Woodrume ACP Flipbook

GE 117 – Social Psychology

Overview Materials

The main purpose of this class is to understand people from a biological and In all ways possible, this class will be
social perspective. At the end of this course, you should have a greater paperless. Below are some additional
understanding of how to interact with people of physical and socioeconomic materials needed to be successful in
characteristics different than yours. class:

Goals • Working computer to
submit assignments online.
Goals for this class include the following:
• The textbook is available
• Identify behavioral and mental processes which psychologists study. online or for 2 hour
• Explain the basic theoretical approaches to interpreting human behavior. checkout at the library.
• Identify the developmental milestones of childhood, adolescence, and
• Attendance in class.
adulthood. • Positive attitude.
• Identify the senses humans use to describe their environment and how • No cell phones in class!

disorders with these senses impact the individual and their personality. Milestones
• Differentiate between classical and operant conditioning.
February 29, 2016
Requirements Psychological perspectives paper due

All students are expected to read materials associated with previous and March 3, 2016
subsequent class periods. Students are also expected to practice curriculum First Test – Chapters 1-4
related skills and concepts outside class to increase the retention of the material.
March 11, 2016
It is estimated students will need to spend approximately 20 hours per week Senses paper due
reviewing materials for the course. While this may not be necessary for every
student, the importance of completing readings and course work outside of class The Basics:
cannot be stressed enough.
Rachel Woodrume, Ph.D.
Evaluation
Office Hours: TTH 10:30a-12:30pm or by
Students will be graded using a mixture of testing, participation, and daily appointment
assignments to assess learning. The following is a breakdown of how the grades
will be calculated: Phone: 832-253-3683

• Daily Activities/Assignments 40% Email:
30% [email protected]
• Quizzes 30%
• Final Exam 100% Twitter: @RWoodrume

o Total Points

~For more detailed information about the class, please refer to the full
syllabus available online.

Social Psychology – Key Pointers 1

BOPPPS LESSON PLAN

COURSE: Social Psychology
Lesson Title: Operant vs. Classical Conditioning

Bridge: During the last class, we talked about theories of childhood development, but did you know it’s possible for adults to learn too?

Estimated time: 2-3 minutes
Course Student Learning Outcome:
1. Explain the difference between operant and classical conditioning.
2. Provide examples of how both types of learning are effective in different situations.

Learning Objectives: By the end of this lesson, students will be able to

1. Describe the difference between operant and classical conditioning. (Comprehension/Understanding)

2. Recognize and apply the use of operant and classical conditioning to their personal lives. (Analysis



Pre-Assessment: Ask students if they have ever had certain behaviors molded? Can the people around us influence what we do and do not do? I would have

students vote via PollEverywhere to see how many people believe they can and cannot be molded.



Estimated time: 5-7 minutes, longer if needed based on student engagement.

Participatory Learning:

HIGHLIGHT AND LABEL THE FOLLOWING:

• 4 questions with Bloom’s level identified

• New instructional technology you are trying

• At least one classroom assessment technique (CAT)

Time Instructor Activities Learner Activities Lesson Materials



10 Show “Big Bang Theory” videos Have students watch to see how adult behavior https://www.youtube.com/watch?v=Mt4N9GSBoMI

minutes can be molded

https://www.youtube.com/watch?v=LhI5h5JZi-U



11-35 After bridge and Pre-Assessment, divide Students will discuss OC and CC and come up Reading the student was expected to complete prior

minutes class in to groups. 2 groups will be OC and 2 with a skit to present to the class to to class.

groups will be CC. demonstrate examples of each.

Have power point ready to give to students.

After approximately 10 minutes of Students to compare what they think they know

discussion, instructor will hand out power about OC and CC with handout. Will make sure

point of notes regarding both types of they are on the right path with each type of

learning. learning.

35-60 Instructor watches as groups go up one at a Students act out skits they have prepared in Instructor watch to make sure the terms are

minutes time to reenact OC and CC conditioning class presented correctly to the class.

based on team discussion.



Post-assessment: Using mentimeter, have the class name one thing they learned about OC or CC. Using the scrolling comments feature of the website. As I see

some students are finished entering their answers, I would ask the following questions out loud:



1. Sam ate pancakes every morning for breakfast for the last three years. Just this morning, Sam took a bite in his pancakes and had a strong unexpected

dislike for the pancakes. This acquired change is called___________. (Comprehension Level)

a. Taste-aversion

b. Phobia

c. Extinction

d. Bad Food

2. The father of classical conditioning is: (Knowledge Level)
a. Ivan Pavlov
b. BF Skinner
c. Abraham Maslow
d. Carl Jung

3. If you wanted to train your dog to bring your house slippers to you when you came home, what process using Operant Conditioning would you use?
(Synthesis Level)

4. Ivan Pavlov used dogs to prove his theory of Operant Conditioning. In essence, one can argue the dogs were manipulated for the sake of science. Do you
agree with the actions of using animals to advance science? Support your answer. (Evaluation Level)


Estimated time: 5-7 minutes
Summary: Have students complete another poll to see if the results are different regarding if adults can have their behavior modified. Challenge the students to
look throughout their day before the next class to see if they can spot OC and/or CC and we will talk about it in the next class.

Estimated time: 1-2 minutes


ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)

Extra information included in the attachment.

How do you learn?

S

1

Classical Conditioning

S  Simple form of associative learning that enables organisms
to anticipate events

S  reflexes (unlearned) are evoked by certain stimuli
S  reflexes can also be learned by association

Contribution of Ivan Pavlov

S  While studying salivation in
dogs, Pavlov “happened”
upon the principles of
conditioning

S  Reflexes (unlearned) can be
learned (or conditioned)
through association

Why Did Pavlov’s Dogs
Salivate?

S  Behaviorist perspective

S  dog learned to salivate in response to the tone because the tone
had been paired with the meat powder

S  Cognitive perspective

S  the dog salivated in response to the tone because the tone
became mentally connected with the meat

Stimulus and Response in Classical
Conditioning

S  Unconditioned stimulus (UCS)
S  Unconditioned response (UCR)
S  Orienting response
S  Conditioned stimulus (CS)
S  Conditioned response (CR)

A Schematic Representation
of Classical Conditioning

Extinction and Spontaneous
Recovery

S  Extinction

S  CS no longer followed by an UCS - no longer elicits CR

S  Spontaneous Recovery

S  CS once again elicits CR
S  a function of time that has elapsed since extinction occurred

Generalization and
Discrimination

S  Generalization

S  tendency for CR to be evoked by stimuli similar to the stimulus
to which the response was conditioned

S  Discrimination

S  CR evoked by limited range of stimuli due to pairing only the
limited stimulus with the US

Higher-Order Conditioning

S  Previously neutral stimulus becomes a conditioned stimulus
after being repeatedly paired with a stimulus that has
already become a conditioned stimulus

S  condition dog to salivate to tone
S  repeatedly pair light with tone
S  light evokes salivation

Classical Conditioning of
Emotional Responses

S  “Little Albert” -
conditioning
for fear

S  conditioned to fear a rat
which generalized fear of all
similar in appearance to rat

S  biological preparedness –
in this case fear of an
animal

Operant Conditioning:
Learning What Does

What to What

S

Thorndike and Law of Effect

S  Law of Effect

S  response is strengthened by a reward
S  response would not occur in ways that bring punishment

B.F. Skinner and Reinforcement

S  Operant behavior
S  Focused on measurable

behaviors
S  Skinner box

S  experimental conditions can be
maintained

S  Reinforcer

A Rat in a “Skinner Box”

Operant Conditioning

S  Organisms learn to
engage in behavior that is
reinforced

Types of Reinforcements

S  Positive reinforcer

S  increase probability behavior will occur when it is added

S  Negative reinforcer

S  increase probability behavior will occur when it is removed

Positive Versus Negative Reinforcers

Immediate versus Delayed
Reinforcers

S  Immediate reinforcers are more effective than delayed

S  short-term consequences are more of an incentive than long-
term

Primary and Secondary
Reinforcers

S  Primary reinforcer effective because of biological makeup of
organism

S  food, water, warmth, pain (negative reinforcer)

S  Secondary reinforcer acquire value through association with
established reinforcers

S  conditioned reinforcers
S  money – people learn it may be exchanged for primary

reinforcer

Extinction and Spontaneous
Recovery

S  Extinction

S  learned responses are extinguished after repeated performance
without reinforcement

S  people can self-reinforce for some behaviors

S  Spontaneous Recovery

S  occurs as a function of time

Reinforcers versus Rewards and
Punishment

S  Reinforcers are known by their effect
(increase response)

S  Rewards are pleasant events that
affect behavior

S  Punishments are aversive events that
decrease the frequency of the
behavior they follow

S  positive punishment – apply aversive
stimulus

S  negative punishment – remove
pleasant stimulus

Negative Reinforcers Versus
Punishment

HRPO Grading Rubric

Week 3 Assignment

Exceptional Regular Completion Below Average Student Did Not

Completion 2 points Completion Complete

3 points 1 point 0 points

Thoroughly Student somewhat Student is not clear Student did not answer
answers what job answers what job title on what type of job question.
Job Title the student is
they would like to he/she is interested

interested in. have. in.

Thoroughly Student mentions a Student vaguely Student did not answer

answers the preferred industry but mentions the question.

Industry industry or does not elaborate on industry interested
industries
interested in. why he/she is in.
interested in that

industry.

Shows thorough Student provides a Student is making Student did not answer

research of general range of what guesses or question.

Compensation compensation the position is paid assumptions about

through references but no references to how much the

and own analysis. support conclusion. position pays.

Student elaborates Student has a general Student is guessing at Student did not answer
on the type of idea of the experience the type of question.

Experience experience needed needed, but no experience needed.

to reach stated job indication of factual

title. information.

Student thoroughly Student makes Student guesses what Student did not answer

researches the assumptions about the level and type of question.

Education educational steps type of education education is needed
needed for job title needed. Weak for position

to be achieved. references provided.

Student has a very Student has a general Student has limited Student did not answer

detailed plan for idea for how to reach information on how question.

Student’s Plan how to obtain a the job title, but does he/she will reach the

position with that not provide specifics. job title.

job title or similar.

Very few errors in Some errors in Numerous errors in Exceptional number of
writing, formatting, writing, formatting, writing, formatting, errors in writing,

spelling, and spelling, and spelling, and formatting, spelling, and

Formatting, grammar. Paper is grammar. Errors are grammar. Errors are grammar. Errors so

spelling, grammar not distracting and somewhat distracting distracting to the exceptional, the reader

errors do not take to the reader. reader, but reader is is not able to follow the

away from content still able to follow flow of ideas.
of the paper. along.

Student uses at Student uses at least 2 Student uses 1 Student does not use

least 2 references. references. APA reference to support reference to support

References APA format is formatting is subpar. information in paper. ideas in paper.

within 90%

accuracy.

Student types a Student types Student types 749- Student types 699

Word Count minimum of 800 between 799-750 700 words for words or less for
words for words for assignment. assignment. assignment.

assignment.

ACP Showcase Por.olio

Rachel Woodrume, Psychology, April 16, 2016

cc: Hey Paul Studios - h8ps://www.flickr.com/photos/45257015@N03

Table of Contents

•  Student Prepara>on Strategy
•  BOPPS lesson: CAT, Ques>ons,

& Technology
•  Reflec>on

cc: jean louis mazieres - h8ps://www.flickr.com/photos/79505738@N03

Student Prep Strategy

1.  Read assigned chapters.
2.  Turn in crossword puzzle for

daily grade before class starts.
3.  Student posts one ques>on they

hope to learn in class forum
before class starts.

cc: slimninja - h8ps://www.flickr.com/photos/21092816@N00

Bridge

•  Videos: The Big Bang Theory
•  Humor with a Point

cc: nldazuu.com - h8ps://www.flickr.com/photos/36644893@N05

ObjecTves

1.  Describe the difference between
operant and classical condi>oning.
(Comprehension/Understanding)

2.  Recognize and apply the use of
operant and classical condi>oning
to their personal lives. (Analysis)

cc: Dean Hochman - h8ps://www.flickr.com/photos/17997843@N02

Pre-Assessment

•  Socra>ve Space Race
•  Poll Everywhere: Can you be

molded?

cc: mckinney75402 - h8ps://www.flickr.com/photos/30791749@N07

ParTcipatory Lesson

1.  Instructor divides students in to
groups: OC & CC

2.  Students develop skits to highlight
principles of either OC or CC

3.  Students present skits to the class.
4.  Instructor observes/provides

guidance and direc>on as needed.

cc: Kuyata - h8ps://www.flickr.com/photos/37348370@N00

Post-Assessment

1.  Based on informa>on
contained in the skits.

2.  Men>meter: Open Ended
Flowing Grid

3.  Instructor Ques>ons

cc: Sco8 McLeod - h8ps://www.flickr.com/photos/93393982@N00

Summary

cc: --Filippo-- - h8ps://www.flickr.com/photos/71882589@N00

What about me?

cc: Hey Paul Studios - h8ps://www.flickr.com/photos/45257015@N03

Rachel Woodrume
Reflective Essay – Adjunct Certification Program

April 18, 2017

As an educator it is important to be a seeker of knowledge. Often times many
instructors become frustrated or bored with their positions because they no longer seek
new ideas and methods to teach their materials. In many ways instructors then begin to
hurt the very students they pledged to help.

Values, Knowledge, and Insight
I have gained copious amounts of information from my time spent in this class.
Not only was the instructor engaging, but also I found myself watching her process of
delivering the content and contemplating how I could deliver my own subject matter in
the same way. As an instructor, I have learned to watch how others teach and I am
thankful the school employed such an individual many of us in the class want to mirror.

Furthermore, I have gained interesting resources and suggestions for how to make
my own classes more engaging. As the certification class progressed through each topic I
became more and more excited about the ideas presented by the instructor and mentioned
by my classmates. It was also refreshing to know that many of my own issues or
insecurities are the same or similar issues my peers struggle with as well. The sense of
camaraderie and teamwork within our group was invaluable and I have gained positive
teaching relationships because of the experience.

Knowledge Incorporation

Even before our program ended, I began incorporating the things I learned in the
certification class to my own classes: Socrative, Mentimeter, and TedEd are now a staple
in my classroom. I have also used skits, the “muddiest point”, and one minute “what did

you learn” pieces in my class. In the future, I will continue to incorporate games,
teamwork exercises, and various CATs we learned in class. Lastly, the biggest change I
will make in my class will be with my presentations.

I have never been an instructor to use power points as a means for students to read
and then copy information verbatim from the slide. Many times I would use pictures or a
diagram to discuss an idea, but the templates available in power point were very vanilla.
Haiku Deck has given me a new level of excitement with creative pictures and the ability
to down load the presentation in to power point or share on social media. Not only will I
no longer be board with my presentations, but hopefully this enthusiasm will permeate
through my students as well.

Teaching Effectiveness

Above all, this class has reminded me of the importance of planning for each
class. Many times it is easy for an instructor to become complacent and reach for the
“same lesson plan” that often bored the class and the instructor. The ACP reminded me
each class is different because every student is different. Each semester is a different
semester and the examples that can be used should be revisited.

To be the most effective, each class should be viewed with fresh eyes, a new
perspective, and new opportunities. Every class is an opportunity to impact a class full of
students. When we as instructors start to neglect this fact, we need to change professions.

Further Professional Development

My suggestions for further professional development are to continue to offer this
class, but perhaps more frequently. Possibly if there is one instructor who then, in a
“train the trainer” format, trains other quality instructors to deliver the product, then
multiple classes can occur at each campus. Imagine the possibilities of growth and the
opportunity for learning if these ideas were infused in greater numbers more frequently
each semester instead of only 15 or so instructors at a time on each campus. In essence,
increasing quantity, but preserving quality.

Conclusion

In closing, I want to express my utmost gratitude to Professor Pruden for her
knowledge and always-positive attitude with our class. While I was apprehensive on how
I would get everything done between this class and my current requirements, I am
thankful to have carved out the time to complete the class. I am thankful to have received
the opportunity to attend the class and I am appreciative of the time I spent learning from
my peers.

Students will read chapter 4 regarding the principles of Operant Conditioning. Upon completion of the
reading, students will be prepared to discuss the following questions:

1. What principles of operant conditioning are active in the student's life?

2. How do the ideas of operant conditioning apply to the work environment?

3. How is operant conditioning different from classical conditioning?

These principles will be addressed during a class exercise with two separate groups. In a “head-to-head”
format, the students will be asked questions that apply to either classical or operant conditioning. Questions
will range from basic definitions to applications in the student’s life. Losing team must write one page
paper summarizing the difference between both psychological learning styles.

Learning Objectives (these should be the ones you wrote in Module 1): By the end of this lesson,

students will be able to:

1. Explain the difference between operant and classical conditioning.
2. Provide examples of how both types of learning are effective in different situations.

1. Sam ate pancakes every morning for breakfast for the last three years. Just this morning, Sam took
a bite in his pancakes and had a strong unexpected dislike for the pancakes. This acquired change
is called___________. (Comprehension Level)
1. Taste-aversion
2. Phobia
3. Extinction
4. Bad Food

2. The father of classical conditioning is: (Knowledge Level)
1. Ivan Pavlov
2. BF Skinner
3. Abraham Maslow
4. Carl Jung

3. If you wanted to train your dog to bring your house slippers to you when you came home, what
process using Operant Conditioning would you use? (Synthesis Level)

4. Ivan Pavlov used dogs to prove his theory of Operant Conditioning. In essence, one can argue the
dogs were manipulated for the sake of science. Do you agree with the actions of using animals to
advance science? Support your answer. (Evaluation Level)