Download Action Plan

ST. JOSEPH’S COLLEGE TOPIC PLAN
SUBJECT:
TOPIC:
Psychology
YEAR:
Interpersonal and Group Behaviour
Duration (weeks):
11
10
Stage 1: Desired Results
AUSVELS/OUTCOMES:
The following achievement standards are addressed during this topic:

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Classic and contemporary theories and studies relating to the formation and change of attitudes, including the applications and limitations of the
tri-component model of attitudes
 The interrelationship between attitudes, prejudice and discrimination:
– factors contributing to the development of prejudice
– factors which may
reduce prejudice: inter-group contact (sustained contact, mutual interdependence, equality), cognitive interventions and super-ordinate goals
–
social and cultural grouping, stigma, stereotypes and prejudice: gender, race and age
 Social influences on the individual:
effects of status and social power within groups, informed by researchers such as Philip Zimbardo
factors affecting obedience including social proximity, legitimacy of authority figures and group pressure, informed by researchers such as Stanley
Milgram
factors affecting conformity, including normative influence and culture, informational influence, unanimity, group size, deindividuation and social loafing,
informed by researchers such as
Solomon Asch, and Peter Smith and Michael Bond
 Pro- and anti-social behaviour of the individual:
characteristics of, and factors influencing, pro-social behaviour: situational (bystander intervention and effect), social norms-reciprocity principle;
social responsibility norm; personal (empathy, mood, competence); altruism
characteristics of, and factors influencing, anti-social behaviour: diffusion of responsibility; audience inhibition; social influence; cost-benefit analysis
social learning theory, including the work of Albert Bandura
explanations of aggression from ethological, biological, psychodynamic and social learning perspectives
 Research methods appropriate to the measurement of attitudes and behaviours
 The extent to which ethical principles are applied to research investigations into attitudes and behaviours.
Key Understandings:
Essential Questions:
Students will understand that:
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Our behaviour and perceptions of self and others are shaped by social and
cultural influences.
There are multiple factors that shape our behaviour and explain the cause
and dynamics of prejudice, stereotyping an discrimination.
Pro-social and Anti-social behaviour is influenced by certain environmental
factors.
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How does my behaviour affect others?
Why do some people seem to behave differently around different people?
How do individuals develop an attitude?
How do those around us influence our attitudes and behaviour?
Stage 2: Assessment Evidence
Major Assessment Task(s):
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Other Evidence:
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Test on attitudes and behaviour
Research Evaluation on Asch’s Conformity Experiment
Zimbardo’s evaluation of research
Milgram’s evaluation of research
Cardhouse Activity
Stage 3: Learning Plan
Week
3
28/7
Key skills/knowledge
Characteristics of, and
factors influencing, prosocial behaviour:
situational (bystander
intervention and effect),
social norms-reciprocity
principle; social
responsibility norm;
personal (empathy,
mood, competence);
altruism.
Learning Activities
Modified Action Plan
Pro-social Behaviour
Factors influencing pro-social
behaviour (Visual brainstorm)
- Watch a clip on Kitty
Genovese
- Define Altruism and watch
the Friends episode
1* Oral quiz in teams on weekend
reading (5 mins)
* Visual brainstorm (mindmap) on the
board summarising pg 372-380
Students to take notes
* Youtube clips- Pro social Behaviour
and Kitty Genovese. Watch through
once and then watch again, pausing
to discuss key factors
* What is Alturism? How does this
differ from pro-social behaviour?
Application of knowledge- Friends
Resources
Pro-social anti-social notes on Simon
https://www.youtube.com/watch?v=VkMYk
XLlad0
https://www.youtube.com/watch?v=BdpdU
bW8vbw
Friends – A Selfless Good Deed flv on
Stage 3: Learning Plan
Week
Key skills/knowledge
Learning Activities
Modified Action Plan
episode- Students to identify
components of today’s theory in ‘A
selfless good deed’.
*Exit pass- Ask students about
episode and key definitions and
examples
HOMEWORK: LA 10.2
Reading 381-392
2- Media investigation
Students are to investigate three
media examples in which people have
been ‘reluctant to help’. They are to
analyse these, identifying the different
components of these influences.
- Students to share with a partner.
-Choose most suitable article to
present to the class.
Factors influencing reluctance to
help
P3- Focus group activity
* In weekly study groups, students
create their own notes by selecting
the most relevant information out of
the text.
* Together, create SNAP game card
with definitions, explanations and
examples so they may identify
matches
*Students individually create an
annotated poster summarising the
information and examples for the
week to become an individual
study/revision tool.
*HOMEWORK- Read 391-400
LA 10.19
Resources
Simon
Stage 3: Learning Plan
Week
Key skills/knowledge
Characteristics of, and
factors influencing, antisocial behaviour: diffusion
of responsibility;
audience inhibition; social
influence; cost-benefit
analysis.
Explanations of aggression
from ethological, biological,
psychodynamic and social
learning perspectives.
Learning Activities
Modified Action Plan
Anti-social behaviour/Aggression
1*Slideshow- anti social behavior
(SIMON). Questions to complete on
various slides as progress through
presentation
Comparison activity
What is the different between pro
social and anti social behavior?
* Students to create a visual
comparison (in a format that best
suits them- poster, venn diagram,
slideshow) comparing definitions,
explanations and examples.
* Class discussion- How are they
different?
*Exit pass- define and discuss
explanations of the different
components of pro and anti social
behaviour
Factors influencing anti-social
behaviour
Complete an expert group activity to
minimise time
- Psychodynamic perspective
- Ethological perspective
- Biological perspective
- Social learning perspective
2- ‘Expert group’ activity.
*In groups, allocate a perspective to
explain anti-social behavior.
Research from text and internetwalk around to facilitate discussion
and questioning
* Jigsaw activity- mix groups- one
person from each specialist area
join to inform other members of the
class. Students to take notes.
*When notes complete- students to
create song/rap comprising of
4
4/8
Resources
Anti-social notes on Simon
Powerpoint- SIMON
Stage 3: Learning Plan
Week
Key skills/knowledge
Learning Activities
Modified Action Plan
Resources
definitions and explanations of the
different perspectives
*Exit pass- perform to the class
Check notes of those who do not want
to perform
3- Revision of content
Tornado game
*Students (in weekly study group)
complete tornado activity.
Questions will comprise all the
content learnt from week one to
current
The extent to which ethical
principles are applied to
research investigations into
attitudes and behaviours.
5
11/8
Activities on Ethics and Research
Methods.
Reteach:
- Steps in psychological
research
- OH creation
- IV/DV creation and
identification
- Experimental and Control
groups
- Sampling procedures
- Extraneous Variables
- Descriptive and Inferential
Statistics
Revision- Study techniques
1- Research methods slideshow
Re-visit IV and DV
Students were to complete IV and DV
Identification sheet on SIMON
As this is a very hard concept, the
whole class will work through
responses together.
IV, DV, EV Identification on Simon
2- Sampling procedures
*in study groups, students complete
M&M sampling activity, demonstrating
the importance of having a large
sample population.
http://www.teachpsychscience.org/resourc\
e.asp?id=83
http://www.slideshare.net/AlexisCowan/res
earch-methods-in-psychology-13007622
P3- Study techniques- Active reading
Reading skills and example note formats
and effective note taking- discuss the
Practice questions
importance of consistency in note
taking format.
*Metalanguage- differences between
discuss, describe, explain.
*Students in groups are to develop the
most appropriate responses to sample
Stage 3: Learning Plan
Week
Key skills/knowledge
Learning Activities
Modified Action Plan
Resources
questions mimicking those on the
SAC.
Share in small groups and with the
class
Research methods
appropriate to the
measurement of attitudes
and behaviours.
Prac SAC 1 and 2
6
18/8
TEST SAC
Students have both P1 and P2 this
week so complete practice SACs. The
students will be given 55 minutes to
complete as many questions as they
can.
The last 20 minutes will be spent
discussing answers to challenging
questions as a priority.
Full answer sheets will be given to
students so they can self correct and
identify aspects of their knowledge
they need to develop.
The SAC will be completed in P3
SAC 1 Checklist on Simon
Test_SAC1 on Simon