Psych 8762 Psyc 6766 Teaching Of Psychology Week 4 Instructi

Psyc 8762psyc 6766teaching Of Psychologyweek 4 Instruction Plan Temp

Psyc 8762psyc 6766: Teaching of Psychology Week 4 Instruction Plan Template Select either a lecture or discussion topic that will be the basis of your instruction plan for a 1-hour, in-person lecture or discussion and a planned activity. For the lecture plan, the activity should be one that a class of 200 students can complete during the lecture in an introduction to psychology course. If you choose to have a discussion-based class, plan your activity for 25 students. What elements do you think are important to address in terms of content and activities? What class atmosphere are you trying to develop, and how will this discussion or lecture add to that development?

You also create a PowerPoint presentation that will accompany your discussion or lecture. Your instruction plan should be in Times New Roman, 12-point font, and double spaced. It should detail the following: · A description of the design of the class (e.g., 200-student lecture or 25-student discussion section) · A summary of the introductory psychology topic you selected · An explanation of how much of the one hour allotted for this instruction is being designated for lecture/presentation, discussion, activity, question and answer, and closing comments · An explanation of the rationale based on learning theories examined in the course · An explanation of the activity (or strategies) used to engage students in the lecture or discussion topic Include citations as to where you retrieved the information and references.

Paper For Above instruction

The following is a comprehensive instructional plan for an introductory psychology lecture aimed at a large university class, designed to engage 200 students effectively while fostering a conducive learning environment grounded in established learning theories. The chosen topic for this session is "Classical Conditioning," which aligns with foundational concepts in psychology and offers practical applications to everyday life, making it relevant and engaging for students.

Class Design and Structure

The class is structured as a 1-hour lecture with an integrated activity, utilizing a traditional large-lecture format suitable for 200 students. The lecture will be supplemented with PowerPoint slides to enhance visual engagement and clarity. The class environment aims to promote active participation through strategically timed activities and discussions. Given the size, interactive elements will be designed to accommodate large audiences, such as live polls and think-pair-share activities, ensuring active involvement from all students.

Topic Overview: Classical Conditioning

Classical conditioning, first described by Pavlov, refers to a learning process where a neutral stimulus becomes associated with a meaningful stimulus, eliciting a conditioned response. This principle underpins many behavioral therapies and understanding of human and animal behavior. The lecture will explore key concepts such as unconditioned and conditioned stimuli, responses, acquisition, extinction, and spontaneous recovery, providing students with essential knowledge about associative learning mechanisms.

Time Allocation and Instructional Components

• Lecture/Presentation: 30 minutes
• Interactive Discussion: 10 minutes
• Engagement Activity: 15 minutes
• Question and Answer: 4 minutes
• Closing Comments: 1 minute

This schedule ensures balanced emphasis on content delivery, student interaction, and clarification, aligning with principles of adult learning theories emphasizing active engagement and relevance.

Rationale and Learning Theory Foundations

The instructional design is based on Bandura’s social learning theory, emphasizing observational learning and modeling, and on constructivist approaches that promote experiential learning. Active engagement strategies such as formative assessment via clicker questions stimulate cognitive processes and help in knowledge retention (Chi, 2009). Furthermore, the activity is designed to align with Vygotsky’s social development theory by encouraging peer discussions that facilitate scaffolded learning experiences, even in a large lecture setting.

Engagement Strategies and Student Activity

The central activity involves students participating in a live demonstration of classical conditioning. Using a video clip of Pavlov’s experiments, followed by a guided role-play exercise, students will experience the principles firsthand. To maximize engagement, students will be randomly selected to role-play as conditioned and unconditioned stimuli and responses, encouraging active participation. This kinesthetic approach benefits diverse learning styles and reinforces understanding through experiential learning (Kolb, 1984).

Post-activity, students will answer questions such as “How does classical conditioning relate to real-world examples like advertising or phobias?” These prompts will serve as formative assessment to gauge comprehension and critical thinking skills.

References

• Bandura, A. (1977). Social Learning Theory. Prentice-Hall.
• Chi, M. T. H. (2009). Active-Constructive-Interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1(1), 73-105.
• Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
• Pavlov, I. P. (1927). Conditioned Reflexes. Oxford University Press.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Schunk, D. H. (2012). Learning Theories: An Educational Perspective. Pearson.
• Ormrod, J. E. (2014). Educational Psychology: Developing Learners. Pearson.
• Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and Learning: Theory, Research, and Practice. Pearson.
• Mayer, R. E. (2009). Multimedia Learning. Cambridge University Press.
• Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No. 1.