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  • Activity- in pairs brainstorm the theories/models we looked at over the last three lessons.
  • Activity 2- Using your brainstorm add other studies that you can use to evaluate each of the theories e.g. Hays (1985) found that when examining student friendships as much value was given to rewarding the other person as well as being rewarded yourself. This contradicts the reward/need satisfaction model.
  • Activity 3- Using your brainstorm add issues, debates and approaches that you can use to evaluate each of the theories.

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  • Put your name on the homework task I set last lesson (the 8 questions to check your understanding) and put it on my desk for me to mark. Sit in pairs- you will need a large piece of paper and some felt tip pens. Review the unit so far and… essay time- as requested! Wednesday 2nd October 2013 L.O. To review and summarise the unit so far. L.O. To apply our knowledge to an essay question.
  • Relationships AO1 Relationships AO1 Formation MaintenanceBreakdown The reward/need satisfaction model (Byrne and Clore 1970) The matching hypothesis The Filter Model (Kerckhoff and Davis 1962) Social Exchange theory (Homans 1971) Interdependence theory (Thibaut and Kelley 1959) Investment model (Rusbult and Van Lange 1996)Equity theory (Walster 1978) A model of relationship breakdown (Rollie and Duck 2006) An evolutionary explanation of relationship breakdown. AO1: The ability to demonstrate knowledge and understanding of Psychology. Activity- in pairs brainstorm the theories/models we looked at over the last three lessons.
  • Relationships AO2/3 Relationships AO2/3 Formation Maintenance Breakdown The reward/need satisfaction model (Byrne and Clore 1970) The matching hypothesis The Filter Model (Kerckhoff and Davis 1962) Social Exchange theory (Homans 1971) Interdependence theory (Thibaut and Kelley 1959) Investment model (Rusbult and Van Lange 1996)Equity theory (Walster 1978) A model of relationship breakdown (Rollie and Duck 2006) An evolutionary explanation of relationship breakdown. AO2: The ability to use, apply and evaluate your knowledge of Psychology. AO3: The ability to demonstrate your understanding of how science works in Psychology. Activity 2- Using your brainstorm add other studies that you can use to evaluate each of the theories e.g. Hays (1985) found that when examining student friendships as much value was given to rewarding the other person as well as being rewarded yourself. This contradicts the reward/need satisfaction model.
  • Relationships IDA Relationships IDA Formation MaintenanceBreakdown The reward/need satisfaction model (Byrne and Clore 1970) The matching hypothesis The Filter Model (Kerckhoff and Davis 1962) Social Exchange theory (Homans 1971) Interdependence theory (Thibaut and Kelley 1959) Investment model (Rusbult and Van Lange 1996)Equity theory (Walster 1978) A model of relationship breakdown (Rollie and Duck 2006) An evolutionary explanation of relationship breakdown. IDA: Issues, debates and approaches e.g. gender/cultural/historical bias, real-world applications, ethnocentricity, nature-nurture debate etc. Activity 3- Using your brainstorm add issues, debates and approaches that you can use to evaluate each of the theories.
  • Thinking Ladder…
  • How will I know if I am learning? By the end of the lesson… E Will be able to identify how the marks are awarded for A01, A02, A03 in a 24 mark question. C Will be able to explain how to structure a 24 mark essay. A Will be able evaluate and apply knowledge of formation theories to answer an exam question.
  • Assessment objectives: AO1: The ability to demonstrate knowledge and understanding of Psychology. AO2: The ability to use, apply and evaluate your knowledge of Psychology. AO3: The ability to demonstrate your understanding of how science works in Psychology. IDA: Issues, debates and approaches e.g. gender, ethnocentricity etc.
  • Look at the mark scheme for a 24 marker and answer the questions.. Maximum 8 Marks Maximum 16 Marks “Discuss two or more theories of the formation of romantic relationships.” (24 Marks, A01 = 8 marks, A02/A03 = 16 marks) You should be looking at one third AO1 to two thirds everything else.
  • Look at the mark scheme for a 24 marker and answer the questions.. Maximum 8 Marks Maximum 16 Marks We will spend the rest of the lesson structuring evaluative points relating to the breakdown part of the essay question The last 5 minutes of the lesson will be spent sharing your ideas. HOW MANY WORDS PER THEORY? Show that you understand the material, accurate and detailed. Present a good variety of points Have you fully explained all your points in detail to show the ‘depth’ of your understanding? Used correct terminology? “Discuss two or more theories of the formation of romantic relationships.” (24 Marks, A01 = 8 marks, A02/A03 = 16 marks)
  • Look at the mark scheme for a 24 marker and answer the questions.. Maximum 8 Marks Maximum 16 Marks We will spend the rest of the lesson structuring evaluative points relating to the breakdown part of the essay question The last 5 minutes of the lesson will be spent sharing your ideas. How many words for each theory? How many IDA points? How many AO2/AO3 points? Have you structured your arguments in a clear logical order? Does it flow? Have you made links and used connectives? “Discuss two or more theories of the formation of romantic relationships.” (24 Marks, A01 = 8 marks, A02/A03 = 16 marks)
  • Look at the mark scheme for a 24 marker and answer the questions.. POINT (rudimentary) Make your point. There are gender differences concerning breakdown of relationships EVIDENCE (Basic) Support it with psychological research. Brehm and Kassin found that women are more likely to stress unhappiness and incompatibility as reasons for dissolution, whereas men are particularly upset by ‘sexual withholding’ EXPLAIN (Reasonable) Explain what the research shows or suggests. Women have more desire to stay friends after a relationship has broken up, whereas men want to ‘cut their losses’ LINK (Sound) Link it back to your point or criticise the original point. This implies that Rollie and Duck’s model does not apply to everyone and is therefore limited
  • Look at the mark scheme for a 24 marker and answer the questions.. Create two PEEL’s of your own. Create one PEEL for Reward/Need Theory and one for Filter Model of relationship formation. Be prepared to share yours later!
  • Speed Dating Look at your two PEEL examples, choose your best PEEL and be ready to share it with your speed dates! As your date talks about their PEEL make notes. Time 5 mins!!!
  • Teach it At each stage you must explain your evaluative point to your partner. You must write down each others’ evaluative point. You will be asked to judge each of these evaluative points at the end. Time 5 mins
  • Score card: Date name PEEL-Evaluative point Score out of 5 Anton Damali Miroslav Nyomi Afraa Crystal Norhan Ikem
  • WHICH OF THE EVALUATIVE POINTS YOU HAVE HEARD ABOUT WOULD YOU PUT INTO ROOM 101?
  • In a moment you are going to plan an answer to the above question. You will be writing it out properly for homework. But first… let’s see what content you need to include to aim for the maximum 24 marks… “Discuss two or more theories of the formation of romantic relationships.” (24 Marks, A01 = 8 marks, A02/A03 = 16 marks)
  • Lesson Objective: Learn to answer 24mark exam questions What am I looking for? All: work alone and be able to select relevant material to answer the AO2 element of a 24 mark question Most: to apply knowledge in answering the homework question and achieve predicted grade Some: apply knowledge in answering the homework question and exceed predicted grade
  • The homework essay is due in on Wednesday 9th October “Outline and evaluate one maintenance theory of relationships and one breakdown theory of relationships” (24 Marks, A01 = 8 marks, A02/A03 = 16 marks) Go to p.600 for the marking criteria. Write the essay with this in mind.