Introduction
Ever wonder what's going on inside your brain, or why you do the things you do? Cognitive psychology, behaviorism, and social cognitive theory offer totally different, yet equally fascinating, ways to find out. We will go over the meaning of these things and how they are connected to what goes on inside your brain, or why we do the things we do. "We will do the marshmallow challenge: Mind, Action, and Influence."
Task
The students will be required to get in a group of two to three, and each get a marshmallow, some spaghetti sticks, tape, and string. The goal is to build the tallest structure possible with the marshmallow on top, within a set time. (15-20 minutes) Have students write down strategies beforehand. Discuss the challenge as a group.
Process
Divide into teams with 2 or 3 people in each team.
Go over as a class out loud what: "ever wonder what's going on inside your brain, or why you do the things you do? Cognitive psychology, behaviorism, and social cognitive theory offer totally different, yet equally fascinating, ways to find out." Go over each term and explain what's going on inside your brain and why you do the things you do.
1. The challenge: Give each person or team a marshmallow, some spaghetti sticks, tape, and string. The goal is to build the tallest structure possible with the marshmallow on top, within a set time (say 15-20 minutes).
2. Cognitive Psychology Angle: Have each team jot down their strategies beforehand. What's their plan of attack? This gets them thinking about problem-solving and decision-making.
-After the challenge, discuss what mental processes helped or hindered them. Did they visualize the structure first? Did they learn from mistakes along the way?
3. Behaviorism Angle: Offer small rewards for milestones (example- the first team to get their structure to stand for 30 seconds gets candy/prize)
-Point out how trial and error (a key behaviorist concept) played a role. What behaviors led to success, and what didn't?
4. Social Cognitive Theory Angle: Have teams observe other teams' strategies. Did they learn from watching others?
-Discuss how confidence and beliefs affected their performance. Did a team that believed they could actually do better?
5. Wrap-up: Discuss how each theory played a role in the challenge. How did mental processes, behaviors, and social influences all contribute to the outcome?
Evaluation
| Criterion (Score at 0 if there is no evidence) |
Below (1) | Meets (3) |
Exceeds (5) |
Score |
| Student Sample Requirements | The sample does not meet requirements as submitted. |
The sample meet one or two requirements submitted. |
The sample meets all of the requirements submitted. |
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| Knowledge Gained | The sample does not show the learning and representation of that learning in the differences in Cognitive Psychology, Behaviorism & Social Cognitive Theory by the student sample |
The sample does show basic learning and representation of that learning in the differences in Cognitive Psychology, Behaviorism & Social Cognitive Theory by the student sample. |
The sample shows complete learning and representation of that learning in the differences in Cognitive Psychology, Behaviorism & Social Cognitive Theory by the student sample. |
|
| Use of Links | The sample does not show use of links from Internet as stated in the Process. |
The sample shows some use one or two links from Internet as stated in the Process. |
The sample shows use of all links provided from the Internet as stated in the Process. |
| Rubric Grading | The student sample evaluation from the submitted rubric scores in the beginning/below expectations/ range |
The student sample evaluation from the submitted rubric scores in the developing/meets expectations/average range. |
The student sample evaluation from the submitted rubric scores in the exemplary/above expectations/ range |
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| Total: |
Conclusion
Teams build the tallest structure from spaghetti, tape, string, and a marshmallow. It demonstrates cognitive planning, behavioral trail and error, and social learning through observation and confidence. This creates problems with problem-solving and teamwork. This highlights the importance of planning, learning from mistakes, observing others, and maintaining confidence in achieving a common goal.