So for the last few weeks, I haven't updated the daily posting of what we did in class. We have finished the chapter on Memory, taken the test on Memory and Learning, and are mostly finished with Thinking and Language.
Classes will take the test on Thinking and Language this week on Wednesday and Thursday. As noted on the reading schedule, this test will score on the second quarter.
Showing posts with label WIMICT. Show all posts
Showing posts with label WIMICT. Show all posts
Monday, October 19, 2015
Wednesday, September 30, 2015
WIMICT 9/25 and 9/28
You missed a lot today. First, I returned the chapter seven test from last class, so make sure to get that from me.
You should have already begun the next reading assignment from Chapter 8: Memory. We began with short introduction to memory. If you are in 1,5,7, or 4th periods, you might remember someone coming into the classroom during the test last class and "stealing" the donation jar with $20 from my desk. If you don't remember, you're not alone. We tried as a class to piece together the facts and details of the scene, but most people weren't very accurate.
The takeaway-- we tend to agree that our memory isn't very good when it serves us, for example, when you fail to meet a responsibility or keep a promise; when you can't recall the facts you need to do well on a test. But, other times we have much more faith in memory than we should, like when you witness something and believe that since you "saw it with your own eyes" you can recall significant details of what you witnessed.
Next, we played a little competitive game in teams to find out who could execute the best memory strategy to recall words from a list of 100.
Finally, we began some class notes on memory. The powerpoint and class handout can be found on the "memory page" of my website. Make sure you know the three processes of Memory: Encoding, Storage, and Retrieval. In class, we discussed the three stages of memory: Sensory Memory-->Short-Term (working) Memory--> and Long Term Memory.
We learned that EVERYTHING pretty much enters Sensory memory which lasts less than a second. Most of that information is discarded, and only with ATTENTION, can information pass to Short Term Memory. How good is your attention? Well, on Friday, I changed shirts about five times during both 5th and 7th periods between a Navy and Orange V-Saber UVa shirt and a Navy and White AHS shirt. Only 4 and 2 people respectively noticed that I had changed my clothes multiple times during class. On Tuesday, I changed between a solid blue and a solid orange polo shirt and even with that drastic change only a little over half of the class noticed I had changed my shirt multiple times during the period.
So, that's where memory starts. Processing information from Sensory to Short term memory through Attention and encoding.
You should have already begun the next reading assignment from Chapter 8: Memory. We began with short introduction to memory. If you are in 1,5,7, or 4th periods, you might remember someone coming into the classroom during the test last class and "stealing" the donation jar with $20 from my desk. If you don't remember, you're not alone. We tried as a class to piece together the facts and details of the scene, but most people weren't very accurate.
The takeaway-- we tend to agree that our memory isn't very good when it serves us, for example, when you fail to meet a responsibility or keep a promise; when you can't recall the facts you need to do well on a test. But, other times we have much more faith in memory than we should, like when you witness something and believe that since you "saw it with your own eyes" you can recall significant details of what you witnessed.
Next, we played a little competitive game in teams to find out who could execute the best memory strategy to recall words from a list of 100.
Finally, we began some class notes on memory. The powerpoint and class handout can be found on the "memory page" of my website. Make sure you know the three processes of Memory: Encoding, Storage, and Retrieval. In class, we discussed the three stages of memory: Sensory Memory-->Short-Term (working) Memory--> and Long Term Memory.
We learned that EVERYTHING pretty much enters Sensory memory which lasts less than a second. Most of that information is discarded, and only with ATTENTION, can information pass to Short Term Memory. How good is your attention? Well, on Friday, I changed shirts about five times during both 5th and 7th periods between a Navy and Orange V-Saber UVa shirt and a Navy and White AHS shirt. Only 4 and 2 people respectively noticed that I had changed my clothes multiple times during class. On Tuesday, I changed between a solid blue and a solid orange polo shirt and even with that drastic change only a little over half of the class noticed I had changed my shirt multiple times during the period.
So, that's where memory starts. Processing information from Sensory to Short term memory through Attention and encoding.
Monday, September 28, 2015
WIMICT 9/23 and 9/24
Hopefully you don't need this post if you were out of class, but today we took the test on Chapter 7: Learning. Hopefully you can schedule a time for make-up this week either during CHAT or if you have study hall or release, you may use that time as well.
Be sure to check the reading schedule and start the next chapter "Memory" before next class.
Be sure to check the reading schedule and start the next chapter "Memory" before next class.
Tuesday, September 22, 2015
WIMICT 9/21 and 9/22
Today in class, I returned tests from a few weeks ago and we reviewed the FRQs in class. Make sure to ask for your test and I'd be happy to sit with you to explain how the FRQ was graded.
We returned to Operant Conditioning to finish the last topic, "Schedules of Reinforcement." The quickest way to teach a new behavior is to reinforce every occurance of a behavior, but that behavior is unlikely to last beyond the reinforcement unless a partial (or intermittent) schedule of reinforcement is applied. A schedule is "Fixed" if the reinforcement is given on a predictable schedule, while it is "variable" if the schedule is unpredictable. Also, the schedule is considered to be a "ratio" if it is applied based on the number of responses and it is an "interval" if the application of reinforcement is based on time. That gives us four schedules of reinforcement- fixed ratio, fixed interval, variable ratio, and variable interval. Check your textbook for further information and then try to complete these exercises that we completed and reviewed in class: Schedules of Reinforcement
We used the rest of class to review a handful of other topics related to learning: Latent Learning, Learned Helplessness, Observational Learning, and Insight. These topics are listed in your class outline. Here are some slides that we used in class to review the terms: Cognition and Learning
We returned to Operant Conditioning to finish the last topic, "Schedules of Reinforcement." The quickest way to teach a new behavior is to reinforce every occurance of a behavior, but that behavior is unlikely to last beyond the reinforcement unless a partial (or intermittent) schedule of reinforcement is applied. A schedule is "Fixed" if the reinforcement is given on a predictable schedule, while it is "variable" if the schedule is unpredictable. Also, the schedule is considered to be a "ratio" if it is applied based on the number of responses and it is an "interval" if the application of reinforcement is based on time. That gives us four schedules of reinforcement- fixed ratio, fixed interval, variable ratio, and variable interval. Check your textbook for further information and then try to complete these exercises that we completed and reviewed in class: Schedules of Reinforcement
We used the rest of class to review a handful of other topics related to learning: Latent Learning, Learned Helplessness, Observational Learning, and Insight. These topics are listed in your class outline. Here are some slides that we used in class to review the terms: Cognition and Learning
Thursday, September 17, 2015
WIMICT 9/17-9/18
If you are in class on Friday, you will use this to get through the class period with the substitute teacher.
The first thing that we are doing in class today is watching this short video describing the difference in Classical and Operant Conditioning. If you are in class, feel free to watch in groups of two-four, or use headphones:
Next, we complete an assignment to practice applying the terms Positive and Negative, Reinforcement and Punishment. The assignment can be found here, but if you're in class, the substitute will provide a copy. After having some time to work on this, we will go over the correct answers.
Next, we are going to leave operant and classical conditioning behind until next class. Observational learning is a different type of learning that doesn't fit well into the conditioning category, so we will look at it as a different type of learning. Take some time to complete the online module titled "Monkey See, Monkey Do" found at this link. On the main screen, select "main menu". Scroll down and choose "Learning." On the right, choose the exercise "Monkey See, Monkey Do" and the module should load. Follow the directions on screen, but do not enter any answers directly into the computer. A handout will be provided in class to complete while you progress through this module, but if you're doing this at home, here is the handout.
Another Psychologist, E.C. Tolman describes something called "Latent Learning" and coined the term "Cognitive Map." The next exercise we will do explains this. Using the the other side of the handout, complete the questions assigned by using the module titled "Maze Learning." This module can be found just above "Monkey See, Monkey Do" from the previous exercise.
When you finish this exercise, you will have recorded results for four attempts at finding your way through an online maze. Use the results you recorded to fill in the form found at this link.
We will use the collective data from the all of the classes to further discuss latent learning next class.
If you finish up early and want something productive but low key to do with your time, here is a link to my youtube playlist for this chapter. We've seen a few of the videos, but there are a few others relating to learning that you might find helpful: https://www.youtube.com/playlist?list=PL6b5MlbHkjg1vvUTlHBhxwlzwD-G_BGuH
If you're reading this in class on Friday, sorry that I'm out. I am at a meeting of Psychology teachers in Washington, D.C. I'll see you next week.
The first thing that we are doing in class today is watching this short video describing the difference in Classical and Operant Conditioning. If you are in class, feel free to watch in groups of two-four, or use headphones:
Next, we complete an assignment to practice applying the terms Positive and Negative, Reinforcement and Punishment. The assignment can be found here, but if you're in class, the substitute will provide a copy. After having some time to work on this, we will go over the correct answers.
Next, we are going to leave operant and classical conditioning behind until next class. Observational learning is a different type of learning that doesn't fit well into the conditioning category, so we will look at it as a different type of learning. Take some time to complete the online module titled "Monkey See, Monkey Do" found at this link. On the main screen, select "main menu". Scroll down and choose "Learning." On the right, choose the exercise "Monkey See, Monkey Do" and the module should load. Follow the directions on screen, but do not enter any answers directly into the computer. A handout will be provided in class to complete while you progress through this module, but if you're doing this at home, here is the handout.
Another Psychologist, E.C. Tolman describes something called "Latent Learning" and coined the term "Cognitive Map." The next exercise we will do explains this. Using the the other side of the handout, complete the questions assigned by using the module titled "Maze Learning." This module can be found just above "Monkey See, Monkey Do" from the previous exercise.
When you finish this exercise, you will have recorded results for four attempts at finding your way through an online maze. Use the results you recorded to fill in the form found at this link.
We will use the collective data from the all of the classes to further discuss latent learning next class.
If you finish up early and want something productive but low key to do with your time, here is a link to my youtube playlist for this chapter. We've seen a few of the videos, but there are a few others relating to learning that you might find helpful: https://www.youtube.com/playlist?list=PL6b5MlbHkjg1vvUTlHBhxwlzwD-G_BGuH
If you're reading this in class on Friday, sorry that I'm out. I am at a meeting of Psychology teachers in Washington, D.C. I'll see you next week.
Wednesday, September 16, 2015
WIMICT 9/15-9/16
I'm a little behind on the post today, but here's what we did in class.
At first we did a short review of Classical Conditioning and watched this video:
After the video we discussed the basic differences in Operant and Classical Conditioning. (ppt slide one)
We viewed this video about how claw machines work and discussed the fact that we play machines like this because we associate the behavior (playing) with the consequence (a prize), but sometimes the consequences are manipulated.
After watching this video, we looked at an actual example of B.F. Skinner training a pigeon.
We followed this with a group exercise in operant conditioning, attempting to train a classmate using operant methods of reinforcement.
Finally, we covered some class notes on Operant Conditioning using this Powerpoint
At first we did a short review of Classical Conditioning and watched this video:
After the video we discussed the basic differences in Operant and Classical Conditioning. (ppt slide one)
We viewed this video about how claw machines work and discussed the fact that we play machines like this because we associate the behavior (playing) with the consequence (a prize), but sometimes the consequences are manipulated.
After watching this video, we looked at an actual example of B.F. Skinner training a pigeon.
We followed this with a group exercise in operant conditioning, attempting to train a classmate using operant methods of reinforcement.
Finally, we covered some class notes on Operant Conditioning using this Powerpoint
Monday, September 14, 2015
WIMICT 9/11 and 9/14
Today in class we began talking about Learning. Not your typical understanding of learning, but learning that is defined as "a change in behavior due to experience."
I gave out a new class outline that we covered using the Prezi on Learning and Classical Conditioning. Between the two Prezis we did a short demonstration of Classical Conditioning in class using a clicker and a puff of air to the eyes.
We finished class with a practice assignment. You should be able to complete this assignment if you understand all of the terms covered regarding Classical Conditioning.
I gave out a new class outline that we covered using the Prezi on Learning and Classical Conditioning. Between the two Prezis we did a short demonstration of Classical Conditioning in class using a clicker and a puff of air to the eyes.
We finished class with a practice assignment. You should be able to complete this assignment if you understand all of the terms covered regarding Classical Conditioning.
Tuesday, September 8, 2015
WIMICT 9/4 and 9/8
If you are in first or fourth period, we did something a little different than 5,6,7,&8th periods today. Afternoon classes combined with our Statistics classes for a lesson on correlations and experimental design. The culmination of the class was designing an experimental study to prove a cause and effect relationship.
In first and fourth period, we practiced identifying the best way to approach research questions using the following activity: Experimental Design Practice Exercises.
We also practiced statistics using this exercise: Dice and the Bell Curve
Finally, we do have a test next class. I provided the following as a review guide: Review for Test on Prologue and Chapter One
In first and fourth period, we practiced identifying the best way to approach research questions using the following activity: Experimental Design Practice Exercises.
We also practiced statistics using this exercise: Dice and the Bell Curve
Finally, we do have a test next class. I provided the following as a review guide: Review for Test on Prologue and Chapter One
Thursday, September 3, 2015
WIMICT 9/2 and 9/3
Last class, we left off talking about Descriptive Studies such as Case Studies, Surveys, and Observations. Today, we opened class with an activity to demonstrate one of the biggest flaws with the survey method-- the wording effect. The "wording effect" is a type of framing effect which means the way a problem is presented makes a difference in how you respond to the problem.
We finished the class notes on Descriptive Studies, Correlational Studies, and Experiments in class. One major takeaway from class today is that you probably don't understand the true meaning of random as well as you think you do. You might also have a harder time with statistical reasoning than you think. We worked in groups on this activity on Statistical Reasoning to check on how well we understand randomness and probability. None of the answers on this assignment are opinion based, they all have a correct answer based on principles of probability and statistics.
We covered a lot of terms in class today, so make sure you double check your understanding of the following:
longitudinal studies, cross sectional studies, correlational coefficients, scatterplots, experiments, IV, DV, blind and double blind studies, control groups, placebos, random assignment vs. random selection
We finished the class notes on Descriptive Studies, Correlational Studies, and Experiments in class. One major takeaway from class today is that you probably don't understand the true meaning of random as well as you think you do. You might also have a harder time with statistical reasoning than you think. We worked in groups on this activity on Statistical Reasoning to check on how well we understand randomness and probability. None of the answers on this assignment are opinion based, they all have a correct answer based on principles of probability and statistics.
We covered a lot of terms in class today, so make sure you double check your understanding of the following:
longitudinal studies, cross sectional studies, correlational coefficients, scatterplots, experiments, IV, DV, blind and double blind studies, control groups, placebos, random assignment vs. random selection
Tuesday, September 1, 2015
WIMICT 8/31 and 9/1
Today in class we started covering material for chapter 1, Critical Thinking in Psychology. This chapter first explains the limits of intuition and common sense and then discusses the role that scientific method and statistics play in Psychology.
Our opening activity demonstrated an activity from the text that you can read about on page 16. The class responses matched what is described in the text. We also did a demonstration similar to the anagram activity described on page 18. If you missed, you might learn something from trying this activity from the New York Times, and reading the explanation given.
It wasn't all just fun and activities last class though. I did give students a new outline for chapter one that we used to begin our class notes, and the powerpoint we began in class can be found on the "Research Methods" page on the class website.
The most important things that you should make sure you know from this class: Overconfidence, Hindsight Bias, Confirmation Bias, and Operational Definitions.
Finally, some practical information-- the online quiz option for homework is no longer available on the textbook companion website. If you wish to complete the online quizzes for a homework grade, you need to log-in to Blackboard and the quizzes are located in "Class Content". As always, the chapter assignment can be found in Google Classroom, or you may complete notes to turn in for the grade.
Our opening activity demonstrated an activity from the text that you can read about on page 16. The class responses matched what is described in the text. We also did a demonstration similar to the anagram activity described on page 18. If you missed, you might learn something from trying this activity from the New York Times, and reading the explanation given.
It wasn't all just fun and activities last class though. I did give students a new outline for chapter one that we used to begin our class notes, and the powerpoint we began in class can be found on the "Research Methods" page on the class website.
The most important things that you should make sure you know from this class: Overconfidence, Hindsight Bias, Confirmation Bias, and Operational Definitions.
Finally, some practical information-- the online quiz option for homework is no longer available on the textbook companion website. If you wish to complete the online quizzes for a homework grade, you need to log-in to Blackboard and the quizzes are located in "Class Content". As always, the chapter assignment can be found in Google Classroom, or you may complete notes to turn in for the grade.
Thursday, August 27, 2015
WIMICT 8/27 and 8/28
The homework assignment from the Prologue was due today. If you've completed it by hard copy, bring it in by next class. We started class today with a short review of the specialty fields in Psychology using the handout below.
After taking questions for review, we took our first big quiz on the Prologue. If you missed this, please make sure to schedule a time to make it up. It should take less than an hour.
As a reminder, there is a reading assignment that you should still make sure to complete before next class, and the video assignment from day two of class is due.
Wednesday, August 26, 2015
WIMICT 8/25-8/26
Next, we had a short lecture on the history of Psychology and some of the earlier perspectives in the discipline. Be sure to carefully review this section of the textbook along with the outline given out last class for this.
After the lecture, I asked each student to make a short list of reasons why people become violent, or why a person might resort to violence. We combined in groups to discuss each response and figure out the root reason for each example. Then each group listed their explanation on the board according to whether their explanation was from the Neuroscience, Behavior Genetics, Evolutionary, Cognitive, Behavioral, Psychodynamic, or Socio-Cultural perspective.
We next practiced these applications with the following assignment.
On the back of the outline provided in class, or on the class website, you can find a chart titled "Specialty Fields in Psychology." We didn't get to this in class, but it is an organizer for you to use to help understand the different types of work that Psychologists do. It isn't a graded assignment, but should be helpful when you prepare for the quiz next class.
Finally, I projected a slide with specific information about what you need to know to prepare for the first quiz in AP Psychology. Also, don't forget to be working on the video questions assigned last class, and don't forget to complete the homework assignment on the prologue that is due before next class.
Monday, August 24, 2015
WIMICT 8/21 and 8/24
It's the second day of class in AP Psychology. If you didn't make it, or just need a little reminder, here's what we did in class today:
First we recapped and finished the four lessons from Cognitive Psychology that can improve your performance at school. In brief, 1) metacognition, 2) deep processing, 3) spaced practice, and 4) get enough sleep!
We also used today to discuss the syllabus and class policies. Please make sure to access the course syllabus and complete the verification form linked at the end of the document. You can find the reading schedule and homework description on the class website. Be sure that you are enrolled in my google classroom and make sure you understand how the Myer's online quizzes work. If you need help with either, please see me. For each chapter homework assignment, you may choose to either 1)take the two online quizzes, 2) complete the chapter worksheet located in Google Classroom, or 3) turn in chapter notes or an outline.
We took a short 35 question pre-test. If you missed this you should schedule a time to retake it. It will only take 20 minutes to complete.
There is a copy of the "How to Study Video Series" posted on Google Classroom. We watched the first video in class, and you need to complete the rest of the series according to the schedule on the assignment.
Finally, we started learning about the first unit of study. I gave the Introduction Outline handout and we covered the first section (section I.) in class using Prezi.
Next class, we'll use our class time to cover the material from the Prologue chapter of the textbook and I'll let you know what you need to focus on for our first Quiz.
First we recapped and finished the four lessons from Cognitive Psychology that can improve your performance at school. In brief, 1) metacognition, 2) deep processing, 3) spaced practice, and 4) get enough sleep!
We also used today to discuss the syllabus and class policies. Please make sure to access the course syllabus and complete the verification form linked at the end of the document. You can find the reading schedule and homework description on the class website. Be sure that you are enrolled in my google classroom and make sure you understand how the Myer's online quizzes work. If you need help with either, please see me. For each chapter homework assignment, you may choose to either 1)take the two online quizzes, 2) complete the chapter worksheet located in Google Classroom, or 3) turn in chapter notes or an outline.
We took a short 35 question pre-test. If you missed this you should schedule a time to retake it. It will only take 20 minutes to complete.
There is a copy of the "How to Study Video Series" posted on Google Classroom. We watched the first video in class, and you need to complete the rest of the series according to the schedule on the assignment.
Finally, we started learning about the first unit of study. I gave the Introduction Outline handout and we covered the first section (section I.) in class using Prezi.
Next class, we'll use our class time to cover the material from the Prologue chapter of the textbook and I'll let you know what you need to focus on for our first Quiz.
Thursday, August 20, 2015
WIMICT 8/19 and 8/20
What! You missed the first day of class. Well, here's what you missed out on. We started our class with the marshmallow challenge. I suggest you check it out on the Ted Talks website. Here is a link: Marshmallow Challenge. Especially read over the section about prototyping.
We started looking at principles of Cognitive Psychology that can make you a better student, first by talking about Metacognition-thinking about thinking. It's really about figuring out what you know, what you don't know, and what you need to know.
That was the purpose of our second activity, a brainstorming exercise to see what you already know about Psychology. We created tables of contents for you to compare with the actual table of contents in your text. Look for these on the wall in the next few days and pay attention to what topics seem to be left out and which ones seem to be over-represented.
We finished by looking at the benefits of Deep versus Shallow processing. What you think about while you study matters more than your intentions or how much you study. If you missed out on the "Slippery Snakes" demonstration, ask a classmate to fill you in.
Happy First Day.
We started looking at principles of Cognitive Psychology that can make you a better student, first by talking about Metacognition-thinking about thinking. It's really about figuring out what you know, what you don't know, and what you need to know.
That was the purpose of our second activity, a brainstorming exercise to see what you already know about Psychology. We created tables of contents for you to compare with the actual table of contents in your text. Look for these on the wall in the next few days and pay attention to what topics seem to be left out and which ones seem to be over-represented.
We finished by looking at the benefits of Deep versus Shallow processing. What you think about while you study matters more than your intentions or how much you study. If you missed out on the "Slippery Snakes" demonstration, ask a classmate to fill you in.
Happy First Day.
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