asherrohde.weebly.com€¦ · web viewbarossa high school is a co-educational public school...

Psychology Topic: SOCIAL COGNITIONSACE Stage 2 Term 1 2014

Level Stage 2 Psychology

Topic Social Cognition

School Barossa High School

Date Term 1 2014

Contents:

1. School/Student Context

2. SACE Psychology 2014 Subject Outline

3. Topic Objectives

4. Learning Requirements

5. Content/Activity Sequence

6. Assessment Grid

7. Lesson Plans

8. Summative Test

9. Summative Assessment

10. Student Feedback

1. School/Student Context


Barossa High School is a co-educational public school located in the heart of the Barossa Valley. The large school

caters for around 910 students and has a strong emphasis on individual personal development supported by a

committed staff group who focus on empowering students to achieve their potential in a range of pathways. Being a

country school, Barossa High School prides itself on community involvement, often immersing themselves in the

community culture through fundraisers, the school band playing for community events, the school teachers being

coaches for weekend sports such as football and netball and holding school markets where the profit benefits both

the school and the wider community.

Barossa High School offers a diverse range of learning experiences which ensures high engagement by students and

excellent retention to the end of year 12. There is a differentiated curriculum caters for students with a wide range

of abilities. Due to the country location, the school has a large focus on agriculture, viticulture and aquaculture and

also pride themselves for their success in music and physical education. The school has a long history of academic

achievement and the school prides itself in the breadth and depth of its curriculum and the availability of a wide

range of extra-curricular activities that cater for the interests and needs of students.

The school emphasis is on building well-rounded students, while also providing the means to help them achieve their

life goals – whether it be tertiary study, apprenticeships or full time work. The school has recently employed a

school-wide positive behaviour for learning scheme led by the staff which is also resulting in a more positive school

environment.

A majority of the classrooms have Smart Boards installed, including the psychology rooms, which can be used as a

projector or interactive whiteboard and each teacher has access to class laptops which they are able to use

throughout lessons. Throughout the school, there are 6 computer rooms which are available for students and the

students also have a Learning Platform where they are able to access assessment guidelines for each subject and

extra support.

Barossa High School has recently introduced psychology as a stage 1 and stage 2 subjects, with the numbers

enrolling consistently increasing. The class is comprised of 23 students of mixed ability, including 16 girls and 7 boys.

Two students are highly academically gifted, with one of those students being academically at the top of the year 12

2


cohort. One student has dyslexia and therefore often needs copies of notes and PowerPoint slides, while another

one of my students has high functioning autism. Of the 23 students, only 4 have did not complete a year 11

psychology class and therefore need a more in depth introduction to psychology.

My teaching approach is to be as inclusive as I can with students, and trying to appeal to all different types of

learners (adapting from Gardners Multiple Intelligence) by including written, visual, practical and interactive

methods within my classroom. The students benefit from a variety of hands on activities, especially the students

with learning difficulties who also benefit from group discussion as they struggle with independent critical thinking. I

also offer extra support outside the classroom for those that need it and those that are willing to work, whilst my

aim in my classroom work is to prepare my students for the final exam and summative tests.

3


2. SACE Subject Outline 2014

Social Cognition

Social cognition refers to the processes involved in interpreting, analysing, remembering, and using

information about the social world. We constantly seek information from our environment about how we are

expected to behave, so that we can comply with or violate these expectations. Some of this information

comes in the form of instructions (e.g. from parents and teachers) and some comes from observing the

behaviour of others or the reactions of others to our behaviour. We also seek to predict how others will

behave, explain our own successes and failures, and make positive or negative impressions on others. To

achieve these goals we need to reduce the great quantity and complexity of the social information we

receive. Although this reduces the resources required for social cognition, it is also vulnerable to biases,

which can have unfortunate social consequences.

Social cognition includes person perception, attributions, stereotypes, and attitudes. This topic focuses on

person perception and attitudes.

Although social cognition can be addressed at all four levels of explanation of behaviour, this topic focuses

on the sociocultural level. The emphasis is on explanations of social cognition provided by social

psychologists.

Key Ideas

Knowledge and understanding should be relevant to the following key ideas:

The relationship between social cognition and behaviour is bidirectional. In particular, attitudes influence

behaviour, but behaviour also influences attitudes.

Our perceptions of others and of ourselves are vulnerable to a number of biases.

Areas of Learning

The structure of attitudes and the functions they serve; the factors that influence attitude formation and

attitude change (including source, message, and audience, and peripheral and central processing

routes); the bidirectional relationship between attitudes and behaviour; the factors that influence

impression formation; self-knowledge from social comparisons; and impression management

4


Psychological principles concerning social cognition in everyday experiences and events (e.g. meeting a

new person, or advertising) and in psychological interventions, including public safety campaigns that

target attitude change

The application of these psychological principles to social issues (e.g. reducing prejudice, or increasing

the effectiveness of health-promotion campaigns) and personal growth (e.g. more effective persuasive

communication and impression management)

Investigation designs and methods of assessing psychological responses used to study social cognition

Ethical issues associated with research and applications in the area of social cognition

5


3. Topic Objectives

Students should:

a) Understand the structure of attitudes and the functions they serve: knowledge, value

self expressive, ego defensive, instrumental

b) Understand the factors that influence attitude formation and attitude change including

attitude strength, specificity, ambivalence, social situation, cognitive dissonance, self

perception theory

c) Understand that the relationship between attitudes and behaviour are bidirectional

d) Understand the principles governing attitude change in the central and peripheral route

of persuasion and the source, message, audience and channel of communication

e) Understand the factors that influence impression formation including verbal and non-

verbal communication

f) Understand social comparisons including downward and upward social comparisons

and self monitoring

g) Understand how impression management is used in everyday situations

h) Understand how to apply social cognition psychological principles to social issues

including advertising and health promotion campaigns

i) Understand the investigation designs and methods used in social cognition and their

advantages and disadvantages

j) Understand the ethical issues surrounding social cognition experiments

k)

6


4. Learning Requirements

The learning requirements summarise the knowledge, skills, and understanding that students are expected

to develop and demonstrate through their learning.

In this subject, students are expected to:

1. Explain the factors that cause psychological differences and similarities between people and give

examples of how these factors affect the behaviour of themselves, others, and groups of people

2. Analyse the behaviour of themselves, others, and groups of people in different contexts in a way that

recognises the values of independence and interdependence

3. Demonstrate an understanding of ethical research by undertaking and evaluating guided investigations

4. Make informed decisions about issues, events, and situations in society by applying relevant

psychological principles and ethics and by presenting particular points of view, giving examples of the

thinking and reasoning behind them

5. Demonstrate organisation and critical reflection in the application of psychological principles, taking into

account ethical considerations

6. Search for, evaluate, and organise psychological information and use appropriate terms effectively to

communicate key ideas, understanding, processes, and values in a range of contexts

7. Undertake a variety of roles while working as a member of a team to achieve individual and shared

goals.

In addition, students need to understand that psychological evidence, theories, and principles address four

levels of explanation of human behaviour — the biological, basic processes, person, and sociocultural

levels. The biological level of explanation addresses the influence on behaviour of factors such as

hormones, neurotransmitters, brain structures and genetic inheritance. The basic processes level of

explanation addresses the role of processes such as perception, cognition, and emotion that are common

across individuals. The person level of explanation addresses individual differences between people,

focusing on attributes such as intelligence and personality that combine basic psychological processes.

The sociocultural level of explanation addresses the influence of other people and the cultural context in

shaping behaviour.

7


These levels of explanation of behaviour are nested hierarchically because they relate to different scales of

analysis (even though no level of explanation is more important than another). For example, the biological

level of explanation is on a smaller scale of analysis than the basic processes level of explanation, which in

turn is on a smaller scale of analysis than the person level of explanation. These nested levels of

explanation complement each other so that a complete explanation of a given psychological phenomenon

requires an explanation from all four perspectives. Students demonstrate an understanding of these levels

of explanation by identifying them in everyday experiences.

These learning requirements form the basis of the:

learning scope

evidence of learning that students provide

assessment design criteria

levels of achievement described in the performance standards.

8


5. Content/Activity Sequence

Lesson Content Student Activity (Including Due Dates)

1 Introduction to Social Cognition&Attitudes/Structure of Attitudes

Watch Video’s on Attitudes, Group Discussions, PowerPoint and noting.Identifying what an attitude is and learn the structure of an attitude.

h/w Write paragraph about the ABC model of attitudes: due in lesson 2.

2 The Function that Attitudes Serve

Share homework. PowerPoint and noting. Complete worksheet for activity.

h/w In your notebooks, draw up a table describing each of the four functions that attitudes serve. Make it visually clear with examples you understand. This will help during exam and test times so you have something to refer back to: due in lesson 3.

3 & 4 The Bi-Directional Relationship of Attitudes&The factors that influence attitude formation and attitude change – beginning with attitude strength (direct experience, indirect experience, learning).

PowerPoint and noting. Watch video and answer questions in relation to video and independently.Noting on how attitude strength affects attitude-behaviour ink. Complete a group class activity.

h/w Read the article ‘Direct Experience and Attitude-Behaviour Consistency: An Information Processing Analysis’ by Russell H. Fazio, Mark P. Zanna and Joel Cooper.

5 The factors that influence attitude formation and attitude change – attitude accessibility, attitude specificity, ambivalence, social situation

PowerPoint and noting. Watching video and completing activity.

h/w6 Cognitive Dissonance & Self

Perception TheoryComplete activity. PowerPoint and noting. Watch video and discussion.

h/w Summarise Festingers experiment on cognitive dissonance. There are some great websites you can find this experiment on including https://explorable.com/cognitive-dissonance-experiment. Summary should be roughly 200 words.

7 & 8 Principles Governing Attitude Change

- Peripheral and Central

Watching video, noting PowerPoint

9

https://explorable.com/cognitive-dissonance-experiment



Route of Persuasion&Factors Affecting Attitudes

- Source, message, audience, channel of communication

h/w Complete the mini test for some of the concepts we have gone over so far. This is to be done in homework time for your own benefit. If there are any troubles, you may bring your test into class for discussion. This is not graded but needs to be done!

9 Psychological principles concerning social cognition in everyday experiences

- Public safety campaigns

Discussion, identifying peripheral and central route features in advertising, presenting ideas about public safety campaigns to the group.

h/w10 Impression formation

&Self Handicapping

Picture activity. Watch video + noting. First impression activity. Noting on PowerPoint. Group Discussions.

h/w Darren Lehmann has arrived from interstate and is starting at a new school. On the first day at his new school, Darren does not know any of the other students or any of the teachers. He enters the classroom and looks around at the other students who are unpacking their bags and chatting amongst themselves as they wait for the teacher to arrive for the first lesson.

1. Describe two factors that might influence the formation of Darren’s first impressions about the others students.

2. Describe how Darren might use impression management to make a favourable impression on other students.

11 & 12

Gaining Knowledge from Social Comparisons

Noting on PowerPoint. Watch Video. Complete activity from SASTA study guide.

h/w13 Application of psychological

principles to social issues- Reducing Prejudice- Health Promotion

Campaigns

Noting on PowerPoint, Completing Activity on health promotion campaigns. Discussion.

h/w14 Investigation designs and

methods of assessing&

Watch video, noting, group discussions on experiments, revising on investigation designs from intro to

10


Ethical issues in social cognition

psych and discussing advantages and disadvantages

h/w Begin any revision or prepare any materials you would like to bring in for revision in the next double lesson

15 & 16

Revision Create cue cards or notes.Complete practice tests.

h/w

6. Assessment GridAssessment in this topic will use the following assessment Design Criteria

I2 Critically and logically selects and consistently and appropriately acknowledges information about psychology and issues in psychology from a range of sources

AE1 Uses perceptive and through analytical skills to examine the behaviour of

11


individuals and groups of people in different contextsAE3 Systematically analyses and evaluates psychological evidence to formulate logical

and highly relevant conclusionsA1 Applies psychological concepts and evidence from investigations to suggest

solutions to complex problems in new and familiar contextsA2 Uses appropriate psychological terms highly effectivelyKU1 Consistently demonstrates a deep and broad knowledge and understanding of a

range of psychological concepts and ethical considerationsKU2 Uses knowledge of psychology perceptively and logically to understand and explain

behavioursKU3 Uses a variety of formats to communicate knowledge and understanding of

psychology in different contexts coherently and highly effectively

Topic Objectives

Progress (formative) Test (summative)

Assignment (summative)

Cognitive dissonance

write up

SASTA guide

activity

Health Promotion campaign

Persuasion Oral??/less

on 6

C level A level Advertising and Attitudes

Essaya)

b)

c)

d)

e)

f)

g)

h)

i)

j) x

Total

7. Lesson Plans

Week 1: Monday (50 mins)

12


Lesson 1 Performance Objectives:

Students will: Be able to identify what attitudes are Be able to identify the structure of attitudes through the ABC model

Time (mins) Teacher Activity Student Activity Resources

2 Give SACE handout to students and introduce Social Cognition as next topic

Reading Handout

7 Play Video: Owen Campbell First Audition for X–Factorhttps://www.youtube.com/watch?v=etmCR_K33sQ(play from 1.22)

Watching LaptopConnector to Smart BoardLink

6 Play Video: Owen Campbell Return Audition for X-Factorhttps://www.youtube.com/watch?v=wsW1ovRS6iE

Watching LaptopConnector to Smart BoardLink

7 Teacher-Led Discussion(in relation to videos)

- The importance of attitudes

- Do you think attitudes change how people perceive us?

- How attitudes can change (eg: the judges attitudes)

- Discuss any other comments students have

Class Discussion Whiteboard Marker – to write down ideas on the board if important

20 PowerPoint: ‘Lesson One’ Noting in Books PowerPointConnector to Smart Board

5 Class Activity- Get students as a

class to answer the question ‘Maria spent a lot of time watching the recent Olympic Games on television. As a result, she has developed a much more positive attitude towards the singing of

DiscussionNoting

Whiteboard Marker

13

https://www.youtube.com/watch?v=wsW1ovRS6iE


https://www.youtube.com/watch?v=etmCR_K33sQ



her country’s national anthem. Using the example above, describe one model that explains the structure of attitudes.

3 Short summary of lessonExplain Homework

- Use example in class to help you answer the homework

Pack UpWrite homework in diary

Homework (15 mins):

Answer this question in paragraph form in your note books, remembering to explain the

theory as well as the example:

‘John had never been a netball fan until recently. As a result of watching it on television at his

girlfriend’s house, he has begun to enjoy the game and appreciate the skill involved, even

watching it at home sometimes’.

Using the above scenario, describe one model that explains the structure of attitudes.

Answers will be briefly discussed at the beginning of lesson 2.

If you are stuck, watch this video: http://education-portal.com/academy/lesson/the-abc-model-

of-attitudes-affect-behavior-cognition.html#lesson

Week 1: Tuesday (50 mins)


Students will: Be able to identify and differentiate between the four different functions that attitudes

serve (knowledge, utilitarian, value expressive, ego defensive)

14

http://education-portal.com/academy/lesson/the-abc-model-of-attitudes-affect-behavior-cognition.html#lesson

http://education-portal.com/academy/lesson/the-abc-model-of-attitudes-affect-behavior-cognition.html#lesson


Be able to give examples of these four different functions that attitudes serve


7 Recap on previous lesson- Ask students to

explain in their own words the ABC model

- Get two or three volunteers share their homework with the class

Discussion/sharing PPT 2 (first 5 slides)

20 PowerPoint: ‘Lesson Two’ Noting, listening and discussion

PPT 2 (slide 6 onwards) – including notes in note section of PPT

20 Activity: ‘lesson two worksheet’

- practicing the function of attitudes

DiscussionNoting and answering questions in books

‘lesson two worksheet’

3 Summary of lessonGive homework


Homework (15 mins):

In your notebooks, draw up a table describing each of the four functions that attitudes serve.

Make it visually clear with examples you understand. This will help during exam and test

times so you have something to refer back to.

15


Week 1: Thursday (10 mins)

Lesson 3 & 4 Performance Objectives:

Students will: Be able to identify the relationship between attitudes and behaviour Be able to identify how direct experience, indirect experience and learning affects the

attitude-behaviour link in the formation of attitudes


3 Introduce Lesson For The Day

10 PowerPoint: ‘Lesson Three’ Listen, noting PPT 3Link, Laptop + Connector

18 Video: ‘Jade Goody’https://www.youtube.com/watch?v=rB4QYtoQp28

Watching video Link, Laptop + Connector

15 Activity: answer A together in class, answer B as independent work

1. The relationship between attitudes and behaviour is bidirectionalA) Based on the

video you just watched, indicate the direction of the relationships between attitude and behaviour in this example

B) Kylie thinks that radio announcers are irritating, so she does not listen to the radio. Indicate the direction of the relationship between attitude and behaviour in this example.

Discussion with classNotingIndependent work

Whiteboard marker – to write activity on board

3 Summary of Bi-directional relationship

ListeningAsking questions if needed

7 Introduce next topic- Explain how these

factors that affect attitude formation relate to the topic

- These fall under the

Listening

16

https://www.youtube.com/watch?v=rB4QYtoQp28




attitude strength factor that affects the attitude behaviour link in the formation of attitudes

30 Direct Experience, Indirect Experience + Learning Notes

- Write important notes on whiteboard and ask questions for class to discuss throughout

NotingListening

Lesson Four Notes

10 Class Activity- (as a group) choose

an attitude (eg: smoking) and describe the various factors in attitude strength that influence the development of that attitude

DiscussionNoting

Whiteboard Marker – for writing class answer on board

4 Summary of LessonGive Homework


Homework (20 minutes):

Read the article ‘Direct Experience and Attitude-Behaviour Consistency: An Information

Processing Analysis’ by Russell H. Fazio, Mark P. Zanna and Joel Cooper.

You may like to make notes for future references, otherwise this article will help you further

develop knowledge on the factors that influence attitudes.

C)

17




Students will: Be able to identify what attitude specificity, ambivalence and social situation in Learn the factors that influence attitude formation and attitude change


5 Introduction to lesson and recap of last lesson

- continuing on with factors that affect the attitude behaviour link in the formation of attitudes

- last lesson we talked about attitude strength (direct experience, indirect experience and learning)

listening Lesson Four notes – if need back up notes for summary

25 PowerPoint: ‘Lesson Five’ NotingAnswering questionsDiscussing/class discussions

Link, Laptop + ConnectorPPT 5

15 Video:https://www.youtube.com/watch?v=etmCR_K33sQ (from 1.22) &https://www.youtube.com/watch?v=wsW1ovRS6iE

Remembering the videos we watched in the first lesson, describe the various factors (eg: accessibility, specificity, ambivalence and social situation) that influence the development of that attitude

WatchingNotingDiscussing answers

Links, Laptop + Connector

5 Summary of lesson Pack Up

18










Students will: Be able to identify the key concepts in cognitive dissonance Be able to identify the key concepts in self perception theory Be able to relate these back to how behaviour also affects attitudes


5 Introduction to lesson- How these two

factors fit into social cognition and attitudes (put lesson into context)

Listening

10 Activity: ‘Lesson Six Activity’

- Draw Likert scale on board

Writing down answerDiscussing with class

Lesson Six Activity Sheet - teachers copy and students copy on page below

10 PowerPoint: ‘Lesson Six’ Noting PPT 6Connector + Laptop

2 Video: http://www.simplypsychology.org/cognitive-dissonance.html

Watching and noting LinkConnector + Laptop

10 PowerPoint continued: ‘Lesson Six’

Noting PPT 6Connector + Laptop

5 Summary to lessonGive Homework


Homework (25 mins):

Summarise Festingers experiment on cognitive dissonance. There are some great websites

you can find this experiment on including https://explorable.com/cognitive-dissonance-

experiment. Summary should be roughly 200 words.

19



http://www.simplypsychology.org/cognitive-dissonance.html






Students will: Be able to identify principles governing attitude change; the elaboration likelihood

model Be able to identify central and peripheral factors in advertising Identify factors influence attitude change – source, message, audience and channel of

communication


5 Introduction to lesson andWatch Video: https://www.youtube.com/watch?v=VlqUPJ_LCrs

Watching Link, Laptop + connector

20 PowerPoint: ‘Lesson Seven’ Noting PPT 7Laptop + Connector

3 Watch Video: Peripheral Routes of Persuasion in Television Commercials https://www.youtube.com/watch?v=3OTVcByOTzo

Watch Video Laptop, connector and Link

5 Group Discussion about some of the commercials and what aspects made them peripheral

Group Discussion

2 Watch Video: Central Routes of Persuasion in Television Commercialshttp://www.youtube.com/watch?v=tGlZ4kdvBkM

Watch Video: Central Routes of Persuasion in Television Commercialshttps://www.youtube.com/watch?v=9NrKOPyaDIc

ORhttp://www.youtube.com/watch?v=-qFENyemgk8&feature=relatedAdvertising of cigarettes (if appropriate for class)

Watch Video Laptop, connector and link

5 Group Discussion about some of the commercials and what aspects made them central

Group Discussion

20 Factors Affecting Attitude Change: ‘Lesson Eight

NotingListening

Lesson Eight Notes

20

http://www.youtube.com/watch?v=-qFENyemgk8&feature=related



https://www.youtube.com/watch?v=9NrKOPyaDIc



http://www.youtube.com/watch?v=tGlZ4kdvBkM

http://www.youtube.com/watch?v=tGlZ4kdvBkM

https://www.youtube.com/watch?v=3OTVcByOTzo

https://www.youtube.com/watch?v=3OTVcByOTzo

https://www.youtube.com/watch?v=VlqUPJ_LCrs

https://www.youtube.com/watch?v=VlqUPJ_LCrs


Notes’ Discussion40 Activity:

Split class into four groups and do a short presentation summarising each of these factors and why they are important

Making short oralsMaking notes in their books

Homework (30 mins):

Complete the mini test for some of the concepts we have gone over so far. This is to be done

in homework time for your own benefit. If there are any troubles, you may bring your test into

class for discussion. This is not graded but needs to be done!


Lesson 9 Performance Objectives:21


Students will: Be able to identify how advertisers use public safety campaigns to persuade attitudes Be able to identify features of peripheral and central routes of persuasion in adverts

Note: This lesson will be in the computer rooms


5 Log onto computers and set up

Computer Login Forms

5 Starter Question- Where do you see

public safety campaigns?

- What are they and what is their purpose?

Discussion

5 Teacher-Led Discussion- What does this have

to do with attitudes?- What do these

adverts try to do? – they aim to change a person’s behaviour by changing their attitudes

- How do these advertisers make use of the message learning approach in trying to persuade us to buy their products or change our behaviour?

Discussion and noting

10 What features of adverts use the peripheral route vs central route?

- NOTES FOR LESSON TO GO OVER:

Common to use fear arousal in health promotion and public safety campaigns. Fear creates arousal which creations emotional tension. People will change their attitudes to reduce the tensionEG: ETHICAL CONSIDERATIONS: exposing people to fear would be upsetting, especially to children

Discussion with classNotingIdentifying concepts

LinkLaptop + Connector

22


Providing people with simple steps to follow increases the persons belief that they are capable of changing their behaviour. Eg: the wearing of bike helmets, the 15 minute powernap, the recycling ads.

Throughout this discussion, use http://www.mac.sa.gov.au/ as an example and connect computer to projector so entire class can see

15 Activity:In pairs or by yourself, find public safety campaigns that use peripheral vs central route, adverts that use fear, adverts that are convincing etc. be prepared to share your adverts with the class at the end of the lesson explaining how they use the psychological principles to change and target attitude change.

Some examples:https://www.thinkfirst.org/helmets-heads-campaign

Create a short 1 minute presentationIdentify main concepts in adverts

ComputersLinks

10 Share with the group your answersPack Up

Share ideas with groups

23

https://www.thinkfirst.org/helmets-heads-campaign

https://www.thinkfirst.org/helmets-heads-campaign

http://www.mac.sa.gov.au/




Students will: Be able to identify impression formation Be able to identify the 5 principles governing impressions we form about people Be able to identify what self-handicapping is


5 Introduction to lesson Worksheet8 Watch Video: ‘The Power of

First Impressions’https://www.youtube.com/watch?v=LVIEellIoIA

Watching, Noting Link, Laptop + connector

5 Students are to get in pairs or groups of 3.Hand out worksheet to only one person in the pair or group of 3 ensuring that the other person/people do not see the worksheet

Discussion Worksheet

15 PowerPoint: ‘Lesson Ten’- Impression

Formation& Self-Handicapping with discussion questions

NotingDiscussionAnswering Questions

PPT 10Laptop + Connector

5 Activity: embedded within PowerPoint 10- Why are first impressions important?Picture Activity

Group Discussion Picture Worksheet Activity

10 Finish PowerPoint: ‘Lesson Ten’

Finish noting PPT 10Laptop + connector

2 Give Homework

Homework (15 mins):

Darren Lehmann has arrive from interstate and is starting at a new school. On the first day at

his new school, Darren does not know any of the other students or any of the teachers. He

enters the classroom and looks around at the other students who are unpacking their bags

and chatting amongst themselves as they wait for the teacher to arrive for the first lesson.

3. Describe two factors that might influence the formation of Darren’s first impressions

about the others students.

24

https://www.youtube.com/watch?v=LVIEellIoIA




4. Describe how Darren might use impression management to make a favourable

impression on other students.

Impressions Worksheet

What impressions do you form from the people in these photographs? What did you use to form these impressions?

25


Lesson 10 Activity Worksheet

Don’t let your partner see this worksheet!

You are to do this in two different scenarios. You have 1 minute each conversation.

Have a conversation with your partner about what you did on the weekend.

In the first conversation, while you are talking you are to do this:

- Cross you arms/fidget with your hands

- Don’t have eye contact

- Slouch in your chair

- Sound bored

- Yawn

In the second conversation, while you are talking do this:

- Smile

- Sound enthusiastic

- Have eye contact

- Sit up straight

- Have hands in lap and don’t fidget

After the experiment: Ask your partner which one conversation they preferred talking to

you in and whether if this conversation would make them hesitant to talk to you again if that

was their first conversation with you

26


27




Students will: Be able to identify what a downward and upward social comparison is Be able to identify what self-monitoring is (both high and low)


5 Recap of last lesson10 Impression Management

- Recapping on last lesson. How to manage non verbal and verbal cues and how to apply it to situations you may find yourselves in.

ListeningDiscussionnoting

Lesson 11 Notes

10 Introduction to next factor that influences attitudes

- Gaining knowledge from social comparisons

- How this fits in with what we have done previously

Listening

30 PowerPoint: ‘Lesson Eleven and Twelve’

NotingListening

PPT 11 + 12Laptop + Connector

20 Watch Video: http://vimeo.com/4958096

WatchingNoting

LinkConnector + Laptop

20 Activity: From SASTA study guide.People engage in both upward and downward social comparisons.

a) Explain why people engage in social comparisons

b) Belinda is an athlete who compares herself to the Olympic Gold medal winner Kathy Freeman and to Rita, Belinda’s slower friend. Discuss the benefits and risks associated with each of these comparisons.

Writing in books/NotingDiscussing with partner if needed

Whiteboard marker to write question on smartboard

5 Summary of lesson Pack Up

28

http://vimeo.com/4958096


29




Students will: Be able to identify prejudice and its function Be able to identify the attitude and behaviour change in health promotion campaigns


3 Introduction to lesson20 PowerPoint: ‘Lesson

Thirteen’ListeningNoting

PPT 13Laptop + connector

15 Health Promotion Campaigns

- Looking at how application of psychological principles change persons behaviour

- Look up websites such as: Quitline, don’t drink and drive, 2 + 5 fruit and veg, stop, revise, survive, slip slop slap, kids alive do the 6, be active etc.

Laptop + ConnectorLinks to websites to look at through smartboard

10 Activity:- Pick one of the

websites we just looked at and write a summary of it in your books. Look at how the health campaign aimed to change your attitude and your behaviour applying it to the social cognition concepts we have looked at previously.

NotingIndependent Work

Smartboard – incase any students need a reminder of what websites we looked at

2 Summary of lesson

30




Students will: Be able to identify ethical issues in social cognition experiments Be able to identify investigation designs and methods of assessing psychological

responses used to study social cognition


5 Introduction to Lesson- Ethics and

investigation designs

This lesson will be largely a discussion lesson

5 Group Discussion- What are some of

the ethics we have gone over this term?

- Informed consent, debriefing etc.

Discussion

8 Stanley Milgram Video:https://www.youtube.com/watch?v=xOYLCy5PVgM

- What are the ethical issues surrounding this experiment?


15 Phillip Zambardo Video:https://www.youtube.com/watch?v=sZwfNs1pqG0

- Discussion about the ethical issues surrounding this experiment


10 Class Discussion: Investigation Designs in Social Psychology

- Discuss Self Reports eg: likert scale, thurston scale (advantages/disadvantages)

- Observations of attitudes (advantages/disadvantages)

- Experimental eg: experiments just watched in videos

- Quantitative Observational

- Qualitative

Noting – students should have notes from ‘intro to psych’ topic for these methodsDiscussing

2 Give Homework31

https://www.youtube.com/watch?v=sZwfNs1pqG0



https://www.youtube.com/watch?v=xOYLCy5PVgM




Homework:

Begin any revision or prepare any materials you would like to bring in for revision in the next

double lesson


32



Students will: Be able to identify and answer the concepts of social cognition Be able to answer practice test and exam questions in exam paragraph form


3 Introduce tasks for the day- Those who don’t

want to do cue cards or make notes may just do practice tests or continue on with tests or anything they have brought in

30 Make Cue Cards or Notes in booksOR as a class use smartboard for more research if needed

Create personal cue cardsWrite notes in books

Bring in coloured paper

2 Hand out practice tests etc. Practice Tests55 Revision/Test/Activities Answering Test

QuestionsAsking Questions if needed

Practice Tests

10 Question Session- Go over any

questions that students have throughout whole topic

Pack UpAsk Questions

8. Summative TestStage 2 Psychology Name: ……………..………………………………...

33


SAQ

/20

Extended Response

/20

Total

/40

Grade

Social Cognition

Summative Topic Test

Please fill in both sections in the allocated writing space.

Time allocated: 5 minutes reading time/45 minutes test time

If you need to re-write your answers, please put a line through your original answer and re-write on page 8 with the question number clearly printed.

Performance Standards for Social Cognition Topic Test

A B C D EAnalysis and Uses perceptive and Uses clear and Uses generally Describes basic Acknowledges

34


Evaluation1

thorough analytical skills to examine the behaviour of individuals and groups of people in different contexts.

well-organised analytical skills to examine the behaviour of individuals and groups of people in different contexts.

organised analytical skills to examine the behaviour of individuals and groups of people in different contexts.

behaviour of individuals and groups of people in different contexts.

that individuals and groups of people may behave differently in different contexts.

Application1

Applies psychological concepts and evidence from investigations to suggest solutions to complex problems in new and familiar contexts.

Applies psychological concepts and evidence from investigations to suggest solutions to problems in new and familiar contexts.

Applies psychological concepts and evidence from investigations to suggest some solutions to basic problems in new or familiar contexts.

Applies some evidence to describe some basic problems and identify one or more simple solutions, in familiar contexts.

Identifies a basic problem and attempts to identify a solution in a familiar context.

2 Uses appropriate psychological terms highly effectively.

Uses appropriate psychological terms effectively.

Uses generally appropriate psychological terms, with some general effectiveness.

Attempts to use some psychological terms that may be appropriate.

Uses some psychological terms.

Knowledge and

Understanding1

Consistently demonstrates a deep and broad knowledge and understanding of a range of psychological concepts and ethical considerations.

Demonstrates some depth and breadth of knowledge and understanding of a range of psychological concepts and ethical considerations.

Demonstrates knowledge and understanding of a general range of psychological concepts and ethical considerations.

Demonstrates some basic knowledge and partial understanding of psychological concepts and ethical considerations.

Demonstrates some limited recognition and awareness of psychological concepts and ethical considerations.

2 Uses knowledge of psychology perceptively and logically to understand and explain behaviours.

Uses knowledge of psychology logically to understand and explain behaviours.

Uses knowledge of psychology with some logic to understand and explain behaviours.

Identifies and explains some psychological information that is relevant to understanding and explaining behaviours.

Shows an emerging understanding that some psychological information is relevant to explaining behaviours.

3 Uses a variety of formats to communicate knowledge and understanding of psychology in different contexts coherently and highly effectively.

Uses a variety of formats to communicate knowledge and understanding of psychology in different contexts coherently and effectively.

Uses a variety of formats to communicate knowledge and understanding of psychology in different contexts, with some general effectiveness.

Communicates basic information about psychology to others, using one or more formats.

Attempts to communicate information about psychology.

SECTION A

Short Answer Questions /20 marks

35


1. Carly has recently signed up to her local gym and feels that working out and keeping fit makes her happy. As a result, Carly thinks that going to the gym will keep her healthy.

Using this example, describe one model that explains the structure of attitudes.

/4

2. Shaun had a negative attitude towards travelling and flying on airplanes.Describe one function that Shaun’s attitude serves.

/2

a) Using the example above, describe one factor that may have influenced the formation of Shaun’s attitude towards flying.

/2

3. The relationship between attitude and behavior is bidirectional. Explain what this means.

/2

4. 17 year-old Josh is about to go for his first job interview at Getaway Hotel, describe either one verbal or one non-verbal cue that could influence impression formation in his interview.

36


/2

5. Claire is learning to play the guitar. She has been practicing everyday and continually playing more complex songs. As a result, she begins to compare herself to Led Zeppelin.

a) Identify what social comparison this is.

/1

b) How can Claire gain self-knowledge from this social comparison?

/2

6. Jackson is a teacher and is about to meet his Psychology class for the first time. Describe one example of how Jackson can use impression management to make a positive impression on his Psychology class.

/2

7. Identify one subjective-quantitative method to measure attitudes.

/1

8. Describe one disadvantage of using this method when measuring attitudes.

/2

SECTION B

Extended Response /20 marks

37


The Australian Government has recently focused on healthy eating in young Australians. In order to try and promote healthy eating, they have released 3 different healthy eating campaigns, which have come in the form of advertisements on television, which are trying to promote healthy eating to young Australians under 18.

In reference to this example, describe:

One central and peripheral route of persuasion technique that the Australian government could use to influence the audiences attitude

Two factors that the Australian government could use to increase the audiences attitude strength about healthy eating

Two factors that influence attitude change in relation to the example Two ethical issues that have to be considered when designing healthy eating campaigns

38


39


Communication /4Please re-write any answers on this page with the question number clearly printed.

40


9. Summative Assessment

Stage 2 Psychology Social Cognition Name: ……………………………………

41


Advertising and Attitudes Essay

‘advertising is a form of marketing communication used to encourage, persuade, or manipulate an audience to take or continue to take some action’

Purpose/Topic Objectives: The aim of this task is to understand the different techniques advertisements use to persuade their audience and the ethical issues that are involved in persuading an audience for a profit or gain of some sort.

Your task:

Your task is to write an essay about print or video advertising in the media and it’s effects it has on us

as an audience. You will choose two advertisements, either video or print, which you will use as

evidence to consistently refer back to in your essay when discussing the following questions:

The principles that govern attitude change

The central/peripheral routes of persuasions and why they are used

The routes of persuasion and techniques that are used by your chosen advertisements

The factors that influence attitude strength

Ethical issues in relation to your advertising videos

You will need to use 3 (minimum) other sources to support your argument. This may include, but is

not limited to, articles, videos, textbooks, websites. These references will need to be appropriate and

should be assessed for validity and credibility.

TIP: Try to choose advertisements that can be easily discussed eg: smoking, drinking etc.

Word Count: no more than 1000 words.

Format: You will need to write this in essay form. This will need to include a bibliography, word count, page numbers with your SACE ID written at the top of each page.

Duration: You will get three weeks to complete this assignment. This will be completed mostly in your own time. You must hand up your draft at the end of week 2 with your final copy handed up with this assessment sheet stapled together in class at the end of week 3.

Performance Standards for Social Cognition Summative AssessmentInvestigation Analysis and Evaluation Application Knowledge and Understanding

AApplies psychological concepts and evidence

Consistently demonstrates a deep and broad knowledge and

42


Critically and logically selects and consistently and

appropriately acknowledges information

about psychology and issues in psychology from a

range of sources.

Systematically analyses and evaluates

psychological evidence to formulate logical and

highly relevant conclusions.

from investigations to suggest solutions to

complex problems in new and familiar

contexts.

Uses appropriate psychological terms

highly effectively.

understanding of a range of psychological concepts and

ethical considerations.

Uses knowledge of psychology perceptively and logically to

understand and explain behaviours.

Uses a variety of formats to communicate knowledge and

understanding of psychology in different contexts coherently

and highly effectivelyB

Logically selects and appropriately

acknowledges information about psychology and

issues in psychology from different sources.

Uses mostly logical analysis and evaluation

of psychological evidence to formulate

consistent and relevant conclusions.

Applies psychological concepts and evidence from investigations to

suggest solutions to problems in new and

familiar contexts.

Uses appropriate psychological terms

effectively.

Demonstrates some depth and breadth of knowledge and

understanding of a range of psychological concepts and

ethical considerations.

Uses knowledge of psychology logically to understand and

explain behaviours.


understanding of psychology in different contexts coherently

and effectively.C

Selects with some focus, and mostly appropriately

acknowledges, information about psychology and

issues in psychology from different sources.

Analyses and evaluates psychological evidence to formulate simple and

generally relevant conclusions.

Applies psychological concepts and evidence from investigations to

suggest some solutions to basic problems in new or

familiar contexts.

Uses generally appropriate

psychological terms, with some general effectiveness.

Demonstrates knowledge and understanding of a general

range of psychological concepts and ethical

considerations.

Uses knowledge of psychology with some logic to understand

and explain behaviours.


understanding of psychology in different contexts, with some

general effectiveness.D

Selects and may partly acknowledge one or more

sources of information about psychology or an

issue in psychology.

Attempts to extract meaning from

psychological evidence and to formulate a

simple conclusion that may be relevant.

Applies some evidence to describe some basic

problems and identify one or more simple

solutions, in familiar contexts.

Attempts to use some psychological terms that

may be appropriate.

Demonstrates some basic knowledge and partial

understanding of psychological concepts and ethical

considerations.

Identifies and explains some psychological information that

is relevant to understanding and explaining behaviours.

Communicates basic information about psychology to others, using one or more

formatsE

Identifies a source of information about

Attempts to organise some limited evidence.

Identifies a basic problem and attempts to

identify a solution in a

Demonstrates some limited recognition and awareness of

psychological concepts and ethical considerations.

43


psychology or an issue in psychology. familiar context.

Uses some psychological terms.

Shows an emerging understanding that some

psychological information is relevant to explaining

behaviours.

Attempts to communicate information about psychology

Final Grade and Teachers Comment

10.Student Feedback

1. Which lessons and activities did you enjoy the most?

44


2. Which lessons and activities do you think you learned the most from?

3. What were the best aspects of teaching and learning during this topic?

4. How do you think your learning during this topic could have been improved?

5. Did you receive adequate feedback during this topic? Why or why not?

6. Rate how much you useful you found the following to your learning:1 2 3 4 5

Learning Activities (SASTA guide)Oral

45


Summative AssignmentClass DiscussionsPractice TestIn class revision-gamesPractice Exam QuestionsWorksheets

46

asherrohde.weebly.com€¦ · web viewbarossa high school is a co-educational public school...

Documents