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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: - - 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: 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. 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): Other Evidence: 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