TEACHING THE CLASS
PROJECT
Everyone knows that a major part of getting good grades is learning the material. (see handout) One interesting way to learn and thus getting good grades is by teaching others. Each department in our company will get the opportunity to teach a unit to the class. The units we will be teaching are chapter 9 (taxes) , 10 (govt. spending) , 11(money), 12 (financial markets) and 18 (economic systems). They will be taught in chronological order.
I. Departments:
§ Each department will be given 1 unit at random to teach to the class.
§ The CEO will be joining the accounting department.
§ Each department will be receiving a group grade for the project.
II. The Assignment:
§ Each group will be required to use all 3 days of the week to teach a unit in our econ book.
§ Each group will have to have a planning guide for 3 days, see example below.
§ In addition to a planning guide you will need detailed lesson plans IE: Madeline Hunter style. (see handout)
§ This will be worth _____ 50 points (HW)
Monday / Tuesday / Wednesday-Anticipatory Set: Talk about whether people would baby sit for free or not.
-Begin by taking notes on section 1 going over the KEY CAUSES FOR A CHANGE IN SUPPLY.
-Have students read about the elasticity of supply / - Have you ever purchased something and put WAY too much money into it, more than it is worth.
- Begin section 2 going over all the principles of section 2.
- Pass out Car Wash project and go over in class. /
III. Each group will be required to do the following:
§ You will be required to meet with Mr. P ONE week prior to your unit being taught.( Come as a group during tutorial Wed / Thurs:
a. You will be required to bring your lesson plans and planning guide for the week. ______10 points
b. You will be required to bring your test that will be given at the end of the week. ______10 points
§ You will be required to bring one activity to be done in class that will reinforce the teaching from the week ______10 points
§ You will be required to bring all notes and overheads and PowerPoint’s that will be shown during class ______10 points
§ You will be required to match the standards from economics with what you are teaching in class. ______10 points
TOTAL /50 points
IV. The Presentation: This will be the final piece of your evaluation. You will be judged on your organization and preparation in teaching the class.
a. Are you organized all 3 days? ______10 points
b. Does your technology work all 3 days? ______10 points
c. Did you have dead time in class? ______20 points
c. Did you have good overall preparation? ______10 points
TOTAL /50 points
V. What to turn in after your unit is finished:
a. The planning guide and lesson plans 20 points
b. Your TEST with a key and graded class tests 20 points
at least 10 m/c questions and 10 fill in and graded within 5 days of test
c. A copy of notes and overheads / PowerPoint’s 20 points
TOTAL FOR THE UNIT / 210
I will be taking care of all photocopying if received 3 days prior to unit. You will be responsible for taking the initiative on teaching the units and making sure I have all documents neatly organized and turned in with this paper. This is a TERM PROJECT and it will not be accepted late.
The Madeline Hunter Lesson Design Model
Madeline Hunter's eight steps have stood the test of time. Below is a brief description of each. Understanding these components will add to your understanding of how to plan a lesson, and is useful for the model presented above.
1. Anticipatory Set (focus) - A short activity or prompt that focuses the students' attention before the actual lesson begins. Used when students enter the room or in a transition. A hand-out given to students at the door, review question written on the board, "two problems" on the overhead are examples of the anticipatory set.
2. Purpose (objective) - The purpose of today's lesson, why the students need to learn it, what they will be able to "do", and how they will show learning as a result are made clear by the teacher.
3. Modeling (show) - The teacher shows in graphic form or demonstrates what the finished product looks like - a picture worth a thousand words.
4. Guided Practice (follow me) - The teacher leads the students through the steps necessary to perform the skill using the trimodal approach - hear/see/do.
5. Checking For Understanding (CFU) - The teacher uses a variety of questioning strategies to determine "Got it yet?" and to pace the lesson - move forward?/back up?
6. Independent Practice - The teacher releases students to practice on their own based on #3-#6.
7. Closure - A review or wrap-up of the lesson - "Tell me/show me what you have learned today".
How can teaching others help?
It is well know that when you explain or try to teach a subject to someone else, you learn it better yourself. A big problem with learning things in class is that shortly afterwards much of the material is forgotten. Studies say that soon after you learn something in class 80% is forgotten.
Can recall better
Although you seem to forget what you've learned in class—such that your mind goes blank about some things when you take a test—the information is still really hidden in your brain. You may not be able to dredge up the answers on a test, but it is surprising how you can recall these things when you try to explain them to another person—even years later.
Verbalizing
When you verbalize information, you are using another part of your brain, and this increases your ability to understand and remember the information.
Get ideas in order
Another good thing about trying to explain a subject matter to another person is that any questions or misunderstandings you may have had come out when you have to explain the subject. Often you must work things out in you mind then, in order to properly explain them.
Makes you feel better
Another benefit of helping others learn is that it makes you feel better about yourself and the contribution you are making to making the world a better place.
Guaranteed better grades?
Will you be guaranteed of getting better grades if you teach others? You probably will know the subject better and thus do better in class and on tests, but unfortunately there are no guarantees in life. You just do the best you can.
Principles of Economics
12.1 Students understand common economic terms and concepts and economic reasoning.
1. Examine the causal relationship between scarcity and the need for choices.
2. Explain opportunity cost and marginal benefit and marginal cost.
3. Identify the difference between monetary and nonmonetary incentives and how changes in incentives cause changes in behavior.
4. Evaluate the role of private property as an incentive in conserving and improving scarce resources, including renewable and nonrenewable natural resources.
5. Analyze the role of a market economy in establishing and preserving political and personal liberty (e.g., through the works of Adam Smith).
12.2 Students analyze the elements of America's market economy in a global setting.
1. Understand the relationship of the concept of incentives to the law of supply and the relationship of the concept of incentives and substitutes to the law of demand.
2. Discuss the effects of changes in supply and/ or demand on the relative scarcity, price, and quantity of particular products.
3. Explain the roles of property rights, competition, and profit in a market economy.
4. Explain how prices reflect the relative scarcity of goods and services and perform the allocative function in a market economy.
5. Understand the process by which competition among buyers and sellers determines a market price.
6. Describe the effect of price controls on buyers and sellers.
7. Analyze how domestic and international competition in a market economy affects goods and services produced and the quality, quantity, and price of those products.
8. Explain the role of profit as the incentive to entrepreneurs in a market economy.
9. Describe the functions of the financial markets.
10. Discuss the economic principles that guide the location of agricultural production and industry and the spatial distribution of transportation and retail facilities.
12.3 Students analyze the influence of the federal government on the American economy.
1. Understand how the role of government in a market economy often includes providing for national defense, addressing environmental concerns, defining and enforcing property rights, attempting to make markets more competitive, and protecting consumers' rights.
2. Identify the factors that may cause the costs of government actions to outweigh the benefits.
3. Describe the aims of government fiscal policies (taxation, borrowing, spending) and their influence on production, employment, and price levels.
4. Understand the aims and tools of monetary policy and their influence on economic activity (e.g., the Federal Reserve).
12.4 Students analyze the elements of the U.S. labor market in a global setting.
1. Understand the operations of the labor market, including the circumstances surrounding the establishment of principal American labor unions, procedures that unions use to gain benefits for their members, the effects of unionization, the mini-mum wage, and unemployment insurance.
2. Describe the current economy and labor market, including the types of goods and services produced, the types of skills workers need, the effects of rapid technological change, and the impact of international competition.
3. Discuss wage differences among jobs and professions, using the laws of demand and supply and the concept of productivity.
4. Explain the effects of international mobility of capital and labor on the U.S. economy.
12.5 Students analyze the aggregate economic behavior of the U.S. economy.
1. Distinguish between nominal and real data.
2. Define, calculate, and explain the significance of an unemployment rate, the number of new jobs created monthly, an inflation or deflation rate, and a rate of economic growth.
3. Distinguish between short-term and long-term interest rates and explain their relative significance.
12.6 Students analyze issues of international trade and explain how the U.S. economy affects, and is affected by, economic forces beyond the United States's borders.
1. Identify the gains in consumption and production efficiency from trade, with emphasis on the main products and changing geographic patterns of twentieth-century trade among countries in the Western Hemisphere.
2. Compare the reasons for and the effects of trade restrictions during the Great Depression compared with present-day arguments among labor, business, and political leaders over the effects of free trade on the economic and social interests of various groups of Americans.
3. Understand the changing role of international political borders and territorial sovereignty in a global economy.
4. Explain foreign exchange, the manner in which exchange rates are determined, and the effects of the dollar's gaining (or losing) value relative to other currencies.