History and social studies
Psychology comparison matrix
Compare psychological approaches against a course question using evidence, strengths and limits. The behaviourist model is a starting point only; check its terminology and required content against the current specification, as terms can vary.
Read the material
Compare psychological approaches against a course question using evidence, strengths and limits. The behaviourist model is a starting point only; check its terminology and required content against the current specification, as terms can vary.
Complete resource. Use the preview for diagrams and layout.
Page 1
NAME CLASS DATE Goal. Compare rival theories, then judge the most convincing. Read the model, then jot phrases for three theories. Model: short revision summary, check your specification. MODEL: BEHAVIOURIST THEORY A: THEORY B: THEORY C: Key idea main claim Behaviour is learned from the environment: by association (classical conditioning, linked to Ivan Pavlov) and by consequences (operant conditioning, linked to B. F. Skinner). Key terms must-use words classical conditioning, operant conditioning, reinforcement, punishment Where it looks for causes person or environment In the environment. Typical evidence type of research Controlled experiments. Strengths explains well Results can be measured and checked. Limitations what it misses Says little about thoughts and feelings. Practical application used where Reward systems and token economies in some classrooms and clinics. My verdict one line MOST CONVINCING BECAUSE Comparison matrix · Page 1 of 2 PSYCHOLOGY AGES 15 TO 18 COMPARING Comparison matrix
Page 2
NAME CLASS DATE APPROACH MENU: PICK THREE, OR USE OTHERS FROM YOUR COURSE Cognitive mental processes such as memory and thinking, often compared to information processing Biological genes, brain structure and chemicals in the body Social learning learning by watching and copying others, linked to Albert Bandura Humanistic personal growth, free will and choice, linked to Carl Rogers and Abraham Maslow Psychodynamic unconscious mind and early experience, linked to Sigmund Freud APPROACH 1: APPROACH 2: APPROACH 3: Key idea main claim Key terms must-use words Where it looks for causes person or environment Typical evidence type of research Strengths explains well Limitations what it misses Practical application used where My verdict: most convincing because Comparison matrix · Page 2 of 2 PSYCHOLOGY AGES 15 TO 18 COMPARING Comparison matrix: your choice
A teaching sequence
Compare psychological approaches using a consistent set of claims, terms, evidence, strengths, limitations and applications.
Review the behaviourist model
Read the behaviourist model and check its claims and terms against the current course specification.
Which claim or term needs checking against your current course?
Complete three course approaches
Choose three approaches from the menu or current course, then complete each row with concise notes.
What concise note fits the same comparison heading for each approach?
Compare evidence, strengths and limits
Compare the type of evidence, what each approach explains well and what it may leave out.
Which question does this approach explain well, and what may it leave out?
Make a question-specific verdict
Write a verdict that names a question or criterion for which one approach is more convincing, rather than giving an unsupported universal ranking. Check that the question and comparison match the current course specification.
What kind of evidence supports your judgement for this particular question?
Before you teach
Look for the thinking behind an answer, choose the support your class needs and leave room for an independent response.
What to look for
Look for accurate course-specific claims across all columns and a verdict tied to a stated criterion. Ask: “What kind of evidence would make this approach convincing for this question?” The behaviourist row is explicitly a short model and is not a substitute for the course specification.
Give a little support
Provide a course-approved glossary and complete one row together. Pupils can use brief phrases or a teacher-selected set of three approaches; keep the same question prompts visible across each column.
Take the idea further
Add a fourth course-approved approach or compare how two approaches might explain the same behaviour. Pupils should identify what evidence each would collect and what its explanation might miss.
Things to keep in mind
The behaviourist row is a short revision model that may omit course-specific detail. Check every claim, term and application against the current specification, then use course materials to compare other approaches.
Keep the idea. Make it yours.
Bring your topic, learning goal and class context to PLAI™, then review what you create.
Ideas to try with your class
Sample teaching perspectives on what to try, what to adapt and what to watch for.
Meet The Creators
Meet a creator whose teaching interests connect with this template.
Helpful Highlighter
The first page models a behaviourist theory across claim, key terms, cause, evidence, strength, limitation and application; pupils then select three approaches from the menu. The final one-line verdict asks which is most convincing and why.
Little Lightbulbs
The matrix keeps the same questions for each approach, making comparison more consistent than disconnected summaries. Pupils aged 15 to 18 still need to check that the selected theories match their course specification.
Paperclip Perspective
Use the completed behaviourist row to model how to compress a theory into phrases before filling the other columns. The three chosen approaches can be named in advance so pupils do not spend the task deciding among the menu.
Pencil Case Pal
The behaviourist row is a short revision summary and cannot replace course teaching or evaluation. Check terminology and examples against the current specification, particularly before treating a classroom application as a complete account of a theory.