Lesson Plan 27/8/13 Period 1 Topic: Social Influence on Individual Behaviour: Social Learning Theory/Aggression Year Level: 11 Learning

Outcomes: Pro- and anti-social behaviour of the individual: Social learning theory, including the work of Albert Bandura Explanations of aggression from ethological, biological, psychodynamic and social learning perspectives Research methodologies and ethical principles associated with the study of memory, as outlined in the introduction to the unit. Introduction: Quick Quiz 5 minutes Students will be given scenarios and will be required to determine what factor is influencing the behaviour (anti-social/pro-social behaviour) Go through the answers and ask them to identify what element of the scenario gave away the correct answer? Social Learning Theory 10 minutes Explain the difference between learned and innate behaviour. Have students (individually) list behaviours that they believe are not learned and are innate and a separate list of behaviours that are learned. Recap of Banduras Study 5/10 minutes Advise students that this study will not be explored in depth as they have already done this. Ask students to recap the important features of the study and write these on the board. AIM: To investigate whether anti-social behaviours (such as aggression) could be learned through observation. PARTICIPANTS/METHOD: Group 1 no punishment/reward Group 2 aggression was rewarded Group 3 aggression was punished FINDINGS: Group 1 Acted aggressively Group 2 Most aggressive Group 3 Least aggressive CONCLUSIONS: Children learn through observation and imitate the behaviour modelled by role models.

Body of Lesson:

Advise students that they can complete a table summarising all the important studies of this unit after we have explored aggression. Explanations of Aggression: Power Point Presentation (15 minutes) Ask students: Do you think aggressive behaviour is something we learn? Or is this innate? Have a couple of students justify their answers if they are not unanimous. If they are unanimous, make reference to conformity in a unanimous group. Ethological Explanations Biological Explanations Psychodynamic Explanations Social Learning Allow time for students to take notes of important info Activities: CYU 7.8 SAM 6.9 SAM 6.11 Table of research relevant to this unit Allow 5-10 minutes at end of lesson for students to outline individually complete Assessment: Monitoring student responses and ensuring they do not have any misconceptions about the content. Walking around the room during completion of activities to ensure that students questions are answered Conclusion: Next Lesson: Covering anything that is yet to be covered and is on the SAC Commence revision Laptop/Projector cord Nelson Textbook and SAM Photocopy x25 double sided areas needing revision sheets Photocopy x25 Research Summary Table

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