True or false questionnaire - Weeblykaterinafonda.weebly.com/.../unit_of_work_-_psych_-cou… · Web viewUsing information from their textbook, students summarise: palmistry, phrenology,

VCE Psychology: Unit 1Area of Study: 1: Introduction to psychologyText book: Edwards, R. et al. (2014). VCE Psychology Units 1 & 2 Student Book, Melbourne: Oxford

Week

Learning Outcome Key knowledge Teaching/Learning/HOMEWORK Activities Assessment Resources

1 •Students can erase any misconceptions they may have about psychologists and their role.• Students are enlightened with some quick facts about psychology to get them engaged.

•Students engage in quick facts about some of the content which will be covered in the unit.•Students are communicating psychological information.

•Students can define psychology•Students can explain why psychology is a science in reference to the three processes, explaining scientific method, empirical evidence and replication.

•Students differentiate between mental processes and behaviour.

•Students apply their understanding of mental processes and behaviour to a given

• scope of psychology including specialist career fields and fields of application and their contribution to understanding human behaviour

• True or false questionnaire – Heads or tails gameInstructions: All students stand for this game. The teacher reads up to 10 statements about psychology and the role of psychologists one by one. As each statement is read out, students put their hands on their head if they think it is true or their hands on their tails if they think it is false. If they get an answer wrong they are out. Remaining students are the winners!Example questions: 1) In order to treat people with mental disorders, psychologists sometimes have to administer medication – (False)2) Psychology is a science that overlaps with other fields of science such as medicine, neuroscience and sociology - (True)

• ‘Crash Course’ video1) All students watch the Crash Course video on psychology. Students write down at least ten interesting or new things which they didn’t know about psychology while they are watching the video.2) When the video is over, share some of the facts which they learned or found interesting about psychology.3) The class then stands in a circle. Going around one by one, students share with the class something that their partner learned.

• Note taking 1) Psychology: The Greek meaning of psychology and the three processes of how psychology is a science.2) Definitions for: psychology, behaviour, mental processes, scientific method, empirical evidence and replication.3) Scope: The complexity of psychology, the use of observation to collect data and its’ relation with philosophy and other sciences.

•Mental process vs. behaviour table- Students are given a table with 10 statements. They must decide whether the statements are behaviour or a mental process Example statements:1) Jenny reflected on the time that she first met her dog Sally

•10 true or false statements prepared earlier by the teacher.

YouTube: “Intro to Psychology - Crash Course Psychology #1”

Text book: pages 51-52

Grivas, J. & Carter, L. (2014). Psychology for the VCE Student Units 1 and 2, Milton, John Wiley & Sons

•Worksheet: A table with 10 statements which are with mental processes of behaviour (prepared earlier by the teacher)

context

•Students apply their understanding of mental processes and behaviour to their own context.

•Students are beginning to investigate and inquire scientifically.• Students are formulating basic research questions and basic hypotheses.•Students are collecting, recording and summarising qualitative data.

• Students add on to their foundation of psychology as a science, learning the steps involved in research that uses a scientific method.

•Definition of variables•The difference between and IV and a DV

•Identification of IVs

• research methods and ethics associated with the study of psychology

•experimental research: construction of hypotheses; identification of independent, dependent and extraneous variables

(mental process)2) Jenny told her mate Alex about the first time she met her dog Sally (behaviour)

•Mental process vs. behaviour ball gameInstructions: All students stand around in a circle. To begin, the teacher will say a statement that is either a behaviour or a mental process (i.e. the dog is listening to the ocean = behaviour). The teacher then throws the ball to someone in the circle and they must state whether it is a behaviour or mental process. The cycle then continues; the student then makes up a statement that is either a mental process or behaviour, and throws the ball to someone else to answer etc. Anyone who answers wrong is out.

• Observation and inquiry task: Homework: Before the next class students have to observe, record and summarise notes on an interesting form of behaviour which they think is caused by something. Following class: Students form groups of 3-4. As a group students discuss and note down:1) Behaviours observed by each group member (i.e. a dog running to the door every time the light outside is turned on). 2) Predictions about the mental processes which may have been going on with the people/animals that led them to act in a particular way (i.e. the dog was hungry).3) Come up with questions that inquire whether changing the circumstances of a situation will change the behaviour (i.e. Will the dog still come to the door when the light is turned on if it is eating from its’ bowl?).4) Make predictions about what might happen when you change the circumstance of the situation (i.e. the dog will not run to the door when the light is turned on if it is eating from the bowl).5) Students share one of their ideas with the class in a short presentation. The students are encouraged to discuss each behaviour scenario after each presentation.

•Scientific method: research steps flow chart:Instructions: In pairs - using information from their textbook, students complete a flow chart of the eight steps of the ‘scientific method’ used for problem solving in psychology. Students must explain each step and give an example.

•Variables summaryInstructions: Students read page 6 of their text book and must dot point what a variable is, list types of variables, define an independent variable and define a dependent variable.

ball

Worksheet: Blank flow chart of the eight steps of the scientific method.

Textbook: pages 5-6

Textbook: page 6

Textbook: page 7

and DVs

•Identification of IVs and DVs

Hypothesis summary with IV and DV practice:Instructions: Students copy the definition of a hypothesis from page 7 of their textbook. Students also copy the four examples from the textbook and must identify the simple IV and DV.•IV and DV identification activity worksheetInstructions: Students are given a list of 10 hypothesises.-Students must identify the simple IV and DV in each hypothesis and justify their answer in the empty space below

Worksheet with 10 hypotheses prepared earlier by the teacher.

2 •Identifications of IVs, DVs and extraneous variables

•Students are able to state an aim and hypothesis and can identify IVs, DVs and EVs.

•Students can define a population and sample

•Students are able to identify the strengths and limitations of different sampling methods

•Students are given the opportunity to apply their



• sampling procedures in selection of participants: random sampling; stratified sampling

•Extraneous variables group workInstructions: Students are put into groups of 3-4. Using their textbook, students add the definition of an extraneous variable to their notes. Each group is then given a research scenario. 1) On a blank page in their work book every student writes their scenario in the middle of the page. 2) Students highlight and identify the IV and DV in their scenario.3) Students brainstorm potential extraneous variables in the research scenario.4) Students present their scenario and EVs to the class.Example scenario: Jenny is interested to test whether getting 10 hours of sleep can help you lost weight. Potential EVs= the amount of exercise participants do and what participants eat.

• Observation and inquiry task REVISED Instructions: Students revise their ‘observation and inquiry task from their lesson last week. Students reform into the same groups and revise the behaviours that they observed. Students have a go at: 1) Stating a research aims, 2) Stating a hypothesis, 3) Stating the simple IV and DV and 4) Identifying potential EVs

•Population and sampling definitionsInstructions: Students define a population and sample from their textbook. Students also copy figures 1.2 and 1.3 (sampling figs)

•Participant selection: sampling summaryInstructions: Students copy figure 1.4 from pg. 10 of their text book; which summarises random sampling, stratified random sampling and convenience sampling, with an examples as well as the strengths and weaknesses.

Textbook: page 8

Blank page in their workbook

Textbook: pages 8-9

Textbook: page 10

mnm chocolates

understanding of how sampling works•Evaluate what a good sample should represent

•Student comprehend what they have learned so far

•Apply quantitative and qualitative data in a given context.

•Students explain how case studies are used to obtain quantitative data

• Students can differentiate between the different methods of collecting data•Students apply the use of qualitative data and quantitative data in difference data collection techniques

•Students can identify the use of a longitudinal design in a given context•Students design their own cross-section design

•Students can apply the use of a rating

• techniques of qualitative and quantitative data collection: case studies; observational studies; surveys; questionnaires; interviews; rating scales; longitudinal, cross-sectional, twin and adoption studies

•Teaching sampling demonstrationInstructions: Using chocolate mnms, evaluate the students’ understanding of sampling: random sampling, stratified sampling and convenience sampling. Use the different colours to symbolise different characteristics of a population to demonstrate how some samples are a good representation of the population, while others are not. Students who correctly answer questions get a mnm!

•Review on hypothesises, variables and sampling procedures - Students complete the Review Activity 1.2 on pg. 10-11

•Qualitative and quantitative data - Heads of Tails gameInstructions: Students firstly summarise qualitative and quantitative data from their textbook. After students have defined qualitative and quantitative data students play a Heads of Tails game. 15 examples of data will be read out and students must put their hands on their heads if its’ qualitative data or hands on their tales if they think it is quantitative data.

•Case studiesInstructions: Students watch a learning portal on quantitative data and case studies. While students are watching the video students must ‘fill in the blanks’ on a worksheet that they are given, which will overview why and how case studies are used.

•Techniques of data collection tableInstructions: In groups, students complete a table of different techniques of data collection using information from their textbook: case studies, observational studies, surveys, questionnaires, interviews and rating scales* First column: data collection technique, second column: examples of how the technique is used, third column: How the technique uses qualitative or quantitative data or both, fourth column: advantages, fifth column: disadvantages

•Longitudinal design: 7-upInstructions: Students watch the first 15 minutes of an episode from 7-up. Students must guess what form of data collection is used in the video (longitudinal). Students must then explain in written form how the show could have been made in a similar way using a cross-sectional design.

•Human rating scale activity

Textbook: pages 10-11

Textbook: page 15

15 statements of qualitative or quantitative data prepared earlier by the teacher.

http://education-portal.com/academy/lesson/case-study-design-definition-advantages-disadvantages.html#lesson

Case study worksheet prepared earlier by the teacher

A3 paper with a blank table of 10 rows and 6 columns.


“Neil from 7 to 49”http://www.youtube.com/watch?v=gBS3_G7NhHg

Whiteboard

scale to their everyday life and their own opinion.

•Students apply what they know about data collection and research designs to a given context

•Students can explain the difference between nature vs. nurture•Explain why and how adoption studies are used.•Students analyse the implications of psychology research•Students communicate psychology information

Instructions: The teacher will write up on the board “On a scale of 1-10 how much do you hate or love ______?” Stretching out across the whole board will be written a rating scale of 1-10: 1=hate and 10=love. 10 items will be read out and students must stand next to the number which represents how they rate the item. The teacher can make these up on the spot (i.e. basketball, eggplant, pizza).

•Data collection and research designs– mix and match activityInstructions: Students are divided into groups of 3-4. Each group is given 16 pieces of paper. 8 of them have written on them; case study, observational study, survey, questionnaires, interviews, rating scale, longitudinal design or cross-sectional design. The other 8 will be examples which can be matched up to the words. Students must match the design with the appropriate example.

•Nature vs. nurture - adoption studies + questioning gameInstructions: Students watch the clip on adoption studies and come up with five questions relating to the clip along with five answers to their questions. The questions can be closed, open or in the form of ‘true of false.’ Students are encouraged to make the questions challenging (i.e. Q= what are fraternal twins? A= Twins that are born from different sperms). After the clip is over the class is divided into two groups. One group goes around asking questions to the other group who must try to get as many answers right as possible. The first student to get ten questions right wins! The groups then switch roles and another winner is determined.

Mix and Match activity prepared earlier by the teacher

“Twin and adoption studies”http://www.youtube.com/watch?v=PzUKDqHGRUQ

3 •Collecting and recording quantitative data

•Summarising quantitative data and representing it in a visual form

• statistics: calculation of percentages; construction of tables, bar charts, histograms, pie charts, line graphs and frequency polygons; generalisation of findings to other populations (external

•Frequency tables and calculating percentagesInstructions: In pairs, students create a blank version of the table of Investigate Activity 1.6 in their textbook. Students then take turns rolling a dice 50 times, keeping a score or how many time the dice rolls a 1, 2, 3, 4, 5 and 6. Students fill in the table as they go. When they are finished, students calculate the percentage of how many times each number was rolled. •Representing dataInstructions: Students then have a go at representing information from there table into a: a bar chart, a histogram, a pie chart, a line graph and a frequency polygon. Students then give a short presentation by summarising their data to the class;

Dice

Textbook: page 26


•Evaluating validity of research investigations

•Evaluating validity of research investigations

•Analyse why ethics are used in research and experiments

•Analyse issues relating to psychology research

•Comprehend the role and important of an ethics committee

•Examine the rights which people have when participating in an experiment•Applying ethical principles to a context of their choice

•Identify when ethical principles are breached•Apply their understanding of ethical principles in a

validity)

• ethical principles and professional conduct: the role of the experimenter; protection and security of participants’ rights; confidentiality; voluntary participation; withdrawal rights; informed consent procedures; use of deception in research; debriefing; use of animals in research; role of ethics committees

what number which number was rolled the most and which number was rolled the least.

•Generalising and external validityInstructions: Students read pages 24-25 of their textbook and define external validity and summarise generalisation and the criteria which must be met in order for research to be generalised.

•Can these studies be generalised?Instructions: Students are given a series of scenarios. In pairs, students must decide whether the research scenarios can be generalised.

•Ethical considerations – experiments with animalsInstructions: Students watch a clip on Harlow’s experiment with Rhesus monkeys. After watching the clip students must come up with three reasons why some people may find that treatment of the monkeys unethical. These will be shared with the class.

•Animal research debateInstructions: Students are divided into two groups. One group will be for animal research and the other group will be against animal research. Students are given 30 minutes to research and summarise their main points in preparation for a class debate.

•Role of the Ethics committee Instructions: Students read the role of the ethics committee on page 35-37 and answers the questions of Review Activity 1.11 on page 37 (Includes questions on participants rights, role of the researcher, role of the ethics committee and questions on participant’s rights).

•Ethical considerations tableInstructions: Students complete a table summarising confidentiality, voluntary participation, withdrawal rights, informed consent, deception in research and debriefing using information from their textbook. Students must also give an example.

•Participants rights quizInstructions: On a small piece of paper, each student writes down an example scenario where an ethical consideration from their table is being breached. Students will then take part in a quiz. One by one each student reads out their example, while the rest of the students guess (students can answer their own question). At the end of the class the quiz is corrected.


Worksheet: Research scenarios (some can be generalised while others can’t) prepare earlier by the teacher

“Harlow's Studies on Dependency in Monkeys”http://www.youtube.com/watch?v=OrNBEhzjg8I

Internet: I-pads/laptops or computer lab.


Textbook: page 36

Blank paper

given situation

•Students examine the four values of NHMRC and apply it to the experiment on Little Albert.

•Students revise research methods by revising key terms and concepts and asking questions related to these key terms and concepts

•Students revise research methods

•Students revise research methods

Example: Ellie agreed to participate in an experiment regarding her attitude. About half way Ellie started to feel uncomfortable with the questions she was being asked and wanted to withdraw from the experiment. However the psychologists didn’t allow her to. This is a scenario where withdrawal rights are breached.

•Ethical considerations for Little AlbertInstructions: Students watch a clip of ‘Little Albert.’ After watching the clip students must come up with four reasons explaining why the experiment was unethical. Students must explain their reasons based on the four values of NHMRC (research merit and integrity, justice, beneficence and respect for human beings) outlined on pages 36-37 of their textbook.

•Revision for Outcome 1: CrosswordsInstructions: For homework students make their own crosswords using questions and definitions related to psychology and research methods. Students print 5 copies of their crossword to be exchanged with their peers in the following lesson. Students can complete up to 5 crosswords of their peers.Example: Psychology can be defined as the systematic study of the mind and __________________.

•Revision for Outcome 1: Chapter reviewInstructions: Students complete multiple choice questions and short answer questions in their chapter review of their textbook

•Revision for Outcome 1: Practice outcomeInstructions: Students complete a practice outcome over the weekend and are advised to study in their own time.

“Baby Albert experiments”http://www.youtube.com/watch?v=FMnhyGozLyE


http://www.crosswordpuzzlegames.com/create.html

Textbook


Practice outcome prepared earlier by the teacher.

4 • Students review

how the key words related to psychology and psychology as a science

• Define a pseudoscience• Explain why they

• differences between contemporary psychological research methods and non-scientific approaches to investigating and explaining human behaviour

•Mix-and-match revision game- psychology as a scienceInstructions: In pairs, students cut out 14 pieces of blank of paper. On 7 they will write: psychology, systematic study, mental process, behaviour, scientific method, empirical evidence and replication. On the remaining 7 pieces of paper, they must write down a definition to match each word. When all students have completed this, students swap their paper with another pair.- Students then compete to be the first pair to match their words with a definition (this shouldn’t take too long)

•Pseudoscience questionsInstructions: Students complete Review Activity 4.1 pg. 95 which includes defining a pseudoscience and defining explaining

Outcome 1 beginning of week 4 (40 mark test)

Blank pieces of paper

Textbook: page 95

are not sciences in contrast to psychology

•Apply the use of pseudosciences to their own context

• Conduct an experiment• Adhere to ethical guidelines when conducting psychological investigations• Work independently and collaboratively within identified research constraints•Collect and record data

•construct an aim and hypothesis•Identify the IV, DV and potential EVs of their own experiment• Summarise data• Evaluate the validity and reliability of research investigations

•Examine the foundations of psychology in relation to science and

• scope of psychology including specialist career fields and fields of application and their contribution

the differences between psychology and pseudosciences

•Pseudoscience examples and role playInstructions: Students are divided into five groups. Using information from their textbook, students summarise: palmistry, phrenology, astrology, numerology or scientology. Each group is then allocated a pseudoscience which they must then role play for their peers to guess.

•Horoscope Research ExperimentInstructions: The class is divided into two groups. One group are the researchers and one group are the participants. Each experimenter must go around with a list of horoscopes and find one participant. Experiments must explain the purpose of the experiment, that they have a right to withdraw from the experiment and that their privacy will not be named in the test results. Experimenters follow instructions from a piece of paper.1) Experimenter finds out the horoscope of their participant2) The experiment reads out four horoscopes in a random order (one that is theirs and three that are not),3) The participant must guess which horoscope is theirs, based on how much their personality relates to their horoscope.4) Experimenter notes down whether their participant scored right or wrong.5) As a class the scores are tallied.

•Horoscope Research mini ReportInstructions: In dot point form, students write up the: aim, hypothesis, IV, DV and EVs of the experiment. They should explain how the sample was drawn, how the data was collected and what type of data was used. Students should also present the results in an appropriate way and should explain whether their findings can be generalised and if their hypothesis was supported. They should also talk about which ethical participants’ rights were adhered to and which ethical participants’ rights were breached.

•Psychology as a biological science taskInstructions: Students are put into pairs. One student


Horoscope abstracts from old magazines

Experimenter instructions prepared earlier by the teacher.


evolutionary theory

•Communicate psychological information, ideas and research findings accurately and effectively

•Examine how psychology is related to social sciences such as sociology

•Communicate and represent methods which have been used in psychology•Researching and investigating

to understanding human behaviour

• classic and contemporary theories that have contributed to the development of psychology from philosophical beginnings to an empirical science, including the relationship between psychology and psychiatry

summarises evolutionary theory while the other summarises physiology. Students then exchange their information by teaching it to each other and swapping notes.

•Physiology of psychology– Case study on Phineas GageInstructions: In groups of 3, students conduct their own research on Phineas Gage. They must make a table outlining what he was like before the accident and what he was like after the accident. Students must also explain what important information was learned about the brain from his accident.

•Psychology as a social science activityInstructions: Students will work in pairs and will be given an image of people behaving in a certain way and answer the questions. Students will swap their image three times and answer the questions for three images.1) How could past experiences have shaped their thoughts and behaviour? 2) Could the presence of other people have influenced their behaviour? 3) Could their behaviour be influenced by their socio-cultural background? 4) Could their role in society be affecting their behaviour?

•Early treatment of psychological mental disordersInstructions: Students are separated into four groups. They are each given images representing: trephination, the four humours, insulin shock therapy and lobotomy. They must prepare a short presentation on what their image is and how it was used for early treatment of mental disorders. To prepare students can use the internet and pages 70-72 of their text book.

Textbook: page 55

Internet

Images of people behaving in certain ways (i.e. someone cheering at the football)

Printed out images of Fig 3.1, 3.2, 3.4, 3.5 and 3.6 from the textbook pages 70-72

5• Use communication methods suitable for different audiences and purposes• Examine the developments of

• classic and contemporary theories that have contributed to the development of psychology from

• Classical and contemporary theories brochureInstructions: Students will have three lessons to complete this task. They will be set with the task of making a brochure on classical and contemporary theories, along with the major theorists who made major contributions to society. The brochure should include the following information:


Internet

Coloured paper

psychology developments from philosophy to the science it is today• Comprehend a continuous sequence which explains the difference psychologists which have contributed to psychology over time•Communicate psychological information, ideas and research findings accurately and effectively

•Differentiating the

philosophical beginnings to an empirical science, including the relationship between psychology and psychiatry

1) The birth of psychology from philosophy:• Aristotle and Hippocrates:- The years that they were alive- Their background/field- Their beliefs on the mind and body- How their philosophy has contributed to psychology today2) 17th-19th century theories: •Rene Descartes and Charles Darwin- The years that they were alive- Their background/field- Their beliefs on the mind and body- How their philosophy has contributed to psychology today3) Psychology becomes a science:•Wilhelm Wundt - Psychology as a science in 1879: first laboratory- Structuralist approach and consciousness- Contribution to psychology today•William James- Functional approach and consciousness- Contribution to psychology today4) Contemporary theories:• John B Watson- Behaviourism and observation- view on nature vs. nurture- Contributions to psychology today•Sigmund Freud- psychoanalytic/psychodynamic perspective- His view on the unconscious and experiences- therapy that he developed- Contributions to psychology today•Herman Ebbinghaus- Cognitive approach- His work on memory and forgetting- Contributions to psychology today•Carl Rogers- Humanistic perspective- Contributions to psychology today• Roger Sperry- Biological approach- Neuro-imaging devices and the brain- Mental disorders and chemical imbalances- Contributions to psychology today•Lev Vygotsky- Socio-cultural perspective - Contributions to psychology today

•Psychologist vs. psychiatristInstructions: Students copy the table 3.2 on page 85 into their

Scissors and glue

differences between psychologists and psychiatrists

•Examine the different career fields of psychology

•Apply an understanding of different career fields to an appropriate context

•Process and interpret information and make connections between psychological concepts and theories

• scope of psychology including specialist career fields and fields of application and their contribution to understanding human behaviour

workbooks, which outlines the main differences between psychologists and psychiatrists

•Career fields tableInstructions: Students complete a table where the career fields are listed in the first column. In the second column they need to write a description of the career field. In the third column they need to give examples of places the psychologist would work and the patients that they would have. In the fourth column they must explain how they contribute to understanding human behaviour.- Students use information from their textbook pg 61 and 62

•Career fields - what am I QuizInstructions: 1) In pairs, students make up 2 people and describe their job as one of the 9 career fields covered in class and write it on a piece of paper. It should be presented in a way that ends in ‘what am I?’ Students are encouraged to make mention to whom or where they work with, a general description of their job or their contributions to psychology. They are also encouraged to not make their description easy. They must write their answer below their description. 2) Once all pairs have completed this, students sit down. In the form of a quiz students then take turns reading out their ‘What am I’ while the other students answer guess what they are. Students can answer their own questions. The teacher collects the pieces of paper once they are read aloud.3) After completion of the quiz, students swap their answers with someone else. The teacher reads out the answers.Example of a What am I? - My name is Robert and I provide help to parents of young children with learning difficulties. I also sometimes directly work with children, from toddlers to teenagers. What am I? = Educational and developmental psychologist.

Textbook: page 85



Blank pieces of paper

6 • Investigate a psychological perspective.

• major perspectives (biological, behavioural,

Major perspectives: PowerPoint slideInstructions: This task will run over 2 classes. The class is split into four groups. Each group must create a PowerPoint


•Process and interpret information and make connections between psychological concepts and theories relating to the perspectives

•Applying the different perspectives to different research questions

•Students examine and analyse the study of Skinner and operant condition.

• formulating a research question and hypothesis.•Identifying an IV, DV, sampling method and evaluating a sampling method and its’ reliability•Suggest ways to improve a study•examine how data can be collected and what type of data could be collected in this scenario•Evaluate whether a hypothesis should be supported

•Examine the BoBo

cognitive and socio-cultural) that govern how psychologists approach their research into human behaviour

presentation on either the biological, behavioural, cognitive or socio-cultural perspective. The PowerPoint slides should have key points, examine at least one theorist of that perspective and be sufficient enough that other students can take notes on the perspectives. Students are encouraged to use imagery, activities and videos to engage their peers. They are teaching the class.

•Applying the perspectives worksheetInstructions: Students are given a series of 15 research questions. They must identify which perspective/s could be used to study the research question Example: Will extra studying time increase a student’s performance on an exam? = cognitive perspectiveInstructions: Students must then choose five questions and create possible a hypothesis for that research question. Students should then also be able to identify the IV and the DV of their hypothesis

•Case study: B. F. Skinner- example of behaviour perspectiveInstructions: Students watch a YouTube video on operant conditioning and answer questions on the videoExample questions:1) What did Skinner use as a reinforcer to increase a pigeon’s behaviour?2) What was the hypothesis of Skinner’s experiments?

•Big Bang Theory – Research Methods Instructions: Students watch the first 4 minutes of the Big Bang Theory Clip, based on Skinner’s Operant Conditioning. Students must answer a series of questions regarding all of the research method skills learned in this unit:Sheldon’s research problem, Sheldon’s research question, Sheldon’s hypothesis based on the findings of Skinner, the IV, the DV, Sheldon’s sampling method, whether his sample was an accurate representation of the population, ways to improve his sample, how Sheldon could have collected his data, what type of data he may have collected, whether his hypothesis was supported…

• Case study: Bandura – example of socio-cultural perspective: Instructions: Students watch a YouTube video on Bandura’s Bobo Doll experiment about modelling and aggression

Perspectives worksheet prepared earlier by the teacher

“Skinner – Operant Conditioning”http://www.youtube.com/watch?v=LSv992Ts6as

“Positive reinforcement – The Big Bang Theory”http://www.youtube.com/watch?v=JA96Fba-WHk

Set of questions prepared earlier by the teacher.

“The Brain: A Secret History - Emotions; Bandura Bobo Doll Experiment”http://www.youtube.com/watch?v=zerCK0lRjp8

experiment and apply the socio-cultural perspective

•Apply the perspectives to explain hoarding

Example questions: 1) What influenced the children to act in an aggressive way?2) What was the hypothesis of Bandura’s experiment?

•Media analysis: HoardingInstructions: With reference to the first 15 minutes of ‘Hoarders’, students explain how biological, cognitive, socio-cultural and behavioural factors can contribute to the development of ‘Hoarding Behaviour’

Set of questions prepared earlier by the teacher

“Britain's Biggest Hoarders Series 1 Episode 1 BBC full documentary”http://www.youtube.com/watch?v=M8xEEVmLWZU

7•Examine how people can perceive things in different ways

•Examine the physical characteristics of the eye

•Students define key parts of the eye and key concepts related to visual perception

• Create an appropriate visual presentation of the sequence of the 6 stages of visual perception

•Students analyse the processes involved in detecting visual stimuli•Examine the importance of light in visual perception

Application of psychological perspectives to explain visual perception:– characteristics of the visual perceptual system and the visual processes involved in detecting and interpreting visual stimuli

•Different perceptionsInstructions: Show a series of 15 images showing different things happening. While doing this, students write down what they think is going on in the image. Students share in a pair, then as a classExamples: A child ‘crying’, a man and a woman ‘arguing’, a man sitting on the gutter

Physical elements of the eyeInstructions: Students fill in a diagram of an eye.

•Key word flashcard and team competitionInstructions: In pairs, students create flash cards for: distil stimulus, proximal stimulus, sensation, perception, lens, cornea, iris, pupil, aqueous humour, ciliary muscle, blind spot, optic nerve, fovea, retina and vitreous humour, with a definition on the back. When this is complete, students test each other by showing one side of the flash card and then having to recite the other side. Once students have had enough practice the pairs will stay in teams and will compete against each other while the teacher tests the class.

•Six stages of visual perception flow chartInstructions: Using their textbook, students complete a flow chart sheet outlining the 6 stages of visual perception: reception, transduction, transmission, selection, organisation and interpretation. Students must also use a relevant example to explain the 6 stages.

•Visual Process Summary:Instructions: Using their textbook students answer:1) Why is the process of light entering our eye important?2) Describe the elements which need to be in place before the eye can receive a visual stimulus?3) What is the absolute threshold and why is it important?4) What is the range of the visible light spectrum in

PowerPoint with images

Diagram of the eye without labels

Coloured pieces of paper and texters

Internet and textbook

Flow chart worksheet

Textbook: page 141


•Differentiate between a rod and a cone and examine their roles in helping with visual perception

•Apply their understanding of shape and size constancy with reference to a toddler

•Examine and apply the gestalt principles to appropriate visual cues.

•Apply and experience retinal disparity, convergence and accommodation for themselves to aid their understanding

• Students apply pictorial depth cues in their own drawings

nanometres?

•Process of visual perception – rods and cones Instructions: Students complete a table writing up the different characteristics of rod or cones outlined on page 144. Students then close their books and complete a ‘fill in the blanks’ on rods and cones. Example: You have soccer practice after school during winter and your coach wants you to play until it’s almost dark. ______________ would be better suited to this low-light condition. •The principles of visual perception:Instructions: Get students to explain how a toddler may see the world who hasn’t established size and shape constancy. •Gestalt principlesInstructions: Firstly, students complete Review Activity 6.3 in their textbook. Once they have done this, students pair-up and look up an image which students can use to explain: the phi phenomenon, figure-ground organisation, closure, similarity and proximity. At the end of the class, each student needs to present at least one image to the class. The class needs to explain which gestalt principle is being used. Students can either project the image or print it off and show it to everyone depending on facilities.

•Binocular and monocular depth cues teaching activityInstructions: students get a pen or an object from class and starting outwards being it slowly and closer to between their eyes. This activity is used to explain retinal disparity and convergence. To test accommodation students close one eye and bring their pen/class object slowly closer to their eye. Students take notes on this from the teacher. •Pictorial depth perception artistsInstructions: Students will draw an image which demonstrates the five pictorial depth cues (linear perspective, interposition, texture gradients, relative size and height in the visual field). They should be able to explain how they have used the pictorial depth cues.

Textbook: page 144

Fill in the blanks worksheet prepared earlier by the teacher.

Textbook: page 145


Internet

projector

printer

classroom object

paper

coloured pencils

8•Examine how different factors influence out perceptual set

– the effect of psychological factors on perceptual set

•Perceptual set role playInstructions: Students are divided into groups of 3 or 4. Using props and sufficient acting, students act out 2 of the 4 factors that influence perceptual set (previous experience, context, motivation, emotion). Their peers have to guess which factor is influencing the perceptual set in the role plays.

•Evaluate how we cannot always trust out our eye sight, that it can be distorted

•Explain how some illusions trick out perception

•collect and record •Conduct research within research constraints

•formulate research questions and contrast a hypothesis•Examine the convenience sampling method• Evaluate ways to improve their study•Analyse whether their hypothesis can be generalised

•process and interpret information and make connections between concepts of visual perception and psychological perspectives

• Outcome 2 revision

– distortions of visual perceptions by illusions

•Illusions in visual perception introductionInstructions: On a projector show students a number of visual illusions to engage them and explain how our visual perception can be distorted, including a clip on the Ames room

•Test the students:Instructions: Run a couple of experiments on the students involving the Ponzo Illusion, Muller-Lyer Illusion and the motion after-effect illusion. See if they can accurately guess which lines are longer. Afterwards explain why we see the illusions and give them notes to take down accordingly

•Rat-man experimentInstructions: Students conduct the rat-man experiment, which involves showing volunteers either 4 images of animals followed by an image of the ‘rat-man’ or 4 images of people followed by an image of the ‘rat-man.’ Students should conduct the experiment on 10 volunteers that they know out of class (5 people in each condition)

•Rat-man experiment reportInstructions: Students write up a report in dot point form. They must state the research problem, the research question, the hypothesis, the IV, the DV, the sampling method, whether his sample was an accurate representation of the population, ways to improve the sample, how they collected the data, what type of data he may have collected, whether the hypothesis was generalised etc…

•Application of major perspectivesInstructions: Students divide into groups of four, each group applying one psychological perspective to the content covered in visual perception. Students will present to the class.

•Outcome 2 revision: Connect 4Instructions: Students divide into two teams in a PowerPoint version of connect 4. The teacher reads out various questions. If a team gets a question right they can select a square on the PowerPoint and try to get four in a row. The questions will include multiple choice questions, true of false questions and

Projector

http://kids.niehs.nih.gov/games/illusions/lots_of_illusions.htm

http://www.youtube.com/watch?v=vhoSqSHMIAc

Ponzo Illusion, Muller-Lyer Illusion and the motion after-effect illusion.

image of the rat man, 4 images of faces, 4 images of animals

Textbooks and workbooks

PowerPoint

Revision questions

•Outcome 2 revision

•Outcome 2 revision

short answer questions. First team to get four in a row wins.

•Outcome 2 revision: Snap gameInstructions: Students divide into two teams in a team and PowerPoint version of ‘snap.’ There will be 20 or so multiple choice and true or false questions presented on a PowerPoint slide. One person will represent the team at a time. When a question is presented on the slide, students have to ‘snap’ the correct answer first in order to win a point for their team.

•Outcome 2 revision:Instructions: Complete chapter summary questions for chapters 2, 3, 4, 5 and 6. Students only complete the questions on topics which have been covered in class (homework)

PowerPoint

Revision questions

Textbook

9 *Begin Area of study 2: Lifespan development* Outcome 2

Documents

True or false questionnaire - Weeblykaterinafonda.weebly.com/.../unit_of_work_-_psych_-cou… · Web viewUsing information from their textbook, students summarise: palmistry, phrenology,