Exploring+schema+theory

=**Exploring schema theory**= The following activities are connected to the learning outcome: ** Evaluate schema theory with reference to research studies. **


 * Aim**: to engage with the definition of schema
 * Rationale**: Before we can complete the learning outcome, we need to understand what schemata are, and why they are important in behavior.
 * Understanding**: We will construct a class conclusion on clarifying an enduring understanding in relation to the definition of schema

Your first activity is to create a 'group' story (this must include dialogue)
 * ACTIVITY 1**
 * 1) the group leader is to create a google doc titled with your name followed by the word 'story' (eg. //Jessica's story// )
 * 2) Share the link with your group members (make sure the document is editable by anyone with the link)

In your group of 4, each person:
 * Step 1:** Choose from the grid below
 * **Genre**
 * //You may choose a combination//** || **Characters**
 * //You may choose more than 1//** || **Setting**
 * //You may choose more than one)//** || **Story starter** ||
 * Horror || Zombie || A school || //The hatch slammed...// ||
 * Romance || A school principal || The Forbidden City || "//Aaaarrrghhhh//"... ||
 * Science Fiction || Vampire || The inside of a computer || //Streaks of light...// ||
 * Adventure || You || Medieval Japan || //You could be forgiven....// ||
 * Chick lit || The President of the USA || 2065 || //Mr Li found it difficult to believe...// ||
 * Fantasy || A member of the Communist Party || A time machine || //Red is my favorite color...// ||
 * Crime fiction || A cheerleader || Candyland || "//You can put down your hand now"...// ||
 * Film script || A computer programmer || In '//The Simpsons'// ||  ||
 * || A police officer || The //Tardis// ||  ||
 * || A profiler || Your own house (or one of them!) ||  ||
 * || A crime scene investigator || An asylum OR a 'soft cell' ||  ||
 * || An architect || A gym (any time - boxing, zumba, machines etc) ||  ||
 * || Someone who works at an advertising agency || A wedding ||  ||
 * || A coroner || A cafeteria ||  ||
 * || A diplomat || A jungle ||  ||
 * || Professional DJ || A desert ||  ||
 * || Hans Zimmer ||  ||   ||
 * || A school teacher ||  ||   ||
 * || A stay at home parent ||  ||   ||
 * || A rugby/football/hockey player ||  ||   ||
 * Step 2:**
 * 1) Chooses a genre, characters, and a setting
 * 2) Chooses a story starter
 * 3) Will get 10 minutes to start writing __ **your** __ story
 * 4) Will then rotate clockwise with the next person, who will pick up from where you left off - (10 minutes)
 * Same with person 3 - (10 minutes)
 * Same with person 4 - (10 minutes)


 * ANALYSIS and CONCLUSIONS**
 * You will be asked a series of questions about the patterns that emerge from these stories**
 * Click on Story analysis**

A class memory activity (See handout)
 * ACTIVITY 2A**

Create a memory activity for your partners (ie. 2 pairs working together for creation and testing)
 * ACTIVITY 2B**
 * Examples include the following options**
 * a list of nonsense words
 * a list of 'real' words
 * a list of numbers


 * The task should involve the following:**
 * 1) give participants 1 minute to memorise items
 * 2) see how many they remember
 * 3) give each participant a score

Complete one or more of the [|tests at Project Implicit]
 * ACTIVITY 3**
 * 1) Were you surprised by your results?
 * 2) Were any implicit attitudes identified? (this is one of the aims of Project Implicit)

I will put the discussion question on the board so as not to influence you beforehand
 * Class discussion**