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Course Title – Psychology Implement start year – 2016-2017 Revision Committee Members, email, extension – Eric O’Neill [email protected] ex. 8005, Jessica Page [email protected] ex. 8585, Dennis Sweeney [email protected] ex. 8248, Jaclyn Zeigler [email protected] ex. 8433 Unit #3 – Topic: Human Development, Language, and Learning Transfer Goal – Students will be able to independently use their learning to formulate realistic expectations of people’s behavior and language development at various stages of the lifespan and to predict how behavior will be shaped by various learning processes. Stage 1 – Desired Results Established Goals 21st Century Themes 2009 NJCCC Standard(s), Strand(s)/CPI # (http://www.nj.gov/education/cccs/2009/final.htm) IIIA-1. Development as a lifelong process IIIA-2. Research techniques used to gather data on the developmental process IIIA-3. Theories of development IIIA-4. Issues surrounding the developmental process (nature/nurture, continuity/discontinuity, stability/instability, critical periods) IVC-3. Structural features of language IVC-4. Theories and developmental stages of language acquisition ( www.21stcenturyskills.org ) _X__ Global Awareness ___Financial, Economic, Business and Entrepreneurial Literacy ___Civic Literacy _X__Health Literacy ___Environmental Literacy 21st Century Skills Learning and Innovation Skills: __X_Creativity and Innovation IVA-1. Characteristics of learning IVA-2. Principles of classical conditioning IVA-3. Principles of operant conditioning IVA-4. Components of cognitive learning IVA-5. Roles of biology and culture in determining learning Common Core Curriculum Standards for Math and English (http://www.corestandards.org/) CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. _X__Critical Thinking and Problem Solving _X__Communication and Collaboration Information, Media and Technology Skills: _X__Information Literacy _X__Media Literacy _X__ICT (Information, Communications and Technology) Literacy Life and Career Skills: _X__Flexibility and Adaptability _X__Initiative and Self-Direction _X__Social and Cross-Cultural Skills _X__Productivity and Accountability _X__Leadership and Responsibility Enduring Understandings: Students will understand that . . . Essential Questions: EU 1 Throughout the lifespan, organisms are impacted by processes that contribute to behavioral, social, and cognitive changes. EU 1 Do theories of cognitive development adequately account for differences in children, adolescents, and adults? EU 2 Humans integrate various informational cues in order to communicate effectively. EU 3 Both biological and environmental factors influence learning. EU 2 How does the interaction of nature and nurture affect socialization? Do the theories of maturation and development account for differences in culture? Which types of development do you find to be the most important and why: social, emotional, cognitive, or physical? When does development begin and end? How do humans learn and use language? Why does miscommunication happen? EU 3 Can one attempt to modify an organism’s behavior? How? What behaviors in one’s life may have been shaped by classical and/or operant conditioning? Does observational learning occur vicariously? Knowledge: Students will know . . . Skills: Students will be able to . . . EU 1 EU 1 The typical physical and motor development of human beings throughout the lifespan. The atypical development of feral children. Piaget’s stages of cognitive development. Kohlberg’s stages of moral development and Carol Gilligan’s differing perspective. Baumrind’s parenting styles. Freud’s psychosexual stages of development and how they can impact future behavior. Erikson’s psychosocial stages of development and how they shape one’s behavior. EU 2 Compare and contrast various theoretical models’ impact on the development of behavior throughout the lifespan. Debate the impact of parenting styles on an individual’s behavior. Utilize information from a case study to predict the progression of human behavior throughout different life stages. Predict the logical progression of language acquisition throughout childhood. Discuss and debate the prevailing theories of language acquisition. EU 2 EU 3 Ainsworth’s “Strange Situation” research and Bowlby’s attachment styles and how they impact relationships through adulthood. The research of Harlow and Kellogg and how their findings inform understanding of critical periods in development. Marcia’s categories of adolescent identity. The physical and sexual development of adolescents. Gender roles and stereotypes. Theories of gender development. Cognitive changes in adulthood and old age. Kubler-Ross’s five stages of grief. EU 3 Compare and contrast classical and operant conditioning. Identify the components of classical and operant conditioning in experiments. List and explain factors that impact social learning. The units of language and speech. The steps of language acquisition. Differing theories on language development. Nonverbal components of communication. The components of classical conditioning. Pavlov’s work with dogs and Watson’s Little Albert experiment. The components of operant conditioning. The experiments of B.F. Skinner. The schedules of reinforcement. How learned helplessness develops according to Martin Seligman. The components of social learning. Bandura’s Bobo doll experiment. The differences between the types of learning processes. Latent Learning and Cognitive Maps and Tolman’s experiment. Stage 2 – Assessment Evidence Recommended Performance Tasks: Each unit must have at least 1 Performance Task. Consider the GRASPS form EU 1, EU 2, EU 3 In groups, students take on the role of parents and children (of various assigned ages and developmental stages) with the “parents” practicing an assigned parenting style in different scenarios (such as curfew violation, dating woes, chore completion, etc.). The “children” will react accordingly with regard to their age and developmental stage. Skits will be assessed for: accuracy of parenting style portrayal accuracy of child’s probable reaction creativity ability of audience to identify the parenting style(s) and developmental stage(s) portrayed ability to answer questions posed by teacher regarding parenting styles Other Recommended Evidence: Tests, Quizzes, Prompts, Self-assessment, Observations, Dialogues, etc. tests projects quizzes group work worksheets class demonstrations discussion/debate dialogues Stage 3 – Learning Plan Suggested Learning Activities to Include Differentiated Instruction and Interdisciplinary Connections: Consider the WHERETO elements. Each learning activity listed must be accompanied by a learning goal of A= Acquiring basic knowledge and skills, M= Making meaning and/or a T= Transfer. This is a list of possible activities to be implemented in the psychology classroom. Not every teacher will include every activity in his or her learning plan. EU 1: Human Development Teacher notes and PowerPoint presentations on key concepts. (A) View “Brain Games” episodes to do interactive activities on gender, age differences, learning, etc. (M) Field trip to a daycare center to do cognitive development tests on children. (T) Complete a survey on traits of importance to parents in raising children. (M) Read short stories of moral dilemmas; rank and debate the morality of the characters. (M) View “Wild Child: The Story of Feral Children” and answer corresponding video questions (video available on YouTube, questions available on z-drive). (M) View the documentary “Babies” to see cultural differences in child rearing. (A) View an episode of “Nanny 911” or “Supernanny” to evaluate parenting styles and their impacts as well as operant conditioning techniques used as parenting strategies. (M) Complete a survey to identify categories of adolescent identity as defined by James Marcia. (M) Activity on the socialization of gender roles - boys and girls look at gender-related quotes and identify what they’ve heard growing up and what they might repeat to their own children. (T) Activity to predict personal lifespan - adding or subtracting years to their life depending on lifestyle and habits. (M, T) Create a “bucket list” of life goals. (M, T) View PBS documentary “Living Old” and answer corresponding questions. (A) Create a video of cognitive development tests conducted with children. (T) Attachment Style online test http://www.simplypsychology.org/mary-ainsworth.html (M) Attachment Style activity to predict behavior in adult romantic relationships; creation of mock match.com profiles reflecting this information. (assignment description available on z-drive). (M) Interview your parents’ assignment. (ask your parents what their parenting style is and how they developed it) (M) Parenting Styles skits and discussion. (T) Developmental Timeline Project. Students provide pictures and descriptions of themselves accomplishing various developmental milestones outlined on the project sheet and rubric. They must find appropriate examples, explain each, and arrange them chronologically according to the developmental theories covered in class. (available on Z drive) (T) Gender role stereotyping discussion-Have students picture their rooms, toys, clothes, etc. from growing up and discuss the possible impact on their behavior and development of gender roles. (M) Cognitive Development Web Quest-debates the utilization of media and electronics on infants (available on Z-drive) (M) Analyze latent learning that may be taken from children’s literature in the form of one book from childhood; present to class. (T) Count the number of acts of violence that occur in a 7-10 minute cartoon and discuss the possible impact on children who view it. Supplement discussion with actual current research on the impact of viewed violence on children’s behavior. (M, T) My Life Scrapbook Project (available on Z drive) create a scrapbook of childhood photos and apply psychological theories discussed in class. For each theory the scrapbook must include: a complete description of the appropriate stage or period an original example of theory applied to real life (T) View the HBO documentary “Thin” (available on YouTube) and discuss the outcomes of the four main women featured. (A) Discuss how birth order can impact the development of children and adolescents. Have students look at lists of traits often associated with firstborns, middles, last born, and onlies and evaluate how accurate or inaccurate they consider them to be. (M) Worksheet on the Heinz Dilemma that requires students to imagine how Heinz would act while occupying each of the six stages of Kohlberg’s Theory of Moral Development. (M) View “Boyhood” to track development issues through childhood and adolescence (M) Latent Learning activity with giving directions to your partner on how to get to a particular location. (M) View YouTube clips of kids demonstrating various stages of cognitive development. (A) Harry Harlow video on critical period and contact comfort (YouTube) (A) View YouTube video of Mary Ainsworth’s Strange Situation and discuss reactions of children in each of the attachment patterns. (A) View “Parenthood” and relate each character back to Erikson’s psychosocial stages of development. (available on Z drive) (M) Childcare in Your Community project (available on z-drive).(T) EU 2: Language View “Project Nim” and answer corresponding questions on animal language development (A) Play “Mad Gab” online or as a board game either as a class or in partners or small groups to demonstrate the difference between morphemes and phonemes and the role they both play in effective verbal communication. http://www.freemadgabonline.com/madgabs/ (M) EU 3: Learning Shaping experiment in class to have a student volunteer carry out an unexpected behavior (clap for reinforcement for each gradual step of reinforcement) (T) Complete a survey to determine their ideal learning style (M, T) Water Bottle experiment to demonstrate classical conditioning components. One student volunteer will sit facing the class with eyes closed and listen to a series of words the teacher reads. The teacher will spray the student in the face with a water bottle when one particular word is said, eliciting a flinching reaction that will be acquired (and later will become extinct) to that word, and students will identify the UCS, UCR, CS, CR, etc. (M) Create a storyboard of an original example of classical conditioning showing the three stages of learning (before, during, and after conditioning). (M) Classical conditioning in 3 commercials from television identifying the UCS, UCR, CS, CR, and NS. (M) Reinforcement schedules using hard candy using Continuous and Partial reinforcement schedules (M) The Office clip “Classical Conditioning” http://www.maniacworld.com/Pavlov-Altoid-Theory.html (A) View “The Big Bang Theory” clip with Sheldon using operant conditioning techniques on Penny (clip on YouTube). (A) View and discuss various Dove Films such as “Evolution,” “Onslaught,” “Sketch Artist,” “Average or Beautiful” with regard to the impact of socialization on body image and self-esteem (clips on YouTube). (M) Observational learning demonstration; Napkin Chicken (on z-drive). This is a demonstration of the relative difficulty of following written instructions vs. observational learning. Students first attempt to fold a cloth napkin into a chicken following written instructions, with no external guidance. Teacher then demonstrates each step. Most students are only successful after the behavior has been modeled. (T)