School District:
BHSD 228
Unit Title:
UNIT 3:
Learning,
Memory, and
Intelligence
Time Frame: 4
weeks
Department:
Social Studies
Grade Level:
11th Grade
Date Created:
2010-2011
Course:
Honors
Psychology
Date Modified:
2010-2011
Unit Designers: Bob Reiser, Steven Kushner, Eric Mollin
Stage 1 – Desired Results
Content Standard(s):
18.A Understand the roles and interactions of individuals and groups in society
Summary of the Unit:
Unit 3 will cover the principles of learning, memory, and the multiple theories of intelligence
Enduring Understanding(s) / goal(s)
Students will understand:
Learning is a relatively permanent change in behavior due
to experience. Learning principles can be used to
understand and manage behavior.
Memory is an active process in which information is
received, organized, altered, stored, and recovered.
Information into memory must be encoded, stores, and
retrieved.
Intelligence is the overall capacity to think rationally, act
purposefully, and deal effectively with the environment. It
reflects combined effects of heredity and environment.
Schooling and stimulating environments can induce
changes in tested intelligence.
Essential Questions:
1. Explanation – Explain the three stages of
memory, types of learning, and multiple
intelligences
2. Application – How does sensory information
transfer from short-term memory to long-term
memory?
3. Interpretation – What are the implications of
conditioning, learning, and memory on
intelligence?
4. Perspective – How are conditioning and
memory similar to or different from
intelligence?
5. Self-Knowledge – How are my views of
memory and conditioning shaped by my views
of intelligence?
6. Empathy – How might the field of science feel
about the psychological viewpoint of
conditioning, learning, and memory?
Key Words:
Validity, reliability, conditioning, classical conditioning, operant conditioning, reinforcement, reinforcement schedules,
punishment, short-term memory, sensory memory, Gardner's theory of multiple intelligences, unconditioned stimulus,
unconditioned response, conditioned stimulus, conditioned response, neutral stimulus, extinction, generalization,
discrimination, spontaneous recovery, shaping, response cost, chunking, maintenance rehearsal, long-term memory,
episodic memory, procedural memory, declarative memory, mnemonic devices, IQ, gifted, mental retardation, standard
deviation, observational learning
Student objectives (outcomes):
Students will be able to:
Describe the theory of multiple intelligences.
Describe the process of classical conditioning, operant conditioning, and observational learning.
Distinguish between the types of memory and the processes of encoding, storage, and retrieval.
Students will know:
The principles of learning can be used to understand and manage behavior.
The process of memorization is dependent upon storage and retrieval.
Measuring intelligence is worthwhile, but tests provide only limited definitions of intelligent behavior.
Students will be familiar with:
Thorndike, Bobo doll, Cultural bias, Stanford-Binet, response chain, aggression, latent learning, cognitive maps, token
economy
Stage 2 – Assessment Evidence
Performance Task (GRASP):
Create your own IQ test: students will apply Gardner’s
theory of Multiple Intelligences to create an original IQ test
Other Evidence:
Create a classical conditioning experiment
Stage 3 – Learning Plan
Leaning Activities:
What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired
understandings?
W = How will you ensure that all students know where they are headed in the unit, why they are headed there, and how
they will be evaluated?
Lesson plan objectives provided.
Rubrics will be used as an assessment tool.
UbD Stage 1 “Identifying Desired Results” provided for students.
UbD Stage 1 “Identifying Desired Results” will be assessed as short answer, essay, unit test, etc
H = How will you hook students at the beginning of the unit? (Unit Specific)
Demonstrate the concept of classical conditioning by tapping a pencil followed by an aversive stimulus.
Show a picture of an animal in the circus performing a complicated trick and have students try to explain how
trainers are able to
get them to do this (operant conditioning)
have students take a fun IQ/memory test (paper or computer-based)
E = What events will help students experience and explore the big idea and questions in the unit? How will you equip
them with the needed skills and knowledge? (Unit Specific)
Students have to create their own original examples of classical and operant conditioning
Teacher shows real life examples of classical conditioning
R = How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining
their work?
Students will participate in journal entries.
Students will be exposed to quizzes and self correct assessments with provided rubrics
E = How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding
throughout the unit? (Unit Specific)
Students will create and participate in hands on activities to reinforce concepts learned in conditioning, learning, and
memory.
T = How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL
students, without compromising the goals of the unit?
Multiple intelligence research will be utilized in creating assessments.
EPAS reading scores will assist teachers in tailoring instruction and assessment.
Students will be given a variety of assessment choices.
O = How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL
students? (Unit Specific)
Key concepts will be used to make the connection between learning, memory , and intelligence.
Students will connect the three major themes (learning, memory, and intelligence) through the use of hands on
activities, class
discussions, and in-class projects.