1. Kristy Kendall CDES 2011

2. What is new to the study design School assessed coursework Revision and preparation for the examination

3. 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.

5. 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

6. LA: Research different critical periods for developmental milestones and place them on a timeline Resources: 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.

7. 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

9. 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

10. 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.

11. A Antecedent/Stimulus Teacher sets homework B Behaviour/Operant Response You do your homework C Consequence You receive praise

12. 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

14. 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

15. 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:

16. LA: Storyboard Tomlan’s experiment on rats running a maze Learning 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

18. 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.

19. Annotated folio of practical activities 30 marks One other task selected from: essay test visual presentation 20 marks

20. 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

21. 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.

22. 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

23. 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.

24. Classical conditioning - tap –puff or alarm-sherbet Shaping - ‘hot and cold game’ Trial and error learning – matchstick puzzles Observational learning – Make and origami jumping frog Insight learning – word and logic problems Operant conditioning – Sniffy the Virtual Rat

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

26. PAIR A (Annotated folio plus one of the following) Essay – see Worksheet on Bandura Visual 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

27. PAIR B (additional options) Research Investigation or data analysis The 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

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

29. Skinners in the house, playing with his mouse Doing his operant thing The lever is dipped, a behaviour has clicked Then a consequence follows me I made a decision did I mention By trying out different solutions With every trial, errors will fly The curve decreases erratically If you like it then you then you should press the lever for it The cat liked it so he went and pressed the lever for it It strengthened his behaviour with a fish fillet Thorndike coined the law of effect from it Oh Oh Oh Oh Oh Oh Oh Oh Oh-Oh Oh Oh Oh

30. Pavlov’s brain is turning cogs, playing with his dogs Conditioning classically The bell rings up, dog drools in a cup A conditioned response it brings If it only needs one, pairing to be done For learning to get your attention Garcia’s had a turn, one trial learn Extinction won’t happen to me If you like it then you should sound a gong with it Albert didn’t so he cried and escaped it His learning was instant unlike Tolman’s Who found that learning can be latent Oh Oh Oh Oh Oh Oh Oh Oh Oh-Oh Oh Oh Oh

31. Don’t watch me hit those Bo-bo dolls I observe Boys are more aggressive than girls Bandura knows what kids deserve when they observe Kohler used his insight to ignite potential from now to beyond Taken into their arms, the monkeys used their charm They got the sticks and did their tricks And verified that learning sticks All the researchers.........Now put your hands up!

32. Good luck Kristy.Kendall@haileybury.vic.edu.au