Download Lesson Plan Format – MSSE 570/470/571/471

Lesson Plan Format – MSSE 570/470/571/471
modified by Dr. Cude 9/06; Dr. Stern 9/07
Teacher’s name: Amanda Scanlon and Nicole Stenken Date: 11/14/2007
Subject: Psychology Grade Level: 11/12 grade elective
Topic: Cognitive Development
Essential Questions/Big Ideas:
Big Idea:
The purpose of this lesson is to examine classical conditioning, and understand that behavior is
shaped everyday through classical conditioning. Students have previously been introduced to the
concepts of learning, the process of thinking and memory, and processes of the brain; therefore,
they have an understanding of basic thought process and behavior.
Essential Questions:
 How are everyday learning and physical behavior a result of habitual classical
conditioning?
 How is classical conditioning part of our daily life?
 How is conditioning related to what we have previously learned about memory and
thinking?
General Objective[s]:
The objectives of this lesson are designed for a heterogeneous eleventh and twelfth grade class.
The objectives are meant to fit the needs of each individual student.
1. Make connections between classical conditioning and their personal experiences with
conditioning
2. Understand the basic elements of classical conditioning
3. Analyze Pavlov’s classical conditioning experiment
4. Create their own classical conditioning experiment
National Psychology Standards (there are no SOLs for psychology):
CONTENT STANDARD IVA-2: Principles of classical conditioning
IVA-2.1 Describe the classical conditioning paradigm.
Students may indicate this by (performance indicators):
a. Explaining how, using Pavlovian conditioning procedures, a neutral stimulus becomes
capable of evoking a response through pairing with an unconditioned stimulus
b. Labeling elements in classical conditioning examples
c. Designing procedures to produce classically conditioned responses
NCSS theme: IV Individual Development and Identity
d. show how learning and physical development affect behavior;
e. identify and describe ways family, groups, and community influence the individual’s
daily life and personal choices;
g. analyze a particular event to identify reasons individuals might respond to it in
different ways;
Learning Outcomes:
After this lesson, students will:
Understand that:
 Everyday learning and physical behavior is a result of habitual classical conditioning.
 Classical Conditioning is part of our daily life.
Know:
 The relation between conditioning and learning
 The basic steps of classical conditioning
 Ivan Pavlov and the conclusions from his research.
 The components of classical conditioning
Be Able to:
 Summarize the elements of classical conditioning (neutral stimulus, unconditioned
stimulus, conditioned response, conditioned stimulus and unconditioned response).
 Analyze the steps and results of Pavlov’s experiment, and be able to identify the key
elements in the experiment.
 Create a classical conditioning experiment.
Value:
 Understand the way that people act and behave the way they do
 Except others and the different way they learn
Assessment: Methods of Evaluating Student Progress/Performance:
Pre-assessment: The teacher will informally pre-assess student’s previous knowledge of
classical conditioning when asking students the essential questions. The teacher will gage the
class’s previous knowledge by the level of discussion. The teacher may need to ask some
students lower level questions, while others may be able to think more abstractly. These
questions will range from high to low Bloom Levels. Some student may be able to think more
theoretically, while others may need to think on a lower level in order to grasp the concept.
Formative assessment: During the lecture the teacher will constantly ask the students questions
to check their understanding. This part of the lesson will also include periodic thumbs
up/thumbs down checks. Also, the teacher will assess the student’s knowledge of the material
while students work in pairs during the Think-Pair-Share. The teacher will do this by
questioning students and observing their comments and questions.
Summative assessment: The teacher will correct and grade the classical conditioning
experiment that the students create in their groups. Please see the attached rubric. This will
check the student’s level of understanding and creativity. Each student should have an
individual role in creating the experiment, but also work together as a group to complete the
assignment.
Content Outline:
I.
Classical Conditioning (respondent conditioning)- a form of associative learning
A. This was the first type of learning to be discovered and studied within
the behaviorist tradition.
B. In classical conditioning, if a stimulus results in an emotional response
that is repeated alongside another stimulus which does not cause an
emotional response, eventually the second stimulus will result in the
same emotional response.
C. Classical conditioning is learning by association.
D. It does not work in all situations. IT IS MORE EFFECTIVE WHERE
THE CONDTIONING MAY BE OF EVOLUTIONARY BENEFIT.
E. Classical conditioning is NOT learning information from a textbook
and memorizing the material.
F. Basic example: I liked my aunt; she always made me feel warm and
wanted. She always wore a particular perfume. When I smell the
perfume now, I immediately feel warm and wanted
II.
Ivan Pavlov- major classical conditioning theorist
B. Russian scientist, trained in biology and medicine
C. Studied the digestive system of dogs and became intrigued by his observation
that dogs deprived of food began to salivate when one of his assistants walked
into the room.
D. Pavlov did famous experiments with dogs, ringing a bell and then feeding
them. After a while, he could ring the bell and their mouths would salivate.
E. Please see the attached visual for the steps of Pavlov’s experiment.
III.
Important components:
A. Unconditioned Stimulus (US) elicits > Unconditioned Response (UR):
a stimulus will naturally (without learning) elicit or bring about a
reflexive response
B. Neutral Stimulus (NS) ---> does not elicit the response of interest: this
stimulus (sometimes called an orienting stimulus as it elicits an
orienting response) is a neutral stimulus since it does not elicit the
Unconditioned (or reflexive) Response.
C. The Neutral/Orienting Stimulus (NS) is repeatedly paired with the
Unconditioned/Natural Stimulus (US).
D. The NS is transformed into a Conditioned Stimulus (CS); that is, when
the CS is presented by itself, it elicits or causes the CR (which is the
same involuntary response as the UR; the name changes because it is
elicited by a different stimulus. This is written CS elicits > CR.
DEAN
D (definition): classical conditioning= associative learning
E (example): when I was in college I was robbed at gun point by a young man. It was an
unexpected and frightening experience. This event occurred just about dusk and for a long time
thereafter, I often experienced moments of dread in the late afternoons particularly when I was
just walking around the city. Even though I was quite safe, the lengthening shadows of the day
were so strongly associated with the fear I experienced in the robbery, that I could not but help
feel the emotion all over.
A (attributes): please see important components.
N (non-example): learning information from a textbook and memorizing the material.
Resource:
Huitt, W., & Hummel, J. (1997). An introduction to classical (respondent) conditioning.
Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved
November, 2007, from http://chiron.valdosta.edu/whuitt/col/behsys/classcnd.html
Student and Teacher Activities with Estimated Time Blocks:
Hook: (time: apx. 10 minutes) the teacher will gain the students’ attention by asking them if
anyone has ever trained a dog or a pet before. Students will answer by raising their hand if they
have trained a pet. The teacher will then ask for a volunteer to explain the steps that they did to
train the pet. Next, the teacher will explain that this is an example of classical conditioning and
this is what we will be studying today.
State the Objectives: (time apx. 10 minutes) the teacher will ask a few essential questions in
order to introduce the big idea of the lesson and review previous taught material.
 What does it mean to be “conditioned”?
o Potential answer: you are trained to do something.
 Is everyone trained or conditioned the same way?
 How do you use conditioning used in your life? Have you ever been conditioned?
o Potential answer: advertisers use commercials to condition people to buy their
product.
o I conditioned my dog to sit.
 How the process of learning, memory, and thinking related to conditioning (the
information that was learned in the last unit)?
 Today we will be learning about classical conditioning, which was studied by
psychologist Ivan Pavlov. The goal of today is to obtain a basic understanding of the key
concepts and the relation between conditioning and the real world.
This section will also act as an informal pre-assessment. The teacher will gage the class’s
previous knowledge by the level of discussion. The teacher may need to ask some students
lower level questions, while others may be able to think more abstractly.
Guided Whole Class Instruction: (time apx. 20 minutes) the teacher will present a formal
presentation on classical conditioning. The content in this lesson is still emerging and will need
to be reviewed in the next lesson of the unit. The lecture will be presented through a power point
presentation, and the teacher will verbally discuss the information from each slide. Real life
examples will be applied to vocabulary words and concepts in order to but the content in real life
context. The students should be asked to draw conclusions from the material and restate
definitions (this is a skill that the teacher has previously taught the students and is an ongoing
practiced skill). During the lecture, students will be instructed to take notes on a T-chart that was
given to them (please see the attachment). The left side of the T-chart will be used for students
to copy the notes from the PowerPoint (note-taking is a skill that the teacher has previously
taught the students and is an ongoing practiced skill. As the year progresses the teacher will
slowly take away the t-chart and have students take notes on their own). The right side of the Tchart is for students to do any of the following: draw an illustration that represents what they
learned, rewrite the information in their own words, make a prediction about what will be
learned next, write an example of when they have experience conditioning in their life, write the
information in a different language to better understand the material, write a narrative about the
information, or any other creative idea.
Think-Pair-Share: (time apx 15 minutes) the next part of the lesson will be studying Pavlov’s
classical conditioning experiment in more detail. (The students have been introduced to Ivan
Pavlov and the steps of classical conditioning in the lecture) The teacher will give all student a
visual representation of Pavlov’s experiment (please see attachment). With a partner, students
will walk through the experiment and identify all steps and outcomes of the experiment.
Hopefully, this will help student get an idea what they understand about classical conditioning
and what needs to be reviewed in more detail. The students will be instructed to write down the
steps of the experiment (or verbally discuss with the teacher if writing is an issue) and write any
questions that they have while doing this. When students are working in pairs the teacher will
circulate and check the student’s understanding.
After working with partners, the class will return to their seats and discuss as a group. The visual
representation will be posted on the PowerPoint and as a class discuss the steps of the
experiment.
Small Group Activity: (time apx. 20 minutes) students will be given a blank graphic organizer
similar to the visual representation of Pavlov’s classical conditioning experiment. In groups of
three students (the groups will be formed by students of the same level of readiness. This will
enable the teacher to give each group the appropriate guidance. The teacher will give the groups
with low level readiness more assistance than those who are more advanced) will design their
own classical conditioning experiment. This should be something that they could perform on
another person and something that is appropriate for school. This could also be something
similar to an advertisement. Students must fill out the graphic organizer and label the correct step
of classical conditioning. While working in groups the teacher will circulate the room answering
questions and making sure that students understand. The students have been previously taught
how to work together in groups. This is an important skill because students will be working
together a great deal during the course.
These experiments will be performed on other groups in the next lesson. The teacher will collect
and grade this experiment. Please see the attached rubric.
Closing Activity: (time apx. 10 minutes) Teacher will briefly review what students learned
today. Focusing on the metacognitive tasks associated with their learning and the terms applied
to specific concepts. The teacher will tie everything together one last time, and highlight the
“big idea” of classical conditioning. The guided questions that the students were asked can be
reviewed making sure that students realize that these are the key points. The teacher will inform
the students that they will return the information and the experiments that they created in this
lesson tomorrow.
Materials Needed for the Lesson:
Materials needed for the lesson:
 PowerPoint for the class lecture
 T-chart
 Visual representation of Pavlov’s classical conditioning experiment
 Graphic organizer for creating a classical conditioning experiment
Resources used:
Graphic organizerEllis, E. (2006). Graphic Organizers. Retrieved November, 2007, from Masterminds Publishing
Website: http://www.graphicorganizers.com/
Pavlov’s experiment visualHuitt, W., & Hummel, J. (1997). An introduction to classical (respondent) conditioning.
Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved
November, 2007, from http://chiron.valdosta.edu/whuitt/col/behsys/classcnd.html
Differentiation:
Several activities are designed to meet the needs of individuals and their learning style.



While stating the objectives of the class the teacher will ask a few essential questions.
These questions will range from high to low Bloom Levels. Some student may be able to
think more theoretically, while others may need to think on a lower level in order to grasp
the concept.
Students will take notes on a T-chart during the lecture. The left side of the T-chart will
be used for students to copy the notes from the PowerPoint (note-taking is a skill that the
teacher has previously taught the students and is an ongoing practiced skill. As the year
progresses the teacher will slowly take away the t-chart and have students take notes on
their own). The right side of the T-chart is for students to do any of the following: draw
an illustration that represents what they learned, rewrite the information in their own
words, make a prediction about what will be learned next, write an example of when they
have experience conditioning in their life, write the information in a different language to
better understand the material, write a narrative about the information, or any other
creative idea.
Students will work in groups of three that will be grouped with students of the same level
of readiness. This will enable the teacher to give each group the appropriate guidance.
The teacher will give the groups with low level readiness more assistance than those who
are more advanced.
Subject Matter Integration/Extension:
This lesson acts as an introductory lesson to the unit on cognitive development. This lesson
follows a unit on the process and types of thinking; therefore, students have an understanding of
the human mind. Students have been taught the ideas of metacognition and know how to apply
this to new information. This lesson will be followed by review/further investigation of classical
conditioning, operant conditioning, and comparison of the two.
Reflections on Lesson Plan:
I taught this lesson during my second practicum in a psychology class at Fort Defiance High
School. This was a great experience for me because it was one of the first chances I had to plan
and teach a lesson. The lesson gave me confidence in teaching and helped me develop good
teacher presence. The most meaningful event from teaching this lesson was the understanding
the need to modify a lesson while teaching. If a does not go as planned, a good teacher must
have the ability to change the lesson in order to meet the needs of students.
I modified this lesson since I taught it one year ago. I created a new T-chart and had students
choose what they write on the right hand side of the t-chart. I also added the Pavlov classical
conditioning visual and graphic organizer. This visual help differentiate the lesson and appeal to
more students.
This lesson meets my philosophy because psychology is an area that I am very interested in, and
I believe it is important for a teacher to teach something that they are passionate in. The
enthusiasm I will exude to my students will excite and motivate my students.
Topic: Classical Conditioning
Name:
Date:
___
Classical Conditioning Experiment Rubric
Content
Completion
Creativity
Grammar
3
Students have
included ALL
necessary steps
of a classical
conditioning
experiment and
show complete
understanding of
the material and
definitions.
Students have
completely
finished the
assignment,
including a
rationale.
The experiment
was extremely
creating.
No grammatical
errors.
2
Students include
most steps but
are missing 1-3
key concepts.
Show a basic
understanding of
material and
definitions.
1
Students are
missing several
(4-6) steps of a
classical
conditioning
experiment and
show no
understanding of
the material.
Students are
missing part of
the assignment.
Students are
missing 4-6 parts
of the
assignment.
The experiment
shows few signs
of creativity.
2-5 grammatical
error.
The experiment
shows no
creativity.
More than 5
grammatical
errors.
TOTAL:
Total