During routine traffic patrol, two (2) police officers from Weatherford, Texas, observe a young man walking across
of Weatherford College. The young man was wearing jeans and a black-hoodie. The young man approaches a fo
driver’s door. As he is entering the vehicle, the two (2) police officers pull their vehicle behind the car the young m
lights on.
At the same time, a small crew of students, working on a project for their Federal Government course, are filming
circle. The students observe the police vehicle pull in behind the young man. The group of students return to their
The first of the two officers, a rookie of the Weatherford Police Department, approaches the vehicle, identifying hi
Smith asks the young man if he is a student of Weatherford College.
Officer Smith: “Good day. My name is Officer Smith. Are you a student here at Weatherford College?”
Young Man: “Yes Sir.”
Officer Smith: “Do you have any identification?”
Young Man: “Not on me. It’s in my dorm room.”
Officer Smith: “What is your name?”
Young Man: “Craig.”
Officer Smith, concerned that the young man who has only identified himself as Craig may be lying, asks his partn
Officer Jones is a 10 year veteran of law enforcement.
Officer Jones approaches the vehicle.
Officer Jones: “O.K. Craig, what is your last name?”
Craig: “Why does it matter? I’m not doing anything wrong.”
Officer Jones: “That’s what we are here to determine. You are required by law to give your name. Are you refusing
inquiry?”
Craig: “I told you my name is Craig. I’m not doing anything wrong.”
Officer Jones: “Step out of the vehicle and let’s sort this out.”
Craig begins to shut the door to his car, defying Officer Jones’ order to exit the vehicle.
Craig: “I’m not getting out of my car. You cops kill people like me. I haven’t done anything wrong.”
Officer Jones uses his leg to block Craig from closing the door to the vehicle and begins to reach for the Taser on
demands that Craig exit the vehicle.
Officer Jones: “If you do not comply with my order and step out of that vehicle, I will use my Taser.”
Before Craig can respond, Officer Jones pulls his Taser from his duty belt and fires at Craig, striking him on the le
begins to convulse as Officer Jones continues to shock Craig. Officer Smith, surprised by the sudden escalation o
door open, steps back three paces, and fires his Taser at Craig, striking him in the stomach. Craig cries out in pai 
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The group of students filming hear Craig’s cries of pain and turn their attention and their cameras towards the act
a suspect on the ground, the group approaches, focusing their cameras on Craig as he cries out in pain. Officer J
squarely in Craig’s back while screaming, “Stop resisting!!”
A member of the group of students, Sarah, shouts, “He’s not resisting. You’re hurting him,” as she films the scene
spins around and for the first time sees the group of students recording them. Officer Jones shouts, “Deal with it,”
head nod.
Officer Smith drops his Taser and pulls his service pistol from its holster. He trains his pistol on Sarah and shouts,
ground, NOW!” Officer Smith reaches for the radio on his shirt and radios for assistance.
Officer Jones has successfully cuffed Craig and lifts him to his feet, walking him to his patrol vehicle. He then turn
Officer Jones instructs the students to remain on the ground. He then instructs Officer Smith to holster his firearm
the order of the veteran officer.
Officers Jones and Officer Smith demand that each student laying on the ground set their phones out in front of th
each phone and places them on the hood of his patrol vehicle. As he is picking up the phones, Officer Jones decl
business filming the officers as they were engaged in the detention of Craig. He claims that he is seizing all of the
As Officer Jones is instructing the students to stand up, a supervisor’s vehicle approaches the scene. A senior Lie
vehicle. Officer Jones provides the Lieutenant with the following information:
Officers Jones and Smith were conducting a routine stop of the suspect, Craig.
The suspect refused to give his full name and attempted to block Officers Jones and Smith from a “Terry Stop,” pa
Officer Jones deployed his Taser with the suspect refused to comply with Officer Jones’ orders.
Officer Smith deployed his Taser when he determined that the suspect was resisting arrest.
The group of students was “illegally” recording the stop and their phones have been seized as evidence.
The Lieutenant advises Officer Jones to take the names of all the students present; to secure their phones as evid
charge him with resisting arrest.

---

You are to answer the following questions based on the fact pattern above:
Was the initial contact between Officer Smith and Craig justified?
Did the detention of Craig comport with the Fourth Amendment’s prohibition against, ” unreasonable searches an
Based on the information above, was Craig “resisting arrest?” If you feel there is missing information necessary to
information you believe is needed to make such a determination?
Was the seizure of students’ phones reasonable under the Fourth Amendment? Are there First Amendment implic
Preferred language style  Simple (Easy vocabulary, simple grammar constructions)

Sample Solution

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Introduction
For the Research Design Brief, you will select one phenomenon we explored in this module and describe(It is marked on page 6 of the document） how you would study it and the potential issues you might face if you were to conduct the study. This is an individual task and you should be able to complete it in less than 500 words.
Objectives
This activity is designed to help you:
● Deeply understand and explain a psychological concept from the course.
● Experience the process of translating concepts into research studies.
● Think through the research design process.
● Find academic sources to support research.
Grading Criteria
Please look carefully at the rubric to see exactly how your work will be graded.
● Title: Provides a clear and specific title that indicates the central research question.
● Introduction: Introduces the study and describes the purpose and rationale.
● Course Concept: Describes the course concept you are interested in exploring.
● Research Question: States the main research question.
● Literature Review: Reviews important past research.
● Method: Describes the methods that will be used to conduct the study.
● Potential Issues: Anticipates potential issues that may affect the research.
Writing Guide
These are suggestions to help guide your writing.
Title
The title is a clear and specific statement about the central research question. Ideally, the title would be crafted using keywords from the literature so that future scholars can find your work when they are researching the topic area. For more information, review http://libguides.usc.edu/writingguide/title
(链接到外部网站。)
Introduction
The introduction establishes the context and significance of your research. You state your purpose and rationale in this section. For more information, please review: https://libguides.usc.edu/writingguide/introduction
(链接到外部网站。)
Course Concept
Please be sure to identify and explain your chosen course concept. This includes identifying significant individuals associated with the concept and also providing examples where appropriate.
Research Question
This section is where you will state the main research question. The question does not need to be long or complicated, instead aim for clarity and viability. To find out more about research questions, please review http://libguides.usc.edu/writingguide/introduction/researchproblem
(链接到外部网站。)
Literature Review
In this section, you will review important past research and then use them as the foundation for your study. This is where you synthesize majors ideas or concepts that pertain to your study and discuss how they contribute to your study. For this assignment you will review at least one (1) academic sources (academic books and peer-reviewed journal articles), but you may use more if you wish. Please include a reference for the article(s) you use. More information is at http://libguides.usc.edu/writingguide/literaturereview
(链接到外部网站。)
(note that you can hover over the “5. The Literature Review” tab for more information on sources).
Method
This section is where you will detail what you will do in your study. For example, you will identify the your research method (quantitative/qualitative) and the procedures and instruments that you will use. You will also need to describe your research context, for example, where the research will be conducted or specifics about the participants. More information is at http://libguides.usc.edu/writingguide/methodology
(链接到外部网站。)
.
Potential Issues
An important aspect of research is trying to figure out where problems may occur. In this section, you will think through your study and try to anticipate issues that may affect your results. Ideally, you would offer a solution that may then be incorporated into the study.
Suggestions
● Try to start thinking about your idea early
● Make an outline and be sure to include all sections
● If you need help with writing in general, please do not hesitate to contact the Howe Writing Center at http://miamioh.edu/hcwe/hwc/index.html
● (链接到外部网站。)
●
Notes
● If you prefer, you may use the section headings outlined in the grading criteria to organize your paper.
● Please include references for the articles you use.
● Please review the grading rubric and writing guide so that you understand the expectations for this paper.

Title
Provides a clear and specific title that indicates the central research question(s).
5.0 得分
Exceeds Standards
Title very clearly reflects the central research idea. 4.0 得分
Nearly Exceeds Standards
Title clearly reflects the central research idea.
5.0 分

Introduction
Establishes the context and significance of your research. The purpose and rationale are stated.
15.0 得分
Exceeds Standards
Excellent introduction of the research idea, purpose, and rationale that grabs interest of reader.
15.0 分
此标准已链接至学习结果
Connection to course content
Identifies and explains the concept. Includes significant individuals and examples.
15.0 得分
Exceeds Standards
Excellent and accurate explanation of related course concepts, including important theorists. 12.0 得分
Nearly Exceeds Standards
Good and accurate explanation of related course concepts, including important theorists.
15.0 分

Research Question
States the main research question.
5.0 得分
Exceeds Standards
Excellent research question that is very clear, rooted in course concepts, and arguable.
4.0 得分
Nearly Exceeds Standards
Strong research question that is clear, rooted in course concepts, and arguable.
3.0 得分
Meets Standards
Good research question that is somewhat clear, rooted in course concepts, and somewhat arguable.
5.0 分

Literature Review
Reviews important past research.
15.0 得分
Exceeds Standards
Exceptionally critical, relevant, and consistent connections made between evidence and research idea.
12.0 得分
Nearly Exceeds Standards
Consistent connections made between evidence and research idea.
15.0 分

Sources
Academic sources used.
15.0 得分
Exceeds Standards
Excellent sources selected and they are cited and referenced correctly in APA format.
12.0 得分
Nearly Exceeds Standards
Good sources selected and they are cited and referenced correctly in APA format.
10.0 得分
Meets Standards
Good sources selected and they are cited and referenced mostly correctly in APA format.
15.0 分
Method
Outlines the research design and methodology. 15.0 得分
Exceeds Standards
Excellent description that is clear, complete, logically sequenced, and plausible.

15.0 分

Potential Issues
Anticipates potential issues that may affect the research.
15.0 得分
Exceeds Standards
Exceptional anticipation and description of potential issues that may affect the research.

15.0 分

Organization and Structural Development of the Idea
15.0 得分
Exceeds Standards
Exceptionally clear, logical, mature, and thorough development of idea with excellent transitions between and within paragraphs.
15.0 分

Grammar, Usage, and Mechanics
15.0 得分
Exceeds Standards
Control of grammar, usage, and mechanics. Almost entirely free of spelling, punctuation, and grammatical errors.

For the Research Design Brief, you will select one phenomenon we explored in this module and describe how you would study it and the potential issues you might face if you were to conduct the study.
Learning: Foundations
Purpose
This overview focuses on concepts that affect all topics in this module. Keep these overarching concepts in mind as you work through the different units in this module.
Objectives
● Define the term learning and describe how it changes depending on perspectives Identify the major theories of learning
Readings
Required (Seifert)
● Chapter 2 – The learning process
○ Introduction (pages 21 – 22) Teachers’ perspectives on learning (pages 22 – 24)
○ Major theories and models of learning (introduction only page 24 and beginning 25)
Supplemental (Woolfolk)
● Chapter 2 – Cognitive development
○ Role of learning and development (page 60)
○ Implications of Piaget’s and Vygotsky’s theories for teachers (pages 60 – 61)
Media
Required
● none
Supplemental
● none
Research
● Find out more about the differences between Piaget’s and Vygotsky’s view on learning.
Learning: Behavioral Views of Learning
Purpose
This units focuses on the behavioral perspectives of how we learn.
Objectives
● Describe the behavioral view of learning
● Distinguish between the different forms of reinforcement and punishment
● Apply behavioral approaches to the classroom environment
● Distinguish between Classical and Operant conditioning
Readings
Required (Seifert)
● Chapter 2 – The learning process
○ Behaviorism: changes in what students do (pages 25 – 29)
○ Enjoy Life Tutorials
Supplemental (Woolfolk)
● Chapter 7 – Behavioral views of learning Early explanations of leaning (pages 248 – 250)
○ Reinforcement schedules (pages 252 – 254)
○ Applied behavior analysis (pages 256 – 262)
Media
Required
● Video: Classical Conditioning
○ A look at Ivan Pavlov and Classical Conditioning.
○ 播放媒体评论。
○ this is a media comment
● Video: Beyond Classical Conditioning
○ A look at learning beyond the Classical Conditioning model.
○ 播放媒体评论。
○ this is a media comment
● Video: Operant Conditioning
○ A demonstration of Operant Conditioning, Skinner’s notion of a science of human behavior, and Skinner’s view of free will
○ 播放媒体评论。
○ this is a media comment
Supplemental
● Video: B. F. Skinner
○ A look at the life and accomplishments of B. F. Skinner
○ 播放媒体评论。
○ this is a media comment
● Video: Reinforcement
○ A demonstration of reinforcement principles
○ 播放媒体评论。
○ this is a media comment
● Video: Incentives
○ Classroom footage of a teacher using various incentives to promote learning and good behavior in a first grade classroom
○ 播放媒体评论。
○ this is a media comment
Research
● Find more about Classical Conditioning
● Find more about Schedules of Reinforcement
● Find more about the Premack Principle, Shaping, and Response Cost
Learning: Constructivist Views of Learning
Purpose
This units focuses on how constructivist’s perspectives of how we learn.
Objectives
● Define constructivism
● Differentiate between psychological constructivism and social constructivism
● Describe Piaget’s view of how learning occurs
● Describe Vygotsky’s view of how learning occurs
● Explain some implications of constructivism for teaching
Readings
Required (Seifert)
● Chapter 2 – The Learning process
○ Constructivism: changes in how students think (pages 29 – 35)
Supplemental (Woolfolk)
● Chapter 10 – The learning sciences and constructivism
○ Constructivist views of learning (pages 359 – 361 stop after Vygotsky)
● Chapter 2 – Cognitive development
○ Basic tendencies in thinking (pages 43 – 44)
○ The social sources of individual thinking (pages 55 – 56)
Media
Required
● none
Supplemental
● Social constructivist practices (video)
○ Classroom footage of a 4th-grade teacher using cooperative groups to teach a unit on Ancient Greece to her diverse (ethnically, SES, and ability) group of students.

○ 播放媒体评论。
○ this is a media comment
● Using scaffolding and group work to teach (video)
○ Joanna, a High School English teacher, talks about scaffolding as a positive aspect of group work.

○ 播放媒体评论。
○ this is a media comment
Research
● Find more about the Piaget’s basic view on thinking
● Find more about the Vygotsky’s basic view on thinking
Learning: Cognitive Views of Learning
Purpose
This units focuses on some cognitive perspectives of how we learn.
Objectives
● Describe the cognitive view of learning
● Describe knowledge in the cognitive perspective
● Describe the information processing system
Readings
Required (Seifert)
● none
Supplemental (Woolfolk)
● Chapter 8 – Cognitive views of learning Elements of the cognitive perspective (pages 282 – 303)
● Becoming knowledgeable: Some basic principles (pages 307 – 309)
Media
Required
● Cognitive View of Learning (video) (slides)
● Information Processing (video)
● 播放媒体评论。
● (slides)
● Actions
●
Supplemental
● Information Processing (video)
○ Classroom footage of a 4th-Grade teacher promoting students’ information processing during a math lesson.

○ 播放媒体评论。
○ this is a media comment

Research
Find more about the mnemonics, serial-position effect, distributed practice, and massed practice
Learning: Complex Thinking
Purpose
This units focuses on complex cognitive process.
Objectives
● Describe what is meant by the term “critical thinking”
● Describe what is meant by the term “creative thinking”
● Define “problem-solving” Identify factors that facilitate and impede problem-solving
● Describe instructional strategies that stimulate complex thinking
● Give examples of teacher-directed instructional strategies
● Give examples of student-centered models of learning
● Describe inquiry learning Describe cooperative learning
Readings
Required
● (Seifert) Chapter 9 – Facilitating complex thinking
○ Entire chapter (pages 177 – 197)
Supplemental
● (Woolfolk) Chapter 9 – Complex cognitive processes
○ Some problems with heuristics (pages 336 – 337)
Media
Required
● none
Supplemental
● Video: Critical thinking, reasoning, and decision-making through roleplaying
○ Classroom footage of a high school civics teacher using role-plays to promote students’ understanding of constitutional issues and the judicial system.

○ 播放媒体评论。
○ this is a media comment
● Video: Encouraging student inquiry
○ De, a High School Mathematics teacher, discusses the challenge of getting students who are used to being assigned tasks to define their own projects.

○ 播放媒体评论。
○ this is a media comment
● Video: Critical thinking and problem-solving
○ Two teachers, a 4th-Grade and a 5th-Grade teacher, talk about encouraging critical thinking and problem solving in their students
○ 播放媒体评论。
○ this is a media comment
Research
● Find out more about Confirmation Bias and Belief Perseverance
Learning: Social Cognitive Views of Learning
Purpose
This units focuses on the social cognitive perspectives of how we learn.
Objectives
● Describe the social cognitive view of learning
● Distinguish between social cognitive theory and social learning theory
● Describe the triarchic reciprocal causality system
● Discuss the roles of observation and self-efficacy in the learning process
Readings
Required
● (Seifert) Chapter 6 – Student motivation
○ Motivation as self-efficacy (pages 116 – 121)
Supplemental (Woolfolk)
● Chapter 11 – Social cognitive views of learning and motivation
○ Social cognitive theory (pages 398 – 400)
○ Modeling: learning by observing others (pages 400 – 404)
Media
Required
● Video: Bandura’s Social Cognitive Theory
○ An introduction to Bandura’s social cognitive theory.
○ 播放媒体评论。
○
● Supplemental
○ none
Research
● Find more about social learning theory
● Find more about the triarchic reciprocal causality system
Learning: Motivation
Purpose
This units focuses on the role of motivation in how we learn.
Objectives
● Describe the different types of motivation
● Describe the role of motivation in learning
● Describe self-determination theory
● Describe the expectancy-value model of motivation
Readings
Required (Seifert)
● Chapter 6 – Student motivation
○ Motivation (pages 106 – 116, 121-129)
Supplemental (Woolfolk)
● Chapter 12 – Motivation in learning and teaching
○ Learned helplessness (pages 445 – 446)
Media
● Required
○ none
● Supplemental
○ none
Research
● Find out more about learned helplessness

Sample Solution

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