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93662596520Transition Year Economics ModuleTeacher ResourcesDraftTitlePageActivitiesSubstitute Goods activity3Complementary Goods activity5Game Theory Game 1 : Introducing Opportunity CostGame 2: Demand curve and how to derive itGame 3: Marginal utility/diminishing marginal returnsGame 4 : Demand,supply and determination of priceGame 5 : The Snicker EffectLinksLinks to suitable online resourcesThis pack contains resources which can be used in conjunction with the Transition Year Economics Module Student Workbook and the Transition Year Economics Guidelines for Teachers. There are several resources Game Theory, which you may find useful for background reading.Substitute GoodsBefore class:Photocopy the cards set out below and on the following page. Make sure you have a complete set for every group of four students in your class. Cut out each individual card and place a full set of substitute cards in an envelope for each group. During class:Divide the class into groups of four and hand out an envelope of cards to each group. Ask the students to find the substitute goods and match them side by side. In the space provided in the student workbook, students can write in the names of the substitute goods. Suggested time: 5 minutesComplementary Goods Before class:Photocopy the cards set out below and on the following page. Make sure you have a complete set for every group of four students in your class. Cut out each individual card and place a full set of complementary cards in an envelope for each group. During class:Divide the class into groups of four and hand out an envelope of cards to each group. Ask the students to find the complementary goods and match them side by side. In the space provided in the student workbook, students can write in the names of the complementary goods. Suggested time: 5 minutes BUDGET CONSTRAINTSPractical example. Visit a local supermarket. InstructionsDivide the class into groups of 3.Give each group one of the situation cards. DiscussionReturn to class and discuss shopping choices.What factors affected their group’s choices?What difficulties did each group experience?What issues emerged?The following pages are included in the Student Booklet but you may wish to photocopy them for the activity so students can do a rough version and then transfer the details in to their answer book.Situation 1You have to feed a family of 2 adults and 2 children (aged 4 and 6) for a day on €10.Remember you need to buy food for breakfast , lunch , dinner and any snacks/drinks needed.Don’t forget basic items such as milk,margarine etc. Assume the cupboard is bare!!!Requirements CostBreakfastLunchDinnerSituation 2You have to feed a family of 2 adults and 2 children(aged 4 and 6) for a day on €20.Remember you need to buy food for breakfast ,lunch , dinner and any snacks/drinks needed.Don’t forget basic items such as milk,margarine etc.Assume the cupboard is bare!!!Requirements CostBreakfastLunchDinnerSituation 3You have to feed a family of 2 adults and 2 children (aged 4 and 6) for a day on €30.Remember you need to buy food for breakfast , lunch , dinner and any snacks/drinks needed. Don’t forget basic items such as milk, margarine etc. Assume the cupboard is bare!!!Requirements CostBreakfastLunchDinnerNOTES ON GAMESExperiments stimulate students to a height that is not matched by textbook readings or lectures (Yandell, 1999a)IntroductionStudents often find economic concepts to be abstract and incomprehensible, without connection to reality. ?Games make economic concepts concrete and comprehensible, and connect economics to students' lives. ?Using the "Snickers Effect" game students learn how individual demand curves are aggregated into a market demand curve. ?In the "Prisoner's Dilemma" game students' learn about self-interest and cooperation, thereby learning that even the most individually focussed, self-interested individual may be better off cooperating than always looking out only for number one. ?Other games can be used to understand diminishing marginal utility, price discovery and market clearing, externalities and public goods. ?There are very few concepts that are not amenable to a game theoretic treatment. ?Let the games begin!?Game 1 : Introducing Opportunity CostInstructions Bring in two different types of sweets to class eg. chocolate and lollies. As long as there is a choice involved it doesn’t really matter.Tell each student they can have one sweet and one only, forcing them to make a choice. Once they all have their sweet let them eat it.After this little treat, give them a post -it note each. Ask them to write all the good things or benefits of that sweet. Eg. Taste,texture ..Then show a picture of each sweet on the whiteboard and then they come up and stick their comment on the relevant picture.Then go through the post it notes explaining what they have missed out on. This is Opportunity Cost in practiceNote: There is a chance that they will all take the same sweet. But, it’s unlikely if you’re careful with your choices of sweets.Then develop the concept from there.Game 2: Demand curve and how to derive itSubject(s):Demand curveObjective:To experimentally derive a demand curveReference and contact:Brock, John. "Experimental Derivation of a Demand Curve." Classroom Expernomics, 1(2), Fall 1992, pp. 3-4. [adapted from Weidenaar (1972)]Explanation:Bring two ice-cold bottles of soft drinks to class on a hot day or on a cold day, some hot coffee or chocolate.Ask how many students would be willing to pay 10c for one bottle; then 20c; and so on. Tabulate and graph the result. Then ask students to assume that the day was really a whole lot hotter (or colder) and repeat the exercise (the demand curve shifts).Time:A few minutes?Game 3: Marginal utility/diminishing marginal utilityObjective:To teach students an intuitive understanding of total utility, marginal utility, and diminishing marginal utilityReference and contact:Gillette, David and Robert delMas. "Psycho-Economics: Studies in Decision Making." Classroom Expernomics, 1(2), Fall 1992, pp. 5-6; gillette@truman.edu Explanation:Ask students to rate their present well-being on a scale of 0 (poor) to 100 (great). Then feed them Marshmallows, one at a time. After each Marshmallow, ask students to again rate their well-being.Collect the rating-sheets, tabulate, and display total utils, marginal utils, and (eventually) diminishing marginal utility. Time:Twenty five minutesGame 4 : Demand, supply and determination of priceObjective:To demonstrate that and how supply and demand determine equilibrium market quantity and market priceReference and contact:Nelson, Paul S. and Paul W. Grimes. "Supply and Demand Analysis: Using Markets Created in the Classroom." Journal of Education for Business, 66(6), July/August 1991, pp. 370-373, which contains instructions, or contact Dr. Paul Grimes; College of Business and Industry; Mississippi State University; Mississippi State, MS 39762; pwg1@ra.msstate.eduExplanation:Each student is assigned a position as a 'buyer' or a 'seller' in a fictitious market. The teacher hands out cards indicating each student's reservation price as a buyer or a seller, with unique prices on each card. Eg the buyers' cards range from €11 to €9 in steps of 10 or 25 cents, and conversely the sellers' cards reflect a similar price range (sellers' production costs).The instructor serves as auctioneer. Ask buyers and sellers to assemble across from each other. Ask for a opening offer to buy, say "Buyer 6 will buy at €5.00." Any seller can accept ("Seller 3 accepts"). If a trade is completed, that pair of students exits the trading pit. The trade is recorded on the board. A trading round ends when no more offers to buy or sell are forthcoming. Then, all students rejoin the trading pit and a second round may be started.In the authors' experience a "stable equilibrium will be reached in three or four trading periods, which normally occurs an average of 15-20 minutes after the instructions are read" (Nelson and Grimes, 1991, p. 371).Game 5:The Snicker EffectA Classroom Game for Developing Market Demand and Demand ElasticitiesThis simple experiment of market demand has students create their own individual demand curves based on principles of consumer choice and then has them combine to create a market demand curve. Students are asked to hypothetically "buy" from a "shop" in the classroom where product price and income change throughout the different stages of the experiment. In this game the student is introduced to market demand and the related elasticities in a setting which is quite familiar—a grocery shop. Description of the Experiment Students take the roles of hypothetical buyers of various products held for sale in a "shop" in the front of the classroom. Students all have the same income and face the same prices. Outside influences cause one of the product’s prices to change in the second stage of the experiment; in the third stage, the income level changes while the prices revert back to their original levels. At the start of class, each student is provided a copy of the "Market Demand Experiment Instructions" (see Appendix A). The instructor begins the first stage of the experiment by explaining that each student has an income of €5 and an option of buying any of the products (or any combination of the products) in the store. The students are then told that they must spend all of their income. The "shop" has four products eg. a bottle of water (€1), a package of crisps (€1), a bar of chocolate (€1) and a small carton of milk (€1). The prices do not necessarily have to be the same, but keeping things simple is important. The instructor then asks the students to log their purchases on the log sheet provided for the experiment. (For the instructions and information sheet, see the next section of the paper, and also Appendix A.)Market Demand Experiment InstructionsSituation 1 You are a consumer of goods for sale in our classroom "shop". You have a total income of €5 to spend on goods. You may buy any number of the products that you desire, but you must spend all of your income. The prices of the products for sale are listed below.Write down the number of each product you decide to buy next to the product price in the "Individual Quantities" column (the "Market Quantities" column will be dealt with later). ?Individual QuantitiesMarket QuantitiesBottle of water??Snickers Bar??Crisps??Carton of Milk ??Situation 2- "A New Day"Due to a production catastrophe the price of Snickers Bars increases to €2, and all of the other product prices remain unchanged. Once again write down the number of each product you decide to buy next to the product price (below) allowing only for the change in the price of Snickers Bars, your income is still €5.?Individual QuantitiesMarket QuantitiesCan of Coke =$1??Snickers Bar =$2??Twinkie =$1??Carton of Milk =$1??Situation 3 - "Another New Day"The peanut production catastrophe gets all straightened out (i.e., the price of Snickers Bars decreases to its original market price of €1). Further, a university donor has offered more scholarship grants to students, leading to increased income for all students. Once again, log your purchases next to the product price (below) remembering to spend all of your income (€8).?Individual QuantitiesMarket QuantitiesBottle of water??Snickers Bar??Crisps??Carton of Milk ??The students then form groups of 5 or 6 (groups may be larger if necessary, larger groups simply necessitate more time to organize). Each group develops a market demand curve for the product that changed price during the second stage (i.e., the Snickers bar). Students simply sum the total purchases of that product at each price and then plot the two points. This turns out to be a significant learning experience for a large number of students. Deriving the market demand curve and actualizing ownership helps students to internalize the concept of market demand, often for the first time. Once the market demand curve is graphed according to the instruction sheet, a price elasticity of demand is then calculated. Although students do not have much of an understanding as to what they are doing when they originally calculate elasticity of demand, these initial calculations lead to a lively dialogue and thoughtful discussion at the end of the experiment. We are able to discuss when the quantity of a product might be considered "elastic" or "responsive" to given changes in price. Invariably someone comes up with the idea that when the numerator (percentage change in quantity demanded) is greater than the denominator (percentage change in price) then certainly the product should be considered "elastic" or "responsive".Finally, each group of students examines how the change in one product’s price affects the quantity demanded of another product (cross-price elasticity). The group is asked to examine the responsiveness of each of the other three product’s quantity to the given change in the price of the Snickers bar. A cross-price elasticity is calculated and the students formulate ideas about how the other three products are related to Snickers bars (i.e., complementary goods, substitute goods, or non-related goods). ?Appendix A: Market Demand Experiment InstructionsSituation 1You are a consumer of goods for sale in our classroom "store". You have a total income of $5 to spend on goods. You may buy any number of the products that you desire (as long as you spend only $5) and you certainly don’t have to purchase all of the products, but you must spend all of your income. The prices of the products for sale are listed below.Write down the number of each product you decide to buy next to the product price in the "Individual Quantities" column (the "Market Quantities" column will be dealt with later). ?Individual QuantitiesMarket QuantitiesBottle of water??Snickers Bar ??Crisps??Carton of Milk ??Situation 2- "A New Day"Due to a peanut production catastrophe the price of Snickers Bars increases to €2, and all of the other product prices remain unchanged. Once again write down the number of each product you decide to buy next to the product price (below) allowing only for the change in the price of Snickers Bars, your income is still €5.Individual Quantities Market Quantities ?Individual QuantitiesMarket QuantitiesBottle of water??Snickers Bar ??Crisps??Carton of Milk ??Situation 3 - "Another New Day"The peanut production catastrophe gets all straightened out (i.e., the price of Snickers Bars decreases to its original market price of €1). Further, a university donor has offered more scholarship support to students, leading to increased income for all. Once again, log your purchases next to the product price (below) remembering to spend all of your income (€8).?Individual QuantitiesMarket QuantitiesBottle of water??Snickers Bar ??Crisps??Carton of Milk ??Now develop a market demand curve. Get in a group of 5 people, and determine the "Market Quantities" for situation 1 and situation 2 only (simply sum the quantities demanded for each product at each price level over all individuals) and log the values in the spaces provided above. We will deal with situation 3 later. You now have the ability to develop a demand curve for Snickers bars (remember that a market demand curve is simply the summation of individual demands at various prices). Draw the demand curve below.Put a title on the graphLabel the axes (i) price (ii) quantity Plot the points from the information gatheredJoin the dots and label the derived demand curveYou know that when the price of one good changes, that change often affects the demand for another good (e.g., a price change in Pepsi affects the demand for Coke). Go back and look at the Market Quantities columns in situation 1 and situation 2 again.? Examine specifically how the market quantities of the other goods changed when the price of Snickers Bars changed, ceteris paribus.? Remember, when the price of one good changes, it causes a shift in the demand for a related good.? Therefore, the two different market quantities that you have for each product (in situation 1 and 2) are points on two different demand curves.? You do not have any information regarding the slopes of the demand curve, you simply need to draw them with some kind of a negative slope.This specifically gives us information regarding the responsiveness of quantity of one product to a given price change in a related product.? This is known as cross-price elasticity of demand .?Draw the demand curve below.Put a title on the graphLabel the axes (i) price (ii) quantity Plot the points from the information gatheredJoin the dots and label the derived demand curve?Some suggested methodologiesFor discussion use Think-Pair-Share-228600-2286008572500-228600THINK-PAIR-SHAREThink about the question on your own and write down your thoughtsShare your thoughts with your partnerListen to your partner’s ideasCombine your ideasQUESTIONMY THOUGHTS/IDEASMY PARTNERS THOUGHTS/IDEASCOMBINED IDEASConsider All Factors This methodology encourages pupils to think about all the relevant factors when making a decision or considering an idea. It is a useful tool before deciding and planning a particular course of action to gather together a comprehensive list of factors which may determine a decision or idea. 1. The teacher discusses with students the importance of considering all factors in decision-making and planning. For example, if an important factor is forgotten, a route of action which may seem right at the time may ultimately turn out to be wrong. 2. In groups students fill out the Consider All Factors template. 3. Once the CAF sheets are completed, students rotate in groups and view the factors which other groups have noted. They may wish to use the Two Stars and a Wish strategy as a means of peer assessment. 4. Students could then be given time to modify or add to their original factors based on what other groups have written on their sheets. 5. A debrief afterwards in order to bring together all factors as a whole group is always useful. ‘Consider all Facts’ sample Template:Idea/issue to be discussed559117510160Conclusionright0ExampleBeauty School Drop OutConclusion-what should she do?Group Presentations Students prepare a presentation on a topic in groups. It helps if the topic being studied can be divided up so each group presents a different sub-topic. Don’t tell students what their subtopic is until after they have studied the topic as a whole, to ensure that they learn the whole topic. Often junior students will not have the IT skills to make good presentations. Why not create IT Buddies to overcome this. Create a mentor group with students who have advanced IT skills. This could be a TY or senior class who make themselves available one day a week to junior classes. It could also be a student whose IT and mentor skills comes to the attention of a teacher. Mentors can help Junior Cycle students create power-point presentations. Set success criteria and allocate marks to each of the criteria.How does it work? ? All groups assess each presentation using the agreed and explained success criteria allocating marks after each performance on their scoring grid or rubric. ? Students then give their mark sheet to a group member to whom they offered summative and formative feedback, meaning no one keeps the mark sheet they were scoring on as it has gone to the person you were writing about. ? This mark sheet is stuck in the portfolio of the person being assessed.. This helps to raise the quality of the comments. Walking Debate The walking debate will give every student the opportunity to express their opinion on the issues under discussion. How does it work? Place agree and disagree signs on either side of the room. Gather all students in the centre of the room. Invite students to indicate whether they agree or disagree with the following statements by standing under the agree or disagree signs:Draw feedback from students after each statement is read. Ask why they took the position they did – note if any students changed position based on the contributions of others. Jigsaw Groups Jigsaw groups are a very effective way of organising group work. In this scenario, students are arranged into groups and each group is given a different subtopic related to the one topic. They must become ‘expert’ on their subtopic and agree how they are going to teach it to their classmates. When they are ready, the groups are mixed up so that there is now one expert on each subtopic in each group. They now take turns ‘teaching’ their subtopic to the other members of the group.Placemat TechniqueThe Placemat Technique can be used with a wide variety of questions and prompts or for a wide range of learning goals, e.g.To encourage students to share ideas and reach a consensus about a topic/ideaTo activate the prior knowledge of a topic among studentsTo help students share problem-solving techniquesTo take group notes during a video or oral presentationTo summarise learning after the class and/or to be used as an opening review for the subsequent lessonGroups of four students are ideal for the placemat technique but it can also work with 3 – 6 students by amending the template.TipsDiscuss, record and post a labelled diagram of the Placemat on the board so that students always have a visual reference of the organisation and required actions.Consider the composition of the small groups and vary the membership according to the students’ learning styles and interaction, subject-matter expertise, etc. Some groups will require more teacher support in carrying out the task in other groups.Use the placemats as a record of collective student thinking and post the ideas for other groups to see.Placemat Technique: Step-by-Step InstructionsWhat teachers do…What students do…BeforeDivide students into groups (ideally of 4)Decide on a question/concept/ problem for the centre of the placematDistribute the placemat template to each groupIf using more or less than 4 students per group, ask the students to divide a blank sheet of paper into sections equal to the number of students in the group, leaving a rectangle in the centre of the sheet for the recording of the group consensusOrganise the placemat according to the number of students in their group so that there are sufficient sections for the students and a centre rectangle for recording their group consensus ideasDuringDirect each group member to think about, then silently write ideas/information that relate to the question in their personal area of the chart paperGive students a pre-determined amount of timeGather their thoughts about the chosen questionWrite silently in their own area of the paper, respecting the space and silence of all members of the groupAfterGive a signal for students in each group to discuss their idea and information and to agree on a response to be shared with the entire classCall on one member from each group to share their group’s response with the whole classAssess for understanding by listening to student responsesUse information gained throughout the activity to inform further teaching decisions and strategiesHave students post the charts on notice boards/class wall to further share their group’s thinking with the classTake turns sharing their ideas with the groupEngage in discussion with all group members to reach consensus on a group responseUse communication skills such as active listening and requesting clarificationRecord the group response in the centre of the placematActively listen as each group’s placemat is presentedPost the chart for further sharing with the class and as a record of the topic learned so that the students and teacher can make reference to it in future lessonsIn the Hot Seat This creative in-role activity can be a useful tool to encourage discussion about a particular issue and share information. A single hot seat should be placed facing the group. Alternatively, in order to facilitate more relaxed interaction between students, the hot seat might be placed in the middle of a circle. How does it work? Students are allocated a particular character, or alternatively they think of a role themselves relevant to the issue in question. The role can be researched by a group or individually. Other students in groups think up challenging questions for the person in the hot seat. This can be done with the help of the teacher. The character in question is put in the hot seat and questioned by the other students. This can help students to feel empathy for a particular person or viewpoint, particularly a view which they do not normally share. An idea or issue could also be placed on the hot seat, instead of a student. Using this technique, answers can come from anyone in the class. A mystery game could also be played out using this technique, with class members having to guess the identity of the person in the hot seat. A debrief afterwards could involve asking pupils what they learned, what they found interesting and if they would challenge anything which the person in the hot seat said. Oral Presentation Evaluation Form for Peer or Self-AssessmentName:Date:Topic:ContentRating*Began in an interesting and attention-getting manner.Stayed with the topic throughout.Supported opinion with at least three facts and/or examples.Presented facts and/or examples in a logical manner.Had a strong ending.Total number of content points possible = 25DeliveryStood straight and tall.Maintained good eye contact with the audience.Spoke in a voice that was clear, and could be easily heard and understood.Varied expression to make the speech/presentation interesting.Spoke at a pace that was neither too fast or too slow.Total number of delivery points possible = 25Reflection sheet for group-workWhat I did that helped the groupWhat I did that hindered the groupWhat others did that helped the groupWhat others did that hindered the groupFrom The Teacher’s Toolkit , Paul Ginnis, 2002Basic Elements of Cooperative Learning Groups1.Positive InterdependenceThe teacher arranges work in such a way that students need each other to complete the task or activity and to maximise the learning. Students sink or swim together. This can be achieved by:Using a joint or shared reward for the groupUsing distributed leadership so that every team member has a leadership roleUsing shared resources, e.g. only one handout per team which ensures students must all agree answers before they write anythingEstablishing shared goals for the team2.Individual AccountabilityStudents are assessed individually on the quality and quantity of their learning. The results are given to both the team and the individual. Rewards are given for team results. If the team improves on its own previous results, rewards can be given for this improvement.3.Group ProcessingTeams need specific time to discuss how well they are achieving their goals and reflect on how they are working together. They need to maintain effective working relationships among team members. They need to be aware of behaviours that help the team most and increase their use of these behaviours. Teachers structure group processing by posing questions to students, e.g. what worked well in our team today? What helped me (as a student) most in my learning? Teachers can monitor the teams and give feedback to students. This feedback should always be positive. 4.Interpersonal and Small Group SkillsTeams cannot function effectively if team members don’t have (or use) the necessary social skills. Teachers need to emphasise the use of these skills and teach them as they would academic skills. Small Group Skills include listening, summarising, encouraging, communication, leadership, decision making, building trust, conflict management, disagreeing with the argument and not the person, consensus building, contributing ideas and checking for understanding.5.Face-to-Face Promotive InteractionA culture of encouragement and support is established with students. Team members promote each other’s work by encouraging and helping each other and by sharing resources with each other. Team members explain, discuss and teach what they know to their team-mates. Teams should be structured so that team-members sit knee-to-knee, eye-to-eye, so that they can easily talk about the tasks they are working to complete. Unnecessary barriers are removed to ensure noise levels are kept to a minimum. K-W-L?Know - Want to Know - LearnedK-W-L is an introductory strategy that provides a structure for recalling what students know about a topic, noting what students want to know, and finally listing what has been learned and is yet to be learnedSelf –reflection48291759525Teachers may like students to answer some or all of the following at the end of each section or at the end of the module The most important thing I learned was…The way I learned was…What I found difficult was…What I enjoyed most was…What I want to find out more about is…What I need more help with is…What still puzzles me is…What surprised me was…What I have learned that is new is…What helped me when something got tricky was…What really made me think was…I might have learned better if…What I would change about this activity to help another class learn is…Reflection Sheetright57150At the end of the section please describe how students have demonstrated any of the elements of the key skills listed below.Key skillsEssential ElementsBrief comment on how skill was evidentCommunicating?Analysing and interpreting texts and other forms ofcommunication? Expressing opinions, speculating, discussing, reasoning andengaging in debate and argument? Engaging in dialogue, listening attentively and eliciting opinions,views and emotions? Composing and performing in a variety of different ways? Presenting using a variety of mediaWorking with OthersWorking with others in a variety of contexts with different goalsand purposes? Identifying evaluating, achieving collective goals? Identifying responsibilities in a group and establishingpractices associated with different roles in a group? Developing good relationships with other and a sense of wellbeingin the group? Acknowledging individual differences, negotiating and resolvingconflicts? Checking progress and reviewing the work of the group, andpersonally reflecting on one’s own contributionBeing PersonallyEffective? Being able to appraise oneself, evaluate one’s ownperformance, receive and respond to feedback? Identifying, evaluating and achieving personal goals, including developing and evaluating action plans? Developing personal qualities that help in new and difficult situations, such as taking initiatives, being flexible, being reliable and being able to persevere when difficulties arise? Being able to asset oneself as a person and to become more confidentCritical Thinking? Examining patterns and relationships and classifying and ordering information? Analysing and making good arguments, challenging assumptions? Hypothesising and making predictions, examining evidence and reaching conclusions? Identifying and analysing problems and decisions,exploring options and alternatives, solving problems and evaluating outcomes? Thinking imaginatively, actively seeking out new points of view, problems and/or solutions, being innovative and taking risksInformationProcessingAccessing information from a range of sources? Selecting and discriminating between sources based ontheir reliability and suitability for purpose? Recording, organising, summarising and integratinginformation? Presenting information using a range of information and communication technologiesNCCA key skills student reflection sheetright13970Student reflection on learningSkill: Information ProcessingIn studying this topic you hoped to develop your skills of Information Processing. Please fill in this questionnaire to see how this has been achieved.Give yourself 1 where if you answer no to the statements below, give a medium score ifyou did it a bit and a high score if you did it a lot.12345I got information from differentsourcesI had to sort through differentaccounts/texts and select what wasbest and be able to say whyI had to make my own notes in myown wordsI had to present information indifferent ways (e.g. lists, diagrams,maps, charts, poster, etc)I had to present a summary of themost important pointsI had to choose how to presentinformation most effectivelyI used ICT (e.g. computer, videoclips, digital camera)Where you have given yourself a high score please explain why. Describe in some detailwhat you did.The thing I liked most was…The main thing I learned is…The skill I want to develop more is…Student reflection on learning558165015240Skill: Critical and creative thinkingIn studying this topic you hoped to develop your skills of critical and creative thinking. Please fill inthis questionnaire to see how this has been achieved.Give yourself 1 where if you answer no to the statements below, give a medium score if you did ita bit and a high score if you did it a lot.12345I had to look carefully to findinformationI had to find the pattern ininformationI examined similarities anddifferencesI asked critical questionsI used critical thinking to understandproblemsI tried to see things from a variety ofperspectivesI looked at different ways of solvinga problemI examined the evidence andreached my own conclusionI put forward my opinion/ideasI used my imaginationI reflected critically on the ideasraised in class when class was overWhere you have given yourself a high score please explain why. Describe in some detailwhat you did.The thing I liked most was…The main thing I learned is…The skill I want to develop more is…529590010795Student reflection on learning Skill: CommunicatingIn studying this topic you hoped to develop your skills of communication. Please fill in thisquestionnaire to see how this has been achieved.Give yourself 1 where if you answer no to the statements below, give a medium score if you did ita bit and a high score if you did it a lot.12345I examined a text1 carefully,looking at it from differentperspectivesI checked the reliability andcredibility of different sourcesI gave my own opinionI listened attentively to whatothers had to sayI asked questions andresponded to what others had tosayI developed empathy byimagining the situation fromother peoples’ point of viewI explored how language can beused in different ways fordifferent purposesI expressed myself in a varietyto ways (tick below)- art- drama/role-play- music- video camera- computer based designand graphics- oral presentation- written presentationWhere you have given yourself a high score please explain why. Describe in some detailwhat you did.The thing I liked most was…The main thing I learned is…The skill I want to develop more is496252520320Student reflection on learningSkill: Working with othersIn studying this topic you hoped to develop your skills of working with others. Please fill in this questionnaire to see how this has been achieved.Give yourself 1 where if you answer no to the statements below, give a medium score if you did it a bit and a high score if you did it a lot.12345I worked in pairsI worked in a small groupI cooperated with my partner/groupmembers to agree how we wouldget the task doneI played my part within the groupand took my share of responsibilityI communicated my ideasI listened to the ideas of others andshowed respect for other peopleI helped someone else in doinghis/her workI made helpful suggestions aboutways forwardI helped resolveconflict/disagreementI kept to our agreed task anddeadlineWhere you have given yourself a high score please explain why. Describe in some detailwhat you did.The thing I liked most was…The main thing I learned is…The skill I want to develop more is…5391150145415Student reflection on learning Skill: Being personally effectiveIn studying this topic you hoped to develop your skills of being personally effective. Please fill inthis questionnaire to see how this has been achieved.Give yourself 1 where if you answer no to the statements below, give a medium score if you did ita bit and a high score if you did it a lot.12345I set out my own objectives andknew what I wanted to achieveI made a plan to help me reach mytargetI went looking for help andresources that I needed to help meI received help and feedback frommy fellow studentsI received help and feedback frommy teacherI used that feedback to help me toplan my next action and progressfurtherI persevered even when it wasdifficultI made mistakes and learned fromthemI tried different ways/solutions until Iwas satisfied that I had found thebestI kept to my agreed task anddeadlineI felt good about what I had doneWhere you have given yourself a high score please explain why. Describe in some detailwhat you did.The thing I liked most was…The main thing I learned is…The skill I want to develop more is…Online Resources for Transition Year Economics ModuleTitle of ResourceURLQR CodeCalifornia Water Crisis 1 Water Crisis 2 Binge drinking in 60 seconds to become a millionaire glorious food of ResourceURLQR CodeRoyals things fear cost:Sugar newspaper article advert of Value of ResourceURLQR CodeThe Best Job in the world 10 Unfortunate Jobs 10 highest paying jobs 2012 Beckham Retirement Interview Bieber's Anatomy Clip of ResourceURLQR CodeBeauty School Dropout cost dinner cost dates winning short film “No Smoking” Pearl Exchange game show: Prisoners’ Dilemma ................
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