Week 8 - Dimensional Approach & Stress and Health

Session 18 - Dimensional Approach to Classification

Recap the main concepts / ideas from last session and continue to move through the relevant PowerPoint. The main points that will be covered this session include:

• The Dimensional Approach to Classification
• The Strengths and Weaknesses of the Approach

All students are to read 573 - 578 of the textbook and complete the following Learning Activities:

• 11.16
• 11.17
• Chapter 11 Test - Multiple Choice and Short Answer Sections.

Session 19 - Stress and Health

Open with recap of the Chapter 11 Test with the students - go through both sections of the test => tease out responses.

Move onto new topic - Stress and Health. Begin with the relevant PowerPoint which covers the following concepts:

• Stressors and Stress
• Fight or Flight Response
• Eustress and Distress
• Psychological Responses to Stress
• Lazarus and Folkman's Transactional Model of Stress and Coping

Students are to read from 582 - 601 of the textbook and complete the following Learning Activities:

• 12.1 (Q's1,2, 4 &5)
• 12.8

Session 20 - 

Week 7 - Mental Health & Mental Illness

Session 16 - Mental Health & Mental Illness

Provide the students with feedback regarding the recent SAC - go over specific points, ideas and concepts with the class.

Move onto the next area of study - Mental Health & Mental Illness and begin the relevant PowerPoint. This presentation includes the following key ideas and concepts:

• 6 Approaches to Normality
• The Statistical Approach to Normality
• Mental Health V Mental Illness
• The Biopsychosocial Framework

All students are to read 541 - 557 of the textbook and complete the following Learning Activities:

• 11.2 (1,3&4)
• 11.8(1,2&5)

Session 17 - Systems of Classification and Diagnosis

Recap the main ideas from last session and continue to move through the relevant PowerPoint. This presentation includes the following key ideas and concepts:

• The Categorial Approach to Classification
• DSM & ICD
• The Strengths and Weaknesses of this System

All students are to read 558 - 572 of the textbook and complete the following Learning Activities:

• 11.12
• 11.14(1,2)

Week 6 - Theories of Learning SAC & Revision

Session 13, 14 & 15 - Preparation for SAC and Revision

These sessions are specifically related to preparing the annotated portfolio for the upcoming Theories of Learning written SAC. One session was also allowed for students to complete any incomplete Learning Activities.

Week 5 - Operant Conditioning & Observational Learning

Session 11 - Operant Conditioning

Open the session with the introduction and explanation of the 'Token Economy' annotated portfolio activity...

Revisit the concepts delivered and discussed last session and move back onto the OP PowerPoint - this session it covers the concepts such as:

• Schedules of reinforcement
• Factors effecting reinforcement
• Shaping
• Token economies
• Comparisons between CC and OC

Students are to read from 479 to 505 of the textbook and complete the following Learning Activities:

• 10.20
• 10.21
• 10.22

Session 12 - Observational Learning

Complete the write up for the Token Economy Activity and run through the concepts from last session.

Move onto the next learning theory - Observational Learning / Social Learning Theory. Begin the 'Observational Learning' PowerPoint - this presentation covers the following concepts:

• Definition of observational learning
• Vicarious Reinforcement and Punishment
• Social Learning Theory - Bandura's Bobo Doll Studies
• Elements of Observational Learning - Attention, Retention, Reproduction, Motivation - Reinforcement

Students are to complete the Obs Learning Activity and finish the write up.

Students are to read from 509 to 522 of the textbook and complete the following Learning Activities:

• 10.30
• 10.34

Also - the Chapter 10 Test must be complete - Multiple Choice (not Q's 13, 21, 22 & 28)  and the Short Answer (not Q 7)

Week 4 - Theories of Learning - CC, T&E and OC

Session 8 - Classical Conditioning Applications, Ethics and Trial & Error Learning

Open up the session with writing up the relevant annotated portfolio activities - shouldn't take long at all...

Move back to the 'Classical Conditioning PowerPoint with the class - this covers the key concepts such as:

• Watson's Baby Albert Experiment - Ethics
• Graduated Exposure
• Flooding
• Aversion Therapy
• Trail and Error Learning
• Annotated Portfolio Activities 3 & 4

All students are to read 465 - 478 of the textbook and complete the following Learning Activities in their workbook; 10.7, 10.8 & 10.9 (only Q's 1-4)

Session 9 - Operant Conditioning

This session will involve an introduction to the learning theory of 'Operant Conditioning'.

All students are to complete the following:

• Read page 479 to 482 of the textbook;
• Place the heading 'Operant Conditioning' in workbook;
• Develop their own definition of 'operant conditioning';
• Copy the 'definition' row from Table 10.2 (page 479) into their workbook - however, develop two of their own examples and outline / state the stimulus (S), the operant response (R) and the consequence (C) and the effect on future behaviour;
• Complete Learning Activity 10.12 in their workbook.

All students must be up to date with the outlined Learning Activities before Friday's session - this is important.

Session 9 - Operant Conditioning (con't)

This session will begin with one of the 'Trial and Error' Learning Annotated Portfolio Activities - Sudoko or The Maze Game. Students will have time to write up their observations and link to the relevant theory.

Move back to the relevant 'Operant Conditioning' PowerPoint that covers the following concepts:

• Definition of Operant Conditioning
• The Three - Phase Model of OC
• The Skinner Box
• Reinforcement
• Punishment
• Schedules of Reinforcement
• Factors Effecting Reinforcement

All students are to read pages 483 - 493 of the textbook and complete the following Learning Activities:

• 10.13 (Q's 1-6)
• 10.17
• 10.19

Week 3 - Theories of Learning - Classical Conditioning

Session 6 - Classical Conditioning

Hand out course outline and discuss main events and dates and then move onto the Chapter 9 review questions - very quickly.

Begin the 'Classical Conditioning' PowerPoint with the class - this covers the key concepts such as:

• The definition of classical conditioning
• Ivan Pavlov and his dogs discovery
• The main elements of classical conditioning - NS, UCS, UCR, CS, CR

All students are to read 452 - 464 of the textbook and complete the following Learning Activities Activities 10.2 (Q’s 1- 5) and 10.3 in your workbook.

Session 7 - The Elements of Classical Conditioning

To open the students will revisit the ideas and concepts from last session.

Continue with the 'Classical Conditioning' PowerPoint with the class - this covers the key concepts such as:

• Acquisition
• Extinction
• Spontaneous Recovery
• Stimulus Generalisation
• Stimulus Discrimination

Introduce the Annotated Portfolio SAC - complete the 'Eye Blink' Activity. Write up both Activity 1 & 2 with the class.

All students are to read 460 - 466 of the textbook and complete the following Learning Activities 10.4 and 10.5 in your workbook.

Week 2 - Research Methods

Session 3,4 & 5 - Research Methods => 'Project Nim

Students will view the film, 'Project Nim' and complete the relevant viewing sheet.

HOLIDAY HOMEWORK OUTLINE

·       Ensure that ALL Chapter Tests and relevant Learning Activities from the textbook are completed => this is material from Chapter 1 through to Chapter 9.

·       Complete Chapter Summaries => include the key terms / concepts within the chapter. The process of reading and distilling the information is extremely beneficial.

·       I have emailed through 3 'old' mid-year exams (in ‘Revision Materials’ folder) for you to complete over the break. These exams include PLENTY of multiple-choice questions and a variety of short answer / extended answer questions. While you are completing the exams, be sure to reference the study design changes document as some of the questions in the exams will not be in the new / modified study design.

·       Use the 2013 - 2016 Psychology Study Design (in ‘Revision Materials’ folder) as a reference point for some 'traffic lighting'. It's a great technique to give you a real idea / assessment on what areas you need to revisit and revise. Basically go through each dot point and dash underneath the dot point, on the study design and using a green (good / no problems), orange (ok - further look required) or red (must revisit) marker, highlight where you are currently at. 

For example: 

the effects of total and partial sleep deprivation:

– loss of REM and NREM sleep

– sleep recovery patterns including amount of sleep required, REM rebound and microsleeps

– sleep-wake cycle shifts during adolescence compared with child and adult sleep including

delayed onset of sleep and need for sleep

Please be sure to send through an email if you require help or would like me to mark some of your work - this is important.

Unit 3: Week 1 - Mechanisms of Learning

Session 1 - Mechanisms of Learning

Open the session with some juggling and highlight the physical development that is occurring as we learn...

Move onto the relevant PowerPoint, 'Mechanisms of Learning' - this session includes:

• Definition of learning
• Reflex actions
• Fixed action patterns
• Behaviour dependent on maturation
• The learning curve
• The neural basis of learning - the roles of axons, dendrites, synapses and neurotransmitters

All students are to read through pages 422 - 433 of the textbook and complete the following Learning Activities:

• 9.2 (1&2)
• 9.4 (1-5)

This is due in on Friday 21st June.

Session 2 - Mechanisms of Learning (cont)

Open session with a quick review of last sessions concepts and ideas...

Continue with the relevant PowerPoint, 'Mechanisms of Learning' - this session includes:

• Neural Plasticity 
• Developmental Plasticity
• Synaptogenisis
• Synaptic Pruning
• Sensitive Periods
• Experience Expectant Learning
• Experience Dependent Learning
• Adaptive Plasticity
• Rerouting & Sprouting

All students are to read through pages 434 - 447 of the textbook and complete the following Learning Activities:

• 9.7
• Chapter Test

Week 16 - Forgetting

Session 34 - Forgetting

This session open with the Chapter 6 Quiz - ensure that students understand the key terms and concepts from the chapter.

Begin new Chapter - Forgetting. Mover through the 'Forgetting' PowerPoint that covers the following concepts:

• Ebbinghaus Forgetting Curve
• Measures of Retention
• Recall
• Recognition
• Retention
• Relearning - Savings Score Equation

Session 35 - Forgetting (con't)

Run through the key terms and ideas from last session.

Move back onto the 'Forgetting' PowerPoint - beginning from 'The Theories of Forgetting' - need to cover the following concepts:

•  Retrieval Failure Memory
• Interference Theory
• Decay Theory
• Motivated Forgetting

Watch the 'Eyewitness Testimony' case study and discuss main ideas and concepts.

Students are to read from page 361 - 391 of the textbook and complete the following Learning Activities in their workbook:

- 7.3

- 7.4 (1-4)

- 7.8

- 7.9

- 7.10

- 7.13

AND the Chapter 7 Test

Session 36 - Forgetting (con't) & Revision

This session will involve Jamie running progress reports on students to see the students are at and what needs to be completed.

Week 15 - The Physical Formation of Memory

Session 32 - The Physical Formation of Memory

Open up with outline of what will be covered over the next two sessions - specifically looking at the neural basis of memory.

The key concepts covered in the PowerPoint include:

• Eric Kandel and the Aphasia Experiments - specifically what the results proved.
• Long Term Potentiation
• Henry Molaison (HM) and the repercussions of his surgery.
• The function of the Hippocampus and the Amygdala.

Students are to read from page 334 - 342 of the textbook and complete Learning Activity 6.29 (do not do Questions 6c & 6d).


Session 33 - The Physical Formation of Memory (con't)

Recap the main ideas presented last session - quickly move through the PP.

Continue with the relevant PowerPoint that includes the following key concepts:

• Consolidation Theory (as well as Reconsolidation)
• Amnesia - Brain Trauma and Neurodegenerative Disease
• Anterograde & Retrograde Amnesia
• Dementia
• Alzheimer's Disease
• Memory Decline Over the Lifespan

Students are to read from page 342 - 354 of the textbook and complete the following Learning Activities from the textbook:
- 6.30
- 6.31
- 6.33
- 6.34

AND the Chapter 6 Test

Week 14 - Memory Olympics and Models of Memory Continued

Session 29 - The First Annual FHS Yr 12 Memory Olympics

Students will be participating in a number of events based on Short Term Memory.

Session 30 - Models of Memory (con't)

This session students will continue running through the relevant PP. The concepts covered in the presentation includes:

• Craik and Lockharts 'Levels of Processing' Theory
• Baddeley & Hitch's 'Model of Working Memory' Theory
• Atkinson Shiffrin's - Long Term Memory and it's different sub systems
• Semantic Network Theory
• Serial Position Effect - Primacy and Recency Effect

Students are then to read from 312 - 333 of the textbook and complete the following Learning Activities:

• 6.14 (Q’s 1-4)
• 6.16
• 6.21
• 6.23

Session 31 - Models of Memory (Revision and Recap)

Students will have the session to catch up on any outstanding work requirements

Week 13 - Models of Memory

Session 27 - Models of Memory (Atkinson Shiffrin's Multi-store Model of Memory & Sensory Memory)

This session will see the introduction on the next Outcome - Memory.

Introduce the 'Models of Memory' PowerPoint that covers the following key concepts: 

• Psychological definition of memory 
• Encoding, storage and retrieval
• Atkinson Shiffrin's Multi-store Model of Memory (Sensory Register, Short Term & Long Term)
• Structure and control features
• Sensory Memory - Iconic and Echoic Memory

Students are to read from 286 - 304 of the textbook and complete the following Learning Activities in their workbook - 6.3 & 6.6.

Session 28 - Models of Memory (Short Term Memory)

Continue with the 'Models of Memory' PowerPoint that covers the following key concepts:

• Short-term Memory (Capacity & Duration)
• Displacement
• Chunking
• Rehearsal, Maintenance Rehearsal, Elaborative Rehearsal & Self Referencing Effect

Students are to read from 304 - 312 of the textbook and complete the following Learning Activities in their workbook - 6.7 & 6.11 (Q's 1-5).

Week 12 - SAC Revision & Completion

Session 24, 25 & 26 - SAC Revision & Completion
This week concentrated on revising for the upcoming SAC on Outcome 1 - it will culminate in the Test being undertaken by students on Friday.

Week 11 - Experimental Research Designs

Session 23 - Experimental Research Designs

Revisit concepts from last session and begin with activity concerning operationalising the hypothesis - run through student answers.

Move through the 'Psychology Science Research Methods' PowerPoint - specific focus on the experimental research designs used in Psychology. Ensure that students have the diagrams that represent each research design - must be stuck in workbook.

Here's what students need to complete over holidays:


Read through the following pages 39 – 50 of the textbook.

Complete the following Learning Activities in your workbook – 1.14, 1.15, 1.16 (Question 1), 1.17


Analysis of Stroop Experiments – read through pages 110 & 111 and complete Learning Activity 2.9

Revise the dot points on Outcome 1 – the Test SAC will be on the Friday 19th April - the first week back in Term 2.

Week 10 - Sleep Recap & Revision and Psych as a Science

Session 21 - Sleep Recap & Revision

Open with Sleep Pop Quiz PowerPoint - all students to participate.

Students have time to work on outstanding Learning Activities - if these are finished Chapter 3 Test on page 173 of the textbook must be completed in workbooks.

Remember to continue to complete Chapter Summaries - there is a Test SAC (on all of Outcome 1) coming up in the second week of Term 2.

CONTINUE TO REVISE MATERIAL

Session 22 - Psychology as a Science

Open with discussion concerning an outline of the next few classes - specifically looking at the research methods in Psychology.

Move through 'Psychology Science Research Methods' PowerPoint with the class - covers concepts such as scientific method, IV, DV, EV, Population and the different types of Sampling used within research designs.

Students are to read through the following excerpts from the textbook 16-24 and 31-39. Then the following Learning Activities must be completed before next session; 1.5, 1.9, 1.10 & 1.12.

Week 9 - Sleep

Session 18 - Sleep

Open with the 'Psych Sleep' PowerPoint and run through the main concepts for the lesson - measuring sleep, types of sleep, dreams and the purpose of sleep.

Students are to read the following sections of the book 132 - 138 and 160 - 164  and complete Learning Activities 3.1 and 3.9 in their workbook.

Session 19 - Sleep (cont)

Continue to move through the relevant PowerPoint and discuss the following concepts - stages of sleep, the sleep cycle, a typical nights sleep and the changes to sleep across the lifespan.

Students are to read the following sections of the book 139 - 160 and complete Learning Activities 3.3, 3.5 and 3.6 in their workbook.

Session 20 - Sleep (cont)

Continue to move through the relevant PowerPoint and discuss the following concepts - sleep deprivation: partial and total.

Watch - Make Me Stay Awake Documentary.

Students are to read the following sections of the book 164 - 171 and complete Learning Activities 3.10 and 3.11 in their workbook.

Week 8 - Altered States of Consciousness & Sleep

Session 15 - Altered States of Consciousness

Open session with PMR activity - use the following Youtube clip in class:

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

Move onto the relevant slides of the 'States of Consciousness' PP - specifically focusing on Altered States of Consciousness - the types and the characteristics of ASC.


Session 16 - Altered States of Consciousness, Recap and Chapter 2 Review


Students are to read through pages 114 - 125 of the textbook and complete Learning Activities 2.12, 2.14 (in textbook) and 2.15 in their workbooks.

If complete students then need to move to completing the Chapter 2 Test from the textbook - complete all Multiple Choice Questions and Short Answer Questions (not Q3) in their workbooks.

Don't forget Chapter Summary too...

Session 17 - Altered States of Consciousness, Recap and Chapter 2 Review

Students have a session to catch up on the required work - teacher to complete work progress check.

All work must be completed by next session - new topic starting then,

Week 7 - HNS SAC & State of Consciousness

Session 13 - Human Nervous System SAC

All students are to sit the SAC for the first Outcome relating to the Human Nervous System.

Session 14 - States of Consciousness

Begin session with a quick reflection on the recent SAC.

Move onto the next component of the the first Outcome - States of Consciousness. Run through the relevant dot points and read through what the students need to know - refer to the Study Design.

Walk through the 'States of Consciousness' PP with the class  making sure that all concepts are explained and understood.

Students are to read through pages 96 - 112 of the textbook and complete Learning Activities 2.5 and 2.7 in their workbook.

Week 6 - The Peripheral Nervous System

Session 10 - The Peripheral Nervous System

Introduce the concepts covered in class by providing a visual representation of the HNS.

Move through the 'The Peripheral Nervous System' PP with the class - discuss the major components of this system - Somatic Nervous System and the Autonomic Nervous System and the sub branches.

Here's an animation that highlights the differences between the sympathetic and the parasympathetic nervous systems:

http://www.youtube.com/watch?v=J968Wco1u0s

Students are to read through pages 271 - 279 of the textbook and complete the following Learning Activities in their workbooks:

5.1,5.3,5.4 (in pencil in textbook)& 5.5.


Session 11 - The Peripheral Nervous System Recap / Revision

Students have just finished Chapter 5 of the textbook – some may need to finish off the following Learning Activities from last session: 5.1, 5.3, 5.4 (in textbook) & 5.5

If students have completed the above in the workbook, they need to go on with the Chapter 5 Test beginning on page 282 of the textbook. BOTH THE MULTIPLE CHOICE AND SHORT ANSWER QUESTIONS MUST BE COMPLETED BEFORE FRIDAY.

	SAC Notification
	Subject:	12 Psychology
	Unit:	3
	Outcome:	On completion of this unit the student should be able to explain the relationship between the brain, states of consciousness including sleep, and behaviour, and describe the contribution of selected studies to the investigation of brain function.
	Scope of Task:	This task involves students developing a visual representation concerning the central and peripheral nervous systems.
	Duration of Task:	90 minutes
	Date and Location:	Wednesday 27th February 2013 Room: TDU
	Start/end time:	11:15am – 12:45am
	Materials allowed:	Outlined in Assessment Task Sheet
	Other information:	You will only need to bring a pencil, eraser and coloured pencils (if you have access to any).
	Please note: Attendance at examinations and/or submission of SAC work on due dates is compulsory. If you are unable to attend or submit your work on this date you MUST bring documentary evidence of illness (medical certificates in year twelve) or an ‘N’ grade will be given.

Session 12 - SAC Overview & Recap / Revision

Run through the Chapter 5 Test with the class - ensure that all students are comfortable with the content covered.

Move onto Wednesday's SAC preparation with the class - run through the logistics of the session and the content covered. Here is a list that will help students revise for the upcoming SAC (think function and location):

• The Human Nervous System
• The lobes of the brain
• Other areas of the brain
• Hemispheric specialisation
• 'Other' components of the brain that are involved in attention and wakefulness 

Students need to continue (begin) revising for upcoming SAC - writing chapter summaries for Chapters 4 & 5, creating cue cards for the content or completing any of the LA's that have not been completed.

Workbooks and student progress will be checked throughout the session.

Week 5 - CNS Recap / Revision & Ethical Principles in Brain Research

Session 8 - CNS Recap / Revision and Workbook Check

Firstly, class is to review the homework as a group - looking specifically at the Learning Activities 4.14, 4.15 & 4.17. Discuss the main concepts / ideas with the group.

While workbook checks are occurring students need to complete the Chapter 4 Test (from page 265 - 270 of the textbook):

Complete the following Multiple - choice Q's (Section A):
1,3,4,5,6,7,8,9,10,11,12,13,14,17,18,19,20&23

Complete the following Short - answer Q's (Section B):
1,2,3&5

The answers to the above Chapter Test will be reviewed next session.


Session 9 - Review Chapter 4 Test & The Ethical Principles in Brain Research

Open session by reviewing the highlighted questions from the Chapter 4 Test - both sections.

Move onto the 'Ethical Principles in Brain Research' PP.

Students are to read pages 260 - 263 of the textbook and complete Learning Activity 4.30 in workbooks.

Time permitting - Discuss the concept and importance of Chapter Summaries

Week 4 - Hemispheric Specialisation, The Spinal Cord and Brain Damage

Session 5 - Hemispheric Specialisation

Check homework from last session - run through the correct responses.

Move onto the concept of Hemispheric Specialisation - show relevant PowerPoint and Youtube clip:
http://www.youtube.com/watch?v=dFs9WO2B8uI

Students are then to complete their Brain Balloons - using a white balloon and a marker pen. Refer to LA 4.8 on pg. 198 of the textbook.

Continue on with the PowerPoint covering the Reticular Activating System and the Thalamus.

Students are to read from 198 - 206 of the textbook and complete all questions in LA 4.12 in their workbooks.


Session 6 - The Spinal Cord & Neurons

Run through the homework - discuss the key concepts with the class.

Move back through the 'Hemispheric Specialisation' PP - run through the concepts of the Thalamus, Spinal Cord and Neurons.

Watch the following clips concerning the movement of information and neurons:

Conduct the 'Neuron Class Flow' activity with the class.


Students are to read from 206 - 213 of the textbook and complete all questions in LA 4.13 in their workbooks.


Session 7 - Brain Function, Damage and Studies

Revisit the concept of neurons - MUST REMEMBER THE ROLE/FUNCTION OF A NEURON - VERY, VERY IMPORTANT!!!

Move onto the 'Brain Function' PP - covering concepts such as Broca's and Wernicke's Aphasia, Spatial Neglect and Split-brain Studies.

Clips that are worth viewing:

http://www.youtube.com/watch?v=LNZ7QTiaGqE 

http://www.youtube.com/watch?v=aCv4K5aStdU

http://www.youtube.com/watch?v=h7DwNFFe6Ws

Students are to read from 213 - 224 of the textbook and complete the following LA's in their workbooks:
4.14
4.15
4.17 (do not do Q's 9&11)

Week 3 - The Brain = The Lobes of the Cerebral Cortex

Session 4 - Recap, Holiday Homework and The Lobes of the Cerebral Cortex

Begin session with discussion concerning the holiday homework - brain posters.

Move through the previous content that has been delivered - ensure that all students are up to date with study design content.

Continue with the 'Four Lobes of the Cerebral Cortex' PowerPoint - last session we finished looking at the Frontal Lobe.

Students are to read from 187 - 198 of the textbook and complete the following LA's in their workbook:

• 4.6
• 4.7 - Q's: 1&3