Write a 2–3 page lesson plan for a Standard Operating Procedure.

Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence.

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Learning objectives can be modified for a specific outcome and aligned to instructional activities and techniques to meet the objectives.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 4: Describe principles of learning to create appropriate instruction and instructional material consistent with learners and the learning context.

Modify learning objectives to a more advanced level of Bloom’s Taxonomy.

Describe an instructional activity that could be used to teach the concepts of the learning objective.

Justify an instructional technique that aligns to the revised objective, with support from the literature.

Competency 5: Explain how educational psychology models enhance learner engagement and mediate issues of learning and performance.

Explain how learning and performance are enhanced by applying models from educational psychology.

Competency 7: Communicate in a manner that is scholarly, professional, and consistent with university expectations for graduate education, including discipline knowledge and current APA formatting standards.

Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics, and correctly format citations using APA style.

Information storage and retrieval is an important part of intelligence. According to Schunk (2012), information processing theorists have challenged the idea that “learning involves forming associations between stimuli and responses” (p. 165). This assessment covers information processing from a human perspective and is based on the assumption that learners are active seekers of information. Learning is an internal process, not a reaction to a stimulus; it is the acquisition of mental representations.

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The beginning of the end of behaviorism as a leading theory of learning came as the information-processing theorists challenged behaviorism’s basic tenets. Information processing is more concerned with internal than external stimuli.

Reference

Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Boston, MA: Pearson.

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

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How you would use schemas to increase learning?

How you would use self-regulation and motivation to teach a concept?

In what ways have computer technology and neuroscience impacted learning and memory?

How do the major components of the two store memory model—attention, perception, STM or WM, and LTM—influence the cognitive information processing system?

How would you teach self-efficacy for a specific task to a student whose perceived self-efficacy was low?

Preparation

Learning objectives can be developed for any curriculum and adjusted for any instructional situation by modifying the level of Bloom’s Taxonomy of Learning Domains. You may wish to refer to Bloom’s Taxonomy, linked in Resources, before beginning this assessment.

Scenario

Imagine that you are hired to create a Standard Operating Procedure (SOP) for a group of flight instructors. Your audience has been introduced to the content, but they would like a more in-depth understanding of the topics. Your job is to revise the existing learning objectives for the SOP and answer questions for each learning objective, so that the corporate representatives can understand the curriculum plan and rationale.

Deliverable

Develop a lesson plan for teaching a Standard Operating Procedure (SOP), using the scenario above. Use the lesson plan format of your choice to complete this assessment.

Note: This assessment is designed to allow you demonstrate that you know how to revise objectives for a specific outcome and align the instructional activities and techniques to meet the objectives. You do not need to know anything about a Boeing 747 to complete this assignment. Do not write about a 747 or the meaning of Bloom’s Taxonomy.

Use these hypothetical objectives for your lesson plan:

LO4: Explain what the different flight instruments in the cockpit of a Boeing 747 tell the pilot.

LO6: Explain the items in the Normal Procedures Checklist for preflight in a Boeing 747–400.

In your lesson plan, complete the following for each of the two objectives above:

Upgrade the learning objectives to a more comprehensive level in Bloom’s Taxonomy.

Identify the objective’s level (cognitive domain) on Bloom’s Taxonomy.

Explain how learning and performance are enhanced by applying models from educational psychology.

Describe an instructional activity that could be used to help teach the concepts of the learning objective.

Describe your instructional technique: This might include guided instruction, constructivist theory, discovery learning, experiential learning, problem-based learning, or inquiry-based teaching techniques.

Justify your choice of instructional technique that aligns to the revised objective, with support from the literature.

Elaborate on the technique and explain why you chose it.

Additional Requirements

Written communication: Writing is free of errors that detract from the overall message.

Length: 2–3 pages. Include a reference page.

References: Include a final page of scholarly references.

Font and font size: Times New Roman, 12 point.

You can earn 10 points of extra-credit if you find a peer-reviewed psychology journal article directly related to a specific topic we’ve covered in this class and write a brief 300-word-long paper about the article that addresses the questions listed below. For example, you could use an article from the journal Psychological Science. You must use the PsychINFO database to find articles. The journal article cannot come from a newspaper (e.g., Orlando Sentinel) or mass-circulated magazine (e.g., Time, Newsweek, Psychology Today). Also, the journal article cannot be an article that you were assigned to read for this class (or any other class you are taking with me). Also, the article cannot be one that you used for your Experiment 1, Correlation Project, Experiment 2 or Experiment 3 papers. The rationale for this rule is that you must do something extra in order to earn extra-credit! 🙂

You can repeat this exercise for another article and write a maximum of two papers for a maximum total of 20 points that you would earn if you found two articles and wrote a summary for each one.

Papers must be paraphrased (written in your own words with no direct quotations from the original sources). Also, papers need to be submitted in Microsoft Word format (.doc or .docx). In your papers, you must include links to the articles (they must be available as full-text). The extra-credit papers do not need to be in APA format. Just write your extra-credit papers using single-spaced paragraphs.

If you are taking more than one of my classes, you will need to earn extra-credit separately for each class. For example, if you are taking two classes with me and choose to write papers for both classes, you will need to turn in four papers (regarding four different articles) to get the maximum amount of extra-credit in both classes.

Questions that need to be addressed in your paper:

1. Explain what the researchers were expecting to find and why
2. Describe the method used in the study
3. Summarize the data that was obtained
4. Did the data match the initial predictions? What other plausible explanations were proposed for their data other than what they initially hypothesized? Were there any problems in the procedures used to collect the data that might have affected the results? If so, specify the problems and explain how you think they affected the results.
5. Describe one logical way in which someone could follow-up the research in the future. State your overall conclusions.