the form of instructions (e.g. from parents and teachers) and some comes from
observing the behaviour of others or the reactions of others to our behaviour. We
also seek to predict how others will behave, explain our own successes and failures,
and make positive or negative impressions on others. To achieve these goals we
need to reduce the great quantity and complexity of the social information we
receive. Although this reduces the resources required for social cognition, it is also
vulnerable to biases, which can have unfortunate social consequences.
Social cognition includes person perception, attributions, stereotypes, and attitudes.
This topic focuses on person perception and attitudes.
Although social cognition can be addressed at all four levels of explanation of
behaviour, this topic focuses on the sociocultural level. The emphasis is on
explanations of social cognition provided by social psychologists.
Key Ideas
Knowledge and understanding should be relevant to the following key ideas:
The relationship between social cognition and behaviour is bidirectional. In particu-
lar, attitudes influence behaviour, but behaviour also influences attitudes.
Our perceptions of others and of ourselves are vulnerable to a number of biases.
Areas of Learning
The structure of attitudes and the functions they serve; the factors that influence at-
titude formation and attitude change (including source, message, and audience,
and peripheral and central processing routes); the bidirectional relationship be-
tween attitudes and behaviour; the factors that influence impression formation;
self-knowledge from social comparisons; and impression management
Psychological principles concerning social cognition in everyday experiences and
events (e.g. meeting a new person, or advertising) and in psychological interven-
tions, including public safety campaigns that target attitude change
The application of these psychological principles to social issues (e.g. reducing prej-
udice, or increasing the effectiveness of health-promotion campaigns) and per-
sonal growth (e.g. more effective persuasive communication and impression man-
agement)
Investigation designs and methods of assessing psychological responses used to
study social cognition
Ethical issues associated with research and applications in the area of social cogni-
tion
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
3. Topic objectives
Make a list of the specific content students will cover. Make sure the objectives
can be demonstrated with an assessment. Students should:
(a) Describe the structure of an attitude and its functions
(b) Identify the influences on attitudes
(c) Explain the different routes of persuasion and the aspects influencing
persuasive effect
(d) Demonstrate an understanding of social comparisons
(e) Recognise the relevance of impression management in real society as
well as in film
(f) Apply psychological principles to reality – prejudice
(g) Conduct research using investigation designs
(h) Be aware of ethical issues in the study of Social Cognition
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
4. Learning requirements
Students should:
1. Explain attitudes in regards to formation, function and influences
2. Analyse persuasive techniques and the impact of persuasion on attitudes
3. Demonstrate social comparisons
4. Identify impression management in film
5. Apply psychological principles to real life situations
6. Understand the ethical issues that must be adhered to
7. Demonstrate research methods in proposing research, collecting data, an-
alyzing data, accurately reporting data and using correct referencing
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
5. Content/Activity Sequence
Lesson
Object-ives
Content Student Activity
(including due dates)
1 Introduction to Social Cognition & Attitudes
H/work Work sheet
2 Attitude- source, message, audience
H/work Find advertisement & analyse
3 & 4 Persuasion – peripheral & central route
Assignment Type 2 –Oral
presentation
H/work Oral presentation due lesson 8
5 Advertising – public safety campaigns
H/work Write a paragraph on your personal experiences being
effected by a public safety campaign
6 Application of principles – reduce prejudice, effectiveness of campaigns
H/work Finish task from lesson
7 & 8 Social comparisons
Assignment Type 2 presentations
H/work
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
Content/Activity Sequence continued
Lesson
Object-
ives
Content Student Activity
(including due dates)
9 Investigation design in social cognition
Ethics
H/work Students are to start getting ideas for their individual
investigation, bring ideas into next lesson.
10 Assignment type 1 – individual investigation
Start watching Devils Wear Prada
H/work Assignment Type 1 – Investigation due lesson 16
11 & 12 Watch Devil Wears Prada
H/work
13 Impression management
H/work Assignment
14 Revision
Topic quiz
H/work Assignment
15 & 16 Discussion of quiz
Notes for exam
Hand up assignment
H/work
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
6. Assessment Grid
Assessment in this topic will use the following Assessment Design Criteria:
Topic Objective
Progress
(formative)
Test
(summative)
C level A level
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
7. Lesson plans Week 1: Monday (50 mins)
Lesson 1 Performance Objectives:
Students will:
Understand how attitudes are formed and how they are used in real
world situations.
Be able to identify influences of attitudes.
Have the ability to actively form an attitude and report why that partic-
ular attitude was formed.
Understand the socio culture level of explanation in relation to social
cognition
Time
(mins) Teacher Activity Student Activity Resources
9.00 –
9.10am
(12 min)
Take the attendance
record. Introduce social
cognition as a topic and
outline the topic plan to
the students.
Hand out assessment
sheets and briefly explain
each assessment
Note taking of
definitions, receive a
handout of topic plan
and assessment
information sheets
-Power point
presentation
(slides ….)
-Paper
handout
-Students will
need note
book & pens
for the entire
lesson
- student
diary to write
down
assessment
dates
9.12-
9.20am
(8 min)
Explain activity, while
handing out the blank
name work sheet upside
down so the students can
write before asked. The
student will have 3 copies
of the same sheet.
Get results back from
students to see how many
goes it took for them to
correctly recall all 4
Participate in whole
class activity
Report back results to
the class
-Power point
presentation
(slide….)
-work sheet
-White board
to record
student results
from activity
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
names.
9.20-
9.40am
(20 min,
5 min for
each
video/di
scussion
)
Get the class to stand up
in one big group in the
middle of the classroom.
You are going to explain
that 4 videos will be
played and after each
video your initial attitude
will be formed. The
students must move to the
designated area for either
positive, negative or
ambivalent. Once the
students get to their
position, ask why? What
influenced their attitude?
This activity will allow the
kinaesthetic learners to
get involved
This style of activity breaks
up the standard lecture
style of most content and
allows students to learn
actively and be engaged
in the topic, social
cognition although
content rich can be quite
interactive compared to
other topics.
Follow teacher
direction and watch
the short videos. After
each video move to
appropriate position
in the room
representing their
attitude. If asked
upon answer why
they have that
attitude.
-Power point
presentation
- YouTube
videos
9.40-
9.45am
(5min)
Bring the class back to
their seats and explain
how each person will form
their own attitudes for
different reasons and that
forming an attitude is a
personal thing which
should not be judged or
ridiculed.
Settle back into their
seats and listen to
teacher
9.45-
9.50am
(5 min)
Answer any questions
relating to today’s lesson
Conclude with set work
sheet for homework and
dismiss.
Ask any questions
relating to the lesson
-power point
presentation
- take home
worksheet for
homework
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
Activity:
Fill in the blank spaces with the recalled names once the 30 seconds of viewing is finished.
Test
Name? __________
Name? __________
Name? __________
Name?__________
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
Now circle four faces in which you would trust most.
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
HOMEWORK SHEET
1. Vincent rides a bicycle to work. Riding his bicycle makes him feel happy. Vincent
thinks riding to work keeps him fit and healthy.
Using the example above, describe the structure of attitudes.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________________________
2. Describe one function of attitudes and how it helps us connect with the world.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________
3. Find one example of an advertisement (newspaper, online or magazine) which would
encourage a positive attitude to be formed. Bring the advertisement into the next les-
son.
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
Week 1: Tuesday (50 mins) Lesson 2 Performance Objectives:
Students will:
Understand the components of persuasion Identify and analyse components present in advertisements
Time (mins)
Teacher Activity Student Activity Resources
11.00-11.05 Take the roll & get
students settled
Seated & books out
11.05-11.30 Lecture content on
Attitudes – source,
message, target
Each image that comes
up on the power point
analyse with the students,
ie. Ask the students
leading questions. ‘Would
you buy this watch to
prove what you are made
of?’ Brad Pitt image.
Actively participate in
discussion on the
images shown, take
notes from power
point.
Power point
presentation
Note taking
equipment
(could be
book or
laptop)
11.30-11.35 Show video of Old Spice
Ads.
Watch and take notes YouTube
video
11.35-11.45 Deconstruct the Old Spice
Ads looking at the 3
aspects, source, message
and target.
Section out the three
headings and write
students input for each on
the board.
Participate in analysis
of Ads. Use notes
taken while watching
the video.
White board
11.45-11.50 Go back over what
source, message and
target are in regards to
advertising. – Get the
students to tell you
examples of each. Explain
homework.
Write down
homework.
Homework Find a short advertisement
and analyse in regards to
source, message and
target. Hand up during
next lesson.
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
Week 1: Thursday (100 mins) Lesson 3/4 Performance Objectives:
Students will:
Be able to construct their own advertisement using the content knowledge they have learnt. Understand the differences between the central and peripheral routes of
persuasion
Time (mins)
Teacher Activity Student Activity Resources
1.30-1.35 Take roll Be seated and get
ready for lesson with
books etc.
1.35-1.50 Lecture content on
persuasive routes- central
/ peripheral
Note taking Power point
presentation
Note taking
equipment
for students
1.50-1.55 Explain activity: Students
are to create their own
advertisement using what
they know about
persuasion.
1.55-2.25 Complete activity
work
2.25-2.40 Call on students to
volunteer to show their
advertisement and talk
through their thoughts
behind source, message
and target. And which
route of persuasion they
chose.
Present
advertisements back
to class.
-Use of the
interactive
whiteboard
to show
students
advertisemen
ts
2.40-2.50 Introduce Assessment
Type 2- Oral presentation
of persuasion
Note taking. -Power point
presentation
-Handout
2.50-3.05 Students can start
working on
assignment, clarify
any questions,
approve content for
assessment etc.
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
3.05-3.10 Bring students back to
attention and go through
once again the routes of
persuasion. Ask students
questions
-Which route doesn’t not
require much information
to be present?
-Which route would you
most likely find celebrities
use in?
-If someone was
endorsing a product and
they spoke loudly and
fast, what does that
suggest?
Homework Assessment Type 2 –
Oral presentation due
date: Lesson 7& 8
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
Stage 2 Psychology
Social Cognition
Due date: Lesson 7&8
Assessment Type 2 Oral Presentation
Topic: Persuasion
You are to produce a 5 minute oral presentation on persuasion. You may use
a power point presentation to assist you.
You must include:
Examples
Analysis of examples
Own opinion on which route of persuasion is more effective, may
include research.
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
Week 2: Monday (50 mins) Lesson 1 Performance Objectives:
Students will:
Understand how to produce an impactful public safety campaign Identify source, message and target in campaigns shown
Time (mins)
Teacher Activity Student Activity Resources
9.00-9.05 Take roll Prepare for lesson
9.05-9.38 Lecture on the impact of
advertisements in attitude change. Top 10 tips for effective
advertising
Note taking Power point
presentation
9.38-9.45 Show YouTube video
examples of public safety campaigns
YouTube
Videos
9.45-9.50 Explain homework Write homework down
Homework Write a paragraph on
your personal experiences being
effected by a public safety campaign, if student doesn’t have
personal experience, possibly someone
around them.
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
Week 2: Tuesday (50 mins) Lesson 2 Performance Objectives:
Students will:
Understand the applications to self from social cognition Practice short answer questions
Time (mins)
Teacher Activity Student Activity Resources
11.00-11.05 Take roll
11.05-11.45 Instruct students on
activity for the lesson : Students are to read pages 709-727 of their textbooks
and answer the review questions 1-5 on page 732
Read and answer from
the textbook.
Textbook
11.45-11.50 Tell students they are to complete the task for
homework
Write homework in diary
Homework Finish task from the
lesson: complete the reading and questions from the textbook.
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
Week 2: Thursday (100 mins) Lesson 3/4 Performance Objectives:
Students will:
Recall content from readings Understand how social comparisons work and the benefits of using comparisons
Develop a skill of peer assessing
Time (mins)
Teacher Activity Student Activity Resources
1.30-1.35 Take roll Get prepared for
lesson, making sure all necessary things for
oral presentation are ready
1.35-1.55 Lecture on social comparisons & touch on last lessons readings and
homework on prejudices
Note taking Power point presentation
1.55-2.00 Explain how oral
presentations will work. They will receive a teacher
grade, but will also be peer assessed. Drawn out of a hat, the assessors will
follow a marking sheet and hand in confidentially after
each presentation.
2.00-3.00 Assessing presentations
Timing each presentation
Oral presentations
Peer assessing
Peer
assessment sheets
Homework n/a
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
Week 3: Monday (50 mins) Lesson 1 Performance Objectives:
Students will:
Identify appropriate research methods for social cognition
Time
(mins) Teacher Activity Student Activity Resources
9.00-9.05 Take roll Get prepared for lesson Note taking
equipment
9.05- 9.30 Lecture on investigation
design suited for social cognition This is a pretence for
Assessment Type 1
Take notes Power point
presentation
9.30-9.45 Show video unethical
research video
Watch video YouTube video
9.45-9.50 Explain homework
Homework Students are to start getting ideas for their
individual investigation, bring
ideas into next lesson. The topic is government
campaigns, advertising.
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
Week 3: Tuesday (50 mins) Lesson 2 Performance Objectives:
Students will:
Understand the requirements for the Individual Investigation part of Assessment Type 1
Time (mins)
Teacher Activity Student Activity Resources
11.00-11.05 Take roll Get prepared for lesson
11.05-11.30 Introduction Assessment
Type 1: Individual Investigation
Students are to conduct their own research under
the topic of impact of government campaigns. They must plan, conduct
and report on the topic and submit in a written report
from by lesson 16. They are allowed one draft and must submit a research
proposal for approval before starting data
collection.
Power point
presentation
11.30-11.50 Students may work on
assignment and use this time for clarification and or research suggestions
Start work on
assignment, use this time to get questions answered.
Homework Individual Investigation Assessment Type 1
Due lesson 16
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
Week 3: Thursday (100 mins) Lesson 3/4 Performance Objectives:
Students will:
Practice film analysis looking to identify psychological relevance in film
Time
(mins) Teacher Activity Student Activity Resources
1.30-1.35 Take roll and prepare
classroom to view film, handouts already on desks ready for students
1.35- 3.05 Put on the film Devil Wears Prada
Watch and take notes from the film, follow
the handout and make dot points during,
finalise a good copy for homework
-Film: Devil Wears Prada
-Handout
3.05-3.10 Tell the students to keep those handouts and bring them to next lesson for
discussion.
Homework Individual Investigation
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
Social Cognition: Attitudes & Person Perception
The Devil Wears Prada (2006) Consider the following points from the SACE Curriculum Statement (2015):
We constantly seek information from our environment about how we are expected to behave so
that we can comply with or violate these expectations.
We also seek to predict how others will behave, explain our own successes and failures, and
make positive or negative impressions on others.
The relationship between social cognition and behaviour is bidirectional. In particular, attitudes
influence behaviour, but behaviour also influences attitudes.
Our perceptions of others and of ourselves are vulnerable to a number of biases. While watching the film The Devil Wears Prada, pay special attention to principles you are learning about in Social Cognition which may apply to the characters and the situations they find themselves in.
Event Social Cognition principle Answer
The opening scene: Andy gets ready for and attends a job
interview at Runway magazine
Describe the structure of Andy's attitude to fashion. Explain a function that this attitude may serve.
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
Miranda's driver sends a text
message that Miranda is on her way to the office
early.
The staff react.
Impression management is the process by which people attempt to manage the impression of themselves that they present to others. Generally, people want others to like and respect them.
They do this through both verbal and non-verbal communication.
List examples of the actions the staff in the office take which are directed at impression management because of Miranda.
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
Miranda arrives at the office.
What is your first impression of Miranda?
List as many characteristics as you can.
First impressions are based on -
Non-verbal communication:
distance, gestures, open & closed postures, eye contact, facial expression & physical appearance
Verbal communication:
what is said and in what context
Paralinguistic cues:
variations in speech, rather than the actual words spoken, carries emotion. Includes voice pitch, loudness, rhythm, inflection, hesitations & emphasis.
Cognitive schema:
we often categorise people into a particular group and then stereotypes that we hold about that group fill in the gaps we don't yet know about the person.
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
Andy has dinner with her friends.
Similar social comparisons:
seeking out similar people with whom to compare perceptions and attitudes.
We do this to know that we fit social norms and fit in with our peer group.
List some examples of social comparisons that the friends use at dinner.
Emily describes her job compared to
Andy's.
Downward social comparisons:
when we compare ourselves to someone who is slightly worse off than ourselves. It generally makes us feel good because the comparison presents us in a positive light, showing us to be better than someone else. It gives our self-esteem a boost. It is generally considered acceptable in society to be slightly better in performance than others, however we can also make comparison with someone who is much less fortunate, less happy or not as successful.
List examples of Emily using downward social comparisons.
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
After a fight with Miranda, Andy runs to Nigel for comfort.
Nigel makes a long speech about why he thinks she doesn't fit
in at Runway.
Upward social comparisons:
when we compare ourselves with someone who is more fortunate, happier or better at a task than us. This can give us something to aim towards and has the advantage of encouraging people to try to improve themselves. Can also make us feel inadequate and disillusioned about our own abilities. If the standard isn't achievable, this may discourage us from trying to improve our performance.
How does Andy use an upward social comparison in this scene?
Andy starts to dress fashionably for work.
Attitude-Behaviour link: Strength, accessibility, specificity Two more: Attitudes may be ambivalent – both positive and negative responses to the same thing. Doesn't lead to predictable behaviour and is likely to be affected by the situational factors.
The social situation we are in affects how freely we express our attitudes – sometimes we choose not to express our attitudes because we are concerned that we will present a negative image to others. Attitudes are a better predictor of behaviour when social influences that conflict with the attitude are lessened.
Which factors might be influencing Andy's attitude-behaviour link?
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
At James Holt's preview, Nigel says "Her opinion is the
only one that matters"
Miranda's opinion is very persuasive.
Explain Nigel's comment using the factors that influence attitude change: source, message, audience and channel, and peripheral and central processing routes
Miranda offers Andy the chance to go to
Paris.
How might cognitive dissonance explain Andy's reaction to this offer?
Use as many principles of social cognition as you can to explain the last ride in the taxi with Andy & Miranda, leading to the resolution of the story.
__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
CREDIT: KATE CUTTS UNIVERSITY SENIOR COLLEGE
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
Week 4: Monday (50 mins) Lesson 1 Performance Objectives:
Students will:
Understand the importance of impression management Identify impression management methods in film
Time (mins)
Teacher Activity Student Activity Resources
9.00-9.05 Take roll and prepare classroom to finish film
9.05-9.15 Finish film Notes on handout. Film: Devil Wears Prada
9.15-9.20 Give students a chance to finish their notes ready to discuss answers
9.20-9.30 Go through with students the handout and the
answers they wrote down.
Answer questions referenced to on
handout.
Handout
9.30-9.45 Lecture on impression
management, make connections to the film and
real life.
Note taking Power point
presentation
9.45-9.50 Explain that next lesson for the students to bring their
revision materials
Write down that students will need all
revision materials for lesson
Homework Assignment Type 1
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
Week 4: Tuesday (50 mins) Lesson 2 Performance Objectives:
Students will:
Recall content in a topic test
Time
(mins) Teacher Activity Student Activity Resources
11.00-11.05 Take roll and settle class
into last minute revision before the test.
Textbook
11.05-11.20 Put tests on tables upside down while students are revising
Revision
11.20-11.45 Supervise test Complete topic test Test
11.45 -11.50 Collect test sheets and see if there is any last minute questions about
assignment.
Homework Assessment Type 1
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
Week 4: Thursday (100 mins) Lesson 3/4 Performance Objectives:
Students will:
Review test results Hand up assignment by the end of the lesson Recognise aspects to improve on for exam
Time
(mins) Teacher Activity Student Activity Resources
1.30-1.35 Take roll
1.35-1.40 Hand out test results Receive tests back Tests
1.40-2.00 Go through each question
with feedback and correct answers.
Go through test with
teacher and record down any correct answers student didn’t
get.
Test
2.00-2.10 Suggestions for exam
improvement
2.10-2.55 Final time for assignment
work, printing, emailing, proof reading etc.
Finish assignment type
1: individual investigation
Assignment
2.55-3.10 Bit of fun trivia to finish the topic on. After reviewing the
questions on the test, use these to see if they
processed the correct answers. Fastest team to
buzz in gets to answer, points awarded for correct answers and winners at the
end get a choice of chocolate bar.
Get in small groups of 2-3
Test questions 4 chocolate bars
Homework n/a
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
Stage 2 Psychology
Social Cognition
Topic test
What is the structure of an attitude?
What is the definition of ambivalent?
Name and describe one function of an attitude.
Which route of persuasion would use a celebrity to endorse a product? Describe
that route.
Describe what cognitive dissonance is.
If I was comparing myself to someone worse off than me, which social
comparison am I making? State one disadvantage of this comparison.
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
Jane’s friend Sally had just experience a death in her family. She was continually
sad and not engaged in school. Jane was the only one that knew about the
death. Sally failed her math test, the second failure for the year. Her teacher
warned Sally if she failed her next test there will be consequences. Was Sally’s
teacher using internal or external reasons for the result?
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
References:
Textbook
Burton, Westen & Kowalski, 2012, ‘Psychology 3rd Edition Australia and New
Zealand’ Wiley: Queensland
Video
Week 2: ‘Terry Crews Old Spice Commercials’ YouTube Video 00:09.08min, posted
by Viralissimo 13 July 2015, https://www.youtube.com/watch?v=fr0PYDxa4jQ
Week 4: ‘Road Safety Partners 2013 Campaigns’, YouTube Video 00:02:37min,
posted by Vic Roads 30 Dec 2013, https://www.youtube.com/watch?v=wosR-
iKdBdk
‘Abbasting Anti Smoking Ad’, YouTube Video 00:01:34min, posted by GaryTVcom
31 Dec 2014, https://www.youtube.com/watch?v=O0m2gmgvm3k
‘6 Violence Against Women, Australia Says No Women’ YouTube video 00:01:00
min, posted by Mark Landon 27 Oct 2015,
https://www.youtube.com/watch?v=sqfeVaRJ10M
Keats, N, 2013, ‘Top 10 tips for effective road safety behaviour change
advertising’ Slideshare, http://www.slideshare.net/NigelKeats/top-10-tips-for-
effective-road-safety-behaviour-change-advertising-17115087
Week 9: ‘5 Most Disturbing and Unethical human experiments’ YouTube video
00.12.36 min, posted by Top 5s 20 May 2015,
https://www.youtube.com/watch?v=Z7brxo3QfKg
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
8. Test
Psychology Topic: SOCIAL COGNITION
SACE Stage 2 Term 1 2016
9. Student feedback