4 Rosenhan (1973) . Starter: Discussion on flipped learning task Group discussion in Homework “The – identifying key issues Consolidate learning study”. and debates in relation to and complete notes on Split students in group of five to undertake the learning ‘speed the core study: the aims, procedure, on study: OCR resource: : Historical activity’ Rosenhan’s findings, conclusions context of mental health. OCR resource: : and criticisms of Historical context of study. Rosenhan’s mental health. Either individually or in pairs, students to apply eight evaluation points to study: - Learner resource Rosenhan’s ‘Evaluation 1.3’ Flipped Learning: activity in the OCR resource: : Historical context of mental Students to watch video health. on neurotransmission: 5 The Medical Model Describe and evaluate the Starter students to recall the biological area from their AS Plenary Card sort Flipped Learning: – – biochemical explanation of studies. Answer the following questions on the flipped learning where students identify Students to make notes (Biochemical mental illness. activity: How does communication happen at neurons? What the correct on the biological explanation of mental are neurotransmitters? What are receptors? How does action neurotransmitter and explanations of some of illness) potential occur? whether levels are higher the mental disorders or lower with the OCR Resource: : The Provide access to free ‘Learner Resource 1, medical model’ associated mental worksheet which has overview of content students need to online book outlining disorder. know for biochemical explanations. differing characteristics of mental illnesses and Students to undertake a treasure hunt/activity carousel around treatments the classroom to find key terms and concepts using the ‘big poster’:
4 Rosenhan (1973) . Starter: Discussion on flipped learning task “The study”. Split students in group of five to undertake the ‘speed learning activity’ on Rosenhan’s study: OCR resource: : Historical context of mental health. Either individually or in pairs, students to apply eight evaluation points to Rosenhan’s study: ‘Evaluation - Learner resource 1.3’ activity in the OCR resource: : Historical context of mental health. Group discussion in identifying key issues and debates in relation to the core study: OCR resource: : Historical context of mental health. Homework – Consolidate learning and complete notes on the aims, procedure, findings, conclusions and criticisms of Rosenhan’s study. Flipped Learning: Students to watch video on neurotransmission: 5 The Medical Model (Biochemical explanation of mental illness) Describe and evaluate the biochemical explanation of mental illness. Starter – students to recall the biological area from their AS studies. Answer the following questions on the flipped learning activity: How does communication happen at neurons? What are neurotransmitters? What are receptors? How does action potential occur? OCR Resource: : ‘Learner Resource 1, The medical model’ worksheet which has overview of content students need to know for biochemical explanations. Students to undertake a treasure hunt/activity carousel around the classroom to find key terms and concepts using the ‘big poster’: Plenary – Card sort where students identify the correct neurotransmitter and whether levels are higher or lower with the associated mental disorder. Flipped Learning: Students to make notes on the biological explanations of some of the mental disorders Provide access to free online book outlining differing characteristics of mental illnesses and treatments
402560-a-level-scheme-of-work.docx