Download Course Title – Psychology Implement start year – 2016

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
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Do theories of cognitive development adequately account for
differences in children, adolescents, and adults?
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EU 2
Humans integrate various informational cues in order to communicate
effectively.
EU 3
Both biological and environmental factors influence learning.
EU 2
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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
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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
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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.
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EU 2
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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.
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EU 2
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EU 3
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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
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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.
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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
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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)
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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)