1. Group Presentation PSY 6015: Interpersonal Skills. Practical Examples and Theoretical Applications.

2. o Kim (11109409) o Sakura, He Xiaojun (11141952) o Selena, Wei Linzhi (11142578) o Christie, Deng Sixin (11142425)

3. Objective: Learners practice how to compliment their classmates. They understand and make connections between complimenting others, being complimented and their own emotional reactions.

5. kind caring sharp vocabulary unique trustworthy sensible focused industrious

7. You’re ___________ You’re so _____________ You’re fantastic at ___________ I admire the way you _________ I like that you’re _____________ I wish I could _______ like you.

8. Activity Introduction.

9. 1 2 3 4 5 Please stand in a circle. Please sit down in your seats, take the paper off your back and read it. Please think about how you feel now. You are free to move around the classroom. You have 5 minutes to write a complimenting word on each person’s piece of paper. Help the classmates around you to stick the A4 paper onto his/her back.

10. Activity Sharing. Could you share your feelings when you read others’ compliments about you?

11. Theories. Classical Conditioning Operant Conditioning Social Learning Purposeful Behaviourism Complex Learning Information Processing

12. Social Learning Theory: Modeling :  A general term that refers to behavioural,cognitive and affective changes deriving from observing the actions of others (Eggen, P. D., & Kauchak, D. P.,2013)  Live model & verbal instructions  Describing how the role-play works. (e.g. rules)  Showing the example of how to compliment people. (positive words)  Explaining who ‘my’ objective is.  Demonstrating how ‘objectives’ might react.

13. Observing :  “By observing a model of the desired behaviour, an individual forms an idea of how response components must be combined and temporally sequenced to produce new behavioral configurations” (Bandura, 1971).  Four important factors: AttentionRetentionReproductionMotivation Social Learning Theory:

14. Factors Observ ation Observers watch as the model how to perform the role-play. (e.g. rules) Attenti on Paying attention to what’s happening in the demonstration model is a condition for what observers should do later. (e.g. procedure) Retenti on Observers create their own picture to remember what the demonstration model did is a condition for imitating the model’s behaviour. (e.g. compliments) Reprod uction Observers are capable of repeating the skills, and have the capacity for imitating the behaviour. (e.g. vocabulary) Motiva tion Observers are motivated to imitate behaviour. Perfor mance Observers copy the performance and procedure of what they saw in the demonstration model.

15.  Combines the objectives study of behaviour while also considering the purpose or goal of behaviour.  Refers to learning is an internal rather than external change.  Behaviour is purposive: compliment someone, meanwhile get compliments  Expectations affect behaviour: get compliment, more likely/ willing to compliment other people.  Learning results in an organised body of information: only complimenting will get compliments, criticism will not encourage compliments. Purposeful Behaviourism:

16. Complex learning theories: Problem solving :(well-defined problems), Problems with a clear goal, provided givens and a certain method to reach it. (Eggen, P. D., & Kauchak, D. P.,2013), Clear goal: to compliment classmates, Provided givens: words, phrases, sentences and Operations: choose/think/find out (about) appropriate words.

17.  The process of problem solving. Identify the problem goal: to compliment each classmate, Select a strategy: retrieve words/phrases/sentences, Evaluate the results: are the contents appropriate to my classmates? Did I compliment everyone?

18. Information Processing: Metacognition Sensory memory Sensory memory attentionperception Working memory Working memory rehearsal Response encoding retrieval Long- term Memory Long- term Memory Decay (lost) forgotten (lost) forgotten (perhaps recoverable) Stimuli from environ- ment

19. Sensory memory: the memory store that briefly holds incoming stimuli from the environment until they can be processed (Eggen, P. D., & Kauchak, D. P.,2013) Store the words, phrases, sentences that were provided on the PPT.

20. Working memory: the memory store that holds information as we consciously process or retrieved from long-term memory. (Eggen, P. D., & Kauchak, D. P.,2013)

22. Classical Conditioning: Humans and other animals are born with reflexes. e.g. Babies turn their heads when something touches their faces in order to find their mother’s nipple. Compliment Feel happy Unconditioned Stimuli Unconditioned Respond

23. Operant Conditioning: A type of learning in which an individual's behaviour is modified by its antecedents and consequences. Behaviour Reinforcement The process of increasing the frequency or duration of a behaviour as the result of presenting a reinforcement. Compliment others. Gain others’ compliments. More eager to compliment others. Reward

24. Summary. Information Processing. Working/ Long term memory, storage and retrieval. Social Learning Theory. Modeling, Observational Learning. Cognitive Learning Theory. Purposeful behaviorism, internal change. Classical Conditioning. Stimulus (compliment)  Response (positive feeling.) Operant Conditioning. Complimenting and being complimented  reciprocal reinforcement. Complex Learning Theories. Meaningful/ Authentic Problem Solving Learning Experiences. Ormrod, J. E. (2012). Human learning (6th ed.). Upper Saddle River, NJ: Pearson.

25. References: Bandura, A. (1971). Social Learning Theory. New York, USA: General Learning Press. Eggen, P. D. & Kauchak, D. P. (2014). Educational Psychology: Windows on classrooms (9 th ed.). Upper Saddle River, NJ: Pearson. Ormrod, J. E. (2012). Human learning (6th ed.). Upper Saddle River, NJ: Pearson. iMOM’ Compliments for kids. (n.d.). Retrieved from: http://www.imom.com/99-compliments-kids/#.VF733PSUflQ