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  1. 1.     MSM WMM EWT Strategies Last Edit 2013/2014 Scheme Of Work Human Memory PSYA1: Cognitive Psychology Cognitive PSYA1: Cognitive Psychology (Structured Compulsory Questions) (Roughly 24 out of 72marks) (1hr 30mins) General Aims: AO1: Knowledge and understanding of science and how science works 16.66% AO2: Application of knowledge and understanding of science and how science works 16.66% AO3: How science works 16.66% Duration: 4 weeks Weekly hours 3hrs Total lessons: (18 hours) To provide opportunities for students to:  Develop knowledge and understanding of concepts, theories and studies in relation to cognitive psychology (AO1)  Develop skills of analysis, evaluation and application in relation to cognitive psychology (AO2)  Develop knowledge and understanding of research methods associated with these areas of psychology (AO3)  Develop knowledge and understanding of ethical issues associated with these areas of psychology (AO3) Lutterworth College, Social Science Faculty, Bitteswell Road Lutterwoth, Leicestershire Email: a.pepper@lc.leics.sch.uk
  2. 2. Lutterworth College: Social Science Faculty: AS Psychology: PSYA1: Cognitive Psychology-Memory Scheme of Work Time Topic PSYA1: Cognitive Psychology Memory Nature of Memory Week Beginning 02/09/2013 Lesson 01 2 Introduction and capacity of memory Mrs A Pepper Learning Objective Learning Outcome Lesson Outline To KNOW and UNDERSTAND that there are different types of memory, and where they are located. Have filled in the booklet definition for:  Memory  Semantic  Episodic  Procedural Starter: 1) Introduce Spec, Tick sheet and glossaries. 2) Learning Objectives 3) Introduce Cognitive Psychology as a field 4) Engagement tray / PowerPoint with items to recall. To KNOW and UNDERSTAND how many memories can be held in STM and LTM. To APPLY this knowledge through research in order to test your own memory capacity. Have a basic awareness that memory is complex and made up of different types Know how many memories can be held in STM. Input: 5) Define Memory 6) Test of episodic, procedural, and semantic memories 7) Pictures of brain highlighting the areas involved in each Plenary: 8) Capacity tests Have tested their memories in several different ways. 2013/2014 Key words  Cognitive  Memory  Semantic  Hippocampus  Temporal Lobe  Episodic  Prefrontal Cortex  Procedural  Basal Ganglia  Cerebellum  STM  LTM  Capacity Resources Home Learning Links & Initiatives File Names:  PSYA1 Cognitive Psychology Booklet 201314  Introduction to Memory and Capacity 2013-14 Read up Jacobs Pg 8 in the green booklet Literacy Biology Numeracy Due Date: Lesson 02 Marked By: N/A PLTS Booklet: Memory Booklet (Green) Pages 1,2,3,6,7 Magenta Resources:  Booklet  PowerPoint  Scrap Paper Page |2
  3. 3. Lutterworth College: Social Science Faculty: AS Psychology: PSYA1: Cognitive Psychology-Memory Scheme of Work Time Topic PSYA1: Cognitive Psychology Memory Nature of Memory Week Beginning 02/09/2013 Lesson 02 3 Capacity and Duration Learning Objective Learning Outcome Lesson Outline To KNOW and UNDERSTAND how many memories can be held in STM and LTM. Know how many memories can be held in STM. Starter: 1) Hula Hoop Challenge 2) Feedback thoughts on what the hula hoop challenge represented. 3) Learning Objectives To KNOW and UNDERSTAND how long memories can last in STM and LTM. To APPLY this knowledge through research in order to test your own memory duration. Know how long memory lasts in STM Know how long memory lasts in LTM Have tested their memories in several different ways. Have the definitions of Capacity and Duration Input: 4) Aims of Jacobs (reduce) 5) Procedure of Jacobs (questions) 6) Findings of Jacobs (draw) 7) Have a go at Digit Span 8) Capacity overview 9) Dory video 10) Aims of Peterson and Peterson (reduce) 11) Procedure of Peterson and Peterson (pictionary) 12) Duration overview 13) Aims of Bahrick (reduce) 14) Procedure of Bahrick (questions) 15) Findings of Bahrick (graph) Plenary: 16) Duration overview Mrs A Pepper 2013/2014 Key words  Cognitive  Memory  STM  LTM  Capacity  Duration  Serial Digit Span  Nonsense Trigrams  Distractor Task  Recall  Recognition Resources File Names:  PSYA1 Cognitive Psychology Booklet 201314  Capacity and Duration 2013-14  Millers Capacity Test  Nemo STM Home Learning Ensure glossaries are up to date Links & Initiative Literacy PLTS Due Date: Lesson 03 Marked By: Teacher Check Magenta Reduce Transform Booklet: Memory Booklet (Green) Pages 8,9 Resources:  Booklet  PowerPoint  Miller  Video Page |3
  4. 4. Lutterworth College: Social Science Faculty: AS Psychology: PSYA1: Cognitive Psychology-Memory Scheme of Work Time Topic PSYA1: Cognitive Psychology Memory Nature of Memory Encoding Week Beginning 02/09/2013 Lesson 03 4 Mrs A Pepper Learning Objective To KNOW and UNDERSTAND how memories are stored in STM and LTM. To APPLY this knowledge through research in order to test your own memory encoding. To CREATE a revision tool to help consolidate the nature of memory in STM and LTM Learning Outcome Know how memories are encoded in STM and LTM Have tested their memories in several different ways. Have the definition of Encoding Have created a revision table on page 11 of the nature of memory Lesson Outline Starter: 1) Learning Objectives 2) Creating word lists of homophones, synonyms and unrelated words 3) Short term test. Input: 4) Aims of Baddeley (reduce) 5) Procedure of Baddeley 6) Findings of Baddeley 7) Conclusions of Baddeley (draw) 8) Encoding overview 9) 30 word summary of Baddeley Plenary: 10) Nature of memory overview table 11) Cover and Test Key words  Cognitive  Memory  STM  LTM  Capacity  Duration  Encoding  Homophone  Synonym  Substitution Errors  Acoustic  Semantic Resources File Names:  PSYA1 Cognitive Psychology Booklet 201314  Encoding 2013-14 Booklet: Memory Booklet (Green) Pages 10, 11 Home Learning Revise the nature of memory table Links & Initiative Literacy PLTS Due Date: Lesson 04 Marked By: Self Test Magenta Reduce Transform Resources:  Booklet  PowerPoint Have tested yourself on memorising it. 2013/2014 Page |4
  5. 5. Lutterworth College: Social Science Faculty: AS Psychology: PSYA1: Cognitive Psychology-Memory Scheme of Work Time Topic PSYA1: Cognitive Psychology Memory Nature of Memory Week Beginning 09/09/2013 Lesson 04 5 Multi Store Model AO1 Learning Objective To KNOW and UNDERSTAND how the multi-store model explains the process of how we remember. To KNOW and UNDERSTAND the concept and importance of models in psychology, and specifically memory (A/A*). To be able to SYNTHESISE knowledge of capacity, duration and encoding of STM and LTM to the MSM. Learning Outcome To have completed the card sort of the model To have a copy of the diagram of the MSM in booklet page 12. To have annotated this diagram with extra information to gain 6/6 marks. To have seen a video ‘enactment’ of the MSM. Lesson Outline Starter: 1) Using the card sort provided have a go in pairs at creating the model without any prior knowledge. 2) (unstuck strategies) 3) Learning Objectives Input: 4) Importance of the use of models, analogy of London underground. 5) Diagram of model into booklets. 6) Annotations for Sensory Memory 7) Video of importance of attention 8) Sperling (optional by group) 9) Annotations for STM 10) Annotations for LTM 11) Annotations for Retrieval Plenary: 12) Video ‘enactment’ Key words  Cognitive  Memory  Sensory  STM  LTM  Capacity  Displacement  Duration  Decay  Encoding  Acoustic  Semantic  Interference  Retrieval Resources Home Learning File Names:  PSYA1 Cognitive Psychology Booklet 201314  Multi Store Model AO1 2013-14 (Optional) Create or download a card sort of the model in order to practice it for revision Booklet: Memory Booklet (Green) Pages 12 Due Date: N/A Marked By: N/A Links & Initiative Literacy PLTS Magenta Assemble Reduce Transform Resources:  Booklet  PowerPoint  Attention Vid  MSM Vid  Card Sort (O)  Card Sort Pdf To be able to APPLY research evidence to support the MSM Mrs A Pepper 2013/2014 Page |5
  6. 6. Lutterworth College: Social Science Faculty: AS Psychology: PSYA1: Cognitive Psychology-Memory Scheme of Work Time Topic PSYA1: Cognitive Psychology Memory Nature of Memory Week Beginning 09/09/2013 Lesson 05 6 Multi Store Model AO2 Mrs A Pepper Learning Objective Learning Outcome To KNOW and UNDERSTAND how the point, because, so what, however system works for evaluation. To have completed page 13 in the booklet with 2x strengths and 2x limitations for the MSM using P, B, SW, H. To be able to APPLY research evidence to support and criticise the MSM. To EVALUATE the relative strengths and limitations of the MSM To have a plan for a 12 mark essay on Outline and Evaluate the MSM of memory. Lesson Outline Starter: 1) Try to recreate the model from memory on scrap paper, unstuck strategy of card sort if needed. 2) Learning Objectives Input: 3) Read case study of HM 4) Discuss how much is support and why, how much is weakness and why. Construct a full AO2 point. 5) Video of HM (time dependant) 6) Primacy/Recency demonstration 7) Construct a full AO2 point. 8) Validity recap 9) Construct a full AO2 point. 10) Note taking on last AO2 point. Plenary: 11) Go through plan for 12 marker. 12) Point towards video of Clive Wearing. 2013/2014 Key words  Cognitive  Memory  HM  Amnesia  Retrograde  Primacy  Recency  Serial Position Effect  Validity  Internal Validity  External Validity  IV  DV  EV  Mundane Realism  Ecological Validity  Population Validity  Historical Validity. Resources Home Learning Links & Initiative File Names:  PSYA1 Cognitive Psychology Booklet 201314  Multi Store Model AO2 2013-14  Patient HM Outline and Evaluate the MultiStore Model of Memory Literacy Numeracy Booklet: Memory Booklet (Green) Pages 12, 13 PLTS 12marks Due Date: Lesson 07 Marked By: Self/Peer/ Teacher Magenta Assemble Reduce Transform Resources:  Booklet  PowerPoint  Card Sort (O)  Card Sort Pdf  Patient HM  HM Vid  Clive Wearing Vid  12mark Plan Page |6
  7. 7. Lutterworth College: Social Science Faculty: AS Psychology: PSYA1: Cognitive Psychology-Memory Scheme of Work Time Topic PSYA1: Cognitive Psychology Memory Nature of Memory Week Beginning 09/09/2013 Lesson 06 7 Working Memory Model AO1 Learning Objective To KNOW and UNDERSTAND how the working memory model explains the process of how we remember. To KNOW and UNDERSTAND the concept and importance of models in psychology, and specifically memory (A/A*). To be able to ANALYSE your own working memory. Learning Outcome To have completed the Online Working Memory test. To have a copy of the diagram of the WMM in booklet page 19. To have annotated this diagram with extra information to gain 6/6 marks. Lesson Outline Starter: 1) Complete the online test. 2) Learning Objectives Input: 3) Diagram of model into booklets. 4) Annotations for each subcomponent 5) Diagram for each subcomponent. Plenary: To have a pictorial representation of all components on the model. Key words  Cognitive  Memory  Central Executive  Phonological Loop  Articulatory Process  Inner Voice  Phonological Store  Inner Ear  Episodic Buffer  Visuo-Spatial Sketchpad  Inner Scribe  Visual Cache  LTM Resources Home Learning File Names:  PSYA1 Cognitive Psychology Booklet 201314  Working Memory Model AO1 2013-14 Outline and Evaluate the MultiStore Model of Memory Booklet: Memory Booklet (Green) Pages 19 Resources:  Booklet  PowerPoint  Website Links & Initiative Literacy PLTS 12marks Due Date: Lesson 07 Magenta Marked By: Self/Peer/ Teacher Complete anything not finished from VLE Due Date: Lesson 07 Marked By: Teacher Mrs A Pepper 2013/2014 Page |7
  8. 8. Lutterworth College: Social Science Faculty: AS Psychology: PSYA1: Cognitive Psychology-Memory Scheme of Work Time Topic PSYA1: Cognitive Psychology Memory Nature of Memory Learning Objective Learning Outcome To be able to APPLY a mark scheme to 12mark answers. To have looked at and used a mark scheme for 12 markers. To EVALUATE your own 12 marker and that of a peer. To have selfassessed MSM 12 marker. To have peer- Week Beginning 16/09/2013 Lesson 07 8 Consolidation To consolidate your assessed MSM 12 marker. and Exam KNOWLEDGE and Skills Mrs A Pepper UNDERSTANDING of the WMM To have created the WMM using a card sort and discussed added detail. Lesson Outline Starter: 1) Learning Objectives 2) Read mark scheme and mark example answers in booklet 3) Go through the examiner feedback Input: 4) Go through the student feedback sheets 5) Self-assessment of 12 marker 6) Peer-assessment of 12 marker 7) Card sort of WMM 8) Discuss detail of WMM 9) Have a go at 6 mark ½ page description Plenary: 10) Booklet catch up/Check. To have attempted a description of the WMM in linear, full prose. 2013/2014 Key words  Cognitive  Memory  Central Executive  Phonological Loop  Articulatory Process  Inner Voice  Phonological Store  Inner Ear  Episodic Buffer  Visuo-Spatial Sketchpad  Inner Scribe  Visual Cache  LTM Resources File Names:  PSYA1 Cognitive Psychology Booklet 201314  Consolidation and Exam Skills 2013-14 Booklet: Memory Booklet (Green) Pages 15, 16, 17 & 19 Home Learning Links & Initiative None Set Literacy Due Date: N/A PLTS Marked By: N/A Magenta Resources:  Booklet  PowerPoint  Assessment Sheets Page |8
  9. 9. Lutterworth College: Social Science Faculty: AS Psychology: PSYA1: Cognitive Psychology-Memory Scheme of Work Time Topic PSYA1: Cognitive Psychology Memory Nature of Memory Week Beginning 16/09/2013 Lesson 08 9 Working Memory Model AO2 Mrs A Pepper Learning Objective To KNOW and UNDERSTAND how the point, because, so what, however system works for evaluation. To be able to APPLY research evidence to support and criticise the WMM. Learning Outcome Lesson Outline Starter: 1) Learning Objectives Input: 2) Needs planning (carousel of four AO2 points including KF (to reuse Case study however) and a lab experiment (to reuse validity) Plenary: To EVALUATE the relative strengths and limitations of the WMM. 2013/2014 Key words  Cognitive  Memory  Central Executive  Phonological Loop  Articulatory Process  Inner Voice  Phonological Store  Inner Ear  Episodic Buffer  Visuo-Spatial Sketchpad  Inner Scribe  Visual Cache  LTM Resources Home Learning Links & Initiative File Names:  PSYA1 Cognitive Psychology Booklet 201314  Working Memory Model AO2 2013-14 Outline and Evaluate the Working Memory Model Literacy Numeracy Booklet: Memory Booklet (Green) Pages 20 PLTS 8 marks Due Date: Lesson 10 Magenta Marked By: Self/ Teacher Resources:  Booklet  PowerPoint  Page |9
  10. 10. Lutterworth College: Social Science Faculty: AS Psychology: PSYA1: Cognitive Psychology-Memory Scheme of Work Time Topic PSYA1: Cognitive Psychology Memory Eye Witness Testimony Introduction Week Beginning 16/09/2013 Lesson 09 10 Mrs A Pepper Learning Objective Learning Outcome To KNOW and UNDERSTAND the context in which eyewitness testimony research exists. Have watched the video case of Ronald Cotton To KNOW and UNDERSTAND what is meant by the term eyewitness testimony, and the contribution psychology has made to the area of law. Have discussed what psychologists might be interested in Made a flashface Lesson Outline Starter: 1) Learning Objectives Input: 2) 60 minutes video recounting the case of Ronald Cotton. 3) Discussion of the case and recap of hypotheses. 4) Second part of 60 minutes. 5) Discussion 6) Facts about EWT and Loftus’ work Plenary: 7) Watch clip from Das Experiment 8) Try and make a flashface. Key words  Cognitive  Memory  Eyewitness Resources Home Learning Links & Initiative File Names:  PSYA1 Cognitive Psychology Booklet 201314  Introduction to EWT 2013-14 Outline and Evaluate the Working Memory Model Literacy Numeracy Booklet: Memory Booklet (Green) Pages Resources:  Booklet  PowerPoint  60min Pt1  60min Pt2  FlashFace  DVD 2013/2014 PLTS 8 marks Due Date: Lesson 10 Magenta Marked By: Self/ Teacher Flashfaces Due Date: Lesson 11 Marked By: N/A P a g e | 10
  11. 11. Lutterworth College: Social Science Faculty: AS Psychology: PSYA1: Cognitive Psychology-Memory Scheme of Work Time Topic PSYA1: Cognitive Psychology Memory Eye Witness Testimony Week Beginning 23/09/2013 Lesson 10 11 Misleading Information AO1 Learning Objective Learning Outcome Lesson Outline To KNOW and UNDERSTAND what is meant by the term eyewitness testimony, and the contribution psychology has made to the area of law. Have taken part in the estimating speed test Starter: 1) Estimating Speed video (smashed bumped recreation) 2) Learning Objectives To KNOW and UNDERSTAND how the accuracy of eyewitness testimony can be affected by different factors. To KNOW and UNDERSTAND how misleading information given after the event can affect the accuracy of eyewitness testimony. Mrs A Pepper Have notes on Page 22 and 23 of the Batman and Robin studies for misleading information Have watched Loftus explain her own experiments Have understood the difference between response bias and memory alteration Input: 3) Recap of Loftus and Palmer, Note taking. 4) Split up with video footage of Loftus 5) Discussion about response bias versus altered memory 6) Robin study Loftus et al Plenary: 7) Multiple Choice Test, students to give total on way out Key words  Cognitive  Memory  EWT  Misleading Information  Post Event Misinformation  Leading Question  Response Bias Resources File Names:  PSYA1 Cognitive Psychology Booklet 201314  EWT – Misleading Information AO1 2013-14 Booklet: Memory Booklet (Green) Pages 22,23 Home Learning None Set Links & Initiative Literacy Numeracy Due Date: N/A PLTS Marked By: N/A Magenta Resources:  Booklet  PowerPoint  Estimating Speed Vid  Estimating Speed Slip  Loftus Clip 01  Loftus Clip 02 Have taken the 8 question test and given result to teacher. 2013/2014 P a g e | 11
  12. 12. Lutterworth College: Social Science Faculty: AS Psychology: PSYA1: Cognitive Psychology-Memory Scheme of Work Time Topic PSYA1: Cognitive Psychology Memory Eye Witness Testimony Week Beginning 23/09/2013 Lesson 11 12 Anxiety and Weapon Focus AO1 Learning Objective Learning Outcome Lesson Outline To KNOW and UNDERSTAND what is meant by the term eyewitness testimony, and the contribution psychology has made to the area of law. To look at the similarities (or not) of flash faces produced to your own. Starter: 1) Flashface judging, focus on the suspects and if peoples pictures are similar and then famous faces. Prizes. 2) Learning Objectives To KNOW and UNDERSTAND how the accuracy of eyewitness testimony can be affected by different factors. Input: 3) Transforming Loftus et al’s pen knife study into either a play, mime, puppet show, cartoon, model, or poem 4) Show to class 5) Transforming Christianson and Hubinette’s bank robbery study into anti-loftus propaganda. 6) Show to class Plenary: 7) Yerkes Dodson card sort 8) Yerkes Dodson graph To KNOW and UNDERSTAND how anxiety and weapon focus can affect the accuracy of eyewitness testimony. Mrs A Pepper 2013/2014 Key words  Cognitive  Memory  EWT  Anxiety  Weapon Focus  Yerkes Dodson Resources File Names:  PSYA1 Cognitive Psychology Booklet 201314  EWT – Anxiety AO1 2013-14 Booklet: Memory Booklet (Green) Pages 24, 25 Home Learning None Set Links & Initiative Literacy Numeracy Due Date: N/A PLTS Marked By: N/A Magenta Resources:  Booklet  PowerPoint  Yerkes Dodson Card Sort P a g e | 12
  13. 13. Lutterworth College: Social Science Faculty: AS Psychology: PSYA1: Cognitive Psychology-Memory Scheme of Work Time Topic PSYA1: Cognitive Psychology Memory Eye Witness Testimony Week Beginning 23/09/2013 Lesson 12 13 Age of Witnesses (Children) Mrs A Pepper Learning Objective To KNOW and UNDERSTAND the common misconceptions on the reliability of child witnesses. To ANALYSE the foundations of this misconception. To KNOW and UNDERSTAND the true nature of the influence of being a child on the reliability of their eye witness testimony. Learning Outcome Have notes on page 25 and 26 on the studies presented. Have begun to plan this answer Lesson Outline Starter: 1) Warning about content 2) Learning Objectives Input: 3) History and context of child witnesses 4) History of the evidence 5) Rudy and Goodman, guided note taking 6) Thompson et al, guided note taking Plenary: 7) Plan the 6 mark AO1 only for this answer in the framework provided. 2013/2014 Key words  Cognitive  Memory  EWT  Age of Witness Resources Home Learning Links & Initiative File Names:  PSYA1 Cognitive Psychology Booklet 201314  EWT – Age of Witness AO1 2013-14 Take notes on Anastasi and Rhodes Own Age Bias, be prepared to discuss. Literacy Numeracy Booklet: Memory Booklet (Green) Pages 25, 26 PLTS Due Date: Lesson 13 Marked By: Teacher Magenta Resources:  Booklet  PowerPoint P a g e | 13
  14. 14. Lutterworth College: Social Science Faculty: AS Psychology: PSYA1: Cognitive Psychology-Memory Scheme of Work Time Topic PSYA1: Cognitive Psychology Memory Eye Witness Testimony Week Beginning 30/09/2013 Lesson 13 14 Own Age Bias And AO2 Mrs A Pepper Learning Objective To KNOW and UNDERSTAND how other ages can also affect the accuracy of eyewitness testimony. To be able to EVALUATE the studies presented for EWT in terms of their methods. To CREATE an AO2 plan. To EVALUATE other students’ 12 mark answers for this area. Learning Outcome Have discussed the role of realism, application and sample on EWT research. Have completed page 27 with a point, because, so what, however evaluation plan. Have looked at and assessed previous students’ work on EWT 12 markers. Lesson Outline Starter: 1) Brief Discussion of Own Age Bias 2) Learning Objectives Input: 3) In groups of 4 with mini whiteboards to aid discussion 4) Discuss impact of Realism 5) Feedback onto board 6) Discuss impact of Sample 7) Feedback onto board 8) Discuss impact of Application 9) Feedback onto board 10) Discuss impact of other things 11) Feedback onto board 12) Complete page 27 Point, because, so what, however of points from board. Plenary: 13) Look at previous students 12 markers (to plan) 2013/2014 Key words Resources Home Learning Links & Initiative  Cognitive  Memory  EWT File Names:  PSYA1 Cognitive Psychology Booklet 201314  EWT – Factors Effecting AO2 2013-14 Improve upon WMM or MSM answer, submit both original and improved version. Literacy Numeracy Booklet: Memory Booklet (Green) Pages 27 12 marks Magenta Resources:  Booklet  PowerPoint  Student Answers PLTS Due Date: Lesson 15 Marked By: Teacher P a g e | 14
  15. 15. Lutterworth College: Social Science Faculty: AS Psychology: PSYA1: Cognitive Psychology-Memory Scheme of Work Time Topic PSYA1: Cognitive Psychology Memory Eye Witness Testimony Week Beginning 30/09/2013 Lesson 14 15 The Cognitive Interview Mrs A Pepper Learning Objective Learning Outcome To KNOW and UNDERSTAND what the cognitive interview is and what it entails. To have watched the Open University Cognitive Interview Video To have made notes on what the techniques used are. How good/useful the techniques are. Lesson Outline Starter: 1) Learning Objectives 2) Questions Input: 3) Watch Open University Video (60mins) Key words  Cognitive  Memory  EWT  Cognitive Interview  Recall/Report Everything  Reinstate Context  Change Perspective  Change Order Resources Home Learning File Names:  PSYA1 Cognitive Psychology Booklet 201314  Cognitive Interview Context Video 201314 Improve upon WMM or MSM answer, submit both original and improved version. Literacy SMSC 12 marks Magenta Booklet: Memory Booklet (Green) Pages - Links & Initiative PLTS Due Date: Lesson 15 Marked By: Teacher Resources:  Booklet  PowerPoint  Video Part 1  Video Part 2  Video Part 3 2013/2014 P a g e | 15
  16. 16. Lutterworth College: Social Science Faculty: AS Psychology: PSYA1: Cognitive Psychology-Memory Scheme of Work Time Topic PSYA1: Cognitive Psychology Memory Eye Witness Testimony Week Beginning 30/09/2013 Lesson 15 16 The Cognitive Interview Mrs A Pepper Learning Objective Learning Outcome To KNOW and UNDERSTAND what the cognitive interview is and what it entails. Have annotated the notes on Page 29 and 30 regarding the techniques used and why they work. To be able to APPLY knowledge of interviews and eyewitnesses to comment on the value of the technique. To be able to EVALUATE the technique using supporting empirical evidence and critical commentary. Have attempted a past exam question (Jan 09) Have filled in the evaluation grid on page 31. Lesson Outline Starter: 1) Learning Objectives 2) Problems with standard interviews (context) Input: 3) Guided annotation of existing notes on the techniques and their purpose. 4) Past Exam question focusing on the difference between standard and cognitive interviews 5) Mark Scheme 6) Guided note taking on why the techniques work. Plenary: 7) Evaluation of techniques 2013/2014 Key words  Cognitive  Memory  EWT  Cognitive Interview  Recall/Report Everything  Reinstate Context  Change Perspective  Change Order Resources Home Learning File Names:  PSYA1 Cognitive Psychology Booklet 201314  Cognitive Interview AO1-AO2 2013-14 Revise for Mock Exam on Cognitive and Research Methods Booklet: Memory Booklet (Green) Pages 29, 30, 31 Links & Initiative Marked By: N/A Literacy PLTS Due Date: Lesson 18 Magenta Resources:  Booklet  PowerPoint P a g e | 16
  17. 17. Lutterworth College: Social Science Faculty: AS Psychology: PSYA1: Cognitive Psychology-Memory Scheme of Work Time Topic PSYA1: Cognitive Psychology Memory Learning Objective Learning Outcome To KNOW and UNDERSTAND what strategies for improving memory there are and how they work To have a handout on the different types of memory improvement strategies you could use. Memory in Everyday Life To be able to APPLY the Week Beginning 07/10/2013 Lesson 16 17 Memory strategies in the Improvement classroom to revise Techniques the topic of memory. To be able to EVALUATE the strategies in order to ASSESS why they work. Have notes on why they work with examples of a strategy. Have completed a past exam question Have assessed with a mark scheme a past exam question Lesson Outline Starter: 1) Learning Objectives Input: 2) Go through the strategies on the hand-out 3) Allow students to put into booklet page 33 4) Guided note taking from the visual companion on the three main reasons why they work Plenary: 5) Past exam question, answer in groups 6) Past exam question, assess 7) Past exam question, how to handout (use the student responses to make up handout) Have written and submitted a ‘how to’ on a past exam question. Mrs A Pepper 2013/2014 Key words  Cognitive  Memory  Strategies  Mnemonics  Acronyms  Acrostics  Imagery  Method of Loci  Mind Map  Organisation  Elaborative Rehearsal  Dual Coding Resources Home Learning Links & Initiative File Names:  PSYA1 Cognitive Psychology Booklet 201314  Strategies for Improving Memory 2013-14 Revise for Mock Exam on Cognitive and Research Methods Literacy Numeracy Booklet: Memory Booklet (Green) Pages 33, 34 Marked By: N/A PLTS Due Date: Lesson 18 Magenta Resources:  Booklet  PowerPoint  Visual Companion Hand-out  Past Exam Questions  How to Blank P a g e | 17
  18. 18. Lutterworth College: Social Science Faculty: AS Psychology: PSYA1: Cognitive Psychology-Memory Scheme of Work Time Topic PSYA1: Cognitive Psychology Memory Learning Objective To KNOW and UNDERSTAND what strategies for improving memory there are and how they work Memory in Everyday Life To be able to APPLY the Week Beginning 07/10/2013 Lesson 17 18 Memory strategies in the Improvement classroom to revise Techniques & the topic of Revision Mrs A Pepper memory. Learning Outcome Produce at least one revision tool using one of the memory improvement strategies for cognitive or research methods. Lesson Outline Starter: 1) Learning Objectives Input: 2) Use any of the techniques discussed in last lesson to produce at least one revision tool on memory and/or research methods. Plenary: 3) Show work and justify what they chose to show progress and understanding of the techniques. Key words  Cognitive  Memory  Strategies  Mnemonics  Acronyms  Acrostics  Imagery  Method of Loci  Mind Map  Organisation  Elaborative Rehearsal  Dual Coding Resources Home Learning Links & Initiative File Names:  PSYA1 Cognitive Psychology Booklet 201314  Strategies for Revising 2013-14 Revise for Mock Exam on Cognitive and Research Methods Literacy Numeracy Booklet: Memory Booklet (Green) Pages - PLTS Due Date: Lesson 18 Marked By: N/A Magenta Resources:  Booklet  PowerPoint To be able to EVALUATE the strategies in order to ASSESS why they work. 2013/2014 P a g e | 18
  19. 19. Lutterworth College: Social Science Faculty: AS Psychology: PSYA1: Cognitive Psychology-Memory Scheme of Work Time Topic PSYA1: Cognitive Psychology Memory Revision Revision / Mock Exam Week Beginning 07/10/2013 Lesson 18 19 Mrs A Pepper Learning Objective To KNOW and UNDERSTAND the structure of exam questions To APPLY relevant knowledge To EVALUATE their own learning and progress Learning Outcome Have completed mock exam under timed exam conditions Lesson Outline Starter: 1) Review of booklets and notes. (15mins)  Opportunities for one to one and revision.  Students to complete exam questions and peer assess using mark scheme.  Students can complete can you? Rag sheets in booklet. Input: 2) Mock Exam (45mins) a. No-one to leave early b. Students with concessions are to take these. 2013/2014 Key words Resources File Names:  PSYA1 Cognitive Psychology Booklet 201314 Booklet: Memory Booklet (Green) Pages - Home Learning None Set Links & Initiative Literacy Numeracy Due Date: N/A PLTS Marked By: N/A Magenta Resources:  Booklet  Mock Exam P a g e | 19

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