topic plan level: sace stage 2 psychology topic: trinity...

Psychology Topic: SOCIAL COGNITION

SACE Stage 2 Term 1 2016

TOPIC PLAN

LEVEL:

SACE Stage 2 Psychology

TOPIC:

SOCIAL COGNITION

SCHOOL:

TRINITY COLLEGE GAWLER

DATE:

Term 1 2016

CONTENTS 1. School/student context 2. SACE Psychology 2015 Subject Outline

3. Topic objectives 4. Learning requirements 5. Content/Activity Sequence 6. Assessment Grid 7. Lesson Plans 8. Test

9. Student feedback



1. School/student context

Trinity College Senior Campus is an Anglican school located north of Adelaide

in Gawler. The college offers from Montessori through to Year 13, with a four

campuses for students in Reception – Year 10. A joint campus for those

completing senior studies and singular building located on one of the

campuses for Montessori.

The school thrives on community involvement and has a large focus on

extracurricular activities from academics to sporting.

Each campus has its own leadership group which follows a college wide

structure. These leaders meet often to ensure the schools are functioning to

their best abilities.

The college offers new technology in every classroom including interactive

white boards and teacher laptops. In the senior campus each student is

entitled to a laptop to complete their studies. It is loaned out and then returned

once finishing up at the school. This allows high technological involvement in

course work and the ability to be flexible and portable study options.

The classroom, as mentioned has an interactive white board with speakers and

access point for laptops. There is easy internet access for both student and

teacher with restrictions on what can be accessed due to needed to keep

technology use appropriate. This outlet is also important for teaching students

safe internet use.

The class of 15 students studying Stage 2 Psychology needed two pre-requisites

to be accepted into the class. One being a grade of B or above in English

Studies in Stage 1, also C or above in any science subject studied at Stage 1.

This prepares the students for the type of assessments and learning

requirements. The students have a variety of learning styles but are of similar

abilities due to the pre-requisites. Majority of the students have interest in

pursuing psychology studies in further education.

My teaching approach follows William Glasser’s Choice Theory. Where students

must take personal responsibility for personal choices and personal

transformation. As these students are committed to studying Stage 2 subjects

and completing their SACE certificate, it is suited that they are responsible for

their learning just as much as their teacher.



2. SACE Subject Outline 2016

Social cognition refers to the processes involved in interpreting, analysing,

remembering, and using information about the social world. We constantly seek

information from our environment about how we are expected to behave, so that

we can comply with or violate these expectations. Some of this information comes in

the form of instructions (e.g. from parents and teachers) and some comes from

observing the behaviour of others or the reactions of others to our behaviour. We

also seek to predict how others will behave, explain our own successes and failures,

and make positive or negative impressions on others. To achieve these goals we

need to reduce the great quantity and complexity of the social information we

receive. Although this reduces the resources required for social cognition, it is also

vulnerable to biases, which can have unfortunate social consequences.

Social cognition includes person perception, attributions, stereotypes, and attitudes.

This topic focuses on person perception and attitudes.

Although social cognition can be addressed at all four levels of explanation of

behaviour, this topic focuses on the sociocultural level. The emphasis is on

explanations of social cognition provided by social psychologists.

Key Ideas

Knowledge and understanding should be relevant to the following key ideas:

The relationship between social cognition and behaviour is bidirectional. In particu-

lar, attitudes influence behaviour, but behaviour also influences attitudes.

Our perceptions of others and of ourselves are vulnerable to a number of biases.

Areas of Learning

The structure of attitudes and the functions they serve; the factors that influence at-

titude formation and attitude change (including source, message, and audience,

and peripheral and central processing routes); the bidirectional relationship be-

tween attitudes and behaviour; the factors that influence impression formation;

self-knowledge from social comparisons; and impression management

Psychological principles concerning social cognition in everyday experiences and

events (e.g. meeting a new person, or advertising) and in psychological interven-

tions, including public safety campaigns that target attitude change

The application of these psychological principles to social issues (e.g. reducing prej-

udice, or increasing the effectiveness of health-promotion campaigns) and per-

sonal growth (e.g. more effective persuasive communication and impression man-

agement)

Investigation designs and methods of assessing psychological responses used to

study social cognition

Ethical issues associated with research and applications in the area of social cogni-

tion



3. Topic objectives

Make a list of the specific content students will cover. Make sure the objectives

can be demonstrated with an assessment. Students should:

(a) Describe the structure of an attitude and its functions

(b) Identify the influences on attitudes

(c) Explain the different routes of persuasion and the aspects influencing

persuasive effect

(d) Demonstrate an understanding of social comparisons

(e) Recognise the relevance of impression management in real society as

well as in film

(f) Apply psychological principles to reality – prejudice

(g) Conduct research using investigation designs

(h) Be aware of ethical issues in the study of Social Cognition



4. Learning requirements

Students should:

1. Explain attitudes in regards to formation, function and influences

2. Analyse persuasive techniques and the impact of persuasion on attitudes

3. Demonstrate social comparisons

4. Identify impression management in film

5. Apply psychological principles to real life situations

6. Understand the ethical issues that must be adhered to

7. Demonstrate research methods in proposing research, collecting data, an-

alyzing data, accurately reporting data and using correct referencing



5. Content/Activity Sequence

Lesson

Object-ives

Content Student Activity

(including due dates)

1 Introduction to Social Cognition & Attitudes

H/work Work sheet

2 Attitude- source, message, audience

H/work Find advertisement & analyse

3 & 4 Persuasion – peripheral & central route

Assignment Type 2 –Oral

presentation

H/work Oral presentation due lesson 8

5 Advertising – public safety campaigns

H/work Write a paragraph on your personal experiences being

effected by a public safety campaign

6 Application of principles – reduce prejudice, effectiveness of campaigns

H/work Finish task from lesson

7 & 8 Social comparisons

Assignment Type 2 presentations

H/work



Content/Activity Sequence continued

Lesson

Object-

ives

Content Student Activity

(including due dates)

9 Investigation design in social cognition

Ethics

H/work Students are to start getting ideas for their individual

investigation, bring ideas into next lesson.

10 Assignment type 1 – individual investigation

Start watching Devils Wear Prada

H/work Assignment Type 1 – Investigation due lesson 16

11 & 12 Watch Devil Wears Prada

H/work

13 Impression management

H/work Assignment

14 Revision

Topic quiz

H/work Assignment

15 & 16 Discussion of quiz

Notes for exam

Hand up assignment

H/work



6. Assessment Grid

Assessment in this topic will use the following Assessment Design Criteria:

Topic Objective

Progress

(formative)

Test

(summative)

C level A level

a)

b)

c)

d)

e)

f)

g)

h)

i)

j)



7. Lesson plans Week 1: Monday (50 mins)

Lesson 1 Performance Objectives:

Students will:

Understand how attitudes are formed and how they are used in real

world situations.

Be able to identify influences of attitudes.

Have the ability to actively form an attitude and report why that partic-

ular attitude was formed.

Understand the socio culture level of explanation in relation to social

cognition

Time

(mins) Teacher Activity Student Activity Resources

9.00 –

9.10am

(12 min)

Take the attendance

record. Introduce social

cognition as a topic and

outline the topic plan to

the students.

Hand out assessment

sheets and briefly explain

each assessment

Note taking of

definitions, receive a

handout of topic plan

and assessment

information sheets

-Power point

presentation

(slides ….)

-Paper

handout

-Students will

need note

book & pens

for the entire

lesson

- student

diary to write

down

assessment

dates

9.12-

9.20am

(8 min)

Explain activity, while

handing out the blank

name work sheet upside

down so the students can

write before asked. The

student will have 3 copies

of the same sheet.

Get results back from

students to see how many

goes it took for them to

correctly recall all 4

Participate in whole

class activity

Report back results to

the class

-Power point

presentation

(slide….)

-work sheet

-White board

to record

student results

from activity



names.

9.20-

9.40am

(20 min,

5 min for

each

video/di

scussion

)

Get the class to stand up

in one big group in the

middle of the classroom.

You are going to explain

that 4 videos will be

played and after each

video your initial attitude

will be formed. The

students must move to the

designated area for either

positive, negative or

ambivalent. Once the

students get to their

position, ask why? What

influenced their attitude?

This activity will allow the

kinaesthetic learners to

get involved

This style of activity breaks

up the standard lecture

style of most content and

allows students to learn

actively and be engaged

in the topic, social

cognition although

content rich can be quite

interactive compared to

other topics.

Follow teacher

direction and watch

the short videos. After

each video move to

appropriate position

in the room

representing their

attitude. If asked

upon answer why

they have that

attitude.

-Power point

presentation

- YouTube

videos

9.40-

9.45am

(5min)

Bring the class back to

their seats and explain

how each person will form

their own attitudes for

different reasons and that

forming an attitude is a

personal thing which

should not be judged or

ridiculed.

Settle back into their

seats and listen to

teacher

9.45-

9.50am

(5 min)

Answer any questions

relating to today’s lesson

Conclude with set work

sheet for homework and

dismiss.

Ask any questions

relating to the lesson

-power point

presentation

- take home

worksheet for

homework



Activity:

Fill in the blank spaces with the recalled names once the 30 seconds of viewing is finished.

Test

Name? __________

Name? __________

Name? __________

Name?__________



Now circle four faces in which you would trust most.



HOMEWORK SHEET

1. Vincent rides a bicycle to work. Riding his bicycle makes him feel happy. Vincent

thinks riding to work keeps him fit and healthy.

Using the example above, describe the structure of attitudes.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

______________________________

2. Describe one function of attitudes and how it helps us connect with the world.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

________________________

3. Find one example of an advertisement (newspaper, online or magazine) which would

encourage a positive attitude to be formed. Bring the advertisement into the next les-

son.



Week 1: Tuesday (50 mins) Lesson 2 Performance Objectives:

Students will:

Understand the components of persuasion Identify and analyse components present in advertisements

Time (mins)

Teacher Activity Student Activity Resources

11.00-11.05 Take the roll & get

students settled

Seated & books out

11.05-11.30 Lecture content on

Attitudes – source,

message, target

Each image that comes

up on the power point

analyse with the students,

ie. Ask the students

leading questions. ‘Would

you buy this watch to

prove what you are made

of?’ Brad Pitt image.

Actively participate in

discussion on the

images shown, take

notes from power

point.

Power point

presentation

Note taking

equipment

(could be

book or

laptop)

11.30-11.35 Show video of Old Spice

Ads.

Watch and take notes YouTube

video

11.35-11.45 Deconstruct the Old Spice

Ads looking at the 3

aspects, source, message

and target.

Section out the three

headings and write

students input for each on

the board.

Participate in analysis

of Ads. Use notes

taken while watching

the video.

White board

11.45-11.50 Go back over what

source, message and

target are in regards to

advertising. – Get the

students to tell you

examples of each. Explain

homework.

Write down

homework.

Homework Find a short advertisement

and analyse in regards to

source, message and

target. Hand up during

next lesson.



Week 1: Thursday (100 mins) Lesson 3/4 Performance Objectives:

Students will:

Be able to construct their own advertisement using the content knowledge they have learnt. Understand the differences between the central and peripheral routes of

persuasion

Time (mins)


1.30-1.35 Take roll Be seated and get

ready for lesson with

books etc.

1.35-1.50 Lecture content on

persuasive routes- central

/ peripheral

Note taking Power point

presentation

Note taking

equipment

for students

1.50-1.55 Explain activity: Students

are to create their own

advertisement using what

they know about

persuasion.

1.55-2.25 Complete activity

work

2.25-2.40 Call on students to

volunteer to show their

advertisement and talk

through their thoughts

behind source, message

and target. And which

route of persuasion they

chose.

Present

advertisements back

to class.

-Use of the

interactive

whiteboard

to show

students

advertisemen

ts

2.40-2.50 Introduce Assessment

Type 2- Oral presentation

of persuasion

Note taking. -Power point

presentation

-Handout

2.50-3.05 Students can start

working on

assignment, clarify

any questions,

approve content for

assessment etc.



3.05-3.10 Bring students back to

attention and go through

once again the routes of

persuasion. Ask students

questions

-Which route doesn’t not

require much information

to be present?

-Which route would you

most likely find celebrities

use in?

-If someone was

endorsing a product and

they spoke loudly and

fast, what does that

suggest?

Homework Assessment Type 2 –

Oral presentation due

date: Lesson 7& 8



Stage 2 Psychology

Social Cognition

Due date: Lesson 7&8

Assessment Type 2 Oral Presentation

Topic: Persuasion

You are to produce a 5 minute oral presentation on persuasion. You may use

a power point presentation to assist you.

You must include:

Examples

Analysis of examples

Own opinion on which route of persuasion is more effective, may

include research.



Week 2: Monday (50 mins) Lesson 1 Performance Objectives:

Students will:

Understand how to produce an impactful public safety campaign Identify source, message and target in campaigns shown

Time (mins)


9.00-9.05 Take roll Prepare for lesson

9.05-9.38 Lecture on the impact of

advertisements in attitude change. Top 10 tips for effective

advertising


presentation

9.38-9.45 Show YouTube video

examples of public safety campaigns

YouTube

Videos

9.45-9.50 Explain homework Write homework down

Homework Write a paragraph on

your personal experiences being

effected by a public safety campaign, if student doesn’t have

personal experience, possibly someone

around them.




Students will:

Understand the applications to self from social cognition Practice short answer questions

Time (mins)


11.00-11.05 Take roll

11.05-11.45 Instruct students on

activity for the lesson : Students are to read pages 709-727 of their textbooks

and answer the review questions 1-5 on page 732

Read and answer from

the textbook.

Textbook

11.45-11.50 Tell students they are to complete the task for

homework

Write homework in diary

Homework Finish task from the

lesson: complete the reading and questions from the textbook.




Students will:

Recall content from readings Understand how social comparisons work and the benefits of using comparisons

Develop a skill of peer assessing

Time (mins)


1.30-1.35 Take roll Get prepared for

lesson, making sure all necessary things for

oral presentation are ready

1.35-1.55 Lecture on social comparisons & touch on last lessons readings and

homework on prejudices

Note taking Power point presentation

1.55-2.00 Explain how oral

presentations will work. They will receive a teacher

grade, but will also be peer assessed. Drawn out of a hat, the assessors will

follow a marking sheet and hand in confidentially after

each presentation.

2.00-3.00 Assessing presentations

Timing each presentation

Oral presentations

Peer assessing

Peer

assessment sheets

Homework n/a




Students will:

Identify appropriate research methods for social cognition

Time


9.00-9.05 Take roll Get prepared for lesson Note taking

equipment

9.05- 9.30 Lecture on investigation

design suited for social cognition This is a pretence for

Assessment Type 1

Take notes Power point

presentation

9.30-9.45 Show video unethical

research video

Watch video YouTube video

9.45-9.50 Explain homework

Homework Students are to start getting ideas for their

individual investigation, bring

ideas into next lesson. The topic is government

campaigns, advertising.




Students will:

Understand the requirements for the Individual Investigation part of Assessment Type 1

Time (mins)


11.00-11.05 Take roll Get prepared for lesson

11.05-11.30 Introduction Assessment

Type 1: Individual Investigation

Students are to conduct their own research under

the topic of impact of government campaigns. They must plan, conduct

and report on the topic and submit in a written report

from by lesson 16. They are allowed one draft and must submit a research

proposal for approval before starting data

collection.

Power point

presentation

11.30-11.50 Students may work on

assignment and use this time for clarification and or research suggestions

Start work on

assignment, use this time to get questions answered.

Homework Individual Investigation Assessment Type 1

Due lesson 16




Students will:

Practice film analysis looking to identify psychological relevance in film

Time


1.30-1.35 Take roll and prepare

classroom to view film, handouts already on desks ready for students

1.35- 3.05 Put on the film Devil Wears Prada

Watch and take notes from the film, follow

the handout and make dot points during,

finalise a good copy for homework

-Film: Devil Wears Prada

-Handout

3.05-3.10 Tell the students to keep those handouts and bring them to next lesson for

discussion.

Homework Individual Investigation



Social Cognition: Attitudes & Person Perception

The Devil Wears Prada (2006) Consider the following points from the SACE Curriculum Statement (2015):

We constantly seek information from our environment about how we are expected to behave so

that we can comply with or violate these expectations.

We also seek to predict how others will behave, explain our own successes and failures, and

make positive or negative impressions on others.

The relationship between social cognition and behaviour is bidirectional. In particular, attitudes

influence behaviour, but behaviour also influences attitudes.

Our perceptions of others and of ourselves are vulnerable to a number of biases. While watching the film The Devil Wears Prada, pay special attention to principles you are learning about in Social Cognition which may apply to the characters and the situations they find themselves in.

Event Social Cognition principle Answer

The opening scene: Andy gets ready for and attends a job

interview at Runway magazine

Describe the structure of Andy's attitude to fashion. Explain a function that this attitude may serve.



Miranda's driver sends a text

message that Miranda is on her way to the office

early.

The staff react.

Impression management is the process by which people attempt to manage the impression of themselves that they present to others. Generally, people want others to like and respect them.

They do this through both verbal and non-verbal communication.

List examples of the actions the staff in the office take which are directed at impression management because of Miranda.



Miranda arrives at the office.

What is your first impression of Miranda?

List as many characteristics as you can.

First impressions are based on -

Non-verbal communication:

distance, gestures, open & closed postures, eye contact, facial expression & physical appearance

Verbal communication:

what is said and in what context

Paralinguistic cues:

variations in speech, rather than the actual words spoken, carries emotion. Includes voice pitch, loudness, rhythm, inflection, hesitations & emphasis.

Cognitive schema:

we often categorise people into a particular group and then stereotypes that we hold about that group fill in the gaps we don't yet know about the person.



Andy has dinner with her friends.

Similar social comparisons:

seeking out similar people with whom to compare perceptions and attitudes.

We do this to know that we fit social norms and fit in with our peer group.

List some examples of social comparisons that the friends use at dinner.

Emily describes her job compared to

Andy's.

Downward social comparisons:

when we compare ourselves to someone who is slightly worse off than ourselves. It generally makes us feel good because the comparison presents us in a positive light, showing us to be better than someone else. It gives our self-esteem a boost. It is generally considered acceptable in society to be slightly better in performance than others, however we can also make comparison with someone who is much less fortunate, less happy or not as successful.

List examples of Emily using downward social comparisons.



After a fight with Miranda, Andy runs to Nigel for comfort.

Nigel makes a long speech about why he thinks she doesn't fit

in at Runway.

Upward social comparisons:

when we compare ourselves with someone who is more fortunate, happier or better at a task than us. This can give us something to aim towards and has the advantage of encouraging people to try to improve themselves. Can also make us feel inadequate and disillusioned about our own abilities. If the standard isn't achievable, this may discourage us from trying to improve our performance.

How does Andy use an upward social comparison in this scene?

Andy starts to dress fashionably for work.

Attitude-Behaviour link: Strength, accessibility, specificity Two more: Attitudes may be ambivalent – both positive and negative responses to the same thing. Doesn't lead to predictable behaviour and is likely to be affected by the situational factors.

The social situation we are in affects how freely we express our attitudes – sometimes we choose not to express our attitudes because we are concerned that we will present a negative image to others. Attitudes are a better predictor of behaviour when social influences that conflict with the attitude are lessened.

Which factors might be influencing Andy's attitude-behaviour link?



At James Holt's preview, Nigel says "Her opinion is the

only one that matters"

Miranda's opinion is very persuasive.

Explain Nigel's comment using the factors that influence attitude change: source, message, audience and channel, and peripheral and central processing routes

Miranda offers Andy the chance to go to

Paris.

How might cognitive dissonance explain Andy's reaction to this offer?

Use as many principles of social cognition as you can to explain the last ride in the taxi with Andy & Miranda, leading to the resolution of the story.

__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________



__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________

CREDIT: KATE CUTTS UNIVERSITY SENIOR COLLEGE




Students will:

Understand the importance of impression management Identify impression management methods in film

Time (mins)


9.00-9.05 Take roll and prepare classroom to finish film

9.05-9.15 Finish film Notes on handout. Film: Devil Wears Prada

9.15-9.20 Give students a chance to finish their notes ready to discuss answers

9.20-9.30 Go through with students the handout and the

answers they wrote down.

Answer questions referenced to on

handout.

Handout

9.30-9.45 Lecture on impression

management, make connections to the film and

real life.


presentation

9.45-9.50 Explain that next lesson for the students to bring their

revision materials

Write down that students will need all

revision materials for lesson

Homework Assignment Type 1




Students will:

Recall content in a topic test

Time


11.00-11.05 Take roll and settle class

into last minute revision before the test.

Textbook

11.05-11.20 Put tests on tables upside down while students are revising

Revision

11.20-11.45 Supervise test Complete topic test Test

11.45 -11.50 Collect test sheets and see if there is any last minute questions about

assignment.

Homework Assessment Type 1




Students will:

Review test results Hand up assignment by the end of the lesson Recognise aspects to improve on for exam

Time


1.30-1.35 Take roll

1.35-1.40 Hand out test results Receive tests back Tests

1.40-2.00 Go through each question

with feedback and correct answers.

Go through test with

teacher and record down any correct answers student didn’t

get.

Test

2.00-2.10 Suggestions for exam

improvement

2.10-2.55 Final time for assignment

work, printing, emailing, proof reading etc.

Finish assignment type

1: individual investigation

Assignment

2.55-3.10 Bit of fun trivia to finish the topic on. After reviewing the

questions on the test, use these to see if they

processed the correct answers. Fastest team to

buzz in gets to answer, points awarded for correct answers and winners at the

end get a choice of chocolate bar.

Get in small groups of 2-3

Test questions 4 chocolate bars

Homework n/a



Stage 2 Psychology

Social Cognition

Topic test

What is the structure of an attitude?

What is the definition of ambivalent?

Name and describe one function of an attitude.

Which route of persuasion would use a celebrity to endorse a product? Describe

that route.

Describe what cognitive dissonance is.

If I was comparing myself to someone worse off than me, which social

comparison am I making? State one disadvantage of this comparison.



Jane’s friend Sally had just experience a death in her family. She was continually

sad and not engaged in school. Jane was the only one that knew about the

death. Sally failed her math test, the second failure for the year. Her teacher

warned Sally if she failed her next test there will be consequences. Was Sally’s

teacher using internal or external reasons for the result?



References:

Textbook

Burton, Westen & Kowalski, 2012, ‘Psychology 3rd Edition Australia and New

Zealand’ Wiley: Queensland

Video

Week 2: ‘Terry Crews Old Spice Commercials’ YouTube Video 00:09.08min, posted

by Viralissimo 13 July 2015, https://www.youtube.com/watch?v=fr0PYDxa4jQ

Week 4: ‘Road Safety Partners 2013 Campaigns’, YouTube Video 00:02:37min,

posted by Vic Roads 30 Dec 2013, https://www.youtube.com/watch?v=wosR-

iKdBdk

‘Abbasting Anti Smoking Ad’, YouTube Video 00:01:34min, posted by GaryTVcom

31 Dec 2014, https://www.youtube.com/watch?v=O0m2gmgvm3k

‘6 Violence Against Women, Australia Says No Women’ YouTube video 00:01:00

min, posted by Mark Landon 27 Oct 2015,

https://www.youtube.com/watch?v=sqfeVaRJ10M

Keats, N, 2013, ‘Top 10 tips for effective road safety behaviour change

advertising’ Slideshare, http://www.slideshare.net/NigelKeats/top-10-tips-for-

effective-road-safety-behaviour-change-advertising-17115087

Week 9: ‘5 Most Disturbing and Unethical human experiments’ YouTube video

00.12.36 min, posted by Top 5s 20 May 2015,

https://www.youtube.com/watch?v=Z7brxo3QfKg

https://www.youtube.com/watch?v=fr0PYDxa4jQ

https://www.youtube.com/watch?v=fr0PYDxa4jQ

https://www.youtube.com/watch?v=wosR-iKdBdk



https://www.youtube.com/watch?v=O0m2gmgvm3k

https://www.youtube.com/watch?v=O0m2gmgvm3k

https://www.youtube.com/watch?v=sqfeVaRJ10M

http://www.slideshare.net/NigelKeats/top-10-tips-for-effective-road-safety-behaviour-change-advertising-17115087

http://www.slideshare.net/NigelKeats/top-10-tips-for-effective-road-safety-behaviour-change-advertising-17115087



8. Test



9. Student feedback

topic plan level: sace stage 2 psychology topic: trinity...

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