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MOTIVATION AND LEARNING

PSYCHOLOGY LESSON PLAN #2


JOANNE CRONIN
DATE:
WEEK 3,
LESSON 9

CLASS
DURATION:
120 MIN
(Extended lesson)

YEAR LEVEL:
10

CLASS
SETTING:
MULTIPURPOSE/
COMPUTER
ROOM

WHAT MOTIVATES ME? FACTORS INFLUENCING JOB


CHOICE.
Learning outcome(s):

Students will participate in their own research


Students will gain an understanding of how to design research
Students will gain an understanding of how to effective plan for research

practice and implementation


Students will gain an introductory understanding of data collection

Aims:

Students will understand the factors that motivate them to learn and

participate in activities
Students will demonstrate an understanding of how learning about

psychology theories can benefit their everyday lives


Students will understand the different forms of manipulation researchers

can use in conducting research to alter behaviour


Students will gain experience conducting a research project
Students will gain experience conveying explicit instruction

Students will gain experience in observational data collection

Pre-requisite knowledge:

Students to have a basic understanding of psychology as an introductory

unit
Students will have introductory knowledge on motivation theories

Students to have basic knowledge of ethical concerns as discussed in


psychological science inquiry

Students will have an entry level understanding of research methods used


as a scientific inquiry tool
Students will be competent in the use of Microsoft Excel for data collection
Students will have an understanding on how to access Edmodo and our
class Kahoot

Key words/Terms (Vocabulary):

Research
Data collection
Observation
Variable
Independent variable
Dependent variable
Mean
Median
Mode

Classroom Management Strategy

Students to adhere to pre-established class rules


Active engagement by all students during content discussion as well as

activities
Ethical concerns addressed prior to activity
Ensure confusion is addressed in an efficient manner

Actively monitor misbehaviour and redirect in a prompt manner


Teacher to work collaboratively with students to ensure everyone remains
engaged during the activity

Links to AusVELS
Strand:
Physical, Personal and Social Learning:

Personal Learning
Interpersonal Development

Discipline-Based Learning:

Psychology
Mathematics

Interdisciplinary Learning:

Information & Communications Technology


Design, Creativity & Thinking Processes

Reasoning, processing and inquiry

Cross-curriculum priorities/ Intercultural Understanding:

Sustainability as intercultural understanding focus

Dimension:
Planning and conducting

Students to plan direction and execution of their investigation


Students to observe and collect data
Students to be attentive and considerate of ethical issues correlating to
their investigation

Resources:

Students to utilise either class computers or personal laptop for use of

Excel teacher will send out a copy of prepared spread sheet via Edmodo
Pre-prepared survey looking into the factors that influence job choice

References:

Horvat (2013), The Beginner's Guide to Doing Qualitative Research: How to Get
into the Field, Collect Data, and Write Up Your Project

LESSON INTRODUCTION:
THE E5 INSTRUCTIONAL
MODEL

BLOOMS TAXONOMY

Reminder of unit overview


Learning intentions
Aims of lesson
Review of previous class
learning/question time
Ethics reminder and why
its important
ENGAGE, ELABORATE

(5 MIN)

REMEMBERING

Brief discussion on how


the factors that contribute
to motivation can also
influence everyday life
such as job choice
Teacher to present and
refresh on research
methods intro and to
follow up on testing
procedures in social
science
Question time to address
any confusion
ENGAGE, EXPLORE

Time
allocated:

(10 MIN)

UNDERSTANDING, APPLYING

LESSON MAIN BODY:


THE E5 INSTRUCTIONAL MODEL

Reiterate learning
intentions
Introduce research
question: What factors
influence job choice?
Teacher facilitates
conversation, whilst
getting a scribe in each
group to write down the
common themes occurring
in the conversation
ENGAGE, EXPLORE

BLOOMS TAXONOMY

(15 MIN)

Reminder of unit overview


APPLYING, CREATING
(5 MIN)

Teacher do facilitate class


discussion to decipher
common themes
ENGAGE, EXPLORE
Teacher to put these
themes in a spread sheet
to demonstrate to
students an example of
how to collect data
amongst their peers

Time
allocated:

UNDERSTANDING, APPLYING

(10 MIN)

UNDERSTANDING, ANALYSING

ENGAGE, EXPLAIN, EXPLORE

ENGAGE, EXPLAIN, EXPLORE

(15 MIN)

Teacher to break students


down into research groups
and ask them to create a
question of inquiry of their
own

Students to create a
method for data collection
and also draft a very brief
research proposal in
preparation for their
summative assessment
Teacher to guide students
where necessary

UNDERSTANDING, ANALYSING,
APPLYING

(15 MIN)

ENGAGE, EXPLAIN, EXPLORE

Students to briefly present


their proposals to the
other groups
Students to conduct their
mock research, with
teacher acting as
facilitator to keep
everyone on track

UNDERSTANDING, ANALYSING
(10 MIN)

UNDERSTANDING, ANALYSING

EXPLORE, ELABORATE
Students to collect data
and document via
Microsoft Excel
Teacher to act as guide
when needed
Completion of research
and data collection
Students to be given time
to analyse their data
ENGAGE, EXPLORE, EVALUATE

A member from each


group to speak to class on
their findings and why
using the knowledge of
research methods is useful
as a way of knowing and
making decisions in
everyday life
Discussion of observations
and general conduct, what
could we do better next
time?
Data is saved for future
learning in Miss. Lubnas
class to which students
will be taught how to
visually represent their
findings and how to
represent important
statistics

(15 MIN)

APPLYING, CREATING, ANALYSING

(10 MIN)

REMEMBERING, UNDERSTANDING,
CREATING, ANALYSING

ENGAGE, EVALUATE

Teacher accessible at all


times should guidance or
help needed
LESSON CONCLUSION:

THE E5 INSTRUCTIONAL MODEL

Teacher to guide reflection

BLOOMS TAXONOMY

Time
allocated:

or discussion and to
address any
concerns/questions or
interests
Brief discussion about
upcoming class and
assessment tasks

(5 MIN)

(5 MIN)
UNDERSTANDING, REMEMBERING

ELABORATE
Instruction: Please ensure multipurpose room is left in a
respectable and tidy condition as
it was first entered. And exit to
usual classroom.
**All resources made available on EDMODO for referral during lesson