Resources, Differentiation & Reflection

PSY101 Β· Sections 6–10 Β· Technology, Inclusivity, TA Notes & Appendices
πŸ–₯6.2 Interactive Classroom Tools
πŸ“ŠMentimeter

Purpose: Pre-class quiz, real-time polls, post-test, exit tickets.

How to use in this lesson β–Ό
  1. Go to mentimeter.com and sign in.
  2. Click New Presentation β†’ choose Quiz or Multiple Choice slide type.
  3. Enter each of the 5 pre-test questions from Section 2.
  4. Share the join code (e.g., menti.com + code) on the projected screen.
  5. Students enter the code on their phones and submit answers.
  6. Results appear live β€” use the bar chart to reveal correct answers and trigger pair discussion.
  7. Repeat the same presentation for the 3-question post-test in Section 3c.
  8. Add a final Open Ended slide for Exit Ticket Q1 (one-word summary).
πŸ“ŒPadlet

Purpose: Group poster gallery wall; peer feedback posts; take-away reflection wall.

How to use in this lesson β–Ό
  1. Go to padlet.com and create a free account.
  2. Click Make a Padlet β†’ choose Wall layout.
  3. Title it: "PSY101 Theory Synthesis Gallery Wall".
  4. Share the link or QR code with students before Segment 2 (Operant Design).
  5. Groups post their revised behavior modification plan as a card (text or image).
  6. During the gallery walk, students click on two other groups' cards and leave a comment (question or improvement suggestion).
  7. For the Closure reflection, create a second column titled "Take-Away Words".
πŸ™‹Poll Everywhere

Purpose: Quick classroom consensus checks; real-time misconception identification.

How to use in this lesson β–Ό
  1. Register at polleverywhere.com.
  2. Create a Multiple Choice activity: "Is this classical or operant conditioning?"
  3. Present a scenario on the slide; students respond via pollev.com/[yourname].
  4. Results update live β€” use to spark discussion when the class is split.
  5. Ideal for the 5–8 min AI example thumbs-up/down activity in Section 3a.
πŸƒQuizlet

Purpose: Peer-driven flashcard practice for classical conditioning vocabulary.

How to use in this lesson β–Ό
  1. Create a set at quizlet.com with 10 terms: US, UR, NS, CS, CR, acquisition, extinction, generalization, discrimination, spontaneous recovery.
  2. Share the set link via Moodle before class.
  3. During Segment 1 (15–25 min), pairs open Quizlet on one device.
  4. Partner A reads the term; Partner B defines it without looking.
  5. Swap roles after 5 cards. Use Learn mode for self-paced review.
πŸ€–6.3 AI Tools
AI ToolPurpose in This LessonCritical Engagement Focus
ChatGPT / Claude / Copilot Pre-class journal; group critique tasks; slogan generation (Segment 4) Students evaluate accuracy, biases, completeness; decide adopt/modify/reject
Gradescope / Turnitin Revision Assistant AI formative feedback on portfolio drafts Students interrogate AI feedback, agree/disagree in reflection statement
Grammarly Writing support for portfolio drafts Students document AI-mediated modifications in AI Transparency Statement
YouTube auto-captions Accessibility for Khan Academy & Crash Course videos Instructor notes AI captions may contain errors β€” students learn AI limitation first-hand
Key Design Principle: AI is a supplement, never a replacement. The instructor explicitly communicates: "AI may help you revise drafts, but the final responsibility for the quality, accuracy, and ethics of your work rests with you."
βœ…6.5 Instructor Preparation Checklist
  • ☐ Prepare AI prompts for all activities (pre-class journal, group critique, Segment 4 synthesis)
  • ☐ Test AI tools in advance; create backup prompts (in case of internet/technical failure)
  • ☐ Create an "AI Troubleshooting Station" sign for instructor desk
  • ☐ Print worksheets: AI Critique Sheet, Operant Design Worksheet, Synthesis Project Brief (β‰₯90 copies)
  • ☐ Set up Moodle page with all resources and submission links
  • ☐ Pre-assign groups (mixed ability, mixed cultural backgrounds, β‰₯1 AI-confident student per group)
  • ☐ Prepare sticky notes, poster paper, markers, and name tents
  • ☐ Set up Padlet and Mentimeter presentations
  • ☐ Verify all video captions are accurate; correct any AI-generated caption errors
β™Ώ7.1 Social Constructivism-Tailored Supports
Student NeedSupport StrategyPedagogy Link
English Language Learners (ELL) Provide visual glossary of key terms; pair with fluent English speakers; provide sentence starters for reflection questions Scaffolding in ZPD β€” students learn academic vocabulary through peer discourse
Visual Impairments All worksheets available electronically (screen-reader friendly); verbal description of all images and animations Equitable access through verbal description and digital alternatives
Hearing Impairments All videos with verified closed captions; instructor repeats spoken text; visual diagrams supplement verbal instruction Redundancy of information (visual + verbal) β€” dual-channel learning
Kinesthetic Learners Sticky notes for quick writes; hands-on card matching (US/UR/NS/CS/CR); gallery walk movement activity Integrating movement into collaborative activities
Advanced Learners / Early Finishers Extension task: "Design a culturally-specific behavior modification plan that AI could not generate." Lead class debrief during Closure. Extension tasks at higher Bloom's levels (Create, Evaluate) β€” peer co-teaching within ZPD
Attention Difficulties 20-minute activity changes with clear structure; explicit task chunking with mini-goals; movement breaks (gallery walk, card sorting) Reducing cognitive load through segmentation; collaboration provides external regulation
Unfamiliar with AI Tools 3-minute visual walkthrough at start of class; "AI Buddy" pairing; AI Troubleshooting Station for in-task support Peer scaffolding in ZPD β€” more skilled navigator supports less confident peer
πŸ€–7.2 AI-Supported Differentiation
Student NeedAI AccommodationInstructor Oversight
Simplified Language Students prompt AI: "Explain this in simpler terms using an analogy." Students document AI use in Transparency Statement
Advanced Learners Prompt AI for ethical dilemma scenarios in operant conditioning; evaluate AI's resolution Extension assignment
Dyslexia Text-to-speech tools (NaturalReader); AI-generated audio summaries; AI skeleton outlines (instructor-approved) Instructor reviews AI outlines for accuracy before release
Non-English Speakers DeepL or AI translation tools for concepts; bilingual glossaries (e.g., η»ε…Έζ‘δ»Άδ½œη”¨ for classical conditioning) Instructor provides bilingual vocabulary list; students check AI translation against course definitions
πŸ‘₯7.3 Inclusive Group Formation Principles
  • Mixed abilities β€” ELL + strong English speakers together
  • Mixed cultural backgrounds β€” to enrich discussion of diverse examples
  • Balanced confidence levels across groups
  • At least one student familiar with AI tools per group (identified from pre-class survey)
πŸ”8.1 Social Constructivism Success Indicators
IndicatorData SourceTarget
Peer discourse quality Instructor observation + audio recording of 2 groups; peer evaluation rubric data Evidence of: disagreement, negotiation, elaboration, co-construction of ideas
Group collaboration efficacy Peer evaluation scores; instructor observation; synthesis poster quality Average peer evaluation score β‰₯ 3.5 / 4
Collaborative product quality Synthesis poster; portfolio case study Evidence of integrated, synthesized ideas (not just assembled parts)
Emergent shared understanding Post-test scores vs. pre-test; exit ticket take-aways Measurable learning gains from pre to post-test
πŸ€–8.2 AI Integration Reflection Questions
Did AI enhance or distract from learning? β–Ό

Data source: Exit ticket Q3; AI Reflection discussion; AI Transparency Statements.

Instructor prompt: "What percentage of students found AI helpful? Where did AI create confusion or frustration? What does this suggest about the optimal level of AI integration?"

Were students able to maintain independent reasoning? β–Ό

Data source: AI Transparency Statements; group discussion observations.

Instructor prompt: "Did AI use replace critical thinking, or scaffold it? Did students demonstrate effective human override? What patterns in student decision-making emerged?"

Where did students struggle with AI criticality? β–Ό

Data source: AI critique worksheets; AI journal entries.

Instructor prompt: "Which aspects of AI evaluation were most difficult? Did students get trapped by 'authority bias'? What scaffolding could be added next time?"

How did AI support specific groups? β–Ό

Data source: AI-supported differentiation observations; ELL student performance vs. prior cohorts.

Instructor prompt: "Did AI accommodations effectively support ELL/bilingual learners? Where might AI have created additional equity concerns?"

πŸ“Š8.3 AI Integration Effectiveness Rubric
LevelDescriptionAction Plan
Excellent AI tasks consistently provoke critical thinking; students demonstrate sophisticated human override; integration is natural Maintain current approach
Good AI tasks useful but some students defer to AI without critique; instructor facilitates significant judgment prompting Increase explicit guidance on independent reasoning; add optional AI-focused extensions
Developing AI integration superficial; students treat AI as authoritative; tasks don't meaningfully enhance learning Revise AI prompts; model explicit human judgment; reduce AI usage where unclear
πŸ§‘β€πŸ«9.1 TA Responsibilities
TaskCheckpoint
Set up room ahead of time (projector, seating arrangement, materials at stations)Before class
Circulate during group activities; document student interactions with AI toolsDuring all AI segments
Operate the "AI Troubleshooting Station"Throughout Development phase
Support the gallery walk (direct students to groups; facilitate movement)Segment 4
Collect exit tickets and summarise key themes for instructorEnd of class
πŸ’¬9.2 TA Facilitation Prompts for AI Activities

Use these prompts while circulating during AI group tasks:

  • "What did you ask the AI? Why did you phrase your prompt that way?"
  • "What do you think the AI got right? What might it have missed?"
  • "How would YOU have said it differently?"
  • "If a psychologist wrote this explanation, how might it differ from the AI's?"
  • "Are you confident trusting this? Where's your evidence?"
⚠️Student-Facing Note

The TA Responsibilities section above is visible to instructors/teachers. Switch to Teacher view (role button in nav) to see full TA facilitation materials.

πŸ“ŽAppendix A: AI Critical Evaluation Worksheet

Classical Conditioning Example Critique β€” for use during Segment 1 (25–35 min)

GROUP MEMBERS: __________ | __________ | __________ AI Prompt Used: "Generate 6 examples of classical conditioning in daily life." YOUR TASKS β€” For EACH example: a. Label: US, UR, NS, CS, CR b. βœ” Correct | βœ— Incorrect | ⚠ Actually Operant? c. Cultural limitations: would this apply universally? EXAMPLE 1: "A student feels nervous before an exam because she previously failed in the same room." a. Labels: ______________________________________ b. βœ” / βœ— / ⚠ : _________ c. Cultural limits: _______________________________ EXAMPLE 2: "A child bitten by a dog is now afraid of all dogs." a. Labels: ______________________________________ Generalization present? Y / N b. βœ” / βœ— / ⚠ : _________ c. Cultural limits: _______________________________ EXAMPLE 3: "A student studies hard because studying earns praise from parents." a. Labels: ______________________________________ ACTUALLY what type? _________________________ b. βœ” / βœ— / ⚠ : _________ c. Cultural limits: _______________________________ [Continue for Examples 4–6...] GROUP DECISION β€” Which 3 examples would you present to the class? Example # ___ Reason: ________________________________ Example # ___ Reason: ________________________________ Example # ___ Reason: ________________________________ GROUP SELF-ASSESSMENT: Did anyone disagree on a classification? What was the disagreement? _______________________________________________ How did you resolve it? _______________________________________________
πŸ“ŽAppendix B: AI Use Transparency Statement Template

For use in the summative Learning Theory Portfolio β€” due 3 weeks after lesson.

AI USE TRANSPARENCY STATEMENT Learning Theory Portfolio | PSY101 Name: ____________ Group: _____________ PART 1: DOCUMENTATION TABLE | AI Tool | Prompt Used | AI Output Summary | Action Taken | Rationale | |---------|-------------|-------------------|--------------|-----------| | | | | Adopted / | | | | | | Modified / | | | | | | Rejected | | PART 2: CRITICAL REFLECTION (minimum 3 paragraphs) Q1. What are the main limitations of AI for learning psychology content? (Consider: accuracy gaps, cultural bias, missing nuance, ethical blindspots) Q2. Where did your human judgment take precedence over AI? (Provide 2 specific examples with psychological reasoning) Q3. What did you learn about AI's limitations through this assignment? (Connect to at least one ILO from the lesson)