a preliminary review on the implementation of nss...

A Preliminary Review on the Implementation of NSS Curriculum:

Diversified Learning and Stretching Potentials

OutlineOutline

1. IssueoflearnerdiversityinEconomics

2. Cateringforlearnerdiversitythroughwide

rangeoflearningandteachingstrategies

3. Sharingofteachers experience

4. Cateringforlearnerdiversitythrough

curriculumplanning

5. QuestionsandAnswers

PhenomenaoflearnerdiversityinEconomicsandwaystocaterforit

Econgroup(class)ismoreheterogeneous MoreSciencestudents

Learnerdiversityalwaysexists

Somestudentsnotmotivatedaspublicexamisremote

Teachingstrategiesmatchwithstudents learningstyle Scstudents usegraphicalapp

Ablestudentsbutnotmotivated Setahighergoal?

Extremelylowachievers Setappropriategoal Keepthemmotivated

Lessablestudentshavedifficultiesin: Theoretical/conceptual

topics(D&S;dep.creation) HKALelements(interest,

relativeprice) Topicsthatareremotefrom

theirexperience Unabletoapplywhatlearned

toanswerQs Skills:graphic,math,writing

Applystrategiesthatbringconceptualelementstolife

Ensurestudentstomasterthenecessaryconceptsbeforemovingtonextstage

Properteachingsequenceofthetopics

Cultivatestudents habittolearneconthroughcurrentissues

Issue:lowlanguageabilityvsunabletoapply(considerCMIstudents)


Lessablestudentshaveinsufficientpriorknowledge NoEconinjuniorsec Lackofsocialawareness

Otherproblems Breadthanddepthofthecurriculum

HKCEES5repeatersinschoolyear201011

CoordinationbetweenjuniorPSHE(L&S/EPA/IH)andEconpanel

EnsuresufficientpriorknowledgeofStrand5

PowerPoints oftheseminaronUnderstanding&InterpretationoftheCurriculumandsampleQsofHKDSEEcon.

Identifythefewconcepts/topicsofNSSS4Econ notcoveredinHKCEEEcon;makeuplessons


Micro

Macro

Phenomena of learner diversity in Economicsand ways to cater for it

Ingeneral,twodirectionstohandlelearnerdiversity:

Curriculumplanning

Widerangeoflearningandteachingstrategieswithreferencetopedagogical

contentknowledge

1. Designed Economics Activities

2. Assessment for Learning

3. Mastery Learning

4. Cooperative Learning

5. Differentiation

Purposes:StimulatestudentsinterestBringabstractconceptstolifeDemonstratetheprinciplesofecon.atwork

Whichtypesofstudentswillbebenefitedmost?Spatial/visual;kinaesthetic;naturalistic

Examples:

1. DoubleAuction(marketexchange)

CreatedbyVeron SmithanNobelPrizeLaureate,

economistofGeorgeMasonUniversity.

Conceptscanbeillustrated:

e.g. demand,supply,

equilibriumprice,

consumersurplus,

producersurplus,

efficiency

0

5

10

15

20

25

30

35

40

45

50

5 10 15

New Supply Curve

Original Supply Curve

New Equilibrium

Old Equilibrium

Demand Curve

Sellers Pay the Sales TaxP

Q

5 10 150

5

10

15

20

25

30

35

40

45

50

New Supply Curve

Original Supply Curve

New Equilibrium

Old Equilibrium

Demand Curve

A: Consumer surplusB: Seller surplusC: Tax revenueD: Deadweight loss

of a sales tax

Examples:

2.Moneycreation

Econ Experiments\EDB - Personal, Social & Humanities Education.mht

2

1. 2. 3. 4. 5.

= 20% = $1000

1. 2. 3.

a. 5

$ $ / $

1 1000

2

3

4

5

b. = _____________________________________________________ = _____________________________________________________ = _____________________________________________________

=

____________________________

=

____________________________

= ____________________________

= ____________________________

c. = _____________________________________________________ = _____________________________________________________

= _____________________________________________________

=

____________________________

=

____________________________

= ____________________________

= ____________________________

_______________________________________________

$1000

EDBs websiteEDBs website

NSS Learning and Teaching Strategies for the Economics Curriculum Series: (2)

Learning Economics through simulation games (New)

CDI020110072

6,13,20,27 Nov, 4,11 Dec 2010

9:00 a.m. -5:00 p.m.

Ms.JaniceWong DesignedActivities

Designed Activity

1. Credit Creation

Reason:

concepts are remote from students daily

experience.

PastPublicExam.Question[HKCE20046]

ThebalancesheetofEconomyAsbankingsystemisshownbelow.Thepublicinthiseconomyalwaysholds$50millionincash.Initially,theexcessreserveofthebanksis$100million.

Assets($mn) Liabilities($mn)

Reserves500

Loans1500

Deposits2000

Suppose $140 million worth of deposits is withdrawn from these banksand remitted overseas.Calculate the maximum possible amount of money supply in EconomyA after the remittance.

Findingsafterthegame

Studentshaveabetterunderstandingoftheprocessofcreditcreation.

Wecanbringouttheconceptofmonetarybase.

Designed Activity

2. Exchange

Reason: concepts such as exchange, consumers surplus & producers surplus are difficult to students

Worksheetsprepared

Record of Exchange Buyer: MUV:


Round 1: Exchange price = Gain = Round 2: Exchange price = Gain = Round 3: Exchange price = Gain


Total Gain = Total Gain = Record of Exchange Buyer: MUV:




Total Gain = Total Gain =

Record of Exchange Record of Exchange Record of Exchange Buyer : Seller: Exchange price:

Buyer : Seller: Exchange price:

















Findingsafterthegame

Studentsenjoythegame.

Theycanhaveabetterunderstandingoftheconceptsrelated.

Furtherelaborationofconceptslikedeadweightlossandeffectsoftaxationscanbeapplied.

Limitations

Timeconsuming(doublelessonsispreferred)

Preparationtime

Venue

Students participationisamust

Pointstobenoted

Briefing:clearexplanationsof thepurpose,theoperation andtherulesarenecessary

Debriefing:Whatdidtheylearnaftertheactivity?

The gap between where a learner is in

their learning, and where they need to

be the desired goal.

This can be achieved through processes such

as sharing criteria with learners, effective

questioning and feedback.

Students individual learning gap and needs

can be identified.

Different ways of teaching or materials to

help achieve learning goal.

Effective Feedbacks

A variety of assessment tasks

Examples of different assessment tasksExamples of different assessment tasks

Assessment for Learning Course for PSHE Teachers (Part 2) Workshop for Economics Teachers Assessment for learning

Crossword puzzles

Exercise 1 Understanding the meaning of concepts (I)

Complete the following crossword puzzle. Hints: ACROSS DOWN 2 ________ is a relative concept.

It exists where there is a conflict between human wants and resources.

1 Scarcity exists as limited resources are insufficient to satisfy ______ human wants.

4 First come, first served" is an example of ____ -price competition.

3 _____ are required to produce goods to satisfy human wants.

5 As we all face the problem of scarcity, we must make ______.

6 _____ refer to all kinds of human desires.

7 Competition inevitably leads to _________.

Remarks: Teacher can create a crossword puzzle with the help of the following website:

http://www.puzzle-maker.com/CW/

2009-2010 Learning Economics through current issues (1)

Minibus accidents

Source 1

2009 8 26

Source 2 Motor vehicle involvements and involvement rates by selected class of motor vehicle (2008) (extract)

Public Bus Minibus No. involved in accident 2 463 No. involved in accident 1 080 No. licensed (mid-year) 12 803 No. licensed (mid-year) 4 346

Source:

Transport Development: Summary of Key Statistics (Table 3.1)

http://www.td.gov.hk/FileManager/EN/Content_2015/08fig3.1e.pdf

2009 8 4 4 23

Effective Feedbacks

Effectivefeedbackhelpsstudentsbecomeawareof anygapsthatexistbetweentheirdesiredgoalandtheircurrent

knowledge,understanding,orskillandguidesthemthrough

actionsnecessarytoobtainthegoal

(Ramaprasad,1983;Sadler1989)(TheconceptofFormativeassessment.

ERICDigest)

Teachers can give tailor-made feedbacks to students of different abilities to suit their individual need.

JOHNNY FUK (Above average) The government have to require all GMB drivers to be paid by time rate only. To restrict the wage payment of GMB drivers is a must but not a choice because there is no option exist. Also , GMB drivers to be paid by time rate only will be the best for all of us. Everyone agree that the life of human is the first place of anything. Piece rate, profit sharing and basic salary plus commission are allow and encourage the drivers work more for more wage. It used to be the advantage for the drivers and the company but those wage payments are not suitable for GMB drivers. They want to earn more so they driver faster for one more round. Base on the high speed, the drivers cant control the car as well as when they drive on a normal speed and cause accidents. Those accidents can hurt people. Maybe kill people. Take away humans life is unacceptable for anywhere and anytime. It is clearly that the government has no choice to restrict the wage payment to time rate only. Because there is no choice, no opportunity cost of require all GMB drivers to be paid by time rate is exist. Actually, there are alternatives to this option. On the other way, we can say take away humans life is too costly for any option. Time rate is the best wage payment for all of us. We involve the government, the minibus company, the drivers and the passengers. To the government, use time rate for the GMB drivers can make the road be more safe and reduce the medical treatment burden. It will be more easy to control and run any policy when there is only one wage payment exist. Also, it provided an equity competition environment. 1. Why? Explain. To the minibus company, one of the three basic problems, how to produce, is already solved by government command that reduce a trouble of them. 2. But consider this: minibus operators will lose flexibility in choosing their wage payment system. Besides, Hong Kong is world famous for its free market economy. Will such a policy to standardise wage payment involve too much government intervention? If the journey of travel by minibus become safety, more of the passenger will prefer minibus to other transport methods. Then the income of the company may increase. To the drivers, they will receive stable income. They dont need to rush for money and

Above averageLEUNG YUET MING (Below average) I think it has some relationship between frequent minibus accidents and the wage payment system of minibus drivers in Hong Kong. Because minibus is use piece rate of wage payment system, in piece rate hard-working workers are reward higher incomes, they want to earn more, they were open the minibus faster to danger. If change the wage payment system of minibus drivers in HK, from piece rate to time rate or basic salary with commissions, that they will have stable income, that the driver will open the minibus safety also add a law for minibus, if they open minibus danger, they should pay the money (around $1,500), that the minibus driver open minibus safety improves, because they wont to pay the money. ??? This two suggest can prevent dangerous driving and analyze the benefits and costs of using such methods. The government should not require all GMB drivers to be paid by time rate only, government can give them two choices, time rate and basic salary with commissions. 1. Will drivers drive equally fast if they are paid a basic salary with commissions, where commissions are calculated based on how hard-working they are? That can give a stable income for drivers, also the safety improves, so that can let medical cost decrease. That when the people by minibus, they would be safety. 2. You can systematically analyze the advantages and disadvantages of requiring all drivers to be paid by time rate only, and try to view the issue from different perspectives. Correction 2. If change the wage payment system of minibus drivers in HK, from piece rate to time rate. The advantages of minibus drivers, they have more stable income and the advantages of minibus employers, it is easier to calculate the wage and the advantages of passengers, the drivers drive less fast and more safely. But there have some disadvantages, in the minibus drivers, even those hard-working drivers may not earn more income and in minibus employers, drivers may shirk and in passengers there is more time spent on travelling. The government can require all GMB drivers to be paid by time rate, because human life is more important and that the minibus drivers can have more stable income, that

Below average

Mr.Tse AssessmentforLearning

Learner Diversity in Economics Class 11 Oct 2010 1. What is the most significant difference observed among your students? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 2. In your opinion, are the following strategies applicable in your Economics class?

3. Apart from the strategies listed above, have you tried any measure to cater for the learner

diversity in your economics class? Please elaborate. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

--------------------------------------------------------

!

___________________ _____________________________

___________________ ____________________________

___________________________________________________________________

Yes/No Reasons/ modifications needed

Designed activities

Mastery learning

Cooperative learning

Differentiation

Assessment for learning

QuestionnaireandDiscussion

Small, clear & attainable objectives

Assessment for learning

Feedbacks

Different learning & teaching strategies

1

2

3

4

Especiallyusefulintopicsinvolving

sequentialdevelopmentofknowledge

e.g.Demand&Supply,ADASModel.

ExampleExample

(Prior Knowledge) 1. 2. 3.

1. 2. 3.

Small teams with students of different levels of

ability.

A variety of learning activities e.g. Think-Pair-

Share, Two Stay, Two Stray to improve their

understanding of a subject.

Eachmemberofateamisresponsible

notonlyforownselfbutthewhole

team

Anatmosphereofachievementcanbe

created.

effectively used in topics relating to social

policies, current issues

multiple perspectives and abundant

information can be collected i.e. Income inequality and Anti-competitive behaviours.

e.g. minimum wage

EncourageCollaborativeThinking

Studentsweretaughthowto

presenttheirideasclearly extendothersideas integratedifferentideastoreachamorecreative

andincisiveconclusion.

Createopportunitiestoputthinkingintopractice

Projectlearning

Leadershiptraining

Ms.Wong CooperativeLearning

Strategies to differentiate instruction focus

on three key areas:

the pace at which the student learns,

depth of knowledge and understanding,

students interests.

Specific learning objectives and multiple learning

pathways to those objectives.

Commonly adopted in gifted education.

Further exploration of its effectiveness on

average economics class.

Differentiation can be adopted in the forms of content,

process and product.

We focus on differentiation in process

(e.g. graded exercises).

Examples of graded exercisesExamples of graded exercises

Assessment for Learning Course for PSHE Teachers (Part 2) Workshop for Economics Teachers Assessment for Learning

Data Based Questions: Data Refer to the following information and answer the questions. Source: Food and Agriculture Organization of the United Nations

http://www.fao.org/hunger/en/

Questions: 1. According to the chart above, which region has the greatest number of people suffering

from hunger? How many hungry people are there? 2. Some people claim that poor harvest is the main reason leading to hunger. Please justify

this view point with reference to the information given. 3. Use ONE economic concept to explain the phenomenon described in the above

information.. 4. Think of a situation in which the problem mentioned in the information can be solved. 5. According to the information, what is the criterion of allocating food among people? Who

will be discriminated under this criterion? 6. Can you think of an alternative method in which those who are discriminated in Q.5 will

be favoured? Under this allocation method, who will be discriminated then?

()

2009 7 23 2009 7 3

4

1. (1 ) 2. (1 ) 3.

(2 ) 4. 1-3 (5 ) 5.

(2 +3 )

1. Interfacebetweenjuniorseccurr.andseniorsecEcon. Audit/participateinplanningthejuniorsecPSHE EnsureessentiallearningelementsofStrand5(Resourcesand

EconomicActivities)tobecovered

Dev.students interest,priorknowledgeandsocialawareness

2. SeniorsecEcon. propersequencingoftopicstofacilitatelearningofALLstudents

Simpleconcepts(simplecategorization); Relationshipamongconcepts(e.g.D&S,choiceofoutputforind.

firminSR)

Proceduralknowledge(e.g.calculationofelasticities,bankingmultiplier)

Differentlevelsofdifficulty(e.g.bothHKCE&HKALelements)

Approachestoarrangethesequence

Familiar to unfamiliar

Concrete to abstract

Part to whole

Whole to part

Bylogicalorder

Bylevelofdifficulty

(Sequenceisnotjustrecurrenceandrepetitionofaskillorconcept,butthe

deepeningofit,eachsuccessiveencounterbuildsontheprecedingone)

a preliminary review on the implementation of nss...

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