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Learning & Memory Unit Plan

Part A: Rationale
Behavioral and Cognitive Psychology form the backbone of the discipline, so this is a crucial
unit for the course. Learning as a whole generally comes under the umbrella of both foundational
approaches, while memory is generally accepted to be exclusively cognitive. Instruction in
behaviorism--including classical and operant conditioning--is essential, as it was the whole of the field
for well over 50 years. Moreover, both conditioning and memory have day-to-day importance;
students are classically and operantly manipulated on an hourly basis, with biological reflexes, the
desire for reward, and the avoidance of punishment (conscious or unconscious) controlling the vast
majority of their decisions. Memory is accessed constantly and is repeatedly put to the test at school.
Helping students come to a better understanding of their behavior and ability to learn and remember
is critical to developing metacognitively aware students. Furthermore, the Case Study that shapes
this unit directly addresses this concern, asking students to critically examine their learning ability and
study habits, apply psychological principles to improve them, and utilize their skills on an assessment.

Part B: Unit Objectives & Correlated Standards

Learning Target American Psychological National Council for the


Association Standard* Social Studies Thematic
Strand

Long Term: I can synthesize Standard Area: Learning 4: Individual Development and
knowledge of the brains After concluding this unit, Identity
cognitive capacity to remember students understand: Personal identity is shaped by
and learn with that of my own Classical conditioning an individuals culture, by
study habits in order to develop Operant conditioning groups, by institutional
better metacognitive Observational and influences, and by lived
awareness and learning cognitive learning experiences shared with
practices. people inside and outside the
Standard Area: Memory individuals own culture
After concluding this unit, throughout her or his
students understand: development. Given the nature
Encoding of memory of individual development in a
Storage of memory social and cultural context,
Retrieval of memory students need to be aware of
the processes of learning,
I can demonstrate how humans Standard Area: Learning growth, and interaction at every
learn through association and I Content Standard 1: Classical level of their own school
can describe and apply the conditioning experiences. The examination
principles of classical Students are able to of various forms of human
conditioning. (performance standards): behavior enhances an
1.1 Describe the understanding of the
principles of classical relationships between social
conditioning. norms and emerging personal
identities, the social processes
I can describe clinical and Standard Area: Learning that influence identity
experimental examples of Content Standard 1: Classical formation, and the ethical
classical conditioning apply conditioning principles underlying individual
classical conditioning to Students are able to action.
everyday life. (performance standards):
1.2 Describe clinical and Essential Questions:
experimental examples How do individuals grow
of classical conditioning. and change
1.3 Apply classical intellectually?
conditioning to everyday Why do individuals
life. behave as they do?
What influences how
I can describe and apply the Standard Area: Learning people learn?
principles of operant Content Standard 2: Operant
conditioning. conditioning
Students are able to
(performance standards):
2.1 Describe the Law of
Effect.
2.2 Describe the
principles of operant
conditioning.

I can describe clinical and Standard Area: Learning


experimental examples of Content Standard 2: Operant
operant conditioning and apply conditioning
Students are able to
operant conditioning to
(performance standards):
everyday life. 2.3 Describe clinical and
experimental examples
of operant conditioning.
2.4 Apply operant
conditioning to everyday
life.

I can differentiate classical and Standard Area: Learning


operant conditioning and Students are able to
understand the correct usage (performance standards):
of each. 1.3 Apply classical
conditioning to everyday
life.
2.4 Apply operant
conditioning to everyday
life.

I can describe the principles of Standard Area: Learning


observational and cognitive Content Standard 3:
learning and apply them to Observational and cognitive
learning
everyday life.
Students are able to
(performance standards):
3.1 Describe the
principles of
observational and
cognitive learning.
3.2 Apply observational
and cognitive learning to
everyday life.

I can explain the process of Standard Area: Memory


encoding memory. Content Standard 1: Encoding
of memory
Students are able to
(performance standards):
1.1 Identify factors that
influence encoding.
1.2 Characterize the
difference between
shallow (surface) and
deep (elaborate)
processing.
1.3 Discuss strategies
for improving the
encoding of memory.

I can explain the storage of Standard Area: Memory


memory. Content Standard 2: Storage of
memory
Students are able to
(performance standards):
2.1 Describe the
differences between
working memory and
long-term memory.
2.2 Identify and explain
biological processes
related to how memory
is stored.
2.3 Discuss types of
memory and memory
disorders (e.g.,
amnesias, dementias).
2.4 Discuss strategies
for improving the storage
of memories.

I can explain the process of the Standard Area: Memory


retrieval of memory. Content Standard 3: Retrieval
of memory
Students are able to
(performance standards):
3.1 Analyze the
importance of retrieval
cues in memory.
3.2 Explain the role that
interference plays in
retrieval.
3.3 Discuss the factors
influencing how
memories are retrieved.
3.4. Explain how
memories can be
malleable.
3.5 Discuss strategies
for improving the
retrieval of memories.

I can explain the reasons for Standard Area: Memory


forgetting. Standard Area: Memory
Content Standard 3: Retrieval
of memory
Students are able to
(performance standards):
3.4. Explain how
memories can be
malleable.
*The state of South Carolina does not have set standards for the psychology classroom, so the APAs high school standards are
substituted.

Part C: Assessments
Pre-Assessment: A short, timed, multiple-choice assessment is used to gauge students
knowledge of content before beginning the unit.
Accommodations: None; all students completed in allowed amount of time
Evaluation: Correct/incorrect evaluation. This was a no-stakes test, just a gauge of prior
knowledge.

Learning & Memory Pre-Test

1. In Pavlovs experiments, the tone started as a neutral stimulus, and then became a(n) __________ stimulus.
a. Conditioned
b. Operant
c. Primary
d. Respondent
2. Pavlovian conditioning is another term for ___________.
a. Cognitive restructuring
b. Operant conditioning
c. Integration
d. Classical conditioning
3. Emitted, voluntary behavior is BEST modified by ____________.
a. Operant conditioning
b. Trial and error
c. Classical conditioning
d. Voluntary behavior
4. Operant conditioning operates on the principle that behaviors occur more often when they are ________.
a. Reinforced
b. Punished
c. Modeled
d. Ignored
5. Any stimulus that follows a behavior and decreases the likelihood that the behavior will be repeated is called a(n)
_________.
a. Antecedent
b. Punisher
c. Cue
d. Negative reinforcer
6. When someone uses negative reinforcement to change a behavior, the behavior is likely to ________.
a. Occur less frequently
b. Occur more frequently
c. Occur at the same rate
d. Completely stop
7. Reinforcing successive approximations to a desired behavior is known as ___________.
a. Shaping
b. Modeling
c. Vicarious learning
d. Rote learning
8. Kevin is a good student. He studies hard because when he does he gets the teachers approval. His studying
behavior was probably learned through ____________.
a. Classical conditioning
b. Generalization
c. Operant conditioning
d. Trial and error
9. Nagging someone to do something until they do it is an example of ___________.
a. Positive Reinforcement
b. Negative reinforcement
c. Aversive conditioning
d. Positive punishment
10. Thorndikes principle that behaviors followed by favorable consequences become more likely is known as what?
a. Operant conditioning
b. Shaping
c. Law of effect
d. Respondent behavior
11. The concept of working memory _____________.
a. Clarifies the idea of short-term memory by focusing on the active processing that occurs in this stage.
b. Splits short-term memory into two substages--sensory memory and working memory.
c. Splits short-term memory into two areas--working (retrievable) memory and inaccessible memory.
d. Clarifies the idea of short-term memory by focusing on space, time, and frequency
12. The hippocampus seems to function as a ____________.
a. Temporary processing site for explicit memories
b. Temporary processing site for implicit memories
c. Permanent storage area for emotion-based memories.
d. Permanent storage area for iconic and echoic memories
13. Dan had been drinking, so his girlfriend convinced him to get out of his car, and she drove him home in her car.
He could not remember where his car was parked when he got up the next morning, but after drinking some
liquor, Dan remembered where he left his car. This phenomenon best illustrates ___________.
a. The misinformation effect
b. Mood-congruent memory
c. The framing effect
d. State-dependent memory
14. Which of the following is an example of implicit memory?
a. THe ability to find a hidden Wheres Waldo? figure with practice
b. The ability to retrieve from memory the details of an assignment that is due tomorrow
c. The ability to vividly recall significant events like the 9/11 attacks in New York CIty and Washington, D.C.
d. The ability to remember the details of your last birthday party
15. Mnemonic devices are least likely to be dependent upon __________.
a. Imagery
b. Rhymes
c. Stories
d. Massed rehearsal
16. Which of the following illustrates the serial position effect?
a. Kim has trouble remembering information from the books first unit when she reviews for semester finals.
b. It is easy for Brittney to remember that carbons atomic number is 6 because her birthday is on is on
December 6.
c. Kyle was not able to remember the names of all his new co-workers after one week on the job, but he
could after two weeks.
d. Al is unable to remember the middle of a list of vocabulary words as well as he remembers the first or
last words on the list.
17. Specific odors, visual images, emotions, or other associations that help us access a memory are examples of
_________.
a. Relearning
b. Deja vu
c. Declarative memories
d. Retrieval cues
18. Ebbinghaus forgetting curve shows that after an initial decline, memory for novel information tends to
__________.
a. Increase slightly
b. Decrease noticeably
c. Decrease greatly
d. Level out
19. When forgetting is due to encoding failure, meaningless information has not been transferred from ___________.
a. The environment into sensory memory
b. Sensory memory into long-term memory
c. Long-term memory into short-term memory
d. Short-term memory into long-term memory
20. One reason false memories form is our tendency to fill in memory gaps with our reasonable guesses and
assumptions, sometimes based on misleading information. This tendency is an example of __________.
a. Proactive interference
b. The misinformation effect
c. Retroactive interference
d. The forgetting curve

Summative Learning & Memory Case Study: This is the guiding, authentic assessment of students
knowledge and progress in this course. The four phases add up to the culminating, summative grade.
Accommodations: Student with learning disability IEP was granted extra time to revise each part of
case study after receiving feedback.
Evaluation: Rubric (attached)
Learning & Memory Case Study
Learning Target: I can synthesize knowledge of the brains cognitive capacity to remember and learn with that of
my own study habits in order to develop better metacognitive awareness and learning practices.

Task: You are a cognitive psychologist taking on the role of examining how the human brain learns and remembers. With
your knowledge of the human cognitive system, you are going to develop an Individualized Learning Plan (ILP) that applies
the principles of learning to your own memory and study habits. An ILP is a system that you develop to apply
research-based facts of learning and memory to your own study habits. The goal is to make your learning the most
effective it can be.

Rationale: As a human being, you are expected to learn every single day. That learning is formalized in school. This case
study provides an opportunity for you to investigate your own learning and make it better both in school and beyond.
Tackling this case study will require that you not only understand the content of this unit, but apply it to enhance your
learning experience.

Assignment:
Phase 1: Principles of Learning (25% of Summative Grade)
For each learning target on your learning target tracker, you must determine the associated Principle of Learning,
explain it, and come up with a way to apply your new knowledge to your own ability to learn. Principles of
Learning are research-based facts about learning and memory that you can use to improve your studying. This
will be incorporated into a chart that follows the model below. This chart asks you to write down the days learning
target, define and explain the Principle(s) of Learning taught in that class (there may be more than one per day),
and brainstorm ways to apply that Principle to your studies. DUE 3-23 BUT you should work on this every day
of class and fill it in as you go. Time will be built into class.

Principles of Learning

Learning Target

Associated Principle of
Learning

Explanation

Current Application (How


do I apply this Principle
of Learning to my own
study habits?)

Future Application (How


can I apply this Principle
of Learning to improve
my study habits in the
future?

Phase 2: Learning Tracker (25% of summative grade)


Pick 3-5 Principles of Learning from your Phase I chart to focus on and track your usage of those Principles during
your studying on this chart. You are going to use those principles to study for a short multiple choice we will take
at the end of the unit. NOTE: Do not lie to yourself. Only track what you truly use. DUE 3-30, the day of your
summative multiple choice.

Tracking My Learning

Todays Date

Principle of Learning
Application (How did you
use it today)

Phase 3: Multiple Choice Test (25% of summative grade)


Complete a 25-question multiple choice test on Unit 3 content. Your studying should reflect the Principles of
Learning you have been reading about and applying. COMPLETED ON 3-30

Phase 4: Reflection (25% of summative grade)


Write a short, reflective essay on your learning this unit. Your essay must answer the following questions and
should be at least a 1 page. DUE 3-6, one week AFTER the multiple choice.
1. What was your overall performance on the multiple choice test?
2. What were the most difficult and most easy parts of the test?
3. What Principle of Learning was most useful for you when studying for the test?
4. What Principle of Learning was least useful for you when studying for the test?
5. Were there any Principles of Learning that you used already?
6. Will you continue to use these Principles of Learning in this class and others as you continue school?
How?
7. What is metacognition? How did this case study improve your metacognition?

Phase 3: Multiple Choice Test


1. In Pavlovs experiments, the tone started as a neutral stimulus, and then became a(n) __________ stimulus.
a. Conditioned
b. Operant
c. Primary
d. Respondent
2. Pavlovian conditioning is another term for ___________.
a. Cognitive restructuring
b. Operant conditioning
c. Integration
d. Classical conditioning
3. Emitted, voluntary behavior is BEST modified by ____________.
a. Operant conditioning
b. Trial and error
c. Classical conditioning
d. Voluntary behavior
4. Operant conditioning operates on the principle that behaviors occur more often when they are ________.
a. Reinforced
b. Punished
c. Modeled
d. Ignored
5. Any stimulus that follows a behavior and decreases the likelihood that the behavior will be repeated is called a(n)
_________.
a. Antecedent
b. Punisher
c. Cue
d. Negative reinforcer
6. When someone uses negative reinforcement to change a behavior, the behavior is likely to ________.
a. Occur less frequently
b. Occur more frequently
c. Occur at the same rate
d. Completely stop
7. Biological, involuntary behavior is BEST modified by _____________.
a. Source attribution
b. Shaping
c. Classical conditioning
d. Operant conditioning
8. Reinforcing successive approximations to a desired behavior is known as ___________.
a. Shaping
b. Modeling
c. Vicarious learning
d. Rote learning
9. Gerald wants to stop his little sister from leaving her legos all over the floor because its so painful when you
accidentally step on them. He decides to use negative punishment. Which of the following methods demonstrates
negative punishment?
a. Gerald gives his sister a candy when she puts away her legos and, in the future, she puts her legos away
more often
b. Gerald takes all of the legos that his sister leaves on the floor and doesnt give them back to her. In the
future, she leaves her legos out less often.
c. Gerald hides the creations his sister builds with her legos when she leaves any legos on the floor. In the
future, she puts her legos away more often.
d. Gerald sprays his sister with water every time she leaves her legos out. In the future, she leaves her
legos out less often.
10. Luke is a good student. He studies hard because when he does he gets the teachers approval. His studying
behavior was probably learned through ____________.
a. Classical conditioning
b. Generalization
c. Operant conditioning
d. Trial and error
11. Nagging someone to do something until they do it is an example of ___________.
a. Positive Reinforcement
b. Negative reinforcement
c. Aversive conditioning
d. Positive punishment
12. Thorndikes principle that behaviors followed by favorable consequences become more likely is known as what?
a. Operant conditioning
b. Shaping
c. Law of effect
d. Respondent behavior
13. Banduras theory of social learning theory says that ________________.
a. People learn from observation, imitation, and modeling
b. People are conditioned through reinforcement and punishment
c. Social interactions make learning more difficult
d. Teachers should scaffold new skills
14. The concept of working memory _____________.
a. Clarifies the idea of short-term memory by focusing on the active processing that occurs in this stage.
b. Splits short-term memory into two substages--sensory memory and working memory.
c. Splits short-term memory into two areas--working (retrievable) memory and inaccessible memory.
d. Clarifies the idea of short-term memory by focusing on space, time, and frequency
15. The structure in the brain associated with the storage of memories is the ____________.
a. Cerebellum
b. Pineal Gland
c. Hippocampus
d. Occipital Lobe
16. Dan had been drinking, so his girlfriend convinced him to get out of his car, and she drove him home in her car. He
could not remember where his car was parked when he got up the next morning, but after drinking some liquor,
Dan remembered where he left his car. This phenomenon best illustrates ___________.
a. The misinformation effect
b. Mood-congruent memory
c. The framing effect
d. State-dependent memory
17. Which of the following is NOT an example of an effortful processing strategy?
a. Testing yourself constantly while you study
b. Spacing out your study sessions instead of cramming right before the test
c. Using a mnemonic device where you turn your vocabulary words into pictures
d. Copying your notes over and over again
18. Which of the following is an example of implicit memory?
a. The ability to trace difficult shapes with practice
b. The ability to retrieve from memory the details of an assignment that is due tomorrow
c. The ability to vividly recall significant events like the 9/11 attacks in New York CIty and Washington, D.C.
d. The ability to remember the details of your last birthday party
19. Mnemonic devices are least likely to be dependent upon __________.
a. Imagery
b. Rhymes
c. Stories
d. Repeated rehearsal
20. Which of the following illustrates the serial position effect?
a. Kim has trouble remembering information from the books first unit when she reviews for semester finals.
b. It is easy for Brittney to remember that carbons atomic number is 6 because her birthday is on is on
December 6.
c. Kyle was not able to remember the names of all his new co-workers after one week on the job, but he
could after two weeks.
d. Al is unable to remember the middle of a list of vocabulary words as well as he remembers the first or last
words on the list.
21. Specific odors, visual images, emotions, or other associations that help us access a memory are examples of
_________.
a. Relearning
b. Deja vu
c. Declarative memories
d. Retrieval cues
22. Ebbinghaus forgetting curve shows that after an initial decline, memory for novel information tends to
__________.
a. Increase slightly
b. Decrease noticeably
c. Decrease greatly
d. Level out
23. When forgetting is due to encoding failure, meaningless information has not been transferred from ___________.
a. The environment into sensory memory
b. Sensory memory into long-term memory
c. Long-term memory into short-term memory
d. Working memory into long-term memory
24. True or False: memories are constructed
a. True
b. False
25. This test is an example of a _____________ test.
a. Recall
b. Recognition
BONUS: One reason false memories form is our tendency to fill in memory gaps with our reasonable guesses and
assumptions, sometimes based on misleading information. This tendency is an example of __________.
c. Proactive interference
d. The misinformation effect
e. Retroactive interference
f. The forgetting curve
Formative:
Classical Conditioning Student Experiment -- In this application, students worked in pairs to
classical condition one of their fellow students or a family member. They were required to create
an ethical experiment, develop methods to complete that experiment, and reflect on the
experiments success. This required them to apply the content to the real world, as the
assignment could not be completed without the relevant background knowledge in classical
conditioning.
Accommodations: students worked in pairs and time was extended in one instance of a partner
not doing his part to contribute
Evaluation: Completion
Experiment Design Sheet

Partner names:

Step 1: Determine a naturally occurring stimulus and response that you can condition. This
means that the response you will be training must be something the person already does in
the presence of a stimulus. Choose something that is nonviolent, cannot hurt anyone
physically or emotionally, and that is school appropriate.
Unconditioned Stimulus:
Unconditioned Response:

Step 2: Determine the neutral stimulus that you will introduce to the learner and condition
them to respond to.
Neutral stimulus:

Step 3: Have your experiment approved by the teacher.


Teacher initials:

Step 4: Write a paragraph explaining the methods of your experiment. This should be a
detailed overview of how the experiment will be carried out. Include, each partner's role, the
process of conditioning (i.e. how many times will you use the NS and UCS to condition the
person before you try just the CS), and the anticipated outcome.

Step 5: Conduct your experiment. You are to venture out into the school and find someone to
participate in your experiment. You may choose a peer or a faculty member if they are willing
to participate. In order to make this work, you need to present yourself professionally. You
should tell the participant that they will be participating in an experiment on learning for your
Psychology class. Do not tell them why you are testing them or the anticipated outcome of
your experiment. This may make them behave in an unnatural way. Give them an estimated
time frame for the experiment. If they agree, proceed with the experiment. If you have short
experiment, find multiple people. Make sure you have someone designated to film the
experiment on an iPad.

Step 6: Results and Reflection. Explain your results in paragraph form. Be sure to clearly
identify the NS, UCS, UCR, CS, and CR.

Discussion Post: Take a Stand -- In this application, students were engaged in classroom
research on the impact of viewing violence on TV or through video games on rates of
aggression in children and adults. After reading diverse literature, they were asked to physically
and verbally take a stand. The verbal portion was the discussion post. They had to take a
position on the issue and then argue their case using the research we completed in class. They
needed three pieces of evidence and were required to write at least a paragraph.
Accommodations: Extra time provided for student with IEP
Evaluations: Completion, inclusion of three pieces of evidence

Learning Quiz -- In this quiz, students completed a low stakes short answer quiz that checked
their understanding of the learning/behaviorism half of the unit before we moved into the second
half, centered on memory and cognition. Data from this formative was compared to pre-test data
to determine students progress.
Accommodations: Extra time provided for student with IEP.
Evaluation: Correct/incorrect; half credit was given for identifying the correct type of
conditioning, the other half credit was given for labeling the parts of the conditioning.

Learning Quiz

Instructions: For each of the following learning situations, indicate whether classical or
operant conditioning best applies. Then, follow the appropriate instructions below:
1. If you decide the situation is an example of classical conditioning, you should label the
UCS, UCR, CS, and CR.
2. If you decide the situation is an example of operant conditioning, you should decide
which of the following principles best fits: positive reinforcement, negative
reinforcement, positive punishment, or negative punishment

Q1: Fred leaves his clothes and toys all over his room It seems that the only time he cleans
up his room is when his mother yells at him. WHen she yells at him, Fred picks up his clothes
and put away his toys.

Q2: When a mother strokes her infants skin, the stroking creates pleasure responses in the
baby. After this goes on for many days, the baby begins to show pleasure responses simply
at the sight of her mother (even before being touched).

Q3: Imagine you have a friend who keeps the temperature in her home so high that each
occasion on which you visit her you find yourself perspiring. The last time you visited her, you
noticed that you began to perspire and become uncomfortable as soon as you saw her house
(even before you got inside).

Q4: A very bright (mildly painful) light is turned on a rat. The rat has learned that he can turn
off the light by pressing a lever on the other side of his cage. As soon as the light comes on,
the rat runs across its cage and presses the lever.

Q5: A patient in a mental hospital is very disruptive at mealtimes. She grabs food from the
plates of those sitting near her and tries to cram the food in her mouth. Because this behavior
of stealing food is very undesirable, a plan is developed whereby every time the patient steals
food from other plates, she is immediately taken to a room without food.

Part D: Lesson Plans

Week One

Day M&L Day 1 (3/6) M&L Day 2 (3/8) M&L Day 3 (3/9)

Learning I can demonstrate how I can describe clinical and I can describe and apply
Target humans learn through experimental examples of the principles of operant
association and I can classical conditioning conditioning
describe the principles of apply classical I can differentiate classical
classical conditioning. conditioning to everyday and operant conditioning
life. and understand the
correct usage of each.

Do Now Unit 3 Pretest 15 Define and provide the 7 Get out your learning target 5
Take the test to the best of -20 example from Pavlovs min tracker [Unpack learning min
your ability. Do not worry if min experiment: Neutral target]
you don't know Stimulus, Unconditioned
something--90% of this Stimulus, Unconditioned
material should be Response, Conditioned
completely unfamiliar. When Stimulus, Conditioned
you are finished, pick up a Response
learning target tracker from
the front of the room.

Grapple Vocabulary Building 15 Classical Conditioning 20 Shaping Activity 10


1. Individually read min Review Practice min min
How Do We 1. Watch the clip from 1. Find a partner not
Learn? (in The Office and sitting at your table
Schoology) analyze it for the - Stick your
2. As you read, circle NS, US, UR, CS, hand up
important CR and move
vocabulary and 2. Just like weve
define them. mapped out around.
3. When everyone in Pavlovs Put hand
your group is experiment using down once
finished reading, NS, US, UR, CS, you have a
share out what and CR, complete
partner.
youve found. Each scenario sheet.
group must come 3. We will cold-call 2. Assign one partner
up with a list of 5 share out when you as the teacher and
words not including are finished. one as the learner.
the three words the 3. Teachers, get a
text highlights for
you. behavior card and
4. Share out with the hide it from learner.
class You will teach the
learner this
behavior. You may
only say, good or
bad.
4. Learners, you will
start moving around
and doing things.
All behavior cards
are movements/
actions that can be
done in the room.
No words or writing
are necessary.
Follow your teacher
to get find the right
behavior. You
have 3 minutes.
When you finish,
circle up in the
middle of the room.

Focus Classical Conditioning 15 Acquisition/Extinction 20 Operant Conditioning 17


1. Pavlov and his min John Watson and Little min 1. Law of Effect min
dogs Albert video 2. B.F. Skinner
2. NS, US, UR, CS, Generalization/Discriminatio 3. Shaping-rat
CR n basketball
3. Charting out
Pavlovs
experiment

Application Conditioning in Everyday Classical and Operant 10-


Life Comparison 15
1. Watch video and 1. Read the scenarios. min
analyze it for the For each scenario,
NS, US, UR, CS, determine whether
CR it demonstrates
2. Student Experiment classical or operant
Application: choose conditioning.
a partner and plan Underline or circle
a way to ethically key words.
experiment on a
fellow student. You
must record it with
your iPad.
Complete the
provided
Experiment Design
Sheet. All plans
must be approved
by me or Ms.
Howell.

Debrief Learning Expectations 5 Case Study Rollout 25 Learning Principles 8


What do you expect to learn min 1. Explain min What are some overarching min
this unit? What do you want expectations learning principles we
to learn this unit? Write it on 2. Provide example learned today? How do you
the whiteboard. 3. Have students apply it to your study habits?
create chart How could you apply it to
your study habits? Record all
of this in your Case Study
Phase 1 chart.

Next Steps 1. Finish planning your 1. Keep on top of your Phase


Student Experiment 1 chart
Application 2. Keep working on your
Classical Conditioning
Experiment Design video

Materials 1. Learning Target Tracker 1. Slides 1. Slides


2. Slides 2. Classical conditioning 2. Teacher/Learner
3. How Do We Learn? from examples for rotation scenarios
Meyers text 3. Experiment Design sheets 3. Classical vs. Operant
4. Whiteboards and expo 4. Videos: The Office, scenario comparison
markers. Watson & Little Albert, notecatcher
classical conditioning in
everyday life student video

Week Two

Day M&L Day 4 (3/13) M&L Day 5 (3/15) M&L Day 6 (3/16)

Learning I can describe and apply I can describe clinical and I can describe the
Target the principles of operant experimental examples of principles of observational
conditioning. operant conditioning and and cognitive learning and
apply operant conditioning apply them to everyday
I can describe clinical and to everyday life. life.
experimental examples of
operant conditioning and I can differentiate classical
apply operant conditioning and operant conditioning
to everyday life. and understand the
correct usage of each.

Do Now Pull out your learning target 5 Get out your learning target 5 Get out your learning target 5
tracker [unpack learning min tracker [unpack learning min tracker [unpack learning min
target] target]. Submit your classical target]
conditioning experiment to
schoology.

Grapple Reinforcement & 12 Schedules of Reinforcement: 20 Operant Conditioning 5


Punishment Live Demo min Widget Factory min Scenario Practice min
1. POSITIVE 1. Get 5 volunteers to You are babysitting your little
REINFORCEMEN work in the widget cousin and he is being a
T: Ask a student factory. nightmare. He keeps
an easy question. 2. Each volunteer will throwing his toys all over the
If they get it right, come up and use floor and turning on the
give them a the widget factory Power Rangers movie, even
reinforcer (candy). application. though his mom told you that
Repeat a couple 3. First, they will he was not allowed to watch
times. complete the TV. Youre desperate, but
2. NEGATIVE Employee Training. you remember learning
REINFORCEMEN Then, one at a time, about conditioning in
T: Play an they will complete psychology class. Choose
annoying buzzing their shift. one of your little cousins
noise in a students 4. Each employee behaviors and explain how
ear. Ask an easy must build 15 you are going to operantly
question. If they widgets. condition him so he stops
get it right, take 5. After each being such a pain to babysit.
away the annoying employee works,
noise. Repeat a discuss the interval
couple times. schedule they
3. POSITIVE experienced. *Take
PUNISHMENT: notes!
Ask a student a http://jeanmandernach.com/
very hard question. Flash/Widgets/Widget.html
If they get it wrong,
throw a ball of
paper at them.
Repeat a couple
times.
4. NEGATIVE
PUNISHMENT:
Ask a student a
very hard question.
If they get it wrong,
take away their
chair and make
them stand.
Repeat a couple
times.
5. Whats happening?
-With your table
groups, discuss
what just
happened. How
did I control your
classmates
behavior? Come
up with the four
ways and define
them. We will
share out.
-As each group
defines one way
behavior is
controlled, give
them the correct
label (write on
board).

Focus Reinforcement 12 Respondent vs. Operant 10- Bandura video 8


Punishment min Behavior 15 Mirror neuron min
(see slides) Biological Response vs. min (see slides)
Choice
(see slides)

Application Operant Conditioning 15 Classical vs. Operant 20 Take A Stand: Does viewing 32
Practice min Conditioning A Peaceful min violent movies/shows and min
1. Revisit the Family Reunion playing violent video games
Classical vs. 1. Find a partner not make a person more violent?
Operant sitting at your table. 1. Take your initial
Conditioning 2. Read the given stand
Scenarios sheet scenario. 2. Read through the
from last class 3. Determine whether two provided
(Thursday) it will be more research articles,
2. For every scenario appropriate to use looking for evidence
that you operant or classical that both supports
determined was conditioning. If your and disproves your
operant organism is likely to personal viewpoint
conditioning, do the appropriate 3. Complete the
determine the behavior and you guided reading that
behavior being can reinforce it, goes with both.
modified as well as then use operant. If 4. Take a second
how that is being you will be creating stand and be sure
done a new association to be ready to
(positive/negative between two back your position
reinforcement, previously with evidence. Did
positive/negative unrelated stimuli to you move? Why?
punishment). Be cause the learning 5. Explain your
sure to write it to tape place, then position in a
down. use classical. discussion post.
4. Figure out the [Formative assessment]
pieces of your
behavior
modification
experiment. Make
sure you will be
able to apply all
appropriate
vocabulary terms
(on slides).
5. Be ready to share
out.

Debrief Record the Principles of 5 Case Study Workday 20- Record the Principles of 5
Learning we reviewed min 1. If you havent 30 Learning we reviewed today. min
today. created your Phase min
I chart, do so now.
2. Enter in any of the
Principles of
Learning we have
covered so far. Be
detailed in your
explanation!

Next Steps 1. Classical Conditioning 1. Learning Formative quiz 1. Learning Formative quiz
Experiment video due next on next Monday, 3-20 NEXT class (Mon. 3-20)
class (Wed. 3-15) 2. Discussion post due Wed.
2. Keep your Principles of 3-22
Learning chart updated. 3. Stay on top of your Phase
I chart--due in ONE WEEK
(next Thursday, 3-23)

Materials 1. Reinforcers and punishers 1. Submission folder for 1. Observational Learning


for live demo classical conditioning Reading (on schoology)
2. Operant conditioning project 2. Slides
practice sheet (same as 2. Slides 3. Two research articles for
Thursday, already in 3. A Peaceful Family Take a Stand (on
Schoology) Reunion scenario slips schoology)

Week Three

Day M&L Day 7 (3/20) M&L Day 8 (3/22) M&L Day 9 (3/23)

Learning I can explain the process I can explain the process I can explain the process
Target of encoding memory. of encoding memory. of the retrieval of memory.

I can explain the storage


of memory.

Do Now Learning Formative Quiz 15 Get out your Learning Target 5 Get out your Learning Target 5
When finished, get out your min Tracker [unpack learning min Tracker [unpack learning min
learning target tracker. target] target]
[Formative assessment]

Grapple Memory Championship 5 Memory Experiment 10 Disney Retrieval Activity 10


Video min 1. Number 1 to 20 on min 1. Look at the pictures min
a piece of paper of the Disney
2. For A words, note characters. Write
the number of down as many of
syllables the names that you
3. For B words: can remember.
-Put P if you find 2. Match the pictures
the word pleasant of the Disney
-Put U if you find characters to their
the word name.
unpleasant The first test is RECALL- you
4. Do NOT write the have to retrieve the
words on you information from the brain
paper! without a cue or choice (fill in
the blank)
The second test is
RECOGNITION- you
recognize a stimulus as
familiar and you are given a
choic.e of answers (multiple
choice or matching)

Focus Encoding 15 Effortful Processing 20 Retrieval Cues Demo 15-


Information Processing min Strategies min 1. Ask students 20
Model Effortful processing- shallow generate two min
Sensory vs. deep associations for
Working Chunking every word you list
LTM Mnemonics out.
(see slides) Testing Effect 2. Then, ask them to
Spacing flip over their paper
(see slides) and write down as
many words as they
The Hippocampus can remember
Watch this video: 10 3. Next, give them the
https://www.youtube.com/wa min opportunity to flip
tch?v=KkaXNvzE4pk their paper back
1. What part of H.M.s over and try and
brain was removed remember the
in attempts to stop words using their
his seizures? associations as
2. How did this affect cues
his memory? 4. Explain that they
3. What parts of his did better the
memory still second time
worked? because of retrieval
4. Where do you see cues
working memory Context effects
being used by State-dependent
H.M.? memory
5. What does this Mood-congruent
video teach you memory
about the storage of (see slides)
memories?

Application Memory Map 15 Memorization Challenge 15 Serial Position Curve Activity 15


1. Think about your min 1. Im going to give min 1. Listen while I read min
favorite memory. you a list of words out a list of words.
We are going to to learn. You have 2. When I am done
track how that only 4 minutes to reading the list,
memory was learn as many as attempt to recall as
encoded. you can. There is a many of the words
2. Draw out the prize for the winner! as you can. Write
information 2. You can use as them on a sheet of
processing model many of the effortful paper. (Do NOT
(see my example). processing write them as I list
3. What sensory input strategies that we them--pencils
did you experience learned today as down!)
making this you want. You 3. Look at the list I
memory (what did MUST use at least have put on the
you see? Hear? one. screen and answer
Smell?)? Put this 3. The words can be the following
into the model. memorized in any questions:
4. What were you order. a. How many
paying attention 4. Be ready for a did you
to? Put this into the memory test AND remember
model. to explain how you ?
5. What was being used one of the b. Did you
rehearsed in effortful processing remember
working memory? strategies. any from
(Ex. Something the
being said to you? beginning
What something of the list?
looked like?) Middle?
6. What made it into End?
long-term 4. Watch as I graph
memory? your answers in
real time. What
does the graph look
like?

Primacy Effect
Recency Effect
Serial Position Curve
(See slides)

Debrief Record the Principles of 5 Principles of Learning/Case 25 Record the Principles of 5


Learning we reviewed min Study Work min Learning we reviewed today. min
today. 1. How could you
apply these
strategies to your
studying? Share out
examples.
2. Fill in your chart for
today. We have SIX
new principles to
add.
3. Create your Part II
chart to get ready to
log your use of the
Principles of
Learning

Next Steps 1. Viewing Violence 1. Case Study Part I due 1. Case Study Part I
discussion post due. Wed. TOMORROW at 11:59pm (Principles of Learning
2. Case Study Pt. I Chart) is due TODAY
(Principles of Learning 2. After tonight, begin logging
Chart) due by 11:59pm on your use of 3-5 principles
Thurs., 3-23. in your Case Study Part II
chart (Due next Thurs.
3-30)
3. Summative multiple choice
on Thurs. 3-30

Materials 1. Learning Formative 1. Word memorization list & 1. Disney tests


2. Video directions for each group 2. Slides
3. Slides 2. Slides 3. Retrieval cue quiz
4. Memory Map model 3. Prize for memorization 4. Serial position recall quiz
challenge winner 5. Serial position curve graph
template

Week Four

Day M&L Day 7 (3/20) M&L Day 8 (3/22) M&L Day 9 (3/23)

Learning I can explain the reasons for To be created! Long Term: I can synthesize
Target forgetting. knowledge of the brains cognitive
capacity to remember and learn
with that of my own study habits in
order to develop better
metacognitive awareness and
learning practices.

Do Now Get out your learning target 5 Get out your learning target 2 Turn in Case Study Part II 5
tracker and a rubric out of min tracker and a rubric out of min right now, before we start the min
the basket in the center of the basket in the center of test. When youre done,
your table and begin looking your table and begin looking clear everything off of your
over it. over it. table except a pencil.

Grapple Rubric Grapple 10 Intro to Memory Construction 20 ---


1. Pass out white min Watch min
boards. https://www.youtube.com/wa
2. Instruct students to tch?v=PB2OegI6wvI and
read the box for complete the viewing guide.
Phase 1|Not Yet
Evidenced.
3. Give them 30
seconds to pick
2-3 words they
think represent the
requirements of
that square of the
rubric. Instruct
them to write those
words down on
their whiteboard.
4. Have them share
their whiteboards
with each other.
5. Highlight one or
two examples.
6. Repeat for each
square of the
rubric.

Focus Encoding Failure (penny 15 Learning Target & Criteria 28


example) min For Success Creation min
Storage Decay: Forgetting We are going to be learning
Curve about memory construction
Retrieval Failure: today, but because this is
Interference (proactive, unplanned class time, we
retroactive) are going to create our own
learning target.
Idea Carousel:
1. In a group, rotate to
each station around
the room:
a. Goal:
What do
we want to
know by
the end of
class?
b. Skill: What
do we
want to be
able to
do?Explai
n?
Describe?
Analyze?
Demonstra
te?
c. Key
Terms:
Using the
TED talk
video that
introduced
us to the
idea of
memory
constructio
n,
generate
key terms
we should
use in the
learning
target
2. First Round: At
each station, you
are generating
original ideas to
answer the prompt.
Come up with at
least one idea at
each station (more
are welcome!).
3. Second Round:
This time, we are
agreeing
with/building off of
what others have
already written.If
you agree with an
idea, put a
checkmark by it.
4. Return to home
base: Go to the
station at which you
started. As a group,
circle the most
agreed-with words.
a. Remembe
r: We are
going to
focus on
what you
are
interested
in--if one
part of the
TED talk
really
interested
you,
include it
in the
learning
target, and
well learn
about it!

Construction:
1. Write I CAN big on
the board
2. Find the most
agreed with VERB
and add it to the
statement.
3. Find the most
agreed with GOAL
and add it to the
statement.
4. Find the most agree
with key terms that
are related to the
goal and make
them the criteria for
success

Application On piece of white paper... 15 Memory Construction 24 Multiple Choice Test 30-
1. Generate an min Modified Jigsaw min 1. We are reusing our 45
example of when 1. Individually, read an scantrons from the min
you relearned article of your pre-test. Just turn it
something quickly choice article over to the the
after you forgot it provided for you. blank side and start
2. Generate one Underline with #51
example of when information that will 2. Good luck!
you experienced enable you to meet
proactive todays learning
interference target.
3. Generate one 2. With your table,
example of of discuss the
when you important
experienced takeaways from
retroactive your reading. Keep
interference. in mind the criteria
4. Using these for success that we
examples, draw a just created! Did
picture that can any of them show
help you up in your reading?
remember these 3. Be ready to share
three terms. Its out with the class.
easy to confuse You are responsible
proactive and for their learning, so
retroactive make sure youre
interference (is that paying attention to
a type of what you read.
interference?),
so draw something
with a lot of
meaning to you
-Ex. to remember
retroactive, I might
draw myself
walking into high
school, then cross
out high school
and write college.
This demonstrates
how my college
experience might
make it harder for
me to remember
my high school
experience.
5. Remember, this is
a chance to be
creative AND we
learned last week
that turning
information into an
image is an
effortful processing
strategy

Debrief A test of your memory: 10 Circle Up 10 Begin working on Case 10-


without learning, what are min Sit in a circle. Bring your min Study Part IV, your 20
the proficient requirements learning target tracker and a reflection. min
for Phase IV of your case pencil.
study? If you get it right you 1. Metacognition:
get a prize! What is it?
If you didnt 2. Did we meet
remember, why do todays learning
you think that target?
happened? 3. What information
Encoding failure? from todays class
Decay? should be included
Interference? Be on the multiple
ready to explain choice?
your answer. 4. Any questions
before the multiple
choice tomorrow?
5. Review next steps

Next Steps Case Study Phase II (Learning 1. Case Study part II due Case Study Part IV (Reflection) due
Tracker) and Phase III (multiple TOMORROW at the Thurs., 4/6. You have an entire
choice test) on THURSDAY, 3-30. beginning of class. week!
Keep Studying! 2. Multiple choice test
TOMORROW

Materials 1. Rubrics (on schoology and TED Talk 1. Submission for Part II in
hard copies) Viewing Guide Schoology
2. Whiteboards 3 big pieces of chart paper 2. Multiple choice test
3. Expo markers Markers 3. Scantrons (reuse from
4. Slides Jigsaw articles pretest)
5. White paper & markers
6. Prize for getting rubric
question correctly

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