Select one concept, theory, or phenomenon from social psychology. Prepare a 5 to 10 minute interactive demonstration or activity to teach your concept to a group of high school students. Once you have prepared the activity, create a profile that provides all the information necessary for someone to implement your activity/demonstration. The profile must contain the following components:

1. title

2. purpose

3. materials needed

4. estimated costs

5. time required (differentiate between preparation time and presentation time)

6. procedure

7. tips for effectively engaging students

8. suggested readings and websites (you must include at least 5 references)

Type and email your assignment to me as an attachment prior to class.

Understanding Concept Formation

The goal of this activity is to demonstrate both visual and tactile concept formation by presenting two groups of students with the task of creating a representation of a novel object from verbal descriptions.

Upon completion of this activity, students will be able to:

1. Describe the process of concept formation.

2. Learn strategies and questions to develop a more accurate concept.

3. Apply the concept formation activity to the school age child in the classroom.

4. Understand that individual differences in students may result in different representations of the object described.

5. Understand that concept formation is multi-modal.

Two novel objects are necessary for this activity. Preferably, both of these objects will be the same. Two boxes are needed also; these are used to block the novel object from the view of the group that has to form a concept for it. If the tactile condition is being used, the box should be big enough to easily accommodate the object and should be completely closed. Cut flaps into the box which allow the ‘teacher’ to handle the object, but not to see it so that the teacher will rely on upon tactile information. Additionally, Play-Doh, or an equivalent modeling clay, is necessary for the tactile group to construct their representation of the object. Markers or colored pencils are useful for the drawing condition.

The cost of the project will vary directly with the novel objects that you choose to use. In addition, there will be an initial investment of money for the Play-Doh and markers. Typically, the initial investment is $10 - $15 with no ongoing activity costs.

Preparation – Allow approximately 45 minutes to 1 hour to prepare this activity for the first time. Once materials have been collected and assembled, preparation is minimal.

Presentation - Set apart approximately 30 minutes to complete this activity (5 minutes for an introductory explanation of the concepts, 15 minutes to construct representations, and 10 minutes to discuss the outcomes allowing the participants opportunity to view each other’s work).

Begin the activity by dividing the class into two groups. One group will visually depict a novel object from only the verbal descriptions of two ‘teachers’ who are allowed to see the object. The second group will sculpt a representation of the novel object from the verbal descriptions of two ‘teachers’ who are only allowed to touch or feel the object.

Select two ‘teachers’ from each group. These individuals have the responsibility to verbally explain the novel object to the rest of the group. For the visual group, the teachers are only allowed to study the object visually and may only use verbal descriptions; no gestures or motions are allowed. The teachers need to keep the object out of the view of the group. The remainder of the group should be instructed to depict the object as best as possible. The drawers are allowed to ask the teachers questions concerning the object.

For the tactile group, the teachers are only allowed to touch the object and describe it only with verbal descriptions. The remaining members of the group sculpt a representation of the object from Play-Doh and may ask the teachers questions concerning the object. Instruct the tactile group members to not allow others to see their work.

When both groups have completed their task, bring both groups together, display the representations, and discuss the outcomes. Finally, show the groups the objects that were depicted. Possible discussion questions include:

1. For the teachers: How easy was it to verbally describe the object? What strategies did you use to describe the object? How did you know that your ‘students’ understood what you were describing?

2. For the students: Was it easy to depict the object described? How well does your final representation match the actual object? What is your explanation for this? Which descriptions were the most helpful in depicting the object? Which ones were not helpful? What did you do to resolve any confusion?

3. How does an activity like this apply to school-age children who are learning a new concept in the classroom? What are the implications of this for teaching?

4. How does this activity relate to the children’s book, The Seven Mice, by Ed Young?

This project is more effective if you select novel objects that are not easily recognizable. In addition, it is important to keep the groups relatively small (less than 20 people) so that everyone is able to hear and stay on task.