You wrote this scenario from the perspective of Behaviorism learning theory Now I want two scenarios same this scenario but from two different perspectives that they are Cognitivism Learning theory and Social learning theory For further clarification see attached example Learning Situation from Behaviorism Learning Theory The class of 20 students is divided into two teams, having 10 students in each team. The teacher makes two columns on the board for team A and team B. Teacher points out, Yesterday in our history class we studied about the civil rights movement I hope you have well-prepared that topic. Let’s start an informal quiz based on yesterday’s topic. Are you guys ready? Students say, “Yes”! Teacher starts asking questions. Team A! Which sports Jackie Robinson played? Students raised their hands. Robert? Can you give the answer? Robert says soccer. Teacher appreciating Robert’s effort says very good Robert and write 10 under the column of Team A. Next question for Team B, Dr. Martin Luther King Jr. went to the college to become? Students raise their hands. James, can you answer? James says, “Minister”. Teacher appreciates the attempt but the answer is not correct. Ok! Now, what you guys think what was the main contribution of Abraham Lincoln?Timothy raised his hand and replied, he brought freedom and abolish slavery. Rosie raised her hand and replied, he ran the country being a president of the country. Teacher says, when we freedom was attained by the African American it was not solely due to Abraham Lincoln. Who played the actual role? Joseph replies, African Americans themselves. Teacher appreciated Joseph’s answer saying absolutely right. No leader can bring freedom from slavery or racism until its people are themselves not ready to put their efforts. Nation needs to be united to get rid of inequality. Learning Situation from Cognitivism Learning Theory: Learning Situation from Social Learning Theory: 3 | Page Chapter 2 terminology Psych260 Nervous System- A network of billions of cells in the brain and the body responsible for all aspects of what we feel, think, and do. Central nervous system- The part of the nervous system that consists of the brain and the spinal cord. Peripheral nervous system- The part of the nervous central nervous system with the muscles, organs and glands. Neurons- The basic units of the nervous system cells that receive integrate and transmit information in the nervous system. Neurons operate through electrical impulses communicate with other neurons through electrical impulses communicate with other neurons through chemical signals and form neural networks. Dendrites – Branchlike extensions of the neuron with receptors that detect information from other neurons. Cell Body- Part of the neuron where information from thousands of other neurons is collected and integrated. Axon- A long narrow outgrowth of a neuron that enables the neuron to transmit information to other neurons..

1. You wrote this scenario from the perspective of Behaviorism
learning theory Now I want two scenarios same this scenario but
from two different perspectives that they are Cognitivism
Learning theory and Social learning theory
For further clarification see attached example
Learning Situation from Behaviorism Learning Theory
The class of 20 students is divided into two teams, having 10
students in each team. The teacher makes two columns on the
board for team A and team B. Teacher points out, Yesterday in
our history class we studied about the civil rights movement I
hope you have well-prepared that topic. Let’s start an informal
quiz based on yesterday’s topic. Are you guys ready? Students
say, “Yes”! Teacher starts asking questions. Team A! Which
sports Jackie Robinson played? Students raised their hands.
Robert? Can you give the answer? Robert says soccer. Teacher
appreciating Robert’s effort says very good Robert and write 10
under the column of Team A. Next question for Team B, Dr.
Martin Luther King Jr. went to the college to become? Students
raise their hands. James, can you answer? James says,
“Minister”. Teacher appreciates the attempt but the answer is
not correct. Ok! Now, what you guys think what was the main
contribution of Abraham Lincoln?Timothy raised his hand and
replied, he brought freedom and abolish slavery. Rosie raised
her hand and replied, he ran the country being a president of the
country. Teacher says, when we freedom was attained by the
African American it was not solely due to Abraham Lincoln.
Who played the actual role? Joseph replies, African Americans
themselves. Teacher appreciated Joseph’s answer saying
absolutely right. No leader can bring freedom from slavery or
racism until its people are themselves not ready to put their
efforts. Nation needs to be united to get rid of inequality.

2. Learning Situation from Cognitivism Learning Theory:
Learning Situation from Social Learning Theory:
3 | Page
Chapter 2 terminology
Psych260
Nervous System-
A network of billions of cells in the brain and the body
responsible for all aspects of what we feel, think, and do.
Central nervous system-
The part of the nervous system that consists of the brain and the
spinal cord.
Peripheral nervous system-
The part of the nervous central nervous system with the
muscles, organs and glands.
Neurons-

3. The basic units of the nervous system cells that receive
integrate and transmit information in the nervous system.
Neurons operate through electrical impulses communicate with
other neurons through electrical impulses communicate with
other neurons through chemical signals and form neural
networks.
Dendrites –
Branchlike extensions of the neuron with receptors that detect
information from other neurons.
Cell Body-
Part of the neuron where information from thousands of other
neurons is collected and integrated.
Axon-
A long narrow outgrowth of a neuron that enables the neuron to
transmit information to other neurons.
Synapse-
The site where communication occurs between neurons through
neurotransmitters.
Action Potential-
The neural impulse that travels along the axon and then causes
the release of neurotransmitters into the synapse.
Neurotransmitters-
Chemical substances that carry signals from one neuron to
another.
Broca’s area-
A small portion of the left frontal region of the brain; this area
is crucial for producing speech.
Medulla-
A hindbrain structure at the top of the spinal cord; controls
functions such as breathing and heart rate.
Pons-
A hindbrain structure above the medulla; it regulates sleep and
arousal and coordinates movements of the left and right sides of
the body.

4. Cerebellum-
A hindbrain structure behind the medulla and pons; this
structure is essential for coordinated movement and balance.
Thalmus-
A subcortical forebrain structural gateway to the brain for
almost all incoming sensory information before that information
reaches the cortex.
Hypothalamus-
A subcortical forebrain structure involved in regulating bodily
functions. The hypothalamus also influences our basic
motivated behaviors.
Amygdala-
A subcortical forebrain structure that serves a vital roe I
learning to associate things with emotional responses and in
processing emotional information.
Occipital lobes-
Regions of the cerebral cortex at the back of the brain; these
regions are important for vision.
Parietal Lobes-
Regions of the cerebral cortex in front of the occipital lobes and
behind the frontal lobe; these regions are important for the
sense of touch and for picturing the layout of spaces in an
environment.
Temporal lobes-
Regions of the cerebral cortex below the parietal lobes and in
front of the occipital lobes; these regions are important for
processing auditory information and for perceiving objects and
faces.
Frontal Lobes-
Regions of the cerebra; cortex at the front of the brain; these
regions are important for movement and complex processes
(rational thought, attention, social processes, etc..
Somatic Nervous System
A part of the peripheral nervous system; this part transmits
sensory signals and motor signals between the central nervous
system and the skin, muscles, and joints.

5. Automatic nervous system-
A part of the peripheral nervous sis part transmits sensory
signals and motor signals between the central nervous system.
Endocrine system
A communication system that uses hormones to influence
thoughts and actions.
Hormones
Chemical substances, released from endocrine glands, that
travel through the bloodstream to targeted tissues; the tissues
are later influenced by the hormones.
Genes-
The units of heredity which partially determine an organism’s
characteristics
Monozygotic Twins-
Identical twins; these siblings result from one zygote splitting
in two, so they share the same genes.
Dizygotic Twins
Fraternal twins; these siblings result from two separately
fertilized eggs, so they are no more similar genetically than
non-twin siblings are.
Plasticity
A property of the brain that causes it to change through
experience, drugs, or injury
What are some of the ways you can use the terminology to help
you learn?
Chapter 2
The Role of Biology in Psychology
Jo-Anne D. Petrie, M.Ed.
September 2018

6. Psych 206
1
Consists of a network of billions of cells in the brain and body
Responsible for what we feel, think and do.
Basic Functions:
Receive sensory input through the senses
Process information in the brain by being aware, perceiving and
memory.
Respond to information by acting on it.
The Nervous System
2
Watch and discuss
https://www.youtube.com/watch?v=44B0ms3XPKU
Let’s play!!
Understanding the functions of the brain
1. Sensory input
2. Mode of processing information
3. Responses of input
Think about what your want to use for this experiment. It could

7. be a fidget, something you have in front of you, or something
you find. You have 3 minutes to decide then follow the steps
above and record the sensory input you receive, how you
processed that information, and your responses of input.
3
To Solidify your examination of the Nervous System…..
Central Nervous system- The central nervous system consists of
the brain and spinal cord
Peripheral Nervous System- enables nerves to connect the
central nervous system with the muscles, organs and glands.
The Nervous System
4
Neurons
They receive integrate and transmit information in the nervous
system
Operate through electrical impulses, communicate with other
neurons through chemical signals and from neural fireworks
They only reason why we can think and act is because neurons
are able to process information with power and efficiency.
5

8. Basic units of our Nervous Systems are :
Your brain on communication- A TED Talk
https://www.ted.com/talks/uri_hasson_this_is_your_brain_on_c
ommunication
6
Firing and Communicating Neurons
1. Transmission
Begins when there is enough stimulation in the presynaptic
neuron to create action potential.
This potential travels quickly down the myelinated axon to the
terminal buttons.
7
3 Steps of neural communication

9. 2. The action potential causes chemicals (neurotransmitters) to
be released from the terminal buttons at the end of the axon.
The neurotransmitters cross the synapse and fit into the
receptors of the dendrites of the postsynaptic neuron.
8
Reception
3. Each neurotransmitter has either excitatory or inhibitory
effects on the postsynaptic neuron. The effects are “summed”
together in the cell body. If there is not enough activation it
will lead to another action potential- the process will start
again.
9
Integration
Remember as the text states in the case of integration it is
dependent if the molecules respond correctly to the
neurotransmitter. Do you remember the lock and key example in

10. your text?
10
Attaching or binding of neurotransmitters with receptors can
produce either of two signals:
Excitatory-The signal excites the neuron increasing the
likelihood it will fire.
Inhibitory- Signal decreases the likelihood the neuron will fire.
11
Excitatory and Inhibitory Signals
Research comes from how drugs and other substances affect
emotion, thought and behavior.
Drugs that enhance the actions of neurotransmitters are called
agonists.
Those that do not are called antagonists.
Addictive drugs re: heroin, cocaine are chemically similar to
naturally occurring neurotransmitters.
Receptors can not sense the difference between the drug and
real neurotransmitters released from the presynaptic neuron.
12
Neurotransmitters

11. Assessment of neurotransmitters affect behavior. Researchers
often inject agonists or antagonists into animals brains. These
studies help in the development of drug treatments for many
psychological and mental disorders.
13
More about neurotransmitters
Acetylcholine- motor control over muscles
Attention Memory, learning and sleeping
Acetylcholine antagonists can cause temporary amnesia.
Diminished acetylcholine function is associated with
Alzheimer's (severe memory deficits.
14
Neurotransmitters and their major functions
Responsible for arousal and alertness
Important for noticing things around you
Related substance is called epinephrine was originally called
adrenaline.

12. Have you heard of an adrenaline rush?
Let’s break up into groups take 15 minutes. Count off by 5’s
Share what the situation was and what happened?
Did you experience a dangerous situation? Fight or flight?
15
Norepinephrine
Important for emotional states, impulse control and dreaming
Lack of serotonin is thought to contribute to sad and anxious
moods, food cravings and aggressive behaviors.
Meds like Prozac leave more serotonin in the synapse to bind
with the postsynaptic neurons giving that person extra
serotonin.
16
Serotonin
Most important for motivation and reward
Eat- hungry
Drink- thirsty
Sleep – tired
Aroused- Sex
Lack of dopamine may be connected to problems with
movement.
Severe loss of dopamine connected to Parkinson’s. Parkinson's
is when the dopamine producing neurons in the brain slowly die
off affecting motor, balance, rigid muscles.

13. Later stages people experience severe cognitive and mood
disturbances.
https://www.cbs.com/shows/cbs-sunday-
morning/video/Worjo3CcwvP3mzhXa2ihA8ECG5Tq_B8M/mich
ael-j-fox-s-fight-against-parkinson-s/
Can get injections of DOPA – chief building block of dopamine
to help surviving neurons produce more dopamine.
17
Dopamine
Main inhibitory neurotransmitter GABA (gamma-aminobutyric
acid).
Distributed throughout the brain than most other transmitters.
GABA drugs are Valium which are used to treat anxiety
disorders by calming the person down.
Glutamate is the main excitatory neurotransmitter. .
Glutamate receptors aid learning and memory by strengthening
synaptic connections.
18
Gaba and Glutamate
Neurotransmitter involved in reward- “runners high”

14. What to you like to do to get your endorphins going. How does
it make you feel. Think if you could not get that high?
19
Endorphins
Brain weighs approximately 3 lbs.
Evolved through time
Adaptable in environments
Most psychologists agreed many studies conducted in the
early19 th century believed mental processes were a result of
brain function; example singer or dancer.
20
The Brain over time
Psychographs posed by Johann Spurzheim. were sold to the
public –
Claimed to do the work of a psychologist
Showed “weak” traits of an individuals abilities etc . They
were mapped out by measuring bumps or configurations on the
skull

15. 21
Phrenology
First came about from the work and anatomist Paul Broca.
Performed an autopsy on a patient who lost the skill of
language.
After brain was examined he discovered a large section of
damaged tissue in the left front side.
Concluded the left hemisphere was important for speech thus
know as Brocas area.
22
Regions of the brain
Late 1930’s mental health professionals developed lobotomy's
to help those to control their emotions
Deliberate damaging of the prefrontal cortex
Left people lethargic and emotionless and disconnected from the
social world.
Lobotomy phased out with the introduction of drugs to help
control behaviors.
23
Lobotomy

16. https://www.youtube.com/watch?v=9RfJv4zGpkw
24
Lobotomy
EEG
https://www.youtube.com/watch?v=KXS268XsRic
Main brain imaging today is called MRI or magnetic
https://www.youtube.com/watch?v=AwXJNXNcLNs
resonance imaging Measures changes in blood oxygen level to
assess blood flow in the brain and can map out the working
brain.
TMS Transcranial Magnetic Stimulation
https://www.youtube.com/watch?v=qkNbYHu_STU
Momentarily disrupts the brain in a specific region to measure
brain activity Can be used for only short durations
Powerful for examining brain regions necessary for
psychological functions.
25
Contemporary Brain Research
26

17. Let's take a closer look at the brain
Located at the base of the skull
Divided into 3 structures
1. Medulla responsible for breathing, heart rate, vomiting,
urination, and orgasm and other survival devices.
A blow can cause death.
27
Hindbrain- 3 structures
2. Pons
Responsible for sleep, arousal, left-right body movement and
coordination.
3. Cerebellum
Large extension in the hindbrain
Located behind the medulla and pons.
Comes from the Latin work small brain
Essential for proper motor function
28
Hindbrain

18. Located above the pons.
Consists of several structures involved in the reflexive
movement of eyes and body.
Critical for the production of dopamine- neurotransmitter that
motivates behavior an controls normal function.
29
Midbrain
Above the midbrain
Contains two main areas:
Cerebral cortex and five subcortical structures.
Outermost part of the forebrain is called the cerebral cortex.
30
Forebrain
Thalamus-gateway to the cortex
Receives almost all incoming sensory information
Organizes the information and relays it to the cortex
The exception to the rule is sense of smell
Smell has a direct route to the cortex
During sleep the thalamus partially shuts out incoming
sensations to help the person stay asleep.
31
Within the forebrain

19. Master of the regulatory structure
Essential to body's survival
Located below the thalamus
Receives input from almost everywhere in the body and brain
Sends it messages almost everywhere in the body and brain
Affects functions of many internal organs
Regulates body temperature
Sleeping
Waking
Blood pressure
Blood sugar
32
Hypothalamus
Helps in the formation of new memories
Comes from the Greek word seahorse because of its shape
Forms new memories by creating new neural connections within
the cerebral cortex for each new experience
Ability to remember maps- London Taxi Cab drivers
Fun Study- https://www.youtube.com/watch?v=sfy9j0h9_O8
Hippocampus
33

20. Comes from the word almond in Latin due to the amygdala’s
shape
In front of the hippocampus
Relates experiences with emotions
Such as:
Fear-
Happiness-
Sadness-
Pain-
Amygdala
34
Processes more positive feelings
Increases when people see things visually stimulating to them
Amygdala activity higher in men than women
Basal Ganglia
Planning and producing movement
Taking something hot off the stove
Crossing the street
Damage to the basal ganglia can impair learning of habits such
as looking for cars before crossing the street.
Fun Fact: When men were shown more expensive cars they had
greater activation of pleasure parts of the brain.
35

21. Outer layer called the cerebral cortex
Gives the brain a wrinkled appearance
Cortex is Latin for bark
Human cerebral cortex large
About the size of a large sheet of newspaper
Allows us to comprehend ourselves, people and the outside
world.
Divided into two halves;
Left and the Right Hemispheres
Forebrain
36
Each hemisphere contains 4 areas called the lobes;
Occipital
Parietal
Temporal
Frontal
Hemispheres are connected by corpus callosum
This bridge contains millions of axons allowing information to
flow between both hemispheres.
Forebrain Continued:
37
For most people the left is responsible for logic, thought and
language

22. Speaking and writing is left hemisphere dominant
Are you more right or left hemisphere dominant?
Let’s find out!
Hemispheres of the Brain
Left Brain
38
Spatial relationships
Understanding and reading a map, locating objects around you
Recognizing emotional aspects of language
Abstract thinking
39
The Right Brain
Are you more right or left brain?
https://testyourself.psychtests.com/bin/transfer?req=MnwzMTc4
fDU0MjM0MDF8MHwxfA==&refempt=
Answer as accurately as possible
Share your results
Do you agree or disagree?
Why?

23. What do you think?
40
Occipital
At the back portion of the head
Devoted primarily to vision
Major place for processing of visual information
Parietal lobes
Devoted primarily to touch
Divided between the left and right cerebral hemispheres
Information received is usually the reverse
Left hemisphere receives touch information from the right and
vice versa
Lobes of the cerebral cortex
41
Stroke or other damage to the right parietal region can result in
a disorder called hemineglect
Patients with this syndrome fail to notice anything on their left
sides
If two objects are held up they only see the one on the right
omitting the other half.
https://www.youtube.com/watch?v=FlI7GsBHok8

24. Lobes continued
42
Responsible for hearing
Include visual areas specialized for recognizing detailed objects
such as faces
Fusiform face area
activated by objects such as house or cars. If fusiform face
areas are damaged you would have trouble recognizing people
not objects
Temporal Lobes
43
Essential for planning and movement
Rear portion of the frontal lobes – primary motor cortex to the
spinal cord to move the bodies muscles
Divided down the middle of the body
Right hemisphere controls the right arm
Frontal Lobes
44
30% of the brain
Difference between the human brain and animal brain is not

25. how much of the brain the
prefrontal cortex uses yet how complex the human brain is
and how neural circuits are organized.
Bush & Allman, 2004 Schoenemann, Sheehan & Gliotzer 2005)
Psychologists have learned about brains by studying those who
have been ill or injured
Prefrontal cortex
45
Transmits signals to and from the central nervous system
through nerves
Receptors in the skin muscles and joints send sensory
information to the spinal cord then relaying it to the brain.
Signals through the somatic nervous system to muscles joints
and skin to initiate or inhibit movement.
Somatic Nervous System
46
Regulates the bodies internal environment
Carries signals from the glands and internal organs to the
central nervous system
Signals provide information about when you think you should
go to sleep, you are full, etc..
Sympathetic para sympathetic nervous system
Imagine a fire alarm going off. Your body goes into fight/flight

26. mode epinephrine is released increasing heart rate and blood
sugar, lungs take in more oxygen, pupils dilate to make sure
your vision is acute and sharp. If the alarm is false your para
sympathetic state will return
Also released by someone you feel attracted to.
Automatic nervous system
47
Communication network that influences thoughts and actions
Unlike the nervous system the endocrine system uses hormones
(chemicals) to communicate
Both work together to regulate psychological activity
The endocrine system releases hormones that help us deal with
threats
Endocrine System
48
Chemicals released into the bloodstream by endocrine glands
Endocrine glands include the pineal, adrenal, pituitary thyroid
and testes or ovaries
Hormones travel through the bloodstream until they reach where
they need to go
Hormones
49

27. Main endocrine glands influencing sexual behavior
Males the gonads testes
Females ovaries
Both males and females produce hormones
The difference is the quantities
Testosterone is more prevalent in males; estrogen female
Gonadal hormones influence the development of secondary sex
characteristics breasts females facial hair in men
Hormones and Sexual Development
50
Prompts bone cartilage and muscle tissue to grow or regenerate
after injury
Remember Lance Armstrong using GH (growth hormones) to
gain strength for a cutting edge in cycling?
Hormones and physical growth
51
Play the genetic matching game
Do people say you may have a twin? Do you look like someone

28. they know?
Genes affect thoughts and behaviors and can tell us if we are
predisposed to certain conditions.
Have you gone for an annual physical and been asked about
family history of mental illness, cancer, etc..
Genetic makeup is called your genotype
Observable physical and psychological characteristics are your
phenotype
Factors influenced by genotype and environmental factors- eg
diet
Psychologists study ways that nature, nurture and their
combinator affect psychological characteristics
Nature, nurture and our brains
52
Do we have any twins in the group?
Monozygotic twins are identical
Come from one fertilized egg (zygote) diving into two. Because
the come from the same egg they will have the same genetic
make up
Dizygotic twins are referred to as fraternal or non identical
Two separately fertilized eggs develop in the womb
simultaneously
Because they are from two separately fertilized eggs these twins
are like two siblings
Twins
53

29. Siblings who are adopted living in the same home have little
influence on such things as personality
Minnesota twin project highlights that identical twins whether
raised apart or together are likely to be similar.
This study proves genetic make up has a strong effect on
molding personality and behavior.
Adoption
54
https://www.youtube.com/watch?v=IyT2AlzzzQs
Thoughts?
Do you know any identical twins?
Comments you have noticed or observed?
Minnesota Twin Project
55
https://www.youtube.com/watch?v=teFzfTI3KMc
Jim Twins
56

30. Over time the brain can change
Take for example in our text the Story about Michelle
Parents felt she was different
Doctors discovered she suffered a stroke in the womb
Her right hemisphere was “chief in command” for processing
void in the left hemisphere
This is known as plasticity
Reflective of biological and environmental influences
Environment and the Brain
57
Continuous research is going on to understand how the brain
works
Map our regions of the brain
Understand mental and behavioral aspects of the brain
Specifically in the areas of Alzheimer's and Parkinson's
This is thanks to Obama’s $300 million dollars slated to brain
research
Ending words about Brain Plasticity
58
Brain plasticity allows us to learn
Memories are reflected in brains physical changes
Psychologists believe changes are mostly in the power of
existing connections
For example if two neurons fire together the connection
strengthens
Neurons get weaker if they do not consistently fire

31. simultaneously.
Catch phrase as outlined in our text “Neurons that fire together,
wire together”.
Strengthening Existing Conditions
59
Laws governing learning disabilities
If you believe you have a deficit to learn get a recommendation
from an educational neuropsychologist
Can receive untimed testing
Testing in different modalities
Graded fairly taking into account your learning differences
Learning disabilities and support
60
Coined by the National Center for Learning Disabilities
Definition- A neurological disorder that affects the brains
ability to receive store and process information.
Famous dyslexics
http://www.psychologydegree.com/50-famously-successful-
people-who-are-dyslexic
Take a peek
Highlighting dyslexia
61

32. https://www.youtube.com/watch?v=kSz_zjiS3E8
Think about yourself
What are your limitations
How do those affect your schoolwork and ability to process or
tell about what you learned?
Dyslexia and Learning disabilities
62
Terms in chapter 2 on a separate page
Will be posted Wednesday on Blackboard along with the power
point
Next week:
Consciousness/development Ch. 3/4
Journal 1 writing quiz Ch. 1/2
(Prompts will be posted by Tuesday evening)
Office hours:
Monday 4:30pm-6:15pm
Downstairs suite B
Ending Remarks
63

33. Using this tutorial as instruction, you will compose a learning
scenario that you
will use in all three sections of your Knowledge Base (KB). At
the end of the
activity, you will share your scenario with your peers, give and
receive
feedback, and finalize you scenario.
1IDD&E 2018 (c)
IDE 621 Learning Practice - Learning
Scenario Development
Abdullah Albelehy
Abdullah Albelehy
Abdullah Albelehy
Abdullah Albelehy
Step 1 is to write a 200 to 250 word scenario on a learning
situation.

34. This scenario or “scene” should be a description of what is
occurring in the
learning scenario and NOT a lesson plan. What is going on in
the scenario ..
.what do you see and hear.
The scenario must include one person who is the instructor or
teacher plus
several learners.
Step 2 is a add a supporting graphic that illustrates the learning
environment.
Together text and graphic must describe the activities and
conversation that
take place between the people in the “scenario.” as if you were
sitting there
watching … for example…
2IDD&E 2018 (c)
IDE 621 Learning Practice - Learning
Scenario Development
Abdullah Albelehy
Abdullah Albelehy

35. Your scenario may be something like this one…
The teacher in a math class is at the front of the room, 25
students are sitting in
their desks. At the front of the room, projected on the white
board is the
equation 2x(x+3)=. The teacher points to the equation and says
to the students,
“Yesterday we started this unit on solving algebraic equations
… etcetera
etcetera … etcetera …
The text description clearly shows what is happening and what
is being said in
this learning situation…
Or your scenario may be like this next one …
3IDD&E 2018 (c)
IDE 621 Learning Practice - Learning
Scenario Development
Abdullah Albelehy

36. Abdullah Albelehy
The running coach at the practice field course says “Today, we
are going to
learn how to prepare to start a 100 yard dash. Positioning at the
starting block
can determine your run time … bad form means longer times”
the coach points
to the starting block and asks the athletes “what do you think
we are looking
for here?” Pete raises his hand and shouts out “ correct
placement of your feet”
… Geno shouts out “proper stance of your legs, arms, and
hands.” … …
etcetera etcetera … etcetera …
Notice how the text describes the stakeholders and what they
are doing and
saying in response to each other…
Pick a topic that you are knowledgeable about and write a
scenario that
includes at least 3 to 4 different types of activities and
interaction among the
instructor and learners…

37. 4IDD&E 2018 (c)
IDE 621 Learning Practice - Learning
Scenario Development
Abdullah Albelehy
Abdullah Albelehy
Once your scenario is written, continue with your work by …
Step 3: Underlining, in black, the text that describes what you
believe are
instances on providing learning content.
Step 4: underlining, in blue, the text that describes what you
believe are
instances of prompting students to engage in learning.
Step 5: Highlighting, in yellow, the text that you believe are
instances where
students are demonstrating they are learning or have learned.
5IDD&E 2018 (c)
IDE 621 Learning Practice - Learning

38. Scenario Development
Abdullah Albelehy
Abdullah Albelehy
Your learning scenario, in the end, should look like these…
• 200-250 words
• Framing graphic
• Series of black and blue underlines in the text, several parts of
the text
highlighted in yellow, based on instructions from Steps 3-5.
You will be expected to create this learning scenario for your
Knowledge
based, as directed. Then in each of the three sections of you
Knowledge Base
you will adjust the underlines and add additional information
based on the
instructions. Just know that this narrative is the SAME in all
three sections of
you KB …
6IDD&E 2018 (c)

39. IDE 621 Learning Practice - Learning
Scenario Development
Abdullah Albelehy
Abdullah Albelehy
You wrote the first scenario from the perspective of
Behaviorism learning theory Now I want two scenarios like the
first scenario but from two different perspectives that they are
Cognitivism Learning theory and Social learning theory

40. International students at Syracuse University come from more
than 123 countries all over the world. All international students
are required to comply with New York state’s health policy.
Learning situation - Behaviorism
Slutzker house organizes three sessions to help international
students comprehend the importance of immunization and
vaccination and its implication to the SU community’s health
and help them in completing the required health records,
provide information to SUHC, and booking an appointment
online for vaccinations in a timely manner.
The first session takes place prior to arriving at SU and is
delivered online. The session includes general information
about immunization and vaccination and why it’s important for
person’s health as well as the community. Graphics and visuals
are used to design learning materials. By the end of the session,
students are asked to complete a quiz. Students must complete
all questions correctly and are directed to return to the relevant
information if they fail to get the correct response.
The second session consists of four parts and takes place up the
arrival on campus and is delivered face-to-face, large group
orientation session. First part covers general information about
immunization and vaccination. By the end of this part, presenter
asks learners questions and students to respond. The second part
focuses on required vaccinations at Syracuse University and the
implications of not having vaccinations. The third part is a live
demonstration on how to login to the patient portal, complete
forms, upload document, and book an appointment online to get
vaccinated. Last part is a Q&A, in which students can clarify
their doubts and get their questions answered.
The third session will be on a need basis. Students who can’t

41. complete the process are divided into small groups and are
supported by peer students who successfully completed their
patient portal task.
International students at Syracuse University come from more
than 123 countries (1: Equal Learning regardless of their
different nationalities) all over the world. All international
students are required to comply with New York state’s health
policy (2: Required Behavior).
Slutzker house organizes three sessions to help international
students comprehend the importance of immunization and
vaccination and its implication to the SU community’s health
(3: Not observable, hence not considered) and help them in
completing the required health records, provide information to
SUHC, and booking an appointment online for vaccinations in a
timely manner(4: Observable behavior and hence can tell
whether learning took place or not. It also serves as Behavioral
objective if detailed).
The first session takes place prior to arriving at SU and is
delivered online. The session includes general information
about immunization and vaccination and why it’s important for
person’s health as well as the community. Graphics and visuals
are used to design learning materials. By the end of the session,
students are asked to complete a quiz. Students must complete
all questions(5: Stimulus/ Response)correctly and are directed
to return to the relevant information if they fail to get the
correct response (6:Mastery Learning with %100 criterion for
mastery).
The second session consists of four parts and takes place up the
arrival on campus and is delivered face-to-face, large group
orientation session. First part covers general information about
immunization and vaccination. By the end of this part, presenter
asks learners questions and students to respond (7: Stimulus/
Response). The second part focuses on required vaccinations at

42. Syracuse University and the implications of not having
vaccinations. The third part is a live demonstration on how to
login to the patient portal, complete forms, upload document,
and book an appointment online to get vaccinated(8: Channing
process when implemented). Last part is a Q&A, in which
students can clarify their doubts and get their questions
answered (9: Immediate response).
The third session will be on a need basis. Students who can’t
complete the process are divided into small groups and are
supported by peer students who successfully completed
their(10: Learning takes place only if students successfully
completed required forms) patient portal task.
International students at Syracuse University come from more
than 123 countries all over the world. All international students
are required to comply with New York state’s health policy.
Learning situation - Cognitivism Theory
Slutzker house organizes three sessions to help international
students comprehend the importance of immunization and
vaccination and its implication to the SU community’s health
and help them in completing the required health records,
provide information to SUHC, and booking an appointment
online for vaccinations in a timely manner.
The first session takes place prior to arriving at SU and is
delivered online. The session includes general information
about immunization and vaccination and why it’s important for
person’s health as well as the community. Graphics and visuals
are used to design learning materials. By the end of the session,
students are asked to complete a quiz. Students must complete
all questions correctly and are directed to return to the relevant
information if they fail to get the correct response.
The second session consists of four parts and takes place up the
arrival on campus and is delivered face-to-face, large group
orientation session. First part covers general information about
immunization and vaccination. By the end of this part, presenter
asks learners questions and students to respond. The second part

43. focuses on required vaccinations at Syracuse University and the
implications of not having vaccinations. The third part is a live
demonstration on how to login to the patient portal, complete
forms, upload document, and book an appointment online to get
vaccinated. Last part is a Q&A, in which students can clarify
their doubts and get their questions answered.
The third session will be on a need basis. Students who can’t
complete the process are divided into small groups and are
supported by peer students who successfully completed their
patient portal task.
International students at Syracuse University come from more
than 123 countries all over the world. All international students
are required to comply with New York state’s health policy (1:
To avoid prior misconceptions).
Slutzker house organizes three sessions to help international
students comprehend (2: Learning is an internal process) the
importance of immunization and vaccination and its implication
to the SU community’s health (3: Impose meaning) and help
them in completing the required health records, provide
information to SUHC, and booking an appointment online for
vaccinations in a timely manner (4: Clear Goals/ Objectives).
The first session takes place prior to arriving at SU and is
delivered online. The session includes general information
about immunization and vaccination and why it’s important for
person’s health as well as the community (5: Impose meaning).
Graphics and visuals are used to design learning materials (6:
Graphics and visuals enhance long-term memory). By the end of
the session, students are asked to complete a quiz (7:
Enactment, as learners need to respond to reflect what’s being
learned). Students must complete all questions correctly and are
directed to return to the relevant information if they fail to get
the correct response.
The second session consists of four parts and takes place up the
arrival on campus and is delivered face-to-face, large group

44. orientation session. First part covers general information about
immunization and vaccination (8: Repetition to online session).
By the end of this part, presenter asks learners questions and
students to respond (9: Students should actively respond). The
second part focuses on required vaccinations at Syracuse
University (10: Instructions started with general information,
before moving to details) and the implications of not having
vaccinations. The third part is a live demonstration on how to
login to the patient portal, complete forms, upload document,
and book an appointment online to get vaccinated. Last part is a
Q&A, in which students can clarify their doubts and get their
(11: Students are given time to comprehend and ask questions to
organize their schemes) questions answered.
The third session will be on a need basis. Students who can’t
complete the process are divided into small groups and are
supported by peer students who successfully completed their
patient portal task.
International students at Syracuse University come from more
than 123 countries all over the world. All international students
are required to comply with New York state’s health policy.
Learning situation - Socialism Theory
Slutzker house organizes three sessions to help international
students comprehend the importance of immunization and
vaccination and its implication to the SU community’s health
and help them in completing the required health records,
provide information to SUHC, and booking an appointment
online for vaccinations in a timely manner.
The first session takes place prior to arriving at SU and is
delivered online. The session includes general information
about immunization and vaccination and why it’s important for
person’s health as well as the community. Graphics and visuals
are used to design learning materials. By the end of the session,
students are asked to complete a quiz. Students must complete
all questions correctly and are directed to return to the relevant

45. information if they fail to get the correct response.
The second session consists of four parts and takes place up the
arrival on campus and is delivered face-to-face, large group
orientation session. First part covers general information about
immunization and vaccination. By the end of this part, presenter
asks learners questions and students to respond. The second part
focuses on required vaccinations at Syracuse University and the
implications of not having vaccinations. The third part is a live
demonstration on how to login to the patient portal, complete
forms, upload document, and book an appointment online to get
vaccinated. Last part is a Q&A, in which students can clarify
their doubts and get their questions answered.
The third session will be on a need basis. Students who can’t
complete the process are divided into small groups and are
supported by peer students who successfully completed their
patient portal task.
International students at Syracuse University come from more
than 123 countries all over the world. All international students
are required to comply with New York state’s health policy (1:
Verbal modelling).
Slutzker house organizes three sessions to help international
students comprehend the importance of immunization and
vaccination and its implication (2: Learning is an internal
process) to the SU community’s health and help them in
completing the required health records, provide information to
SUHC, and booking an appointment online for vaccinations in a
timely manner.
The first session takes place prior to arriving at SU and is
delivered online. The session includes general information
about immunization and vaccination and why it’s important for
person’s health as well as the community. Graphics and visuals
are used to design learning materials (3: Visuals imagery). By
the end of the session, students are asked to complete a quiz (4:
Active learning). Students must complete all questions correctly

46. and are directed to return to the relevant information if they fail
to get the correct response.
The second session consists of four parts and takes place up the
arrival on campus and is delivered face-to-face, large group
orientation (5: Communities of learners) session. First part
covers general information about immunization and vaccination.
By the end of this part, presenter asks learners questions and
students to respond. The second part focuses on required
vaccinations at Syracuse University and the implications of not
having vaccinations (6: Response-Consequence contingencies/
Outcome expectation). The third part is a live demonstration on
(7: Cognitive modeling) how to login to the patient portal,
complete forms, upload document, and book an appointment
online to get vaccinated (8: Learn by observing). Last part is a
Q&A, in which students can clarify their doubts and get their
questions answered (9: Active learning).
The third session will be on a need basis. Students who can’t
complete the process are divided into small groups and are
supported by peer students (10: Peer tutoring) who successfully
completed their patient portal task (11: Tutors have mastered
the material before tutoring other students).
1