School District: Bremen School District 228
Course: Psychology
Department: Social Studies
Unit #3/Title: Learning, Memory, Intelligence
Grade Level:
Time Frame:
Topic Area:
Date Created: 2006
Date Modified: 2010-11
Unit Designers: Eric Mollin, Jodie Hausken, Jim Curtin, Robert Reiser, Steve Kushner
Stage 1 – Desired Results: Begin with the end in mind by identifying what students should
know and be able to do.
Content Standard(s):
Understand social systems, with an emphasis on the United States
Understand the roles and interactions of individuals and groups in society
Understand how social systems develop over time
Summary of the Unit:
Unit 5 will cover the basic principles of conditioning, the memory processes and intelligence
theories.
Enduring Understanding(s) / goal(s)
Students will understand:
Learning is a relatively permanent change in
behavior that results from experience.
Not all behaviors we learn are acquired in the
same way.
There are three processes that are involved in
memory; encoding, storage and retrieval.
There are three types of memory; sensory,
short-term and long-term-each of which has a
different purpose and time span
Essential Questions:
1. Explanation: What are the different
purposes and time spans of the three
different types of memory?
2. Interpretation: How can Gardner’s
Theory of Intelligence be used to
understand different learning styles of
students in the classroom?
3. Application: How can classical
conditioning explain development of
phobias?
4. Perspective: How do classical and
operant conditioning differ?
Several IQ tests are used to measure
intelligence, although there are many views
about what constitutes intelligence.
5. Empathy: How would someone who is
high in logical-mathematical
intelligence feel about being compared
to a person who is high in kinesthetic
intelligence?
6. Self-knowledge: How can behavior
modification be used to overcome
common problems?
Key Words: Classical conditioning, operant conditioning, social learning, modeling,a
observational learning, reinforcement, shaping and chaining, learned helplessness, Ivan Pavlov,
B.F. Skinner, sensory memory, short term memory, long-term memory, episodic memory,
declarative memory, procedural memory, semantic memory, eidetic memory, chunking,
elaborate rehearsal, mnemonic devices, Gardner's theory of intelligence, intelligence quotient,
emotional intelligence, Alfred Binet, projective tests, objective tests, Rorschach tests
Student objectives (outcomes):
Students will be able to:
Identify the processes of classical, operant conditioning, and social learning.
Identify learning styles by analyzing intelligence theories.
Understand the processes of memory.
Students will know:
Psychologists associated with learning, memory and intelligence theories.
Stage 2 – Assessment Evidence: Establish evidence of student understanding through
Performance Tasks and other assessments.
Performance Task (GRASP):
Other Evidence:
Music and Memory
Create an IQ Test
Stage 3 – Learning Plan: Create learning experiences and instruction that promote student
understanding through the WHERETO process.
Learning 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)
Students will be given an IQ test at the beginning of the intelligence chapter.
Students will be given a memory challenge at the beginning of the memory chapter.
Students will be classically conditioned at the beginning of the learning unit.
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 will experience the different tests and explore the meaning of their results.
Students will explore the theory of classical conditioning after experiencing the phenomenon at
the beginning of the chapter.
R = How will you cause students to reflect and rethink? How will you guide them in rehearsing,
revising, and refining their work?
Students will research their own learning styles and memory processes and intelligence
results and reflect on their struggles in school and how they can use this knowledge to increase
their successes.
E = How will you help students to exhibit and self-evaluate their growing skills, knowledge, and
understanding throughout the unit? (Unit Specific)
Students will use mnemonic devices to increase their memory capacity.
Students create a behavior modification plan to take care of a behavior they find unacceptable in
themselves.
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)
Learning will be taught first followed by memory and then intelligence.