Cambridge IGCSE Psychology Digital Teacher's Resource Sample
Introduction
About
How
How
The
About the syllabus
About
Introducing
Syllabus
2 Sleep and Dreams
3.1
4 Visual Perception
5.5
Digital resources
The following items are available on Cambridge GO. For more information on how to access and use your digital resource, please see the inside front cover.
Lesson plan template
Active learning
Assessment for learning
Differentiation
Improving learning through questioning
Language awareness
Developing students’ language skills
Metacognition
Skills for life
Coursebook answers
Worksheets
Worksheet answers
End-of-chapter tests
End-of-chapter test answers
SAMPLE
Glossary
Acknowledgements
2 Sleep and Dreams
Teaching plan
Topic Suggested learning hours
2.1 Key concepts 4
Students will gain knowledge and understanding, apply, analyse and evaluate: Resources
Biological rhythms
Types of sleep within the sleep cycle, including their duration and characteristics (brain activity, muscle tension, eye movements and dreams)
Dreams as thoughts, feelings, images and stories that occur in a person’s mind during sleep
Ways of measuring characteristics of sleep
The role of exogenous cues (zeitgebers)
Hormones as chemical substances, produced and released by a gland and carried in the blood stream, which alter the activity of one or more specific target cells
The role of endogenous pacemakers, internal mechanisms that regulate biological rhythms in the sleep–wake cycle, including the SCN (suprachiasmatic nucleus), pineal gland and the hormone melatonin
The role of biological rhythms in jetlag and shiftwork, including negative effects and symptoms, such as tiredness
The characteristics of sleep disorders
The role of biological rhythms in sleep disorders
Application of knowledge of the biological processes of sleep and waking to novel scenarios
Coursebook
‘Psychology in Context’
Teacher’s Resource
Topic 2.1
Worksheet 2.1 (Activity 1)
(continued)
Topic Suggested learning hours
2.2 Restoration theory of sleep 3
2.3 Hobson and McCarley’s activationsynthesis theory of dreaming 3
2.4 Psychodynamic theory of dreaming 4
Students will gain knowledge and understanding, apply, analyse and evaluate: Resources
The restoration theory of sleep including the role of REM and NREM sleep and the effect of sleep on the function of the amygdala
Changes in sleep patterns over the lifespan
Argument for the restoration theory of sleep
Argument against the restoration theory of sleep
Application of knowledge of the restoration theory of sleep to novel scenarios
Brain regions involved in dreaming
Hobson and McCarley’s activation-synthesis theory of dreaming including sensory input blockade, motor output blockade, random activation and synthesis in the cerebral cortex
Argument for Hobson and McCarley’s activation-synthesis theory of dreaming
Argument against Hobson and McCarley’s activation-synthesis theory of dreaming
Application of knowledge of the Hobson and McCarley’s activation-synthesis theory of dreaming to novel scenarios
The role of parts of the mind
Types of dream content Wish fulfilment
Mechanism of dreamwork
The process of dream analysis, including use in therapy
Argument for the psychodynamic theory of dreaming
Argument against the psychodynamic theory of dreaming
2.7
2.2
2.9
2.11
Resource
2.3
2.13
2.14
Application of knowledge of the psychodynamic theory of dreaming to novel scenarios Coursebook
2.4 Worksheet 2.1 (Activity 2) Worksheet 2.2
End of Chapter 2 Test
BACKGROUND KNOWLEDGE
• The key concepts in this chapter include two types of biological rhythm: circadian and ultradian. Make sure you understand and can explain the difference between the two.
• There are several biological concepts for students to understand in this topic. Encourage students to use different methods to learn brain areas and functions, making sure you are familiar with the location and action of each within the key concepts and explanations for sleep and dreaming.
• Review the psychodynamic approach to psychology and the underpinning concepts of parts of the mind and defence mechanisms. These are recurring themes throughout the syllabus, and it is important that students can apply their knowledge of the theory in the context of different topics.
2.1 Key concepts
Starter ideas
1 A good night’s sleep? (20 minutes)
• Think about any prior knowledge that your students may have about sleep and dreaming. It may be helpful to consider any misconceptions students may have before study of the topic at IGCSE (for example, that everyone needs eight hours of sleep a night; that we only dream during deep sleep etc.)
• It should be acknowledged that students may have different beliefs about the meaning and purpose of dreaming and sleep disorders, in relation to their religious or cultural beliefs. Sensitivity to these beliefs is important; the theories of sleep and dreaming contained in the syllabus should not be presented as definitive or superior.
SAMPLE
Resources: Coursebook Chapter 2: ‘Psychology in Context’.
Description and purpose: In this activity, students consider why sleep and dreaming are so important. Ask students to read the introductory paragraph and complete the discussion questions as a whole group. You could copy the following table onto the board to record the students’ answers:
How long do you sleep for on a typical night?
Think about when you get tired or wake up. Are these usually around the same times each day? (Y / N)
How do you feel when you have had a late night or very early morning?
What to do next: To continue to prepare students for this topic, it might be helpful to share an overview of the topic of Sleep and Dreams. Refer to the checklist at the end of the chapter in the Coursebook to help with this. Previewing this information helps students know what to expect from this part of the course and gives you the chance to correct any misconceptions. It also helps them to become familiar with the different terms, concepts, theories and explanations.
Main teaching ideas
1 Time to wake up! (10–15 minutes)
Learning intention: To introduce students to the concept of biological rhythms and relate it to their own individual experiences.
Resources: A paper or electronic image of an analogue clock, which students can annotate (see Figure 2.1); coloured pens.
SAMPLE
Figure 2.1
Description and purpose: Issue a clock handout to students individually or in pairs or share an image of an analogue clock face on screen. Ask students to consider questions about internal processes such as:
• When do you feel most awake?
• What time do you usually fall asleep?
• What time of day do you usually feel hungry?
• When do you find it easiest / most difficult to exercise?
Students use different coloured pens to label their clocks with the time in response to each question and indicate whether this is AM or PM. Ask students to share their answers with the rest of the group. Discuss similarities and differences, including whether they feel or behave the same each day.
Answers:
Typically, students should indicate similar times each day for when they sleep / wake and feel hungry or alert. This may be a ‘window’ of time. Expect that students may have individual differences, with some students preferring to wake or go to sleep earlier than others.
Differentiation ideas:
• Support: To make the activity more kinaesthetic, provide clock hands to students so they can ‘set’ the clock themselves to the times they like to sleep, eat, exercise, etc. Alternatively, you can make the activity more structured by using one clock to show the whole class a particular time, and then ask them to feedback what they would usually be doing or feeling at that time.
• Challenge: Ask students why they think humans and other animals might have body clocks. Can they think of which internal processes run on cycles in relation to the 24-hour clock?
2 Sleep cycle role play (25 minutes)
Learning intention: To understand the different ways of measuring the characteristics of sleep.
Resources: Coursebook Topic 2.1: Key concepts, section on ‘Types of sleep’; Coloured stickers (three colours); two cards (one with an EEG reading for ‘REM’ sleep, one with an EEG reading for ‘NREM’ sleep: see Coursebook Figure 2.6).
Description and purpose: Explain that researchers use EEG, EOG and EMG monitoring to measure brain waves, eye movements and muscle activity during sleep. (Each coloured sticker corresponds to the three types of equipment.) Refer to information in Coursebook Topic 2.1 Key concepts, section on ‘Types of sleep’ to support students’ understanding of the characteristics of sleep in NREM and REM stages.
In small groups, invite one student to be a ‘sleep patient’. Ask the sleep patient to place a coloured sticker on their forehead near the hairline (to represent an EEG electrode measuring electrical activity in the brain), another sticker near their eyes (to represent EOG eye movement tracking), and a final sticker on the arm (to represent the measurement of muscle activity via EMG).
The sleep patient should be given one of the two cards. The sleep patient should then act out the stage (NREM or REM) shown on the card.
In REM:
• The card shows EEG readings similar to those observed when awake.
SAMPLE
• The sleep patient will not move their body at all.
• Their eyes can be observed to move quickly under their eyelids.
In NREM:
• The card shows EEG readings with large waves that are spaced widely apart.
• The sleep patient may make small muscle twitches.
• Their eye movements are minimal, slow and rolling.
Ask students to identify the type of sleep the patient is in, supported by evidence from their observations of the EEG reading, EOG and EMG ‘data’. Ask students to stick the three coloured stickers into their books or onto paper, labelling each sticker with the equipment it represents. Students should then record their observations against the appropriate sticker. Students can take turns role-playing the sleep patient and observing.
Answers:
REM sleep shows the most brain activity on the EEG. Eye movements on the EOG are slow and minimal during NREM, and become rapid and noticeable throughout REM. In NREM, there is some muscle activity on the EMG such as twitching, which decreases over time as we move into REM sleep where muscles are paralysed.
Differentiation ideas:
• Support: Support students who may feel self-conscious during the activity by allowing a student who is confident to perform the role of the ‘sleep patient’ to the whole class first. Alternatively, use a video of a sleep patient to demonstrate how to observe the characteristics of the types of sleep.
• Challenge: Ask students to locate real EEG, EOG and EMG readings from a real sleep study. These can be found on the internet in research articles on sleep. Students should be able to explain how researchers interpret the output of each type of measurement.
Assessment ideas: Ask students to respond to the following questions and peer assess their work within their small group:
• Which type of sleep shows the most brain activity?
• How does eye movement change between the two types of sleep?
• What happens to our muscle activity during sleep?
Plenary ideas
1 Sleep disorders review and sort (15 minutes)
Resources: Worksheet 2.1 Activity 1; Coloured pens / pencils or highlighters in three colours; Word list of terms related to the three sleep disorders from the syllabus: insomnia, sleepwalking and sleep paralysis.
Description and purpose: This activity helps consolidate students’ knowledge of the three sleep disorders they have learnt about in this chapter.
Students colour-coordinate the word list to identify which terms relate to each disorder. Present them with the answers after they have completed the activity or ask them to self-assess using the Coursebook.
Homework ideas
1 Dream reporting assignment
Ask students to practise dream reporting for themselves. For two or three mornings in a row, students should write down at least one dream that they can recall from the previous night. This should be done as soon as practical after waking up. If they cannot remember a dream, this should also be recorded. The report should include: the date, a short description of the dream, any emotions they felt, and an estimate of how long the dream lasted.
SAMPLE
In class, ask students to discuss:
• a summary of their experience (without revealing personal dream content that makes them uncomfortable)
• how dreams may relate to REM sleep
• why some nights they did not remember their dreams.
2.2 Restoration theory of sleep
Starter ideas
1 Sleep: body and mind (15 minutes)
Resources: pens and paper
Description and purpose: This activity introduces students to the idea that sleep has a purpose. On the board, write a discussion question such as: ‘What do you think happens to your body and mind when you don’t get enough sleep?’ Ask students to make two columns on a piece of paper: one for body, one for mind.
Working with a partner, ask students to list specific effects on their bodies and minds when they are deprived of sleep. Encourage them to list as many as they can. Examples might include: feeling tired, unable to concentrate, muscle ache, clumsiness, etc.
What to do next: Ask students to share their ideas and introduce them to the idea that the restoration theory of sleep recognises the effect of sleep on the function of the body and mind.
Main teaching ideas
1 Restoration theory group work (30 minutes)
Learning intention: To develop research skills while learning the features of the restoration theory of sleep. Resources: Coursebook Topic 2.2: The restoration theory of sleep, pre-printed articles or weblinks relevant to the theory.
Description and purpose: Introduce the restoration theory of sleep, including the basic roles of REM and NREM sleep. Ask students to work in small groups of 2–3. Assign groups with one of the following questions to research:
1 How does sleep help our bodies heal?
2 How does sleep help our processes of thinking and memory?
3 Why do sleep patterns change over the lifespan?
Allow students 10–15 minutes to research their question using the resources provided. They should find at least three key facts about the role of sleep in restoration. Each group can then take turns sharing a summary of their findings with the whole class.
Answers:
See Coursebook answers pdf.
Differentiation ideas:
• Support: Consider pairing students in groups of mixed abilities. This offers peer support to those who may find getting started on the task more challenging, and give others a chance to lead the group work.
• Challenge: Think about the resources you provide for this activity. You can offer students a choice of more detailed or complex source material for their research question.
Assessment ideas: Ask students to informally peer assess each group’s work. Encourage students to ask questions to clarify any explanation they do not fully understand, and to provide feedback on each group’s summary. Students should provide clear responses on the separate roles of REM and NREM sleep in improving cognitive and emotional function and physiological wellbeing, respectively.
SAMPLE
Plenary
ideas
1 Named study mindmap (20 minutes)
Resources: Coursebook Topic 2.2: Activity 2.7; Named study summary: ‘Sleep restriction (Robinson et al.)’; plain paper; coloured pens and pencils.
Description and purpose: In this activity, students consolidate their knowledge of the named study on ‘Sleep restriction’ (Robinson et al.). Ask students to complete Activity 2.7 from the Coursebook, including as much detail as they can on each aspect of the study. Ask students to self-assess their finished mind map against the named study summary and include any missing information.
Homework ideas
1 Check your understanding
Description: Ask students to complete the Coursebook Chapter 2, questions 5–7.
2.3 Hobson and McCarley’s activation-synthesis theory of dreaming
Starter ideas
1 Brain region reminder (10 minutes)
Resources: Diagram of the limbic system, e.g. Coursebook Figure 2.24; Coursebook Topic 2.3: Hobson and McCarley’s activation-synthesis theory of dreaming, section on ‘Brain regions involved in dreaming’; pens and paper or note-taking device.
Description and purpose: In this short activity, students identify two parts of the brain involved in dreaming (the amygdala and thalamus), including their roles, according to the activation-synthesis theory.
Show a diagram of the limbic system and briefly discuss the role of the brain in dreaming. Ask students to note the function of the two key regions, summarised in one sentence each.
What to do next: Ask students to read the section from the Coursebook, which introduces the key brain regions involved in dreaming. They can complete the activity contained in the tip in which they draw and label their own diagrams of the brain.
Main teaching ideas
1 The workout of your dreams! (30 minutes)
Learning intention: To understand the work the brain performs during sleep, according to the activationsynthesis theory of dreaming.
Resources: Coursebook Topic 2.3: Hobson and McCarley’s activation-synthesis theory of dreaming, Activity 2.9; pens and paper; scissors; Coursebook answers pdf.
Description and purpose: In this activity, students experience how the brain processes the random signals that are produced during sleep and turns them into dreams. Ask students to work in pairs to complete the Coursebook activity. Then, start a whole group discussion for summarising information and further questions.
Differentiation ideas:
• Support: If students struggle to think of many different ideas, encourage them to think about their own dreams or provide some examples on the board to help them get started.
SAMPLE
• Challenge: Ask students to consider the role of the amygdala in the process they have just practised. They should be able to identify that the amygdala will give an emotional quality to the dream narratives. Ask them to think about what emotions the dreamer might feel.
Assessment ideas: Extend the learning opportunity from this activity by asking students to summarise their explanation formally, as in Coursebook Chapter 2, question 10. Ask students to check their responses against the Coursebook answers pdf. Check responses for any common misunderstandings or mistakes and review concepts and relevant key terms as needed.
Plenary ideas
1 Application of the activation-synthesis theory (15 minutes)
Resources: Coursebook Topic 2.3: Activity 2.11.
Description and purpose: The purpose of this exercise is to allow students to demonstrate their ability to describe the activation-synthesis theory of dreaming and apply it to novel scenarios. Ask students to complete Coursebook Activity 2.11. As an additional challenge, encourage them to complete the activity after reviewing the topic but without help from the Coursebook.
Homework ideas
1 Essay practice
Description: Ask students to complete question 2b from the end of chapter test for homework. As a next lesson starter, look at the exemplar answer (see Chapter 2 End of unit test answers) and discuss the strengths and weaknesses of the response as a whole group. Students can then annotate their own homework essay with corrections or further detail and explanation.
2.4 Psychodynamic theory of dreaming
Starter ideas
1 You can’t say that (10 minutes)
Resources: Worksheet 2.1 Activity 2; Coursebook Topic 2.4: Psychodynamic theory of dreaming, section on ‘Parts of the mind’.
Description and purpose: This activity uses students’ previous knowledge about the psychodynamic theory in the context of dreaming. In pairs, students take turns guessing a key term, based on their partner’s description. Each card on the worksheet provides a key term, plus four words that cannot be used when trying to describe the term. The guesser uses their existing knowledge of psychodynamic theory to work out the correct answer. Consider placing a time limit on the activity, so students can see how many terms they can correctly guess in that time.
What to do next: Once students have refreshed their knowledge, you can introduce the topic. Ask students to read the Coursebook Topic 2.4: Psychodynamic theory of dreaming, sections on ‘Parts of the mind’ and discuss the role of each of these parts of psychodynamic theory in the context of dreaming.
Main teaching ideas
1 Named study poster (45 minutes)
Learning intention: To show knowledge and understanding of the named study ‘Dreaming and trauma (Iorio et al.)’.
Resources: Coursebook Topic 2.4: Named study summary: ‘Dreaming and trauma (Iorio et al.)’; poster paper; pens and paper or design software.
Description and purpose: Ask students to review the named study summary from the Coursebook. Ask them to produce a poster of at least A4 size, which includes a title, images and key details under the following sub-headings:
SAMPLE
• Aim
• Participants
• Procedure
• Results
• Conclusion.
Students can be creative with this task and use appropriate images and a design of their choice. Hang the posters around the classroom to share with other students or turn them into a slideshow, which can be played at the end of the activity.
Answers:
Refer to the content of the Coursebook Topic 2.4: Named study summary: ‘Dreaming and trauma (Iorio et al.)’.
Differentiation ideas:
• Support: Show students some examples of other research study posters to give them an idea of what the outcome could look like. Encourage them to plan their layout for their poster to ensure they have enough space, and to include essential but sufficient detail.
• Challenge: To enhance students’ understanding of research methods, you could also ask them to include sub-headings such as research method (this is a non-experimental self-report study which uses questionnaires). Ask them questions about the study, such as why this method was chosen, and what the ethical implications of this method might be for the participants.
Assessment ideas: Ask students to give feedback on each poster: one strength and one suggestion for improvement. For example, if showing the posters on screen, ask students what they like about the work (is the design clear, does the image remind them about the aim of the study, are the results presented in a helpful way) and one thing they would change (would they include more detail about participants, is the text too small, is key detail missing?).
2 Up for debate (30–45 minutes)
Learning intention: To evaluate the arguments for and against the psychodynamic theory of dreaming. Resources: Coursebook Topic 2.4: Activity 2.13.
Description and purpose: Students plan a debate on the arguments for and against the theory, using their knowledge from this topic. Ask students to complete Activity 2.13. This activity provides an example plan of evidence for and against from the named study ‘Dreaming and trauma (Iorio et al.)’, including the counterargument regarding subjectivity in the interpretation of dreams.
Answers:
See Coursebook answers pdf.
Differentiation ideas:
• Support: Ask students to work in pairs for this activity. They can refer to the Coursebook or existing notes to support them in completing the planning grid. Encourage them to focus on the results and the conclusion of the named study, which is the essential evidence they need in the argument ‘for’ the theory.
• Challenge: If suitable for your classroom, you can hold a short debate once students have completed the planning exercise. It may be helpful to randomly assign students to small groups with either the argument ‘for’ and ‘against’. A suggested structure might be:
SAMPLE
° Two minutes each: set out basic statement of for or against
° Three minutes each: state main features of each side
° Two minutes each: opportunity to counter-argue each side and make closing statement.
Assessment ideas: Once you have held a debate, you as the teacher (or any students not assigned to a side of the debate) can make a judgement about who has the stronger argument. Give feedback about the use of evidence, examples, terminology and detail. Students should be able to link each result and conclusion with a clear explanation of how it supports the argument for the theory.
Plenary ideas
1 Fill in the blanks (10 minutes)
Resources: Coursebook Topic 2.4: Psychodynamic theory of dreaming; Worksheet 2.2.
Description and purpose: Check students’ understanding of the psychodynamic theory of dreaming. Ask students to complete Worksheet 2.2, which contains a summary of the theory. Check their answers or ask them to self-assess against the material in the Coursebook.
Homework ideas
1 Dream analysis
Description: Use this structured dream analysis activity to work on students’ ability to apply their knowledge of psychodynamic theory of dreaming to novel scenarios. Ask students to read the scenario and complete of Activity 2.14 question 1.
When students return to class, complete questions 2 and 3 as a group, with students summarising the discussion for their notes.
