A lesson to outline and evaluate reconstructive memory

A lesson which helps students to outline and evaluate the cognitive interview. This includes a handout briefly summarising the cognitive interview, an evaluation matching task which students are required to identify the relevant point, evidence and explanation, an application task linked to a video clip of an incident as well as an exam question (with answer).

A lesson (powerpoint and resources) to evaluate the working memory model (WMM). The lesson starts with a quick review task for the outline of WMM. Then the lesson include a range of activities including discussion based questions, experiments where students act as the participants to replicate research and ending with an essay plan

A lesson which helps students outline and evaluate retrieval failure. This include a presentation which outline the key points of the theory. A handout which include 2 studies (Godden and Baddeley & Carter and Cassaday) and some evaluation prompts (with answers) to help students develop their own evaluation points. There is also a set of quiz quiz trade cards that might be useful for revision of interference theory and retrieval failure (useful as a plenary or starter next lesson)

A full lesson which defines and gives examples of types of discrimination (e.g. indirect and direct) as well as how H&SC professionals and settings should promote anti-discrimination. There are a range of short activities including video, matching task (with answers), application task and book/research tasks (with suggested answers)

This is a 1-2 hour lesson which should help students outline Asch's original study and 3 variations (group size, unanimity and task difficulty) as well as to evaluate Asch. This includes a powerpoint and a student handout/worksheet which provides them with key information and activities to complete during the lesson. In addition to this there is a 'blankety blank' style quiz/game to help students review the content of the lesson. Excellent as a plenary or a starter the following lesson to review the content.

A lesson to outline psychodynamic approach. This includes a powerpoint, short video and handout to help students understand the influence of the unconscious mind, psychosexual stages, 3 parts of personality and ego defence mechanisms. There is a mixture of teacher led and student led activities. Access to the internet is recommended for a small section of the lesson but this could easily be copied & printed for students.

A powerpoint presentation which includes links to videos and activities to outline and apply behaviourism to H&SC. This include both classical and operant conditioning

Fully resourced lesson! Students should be able to outline and evaluate research designs (independent measures, repeated measures and matched pairs). The resource includes a powerpoint presentation (with activities embedded) a handout for independent work and exam questions (with answers).

A lesson which includes a powerpoint and student worksheet. This helps students to understand/review Piaget's Stages of Cognitive Development and the Biological Perspective (including Gesell's Theory of Maturation, Influence of Genetics and the influence of nervous system and endocrine system). At the end of the lesson students review the nature nurture debate and apply their knowledge of this onto the psychological perspectives

A lesson which helps students to understand what working in partnership and the holistic approach is and also to discuss possible strengths and weaknesses with each of these. The lesson which could last between 1-2 hours includes video links (Victoria Climbe and Baby P) to discuss multi-agency workings and previous failures, matching task to identify strengths and weaknesses of working in partnership and some exam questions with a brief 'writing frame' and some suggested answers.

A series of resources for approximately 3 hours worth of teaching. The first lesson 'outline Milgram' consists of a video, summary task and paired discussion to consider ethical issues of the study. The second lesson starts with a review of the study and key figures related to the study, then this focuses on evaluation of Milgram with a framework using a P,E,E format. Finally the third lessons outlines and evaluates Milgrams variations including proximity, location and uniform. Within this lesson there is some research methods/maths embedded as well as an application style exam question. Attached is also a set of 'quiz quiz trade' cards which review all the content above as a plenary / starter or even revision task for students.

This lesson should take place after learning all four definitions (failure to function adequately, deviation from ideal mental health, statistical infrequency and deviation from social norms). It is designed to help students consolidate/review their knowledge of all four definitions. The lesson begins with a matching task with requires students to identify whether the evaluation points are strengths or weaknesses and more importantly which definition of abnormality they relate to. The students are required to complete an application task which requires them to read scenarios and identify which definition of abnormality would deem the behaviour abnormal and why. There are then two application style exam questions with answers (for self-assessment). Finally students one of two activities to review all definitions. ‘Numbered heads together’: (groups of 4 and ask them to number themselves 1-4. Put one of the questions on the powerpoint up and give students 1 minute to dicuss. Finally, select a number at random and one person in each group must offer some feedback. Quiz Quiz Trade: These are pre-prepared flashcards (see attached) with a question and answer. The aim is to have students work in pairs/groups to ask questions and answer questions. When they are the ‘question master’ their role is to check the respondents answer and to prompt for more information when needed.

A two-part lesson lasting between 1-5-2 hours. The first powerpoint (skills to work in these areas) helps students to learn and apply their knowledge of the 6C’s. The first task is a mindmap to ‘learn/review’ what the 6C’s are. This is followed up by an article from nursingtimes.net (6C’s story of the Month) where students have to find examples of each of the 6C’s demonstrating their ability to apply their knowledge. Finally students compare the 6C’s to the RCN principles of nursing practice to identify similarity and differences. Lesson two uses powerpoint two (working practices). This starts with a definition of key terms e.g. regulation, policy and procedure and then explains how these affect working practice. The final task is an independent research task which requires students to use the internet to review examples of poor practice (e.g. Mid-Staffordshire Hospital Trust, Jessica Chapman & Holly Wells as well as Victoria Climbe & Baby P. The powerpoint includes prompts, suggested websites and answers.

Students will learn what the roles of each health care professional has including doctors, specialist doctors, occupational therapist, care assistant, nurse, midwives. This will also outline the health care settings in which each of these work within. A powerpoint presentation (with activities and suggested answers) and matching task is included for the lesson.

This is a fully resourced revision lesson to help students outline and evaluate experimental design and sampling techniques. This is predominately a student led lesson with a range of activities such as think-pair-share, matching task, exam questions, and quiz quiz trade.

A student-centered lesson provided for revision of ‘working memory model’ Question and Answers ’ Loop’: This helps students to review the key aspects of the WMM (AO1).The answers provided (on page 2 of the document) were printed, cut stuck up around the room. Students were then given the questions and had to find the relevant answers. There is answer sheet provided. Revision Map: This helps students to review key aspects of WMM (AO1/AO3) requiring students to answer a series of short-answer questions to review the model. There are some suggested answers written in brief. They could then be asked to write an essay (or create an essay plan) for a 16 mark question “Dicuss research into Working Memory Model” Quiz Quiz Trade (Flashcards): These are flashcards provided for students to help students test each other on key aspects of the theory Cloze Activity: A ‘model’ essay which has key terms missing to help students to engage with specialist vocabulary within WMM and help consolidate their understanding.

There are student-centered lesson to help revise theories of forgetting (interference theory & retrieval failure. Matching Task: A list of statements which outlined (APFC) each of the 4 studies (McGeoch & McDonald, Schmidt et al, Godden & Baddeley, Carter and Cassaday) that students had to identify. Revision Map- A set of short answer questions which helps students to review/consolidate key aspects of ‘theories of forgetting’ through a series of short answer exam questions. Following this activity they could then complete a 16 mark exam question “Discuss theories of Forgetting with reference to the scenario” Quiz Quiz Trade (Flashcards) which review theories of forgetting (AO1/AO3) which students use to test each other on the key aspects of the theories.

A 2 hour lesson which outlines the different responsibilities of HSC professionals. The lesson includes a mixture of activities including some teacher led teaching, short discussion tasks, research task and a card sort. Once the content is complete students may be given an opportunity to consolidate and then complete a short answer quiz/knowledge check which is included. As ‘extension/homework’ task there are 2 exam questions with mark schemes attached which might be used.

Two 1 hour lessons. The first outlines & evaluates the Sapir Whorf Hypothesis. This includes:- knowledge retrieval starter Video to introduce the theory teacher led notes/discussion application task discussion & independent written task for AO3 The second lesson outlines our view of the world i.e. recognition of colour & recall of events. This includes:- practical activities to demonstrate research into this area link back to Sapir Whorf (i.e. how this research can be used to evaluate Sapir Whorf) 9 mark exam question on Sapir Whorf