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Delivery guides are designed to represent a body of knowledge about teaching a particular topic and contain:
- Content: A clear outline of the content covered by the delivery guide;
- Thinking Conceptually: Expert guidance on the key concepts involved, common difficulties students may have, approaches to teaching that can help students understand these concepts and how this topic links conceptually to other areas of the subject;
- Thinking Contextually: A range of suggested teaching activities using a variety of themes so that different activities can be selected which best suit particular classes, learning styles or teaching approaches.
Conformity including majority influence.
Collective and crowd behaviour including pro-social and anti-social behaviour.
Obedience including obeying the orders of authority figures.
The primary focus of this area is to enable learners to develop an understanding of how the presence of others and can impact out behaviour in social situations. Sub topic one of this delivery guide focuses on key concepts; familiarising learners with terms such as majority influence and how the presence of a perceived authority figure can increase obedience. Sub topic two explores the role of situational factors in influencing behaviours; both pro-socially and anti-socially. Synoptic links with debates are also made by considering the determinism/free will debate.
In sub topic three, the effect of dispositional factors on behaviour is explored: the role of self- esteem, locus of control, the authoritarian personality and the influence of the brain are all covered. Synoptic links are made through evaluation issues such as generalisability.
Finally, sub topic four focuses on application. Specifically, how research into majority and minority influence can be used to influence social change; bringing about positive change in relation to changing attitudes and behaviour towards, increasing awareness of, and reducing mental health stigma and discrimination. This provides an opportunity to give the research some real context.
Common misconceptions or difficulties learners may have:
Key concepts are often confused, particularly the difference between minority and majority influence. Participating in mini experiments and watching video footage can help to secure the difference between them.
Conceptual links to other areas of the specification – useful ways to approach this topic to set learners up for topics later in the course:
Links to debates and evaluation issues feature throughout the sub topics providing learners with the opportunity to make synoptic links.
Neuropsychology is assessed throughout the entire specification; sub topic three’s exploration of the role of hippocampal volume in self-esteem and regions of the pre-frontal cortex in morality supports this continuum.
Sub topic two and three provide an opportunity to link to research methods. Learners can be encouraged to evaluate the use of self-report methods in respect of social desirability specifically. There are also opportunities for small correlational practical investigations to be carried out and learners can gain some experience in designing research; comparing and evaluating the different research methods.
A variety of teaching methods are suggested in this delivery guide to reflect all learning and teaching styles. Watching genuine video footage, of famous studies on obedience for example, can help to provide context.
It is important that learners appreciate the interaction of dispositional and situational factors in the role they play on affecting behaviour. Making a classroom mind map, adding the concepts in steps as they taught, can help learners to make connections between the sub topics. This is particularly useful when evaluating the different explanations.
OCR’s resources are provided to support the teaching of OCR specifications, but in no way constitute an endorsed teaching method that is required by the Board and the decision to use them lies with the individual teacher. Whilst every effort is made to ensure the accuracy of the content, OCR cannot be held responsible for any errors or omissions within these resources. We update our resources on a regular basis, so please check the OCR website to ensure you have the most up to date version.
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