Summary Sheet for Assignment 2: Differentiated Learning Experience

Name & Student Number: Anthea Pakos

Curriculum (Learning) Area of Lesson or Learning Task: Psychology
Specific Topic of Lesson or Learning Task: Learning
Year Level/s: 12

Differentiation Choices
Mark the appropriate box/es

1. For this assignment, I have chosen to design a differentiated:

Learning Menu or Agenda
Choice Board
RAFT
Summative Assessment Task for Unit of Work
Lesson with Specific Adjustments for Students with Special Needs
Series of Tasks for Learning Centres or Stations
Learning Task or Lesson with Innovative Use of Technology to Support Differentiation

2. My lesson or learning task is differentiated to address differences in student:

Readiness
Interest
Learning profile preferences

Context (about 1 paragraph)

Provide any contextual information that will help the examiner make sense of your planning decisions. For example,
summarise the broader unit into which this lesson fits and the broad aim/s of that unit, and explain where this lesson
or learning task fits into the unit sequence (Does it come after several introductory lessons? Does it come towards the
end of the unit and enable students to apply their knowledge, understandings and skills to a particular learning task?
Is it an assignment that will be ongoing over the course of a whole unit? Is it a single lesson or a task/ arrangement
that spans several lessons?).

This learning task is constructed for a SACE stage 2 year 12 class, the task spans over the beginning of
the learning unit, approximately 3 weeks. Students work through the learning task in order to comprise
the knowledge needed for their formative task. After the completion of the essential knowledge for
learning within the learning menu, students will expand their knowledge on psychological interventions
such as behaviour modification and desensitisation.
This class is of varied readiness levels and contains one student with ASD, students enjoy working
individually and in small groups. This learning menu is designed to cater for all readiness levels and
enables students to work at their own pace to apply their knowledge, skills and understandings of the
learning topic within Psychology.

Learning objectives are based on SACE standards (SACE, 2017).

Learning Objectives
As appropriate, these should be based on the Australian Curriculum. You can include specific references to ACARA in
parentheses where you have taken an objective verbatim (ACMMG006), or use language like Adapted from.. if you
have made some changes to statements from ACARA, but been guided by these.

As a result of engaging with the differentiated lesson or task, students will:

understand that (Concepts, principles, big ideas. Make sure your objectives are statements that work in the
form, Students will understand that)

Students will understand that learning is essential for our survival.

Students will understand the importance of timing for learning to take place.

Know (e.g. facts, vocabulary, dates, information) Be able to (do) (Skills, processes)

Students will know the differences between Students will be able to apply psychological
classical, operant and observational learning principles to their lives.
learning.
Students will be able to use classical conditioning
Students will know that our behaviour is to create an advertisement.
influences by our past and present
behaviour.

Essential Questions (These should help students engage with the big ideas or understandings)

If we spend enough time with someone, will we start to act similar?

Are we constantly learning throughout our day-to-day activities?


Appetizer
Students develop foundation skills &
knowledge
Compete all
Answer these questions:
1. What is learning?
2. What is classical
conditioning?
3. What is operant
conditioning?
4. What is observational
learning?
*Use these resources to guide
your answers
Classical and Operant Conditioning
Observational learning- Bobo Doll
Simple classical and operant
conditioning
Watch this video about
systematic desensitisation of
phobias
Entre
Students apply their skills and
knowledge
Complete all tasks
Look at this website on learning
theories, you will focus on
classical and operant
conditioning
- You are required to use the
THINKING template to
summarise the main ideas
presented within the website.
Provide a list of examples for
Operant
conditioning
Classical
conditioning
Observational
learning
Complete the practice exam
questions for learning on the
SACE site to the best of your
ability. (pages 3-5)
Stage 2
Main
Students extend their skills and
Psychology
knowledge
Complete 3 tasks
Develop a presentation comparing
the 3 learning theories
Read each story and justify using Learning
Menu
examples to explain which learning
theory is presented.
Sally & the student
Lunch Time
-Learning-
Daisy & Peter
Explain how the advertisements
display classical conditioning
Teach someone a new response by
designing a learning method for one Dessert
Students show their understanding
or more learning theories
Operant Need to complete
Classical
Create an advertisement of your choice using
Observational
classical conditioning theory. Add a 5 minute oral
presentation explaining your choices, to be
Create a Topic summary for
presented to the class in week 4.
someone that doesnt learn
psychology would understand
 Main Option Stories
Read these scenarios and explain what type of learning is occurring

Sally & the student

Sally, a behaviour support teacher I know worked with a primary school where a particular boy was
causing chaos every day. At the end of playtime he would not come in but chose to sit on the concrete
and refuse to move. Several days running the head teacher had been called to physically lift the child into
school. The antecedents were probably a desire for attention, the behaviour was clear but he was being
rewarded for his bad behaviour by attention from the male head. Sally suggested a change in the way
the behaviour was rewarded. At the end of playtime the boy sat down as usual and refused to move. The
other children were escorted in. He was left alone in the playground and a teacher assistant watched
discretely from a window. The boy quickly noticed that he was alone and no one was coming. A few
minutes later he came into school and quietly sat down at his desk and that particular behaviour was
never repeated again.
(Example taken from Psychologized website)

Lunch Time
Suppose, in an office you regularly eat lunch at 12pm. In the office, you have a colleague who
immediately alerts everyone about the lunch time. Eventually, you might not even check the time when
your colleague reminds you that its lunch time. Even if its just 11 am, you might feel that its already lunch
time.
(Example taken from Psychestudy website)

Daisy and Peter

Daisy and Peter walk to school together every day, Daisy is very energetic and skips, hops and jumps
most of the way. Peter finds it hard to keep up with Daisy but enjoys her company so tries to keep up as
best as he can. When they reach the school gates Peter notices Daisy picking up small pieces of rubbish
and throwing them in the bin, Mr Mac sees Daisy and rewards her with a green slip, this has happened
before and Peter wonders what he can do to be rewarded a green slip too. Peter is jealous and thinks
about this for the rest of the day. He realises that he has seen other students picking up rubbish and
getting a green slip too. The next day while walking to school Peter observes Daisy picking up rubbish and
decides to join in.
 Entre option-
THINKING TABLE
TOPIC/ FOCUS:

IMPORTANT POINTS REFLECTION

3-4 points that summarize what you have learnt How does this new information build on your
that someone else that has not studied this prior knowledge?
topic could understand.

CONNECTIONS TO MY LIFE ANY QUESTIONS?

How does this concept relate to real life What more do you need to know to understand
situations? Can you see these concepts being this topic/concept?
used else were? Explain.

Main option-
 Advertisements

Watch each advertisement and answer the questions below

Coca cola Under Pressure

Budwiser- Prohibition

Cadillac- Green Hell

After watching each advertisement answer these questions

What is the:
Neutral stimulus? Conditioned stimulus?
Unconditioned stimulus? Conditioned response?
Unconditioned response?
Do you want to buy this product? Why/ why not?

Dessert-
 Create an Advertisement

Using a computer program or drawing by hand create an advertisement for a audience

of your choice
- Student - Drink
- Teacher - Shoes
- Parent - Clothes
- Child - Entertainment
- Dancer - Food
- Athlete

Think about the colours, words and objects you use to catch the eye of your audience!

Explain your choices in a 5 minute oral- to be presented in week 4

Include:

1. What is your advertisement for?

2. Who is it aimed at?
3. How does this advertisement engage the interest of your audience?
4. How are you using classical conditioning? Through reinforcement or punishment?

Explanation:
Provide 1-3 paragraphs to clearly explain how your assignment is an example of a differentiated lesson or learning
task designed to address student differences and what specific aspect/s of student diversity you are aiming to
address. This explanation should demonstrate your understanding of the principles and application of differentiation,
supported by the topic readings and materials.
My learning task is differentiated to address students readiness levels within a learning menu, this menu focuses on
the topic learning within a SACE stage 2 Psychology class. The learning menu focuses on the three learning
theories; operant conditioning, classical conditioning and observational learning. This task is designed to span over a
majority of the unit (approximately 3 weeks), students are able to work at their own pace either individually or with a
partner. The learning menu is created to cater for students readiness levels, students work individually from
appetiser to dessert with each course offering a more challenging task which assists their growth within the unit.
Within the appetizer students will develop foundational knowledge and skills, within the entre students will start to
expand and think critically and within the main students will apply their skills and knowledge. Finally students will show
their understanding by completing a formative task on advertising.

The appetiser section allows students to look at each learning theory individually and move to the next once they
have a good understanding of that particular learning. Students are able to look back at the videos and their answers
to the questions which will ad them in the completion of further tasks. The entre section provides an opportunity for
students to think deeper and more critically about the learning theories as they complete their thinking template and
try to make connections to specific learning that occurs in their lives. The SACE examination helps the student and
teacher understand how much the student has understood and their readiness level at that time. Students answers to
the exam will show whether they may need to revisit a particular video within the appetiser before moving on. The
main explores the application of these learning theories on real life situations and gives students the opportunity to
explain their knowledge to someone who may not study psychology which could be difficult. The dessert task is
designed for students to get creative and apply their new found skills and knowledge to show the class.

The use of this learning menu creates a different style of learning between the student and teacher, students are not
required to listen to lengthily lectures of information, but rather, carry out and create their own meaningful experience
of the curriculum through tasks designed by the teacher. Students are able to see how each individual learning task
helps them build upon their knowledge and understanding of the topic (Jarvis, 2016). Students can see their continual
growth throughout the unit and challenge themselves at their own readiness level (Jarvis, 2017).

Learning menus create a great opportunity for students with ASD (Autism Spectrum Disorder) to learn avoiding
distressful situations that may arise within class. Using this learning task caters for their needs as students can work
freely at their own pace and revisit materials they may need to repeat, providing students with a chance to revisit core
information within the youtube videos is beneficial for ASD students as they may have difficulty in memorizing facts
and working group situations (Carpenter, 2014). Using the learning menu provides them with opportunities to look
back at basic concepts and work individually and in their own time either in class or at home. I have specifically
included a simple version for classical and operant conditioning video as this may prove to be easier to understand
for some students due to the crash course videos being fast paced and packed with information which may be
difficult to comprehend.

Teachers are able to provide positive reinforcement for ASD students once they have completed a task within a
course, this encourages student learning as they respond to praise (ASD reading). The learning menu provides the
teacher with more time for one-on-one interaction which each student, this is beneficial for all students as they are
able to form meaningful connections with their teacher. Within this learning menu students with ASD may find it
difficult to complete tasks requiring them to use their imagination, if this student choses a task such as creating
examples for each learning theory the teacher has the opportunity to work with them and assist their completion of
that particular task.

References
 Carpenter, L. (2014). Understanding Autism Spectrum Disorder. Diversity, inclusion and
engagement. (2nd ed., pp. 297-315). South Melbourne, Vic: Oxford University Press.

Jarvis, J. (2016). Module 2: High Quality Curriculum. Flinders University. Retrieved from
https://vimeo.com/175982404.

Jarvis, J. (2017). Lecture 1 Part 2: Foundations of inclusion and differentiation. Flinders

University. Retrieved from https://flo.flinders.edu.au/mod/lecture/view.php?id=1454421

SACE. (2017).Psychology Examination Paper. Psychology. Retrieved from

https://flo.flinders.edu.au/pluginfile.php/2350481/mod_resource/content/1/2016%20Psychology
%20Examination%20Paper.pdf.

SACE. (2017). Psychology subject outline 2017. Psychology. Retrieved from

https://www.sace.sa.edu.au/web/psychology/.

You-tube videos and websites for students

Burgemeester, A. (2014). Everyday Examples of Operant Conditioning. Psychologized.

Retrieved from http://psychologized.org/everyday-examples-of-operant-conditioning/.

Budwiser Canada. (2012). Budwiser SuperBowl 2012 Commercial. Retrieved from

www.youtube.com/watch?v=LvOhh3PfVLg

Coca-cola. (2016). Coca-cola Under Pressure. Retrieved from

www.youtube.com/watch?v=Gn5o4MCDTt8

Crash Course. (2014). How to Train a Brain- Crash Course Psychology. Retrieved from
https://www.youtube.com/watch?v=qG2SwE_6uVM&list=PL8dPuuaLjXtOPRKzVLY0jJY-
uHOH9KVU6&index=11
 Crash Course. (2014). The Bobo Beatdown- Crash Course Psychology. Retrieved from
https://www.youtube.com/watch?v=128Ts5r9NRE

Keepsmilinorg. (2009). Beating Phobias and Anxiety- Graded Exposure. Retrieved from
https://www.youtube.com/watch?v=LcojyGx8q9U

Real, C. (2013). Classical and Operant Conditioning. Retrieved from

https://www.youtube.com/watch?v=RTVQHhbhYbA

Tiempomotor. (2012). Cadillac- Green Hell. Retrieved from

www.youtube.com/watch?v=YNXhozV4y7M

Mcleod, S. (2007). Skinner Operant Conditioning. Retrieved from

https://www.simplypsychology.org/operant-conditioning.html

Psychestudy. (2017). Classical Conditioning Examples. Retrieved from

http://www.psychestudy.com/behavioral/learning-memory/classical-conditioning/examples.