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Kayleigh Forlow

Secondary Principles ED 360/361 Fall, 2013

Lesson Plan Template

NOTE: This template can be typed in and expanded as needed. If you have additional items that you’d

like to include, please list them in the Notes section near the bottom of the template.

Name Kayleigh Forlow

Lesson Number (Highlight) 1 2 3 4

Highlight ALL the appropriate statements

I wrote the lesson after observing my teacher deliver the lesson

I planned the lesson after my mentor teacher gave me the topic, materials, and standards

I revised a lesson from my teacher or the Internet

I observed my teacher teach this lesson during one class, and I taught it during a consecutive class

I taught this lesson independently in my field placement

I was videotaped teaching this lesson

Subject AP Psychology

Grade 10th, 11th, and 12th

Unit Learning

Lesson Topic Learning and Conditioning Defined, Introduction to Classical Conditioning

Length of Lesson

60 Minutes

STAGE 1: DESIRED RESULTS

Content Standards (GLCEs, HSCEs, Common Core)

- Distinguish general differences between principles of classical conditioning, operant conditioning, and observational learning (e .g ., contingencies)

- Describe basic classical conditioning phenomena, such as acquisition,

extinction, spontaneous recovery, generalization, discrimination, and higher-order learning

- Identify key contributors in the psychology of learning (e .g ., Albert Bandura, John Garcia, Ivan Pavlov, Robert Rescorla, B . F . Skinner, Edward Thorndike, Edward Tolman, John B . Watson)

(College Board AP Psychology Topics and Learning Objectives)

Essential Question(s)

How do psychologists define learning and what are the major components of this definition? What aspects of psychologists’ definition of learning differentiate this process from reflexes or other autonomic experiences?

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Who was Ivan Pavlov and how did his research, initially intended to study dog’s digestive processes, lead to the discovery of classical conditioning? How are the basic elements of classical conditioning present in his study? What is classical conditioning and what are the basic elements of classical conditioning (i.e. unconditioned stimulus, conditioned stimulus, unconditioned response, conditioned response)? How are these elements and the processes which lead these responses to develop examples of learning based on psychologists’ definition of learning?

Understanding Goal(s)

Students will understand… - what the definition psychologists use of learning is and how learning differs from reflexes or other autonomic processes based on this definition - who Ivan Pavlor was and how his research contributed to the discovery of what we now call classical conditioning -how the basic elements of classical conditioning are present in Pavlov’s study with the dogs - what classical conditioning is and what the basic elements of classical conditioning are (i.e. unconditioned stimulus, conditioned stimulus, unconditioned response, conditioned response) -how the basic elements and processes which lead to a classically conditioned response are examples of psychologists’ definition of learning -how to identify and apply the elements of classical conditioning in hypothetical situations and the real world, based on the definitions of these terms given in lecture

Student Learning Outcome(s)

Students will… - Explain what learning means to them based on their personal experiences

and background knowledge - Define what learning means to psychologists, including in this definition

the major components of what learning is that are discussed in the video shown in class (see below)

- Identify who Ivan Pavlov was and explain how his research on dogs’ digestive processes led to the discovery of classical conditioning

- Identify and define what an unconditioned stimulus, a conditioned stimulus, an unconditioned response, and a conditioned response are

- Apply knowledge of basic elements of classical conditioning to identify in the original example of classical conditioning, Pavlov’s research findings on dogs’ salivation and ringing of a bell, what the unconditioned stimulus, conditioned stimulus, unconditioned response, and conditioned response are

- Apply knowledge of basic elements of classical conditioning to identify in a video, cartoon, or a written hypothetical example of classical conditioning created by a peer what the unconditioned stimulus, conditioned stimulus, unconditioned response, and conditioned response are

- Apply knowledge of basic elements of classical conditioning to generate their own hypothetical scenario where classical conditioning is occurring,

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based on the definitions provided in class, that implies the presence of the four basic elements of classical conditioning; this scenario will be shared with a peer, so the student will also need to be able to explain to this person how classical conditioning and the four elements that lead to it are present in this scenario (e.g. what the unconditioned stimulus is in their scenario)

STAGE 2: ASSESSMENT EVIDENCE

Formative – Performance Tasks Students will individually complete a quickwrite on what the term ‘learning’ means to them that includes at least two specific examples of this definition of learning found in daily life. Teacher will collect and read these after class. Students meet in small groups to generate a definition of learning based on information provided by psychologist speaking in YouTube video noted below, and two examples of this definition of learning from everyday life. Students will report back their definition and examples with the class. Teacher will collect and read these after class. Students participate in a whole-class activity where they will identify and explain what they think is the unconditioned stimulus, the conditioned stimulus, the unconditioned response, and the conditioned response were in Pavlov’s classic experiment. Teacher will check students’ collective answers to this exercise during the class time by comparing them to the information the students watch about Pavlov’s experiment in a YouTube video (included below). Students in partners identify what the unconditioned stimulus, the conditioned stimulus, the unconditioned response, and the conditioned response in the three pop culture scenarios where classical conditioning is present that are listed on the “Classical Conditioning Elements in Pop Culture” worksheet and shown in class are. Teacher will go over answers in class and have students self-correct their answers to these items on the worksheet. Teacher will collect and read these after class. Students individually write their own classical conditioning scenarios and identify in these scenarios

Formative – Other Evidence (observations, questioning) While students are writing, teacher looks at freewrites, over the shoulder. When students are meeting with partners to define learning, teacher observes and eavesdrops on conversations, taking notes on both what information from the video that students are discussing should be incorporated in their definition and the examples from everyday life they generate based on this definition of learning. During the whole-class activity on identifying and explaining what are the unconditioned stimulus, the conditioned stimulus, the unconditioned response, and the conditioned response in Pavlov’s classic experiment, the teacher will ask specific questions to focus students’ on application of the definitions of these terms/model questioning need to correctly identify the aspects of classical conditioning discussed in lecture to different stimuli and responses presented in Pavlov’s experiment to help them identify how the aforementioned concepts are present in this scenario.

- What object in Pavlov’s experiment causes the dog to naturally respond in a certain way? (Bloom’s Understanding/Application)

- What object in Pavlov’s experiment must continuously be exposed with another item that elicits a response all on its own to cause the same response to be elicited by the first item? (Bloom’s Understanding/Application)

- What response in Pavlov’s experiment does the dog naturally show without any

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what are the unconditioned stimulus, the conditioned stimulus, the unconditioned response, and the conditioned response. Teacher will collect and read these after class. Students meet with a partner and each reads his or her conformity scenario and responds to the others by identifying in his/her partner’s scenario what the unconditioned stimulus the conditioned stimulus, the unconditioned response, and the conditioned response are. Teacher will collect and read these after class.

intervention from the experimenter? (Bloom’s Understanding/Application)

- What response in Pavlov’s experiment does the dog show only after the connection has been made between an object that naturally produces a certain response and an object that only produces a certain response after being paired with the first object? (Bloom’s Understanding/Application)

While students are writing, teacher looks at responses to classical conditioning scenarios, over their shoulders. When students are meeting in pairs, teacher observes and eavesdrops on conversations, taking notes on their discussion of the correct responses to the classical conditioning scenarios, the content of their own classical condition scenarios, and partners’ responses to scenarios identifying what the UCS, CS, UCR, and CR are in these scenarios.

Summative

At the conclusion of this unit, students will complete a 50 question multiple choice test on concepts, experiments, phenomena, and other material that fall under the following broad categories related to learning: what is learning, classical conditioning, operant conditioning, comparing operant and classical condition, and cognitive learning.

STAGE 3: LEARNING PLAN

Time Activity

7 minutes

Teacher asks students to individually complete a quickwrite activity on the prompt “Based on your personal experiences, how would you define what ‘learning’ means to you? Provide at least two specific examples of learning that you or someone else is likely to encounter in their daily life in order to illustrate the definition of learning that you have generated.” Teacher asks for three to four students to volunteer to paraphrase for the class their definitions of learning and the examples they provided of learning that occurs in daily life. Teacher will create a list on the whiteboard of common elements of conceptions of learning found across these students’ definitions. After student volunteers have finished sharing these definitions, teacher asks students to identify any aspects of what defines learning in their minds that are not already a part of the aforementioned list, and

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adds any additional suggestions that students come up with to the list. Teacher collects this “Learning” quickwrite at the end of the period.

10 minutes

Teacher shows YouTube video on learning (minutes 0 to 2:23 of http://www.youtube.com/watch?v=DUa_F2OJT0k) to students; based on content presented in video, students work with the person sitting next to them, or in a group of three with the people in front or behind them if there is a student who does not sit next to anyone, to generate a version of what they think is psychologists’ definition of learning and two examples of learning that occur in daily life based on the content of this definition. All students will write down the definition and examples they and their group members generated in either sentence or bullet-point form on the same piece of paper on which they completed their “Learning” quickwrite. Teacher asks one person from each pair to read their definition aloud to the class and to explain how the two examples of learning in daily life that they come up with fit the key components of the definition he/she and his/her partner came up with for learning.

10-12 minutes

With students’ thinking about learning primed by several student-generated definitions of learning, teacher segues into delivering lecture using a PowerPoint (attached to email) on how psychologists define what learning is, how learning is different from reflexes and other autonomic responses, who Ivan Pavlov was, how Pavlov’s research on dogs’ digestive processes led to the discovery of classical conditioning, and what the key elements of classical conditioning are (i.e. unconditioned stimulus, conditioned stimulus, unconditioned response, conditioned response). Before beginning this lecture, the teacher will ask students to take out a writing utensil and paper/notebook to take notes on the lecture, particularly information related to questions #1-3, and #5 in packet or that correlates to topics noted in sections I and II in the Chapter 5 outline (both can be found in the Chapter 5 Unit Packet).

10- 11 minutes

Teacher reviews specific details of Pavlov’s experiment with dogs and salivation (i.e. set out to make dogs salivate when food not present; created experiment where sounded bell before brought food into room which is action not usually make dogs salivate, paired bell ringing and immediate presentation of food number of times, found over time that dogs began to salivate when just rang bell and did not present food); teacher facilitates modeling and scaffolding of students’ understanding of how to identify elements of classical conditioning in an example situation by working through as a whole class the elements of classical conditioning in Pavlov’s experiment on whiteboard; teacher asks students to define in own words the definitions of unconditioned stimulus (UCS), conditioned stimulus (CS), unconditioned response(UCR), and conditioned response (CR) that were presented in lecture. Teacher poses questions (see formative assessment section above) asking students to apply each definition one at a time to the scenario in Pavlov’s experiment to determine what stimuli and responses in the scenario fit each of the four elements of conditioning and to explain why these stimuli fit each category. Teacher writes down what students believe to be stimulus or response for each of the four elements on the whiteboard, along with a paraphrase of students’ reasoning why each stimulus or response fits the element it has been identified as being. Once teacher and class have worked through identifying the four key elements of

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classical conditioning as they are present in Pavlov’s seminal experiment, the teacher will show a video identifying and explaining what the actual UCS, CS, UCR, and CR are in Pavlov’s experiment (http://education-portal.com/academy/lesson/classical-conditioning.html show minutes 0:46 to 2:15). As the video plays, the teacher will put check marks on board by the correctly identified and explained classical conditioning elements, and “x’s” next to incorrectly identified elements. Once the video ends, the teacher will note which elements students correctly identified and explained on their own; the teacher will also at this time clarify and elaborate upon those elements they incorrectly identified or explained by referring back to definitions of the classical conditioning elements presented in lecture and explanations of how these definitions apply to Pavlov’s experiment given in the video and in lecture. Before moving on to the next segment of the lesson, the teacher show students quickly the “Pavlov’s Dogs Game” on Nobel Prize website and notes they access this interactive resource on their own as a way to further understand classical conditioning based on the premise and components of Pavlov’s classic study (http://www.nobelprize.org/educational/medicine/pavlov/).

10 Minutes Now that the teacher has modeled for students/ scaffolded students’ application as a class of the definitions of the four elements of classical conditioning for the learning scenario presented in Pavlov’s classic experiment, the teacher will have students work in partners to apply the definitions of these same four elements to three novel visual examples (two images and one video, all three included or linked to in the PowerPoint) of a situation in which classical conditioning occurs. The teacher will at this time distribute the “Classical Conditioning Elements in Pop Culture” worksheet (attached to lesson plan) to each student and note that they will be turning in this worksheet to the teacher at the end of the period. Students will view two cartoons and one video (all included on PowerPoint) and work with the person sitting next to them to identify in the appropriate spaces on worksheet what are the unconditioned stimulus (UCS), conditioned stimulus (CS), unconditioned response(UCR), and conditioned response (CS) in each scenario presented. After students finish viewing each of these examples of classical conditioning and responding to the items on the “Classical Conditioning Elements in Pop Culture” worksheet, the teacher will ask students to take out pen of different color than the writing utensil they used to answer the items on the worksheet in order to self-correct their responses to these items. At this time the teacher will remind students that they will be turning in this worksheet at the end of the period, while also mentioning now that the worksheet will not be graded for correctness but rather for completion. The teacher will stress that if students provided an incorrect answer to an item that they should mark the items they answered incorrectly and include what the correct answer to the item was. The teacher will explain to students that the teacher will review students’ responses to these items and use the general trends in which items students answered correctly and incorrectly to decide what aspects of classical conditioning the teacher will need to review in subsequent lessons. The teacher will then verbally review each scenario, identifying what the UCS, CS, UCR, and CR are in each of the scenarios and providing succinct explanations of why each aspect of the scenario identified as

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one of the four elements of classical conditioning fits the definition of that element. As the teacher does so, the teacher will also project a copy of the “Classical Conditioning Elements in Pop Culture” worksheet on the screen using the document camera with the answer for each and a short rationale for why the answer is correct provided in the appropriate area of the worksheet. Answers to this exercise are in the “Notes” section of Lesson Plan.

10 Minutes

The teacher asks students to generate their own classical conditioning scenarios from everyday life, based on work of fiction, or any other source of inspiration and write a short description (4-5 sentences) of this scenario in the appropriate place on the “Classical Conditioning Elements in Pop Culture” worksheet. Students should identify what the UCS, CS, UCR, and CR in the scenario are in corresponding spaces provided for these items on this same worksheet. After students take about 5 minutes to individually construct these scenarios and list the four elements, the teacher will ask them to read their scenarios to the person sitting next to them or, in the case of groups of three persons, sitting in front or behind them. After hearing his or her partner’s scenario read aloud, students will attempt to identify the UCS, CS, UCR, and CR in each other’s scenarios and write down what they think to be the aspect of the scenario which corresponds to each of these elements of classical conditioning in the appropriate spaces on the “Classical Conditioning Elements in Pop Culture and Hypothetical Scenarios” worksheet. After partners have listened to each other’s scenarios and answered the designated items about the scenarios, partners will quickly switch papers and check to see if his/ her partner correctly identified the UCS, CS, UCR, and CR from his/her scenario. If his/her partner identified one or multiple of these elements incorrectly, students should offer their partners a brief explanation of what the correct answer(s) was/were based on the content of their scenario and the definitions of what the UCS, CS, UCR, and CR are that were given during the lecture portion of the lesson. At the end of the hour, the teacher reminds students to turn in the “Classical Conditioning Elements in Pop Culture and Hypothetical Scenarios” worksheet and “Learning” quickwrite, and announces the homework for the next day.

Homework (if assigned) Read and take notes on pages 187-192 in Psychology: An Introduction by Morris and Maisto

Materials

Teacher (include preparation needed)

- PowerPoint on Learning and Classical Conditioning

- “Classical Conditioning Elements in Pop Culture and Hypothetical Scenarios” worksheet (enough copies for each student and the teacher to have one)

- Document camera - Computer - Projector

Student

- Paper (loose leaf or in notebook) - Notebook - Two writing utensil of different

colors - “Classical Conditioning Elements in

Pop Culture” worksheet (to be handed out by teacher)

- Unit 5 packet (for reference during lecture)

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- Extra colored writing utensils (for correcting worksheet)

- Clipboard, pencil, and paper for anecdotal note-taking

- Whiteboard (provided in classroom)

- Whiteboard marker (provided in classroom)

- Unit 5 packet (for reference during lecture)

-Make sure all links to YouTube videos/other websites included in lesson work on classroom computer so that they are all usable during class. -Make sure PowerPoint works on classroom computer so that it is usable during class.

Technology

Type Computer and

Projector

Rationale Teacher will use to project PowerPoint that accompanies lecture and various websites and videos incorporated in the lesson.

Document Camera

Teacher will use to project a copy of the “Classical Conditioning Elements in Pop Culture” worksheet that she will fill in the answers to when reviewing the answers for the items in “Part 1” of the worksheet that students have completed.

Accommodations

Learning Styles

Throughout the lesson I have incorporated writing and speaking tasks that ask students to apply the material to their own lives, which is meant appeal to and engage students with high intrapersonal intelligence (i.e. solitary learning style) in the learning process; this is because these students often learn best through activities that lead them to relate their learning back to their own feelings, interests, and experiences. The incorporation of visuals throughout the lesson (e.g. the videos explaining and depicting learning, the visual version of Pavlov’s experiment, the visual scenarios) will appeal to students and engage students who are high in visual-spatial intelligence (i.e. visual learning style). The videos are also likely to engage auditory learners, because they include verbalizations of concepts presented in the lesson and examples of these concepts. Finally, the use of partner work and full-class discussions throughout the lesson will appeal to and engage both students who are auditory and interpersonal learners, because these activities include not only include verbalizations of the

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content taught in the lesson by the teacher and their peers, but also working collaboratively with others to construct knowledge and apply ideas and concepts.

Gifted and Talented

Learning Disabilities

In one of the sections of AP Psych that I taught, there is a student who is dyslexic. To accommodate her particular disability, I differentiated a number of elements within the lesson for all students. For instance, I read aloud any written directions for class activities, incorporated visual depiction (i.e. videos, pictures) of key concepts throughout the lesson, and opted to use visual depictions of classical conditioning for the pop culture scenarios. On the “Classical Conditioning Elements in Pop Culture” I also minimized the amount of writing students needed to perform in “Part I,” by having them only write the abbreviated forms of the four terms used in classical conditioning. By cutting down on the amount of reading and writing in sections where these tasks did not add a dimension to instruction, as well as offering alternative ways to written descriptions of terms and concepts for understanding the content provided in lecture, I hoped to allow this student with dyslexia to focus more on the content being presented than struggling to read the text or write about the information being presented.

Emotional Impairments

ELL

Other

Notes (Optional) Answers to Part 1

I.) Peanuts Comic Scenario UCS: supper (food) CS: sound of can opener UCR: hunger CR: hunger

II.) The Office Episode Scenario

UCS: Altoid CS: “rebooting” sound UCR: notice bad taste in mouth and want mint CR: notice bad taste in mouth and want mint

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III.) Miss Peach Comic Scenario UCS: bad event (e.g. fractured rib) CS: Ira UCR: anger/unhappiness leads treat Ira meanly CR: anger/unhappiness leads treat Ira meanly

IF you taught this lesson – complete the following…

After the Lesson

What worked? What didn't work and why? What will you teach in the next lesson on this topic/skill? Why?

Given that much of the work students usually do in AP Psychology is individual notetaking and application of theories and phenomenon to real-work situations on worksheets, students in both of the classes I taught this lesson to really enjoyed the personal reflective work , as well as the interactive and partner-work (i.e. collaborative) elements of this lesson. Furthermore, because this was the first lesson of the unit on learning many of the students has never been exposed to the content (especially classical conditioning) that was discussed. Many of the students noted that having application of the classical conditioning theories and phenomena covered in lecture to concrete situations modeled/scaffolded for them as a whole class, then having the opportunity to undertake similar application in a partner activity (i.e. Pavlov’s experiment, items on “Classical Conditioning and Pop Culture” worksheet), and then

Given that I taught this lesson in two periods back to back, I was able to make may of the adjustments in the second lesson that both my mentor teacher and I noted would be helpful based on the first time teaching the lesson. One of the most notable things that did not work well in my lesson was that many of the students were unsure what information from my lecture they were supposed to record in their notes. Even though I noted at the beginning of my lecture which items on their unit outlines and study guides would be covered during the lecture. One of the reasons that students were confused about what to write down was that many of the slides I prepared for my PowerPoint visual were too text heavy, which not only slowed down students writing down the important information on the slides but also sometimes led them to be confused about what

In the next lesson students will demonstrate their ability to apply the definitions of classical conditioning and the four main elements of classical conditioning to seminal research studies which apply to human learning and behavior. In particular, students will apply this information to the study of Little Albert and the white rat carried out by John Watson (i.e. Watson paired a loud noise and presentation of a rat to a little boy named Albert, and using classical conditioning taught Albert to be afraid of the rat). Students must understand the foundational elements of classical conditioning to comprehend this scenario, as well as to understand extensions of classical conditioning such as the following: why generalization and extinction of responses to stimuli occur; why desensitization therapy works and how Mary Cover Jones discovered it.

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reviewing the answers to these application scenarios was particularly helpful in solidifying their understanding of the abstract concepts and technical language introduced in lecture. Students particularly liked the mix of written and visual depictions of the scenarios we covered; the found the example of classical conditioning from The Office not only engaging and memorable, but because it showed visually how the process of classical conditioning occurs over time many students found this scenario brought together the various components of classical conditioning in an easily digestible way.

was the important information on the slides. While I rectified this for the second lesson by working with my mentor teacher during the passing period to trim down the text on the wordiest slides, creating slides with only the text that is absolutely necessary will be a skill for giving lectures that I will need to work diligently to hone. Another aspect of my lecturing the caused some confusion about what information students needed to include in their notes was that I didn’t “signpost” what was the more or less important information on each slide. While I was more active in verbally indicating and emphasizing what was important for my students to record in their notes during the second hour I taught this lesson (after having conferred with my mentor teacher and him suggesting I do so), I need be more conscious about either using visual cues (e.g. different font sizes/colors/ styles) or verbal cues (e.g. saying “This definition is really central to understanding ‘x’, so please make sure to write it down”) to denote which information is essential for students to include in their notes and what is merely contextual or background information. A final component of my lesson that didn’t work out as planned was the last assignment where students were to create their own classical conditioning scenarios. Due to the fact that I took more time in both hours presenting and answering

Students will also undertake a similar application activity to that conducted with the “Classical Conditioning and Pop Culture” worksheet after reading a written report of Watson’s study and learning about in lecture the other extensions of classical conditioning mentioned. It is therefore essential that students have had the opportunities provided in the previous lesson to have modeled what kinds of questions they must ask themselves in analyzing classical conditioning scenarios to identify the elements of classical conditioning, as well as the opportunity to practice applying the concepts from lecture and asking themselves these questions on their own.

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questions on the information presented in lecture, as well as review the scenarios worksheet, we were unable to complete this final activity. However, this ended up working out all right because my mentor teacher simply used this in-class formative assessment as a homework assignment and the sharing with partners as an in-class activity to formatively assess students’ abilities to apply the information about classical conditioning.

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Name:___________________________ Hour:____________________________ Date:____________________________

Classical Conditioning Elements in Pop Culture and Hypothetical Scenarios

Directions for Part 1: Each of the following examples of classical conditioning that we will view as a class are visual representations drawn from a pop culture source of a scenario in which classical conditioning is occurring. For each scenario, identify in the appropriate space provided the following based on the definitions of the four elements of classical conditioning presented in lecture:

1.) What is the unconditioned stimulus (UCS)?; 2.) What is the conditioned stimulus (CS)?; 3.) What is the unconditioned response (CR)?; 4.) What is the conditioned response(CR)?

You are to answer these questions as we view each scenario. You will turn in this worksheet to me after we have completed this activity, so it is to your advantage to provide answers to each item that are correct.

IV.) Peanuts Comic Scenario UCS:

CS:

UCR:

CR:

V.) The Office Episode Scenario

UCS:

CS:

UCR:

CR:

VI.) Miss Peach Comic Scenario

UCS:

CS:

UCR:

CR:

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Directions for Part 2: Use the space provided below to write your own hypothetical classical conditioning scenario that draws on an event from everyday life, a work of fiction, or any other source of inspiration. This description should be about three to four sentences in length; you should identify in the designated spaces below the blank space provided for you to write your description what the unconditioned stimulus (UCS), the conditioned stimulus) (CS), the unconditioned response (UCR), and the conditioned response (CS) are in your scenario and be prepared to explain to someone else what aspects of your scenario correspond with each of these elements of classical conditioning.

1.)

UCS: CS: UCR: CR:

2.) Listen to your partner’s conformity scenario and identify what the UCS, CS, UCR, and CR is based on the information provided and definitions of these concepts given in lecture.

Partner’s Name:___________________________________

UCS: CS: UCR: CR: