Kristy Kendall CDES 2011

What is new to the study design

School assessed coursework

Revision and preparation for the examination

On completion of this unit the student should be able to explain the neural basis of learning, and compare and contrast different theories of learning and their applications.

LA: Sparkler and bubble activity for neural communication. Neurotransmitter investigation – break students into pairs

and get them to research different types of neurotransmitters and present back to the class

Resources: Watch the Neurotransmitter synapse animation at

http://www.youtube.com/watch?v=90cj4NX87Yk An article on LTP released in October 2010

http://www.sciencedaily.com/releases/2000/10/001020092659.htm

LA: Research different critical periods for developmental

milestones and place them on a timelineResources:Watch the clip on a hemispherectomy at complete the

worksheet (attached) http://www.youtube.com/watch?v=TSu9HGnlMV0

“Boffins watch love song alter fledgling's brain” (www.theage.com.au/world/boffins-watch-love-song-alter-fledglings-brain-20100218-oisy.html)

Texts:Doidge, N. (2007). The Brain That Changes Itself:

Stories of Personal Triumph from the Frontiers of Brain Science. Penguin Group; USA.

Resources:An article on using MRI’s to predict ability to

learn video games, released in 2011: http://psychcentral.com/news/2011/01/17/mri-analysis-predicts-skill-at-video-game/22702.html

An article on the use of brain imaging to investigate the role of the cerebellum in learning new skills: http://www.bmedreport.com/archives/23116

LA:Graduated exposure – Hand students a list of

phobias and ask them to pick one and devise a systematic desensitisation plan.

Aversion therapy – Break students into committees for anti-smoking, anti-drinking and anti-drug committees. Get them to devise an aversion therapy treatment plan.

Resources:A video that shows the use of CBT and flooding

http://www.youtube.com/watch?v=lMZ5o2uruXY

LA: Get students to draw up a table that identifies the ABC

components of their good and bad behaviour or of that in a TV show or newspaper article.

Use Sniffy the virtual rat to look at different types of reinforcement/punishment and how it impacts in behaviour.

Change the schedule with which Sniffy is rewarded to look at impact of behaviour.

Get students to devise a consequence plan for particular behaviours in the school that uses positive & negative reinforcement and punishment and response cost.

Give students a box of smarties with a schedule of reinforcement on the front. Get them to quiz each other (attached) and reward on the schedule suggested.

LA:Run a token economy to reward your

students and allow them to exchange for rewards. Remember to set up the rules of the economy first.

According to knowledge of operant conditioning principles present a table with pros and cons for using token economies.

Convenience sampling....through shaping

LA: Show this clip of a baby dancing to Beyonce and discuss role

modelling: http://www.youtube.com/watch?v=tAFDux0UL9c&feature=related

Use an inflatable Bo-bo doll and re-enact Bandura’s experiments Use a flow chart to show what happened in each experiment and

to demonstrate the differences between each of the listed experiments

Write an essay investigating the relationship between operant conditioning and observational learning (attached)

Resources: Bandura discusses his experiments http://www.youtube.com/watch?v =Pr0OTCVtHbU&feature=related

Types of EVs...through

Bandura

LA: Show ‘Duffless’ – a Simpsons episode with

insight learning, operant and classical conditioning and answer a series of discussion questions (attached)

Resources:Actual footage of Kohler’s experiment and similar

experiments: http://www.youtube.com/watch?v=iCC0bxz8FFU&feature=related http://www.youtube.com/watch?v=fPz6uvIbWZEpage 22 from Unit 3, in addition to this they will need an understanding of the following:

LA:Storyboard Tomlan’s experiment on rats

running a mazeLearning researchers jigsaw – make a

booklet, poster or cue cards with all of these features to compare all the researchers and their work (attached)

Advantages and limitations of animals in

research

There are two pairs of assessment tasks. Pair A may be selected for either Outcome 1 or Outcome 2. Pair B must be utilised for the outcome not covered by Pair A.

Annotated folio of practical activities

30 marks

One other task selected from:• essay• test•visual presentation

20 marks

One task selected from:• evaluation of research• data analysis• essay• media response• report of a research investigation conducted by the student• oral presentation using two or more data types• test• visual presentation

25 marks

One task selected from:• evaluation of research• data analysis• essay• media response• report of a research investigation conducted by the student• oral presentation using two or more data types• test• visual presentation

25 marks

The teacher needs to determine:

Which practical activities are undertaken for inclusion in the folio.

How many practical activities should be annotated for the assessment task.

Whether they, or the student, select/s which activities are annotated for the assessment task.

Whether to provide a set of guiding questions to assist student annotations or whether to allow students to make their own annotations based on a general question or related to a specific aspect of the area of study.

When the annotations are to be completed, for example, immediately after each practical activity, or after a series of practical activities, or in a block at the end of the area of study.

RECORD- Get students to make a record of some

practical activities done in class- Provide them with a template for this

(experimental or non experimental)- Use questions such as aim, description of

task, findings, definitions of key terms, links to learning theory, etc (whatever you decide is acceptable)

- Students complete templates

ASSESS- Students may then bring in their templates to

complete an assessment that covers the knowledge.

- Questions may include comparison s between types of learning or learning researchers, providing other examples of practical situations, defining and explaining key terms.

Classical conditioning - tap –puff or alarm-sherbet

Shaping - ‘hot and cold game’Trial and error learning – matchstick puzzlesObservational learning – Make and origami

jumping frogInsight learning –

word and logic problemsOperant conditioning –

Sniffy the Virtual Rat

Use Sniffy the Virtual Rat as a means of testing many different operant conditioning principles.

PAIR A (Annotated folio plus one of the following)

Essay – see Worksheet on BanduraVisual presentation – • Classical vs Operant conditioning (VCAA website)• Compare similarities and differences between

behaviours that are not learned• Use a flowchart to show the different elements of

observational learning• Use the learning jigsaw to investigate differences

between researchers• Choose any two experiments conducted in the topic of

learning and using a flowchart identify the aim, method and conclusion of the research

Test

PAIR B (additional options)

Research Investigation or data analysisThe effect of timing on presentation of a UCS on

development of an eye blink.The effect on encoding methods on rates of

learning (VCAA website)Evaluation of research• Summarise and evaluate different experiments on

observational learning conducted by Bandura (1961), (1963a) & (1963b)

Media response• Use articles mentioned in ‘new material’ grid in

terms of the brain in learning

- Knowledge building worksheets (attached) - A+ progressive tests- Practice extended response questions (attached)

- and........

Skinners in the house, playing with his mouseDoing his operant thingThe lever is dipped, a behaviour has clickedThen a consequence follows meI made a decision did I mentionBy trying out different solutionsWith every trial, errors will flyThe curve decreases erratically

If you like it then you then you should press the lever for itThe cat liked it so he went and pressed the lever for itIt strengthened his behaviour with a fish filletThorndike coined the law of effect from itOh Oh Oh Oh Oh Oh Oh Oh Oh-Oh Oh Oh OhOh Oh Oh Oh Oh Oh Oh Oh Oh-Oh Oh Oh Oh

Pavlov’s brain is turning cogs, playing with his dogsConditioning classicallyThe bell rings up, dog drools in a cupA conditioned response it bringsIf it only needs one, pairing to be doneFor learning to get your attentionGarcia’s had a turn, one trial learnExtinction won’t happen to me If you like it then you should sound a gong with itAlbert didn’t so he cried and escaped itHis learning was instant unlike Tolman’sWho found that learning can be latentOh Oh Oh Oh Oh Oh Oh Oh Oh-Oh Oh Oh OhOh Oh Oh Oh Oh Oh Oh Oh Oh-Oh Oh Oh Oh

Don’t watch me hit those Bo-bo dolls I observeBoys are more aggressive than girlsBandura knows what kids deserve when they

observeKohler used his insight to ignite potential from now

to beyondTaken into their arms, the monkeys used their

charmThey got the sticks and did their tricksAnd verified that learning sticks All the researchers.........Now put your hands up!

Good luckKristy.Kendall@haileybury.vi

c.edu.au