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The University of the West Indies, St. AugustineSchool of EducationPostgraduate Diploma in Education, 2017-2018EDSS 5710 Pedagogy as Process PortfolioCAPTIONThis exercise focused on the development of a unit plan on the nature of business, the lessons contained gives an overview of how trading began and has evolved overtime. It also includes the macro systems involved in trade in different economies which the student should be aware of before starting a business. This exercise has helped me to plan my lessons in a more cohesive manner, allowed me to develop more creative strategies to bring across these lessons than what was being done in the past and as a result more engagement has taken place for both the student and myself.B.1 UNIT PLANTEACHER: M. De SormeauxCLASS: Form 4 SUBJECT: Principles of BusinessTERM: 1 SECTION: CSEC POB: 1.1 -1.7UNIT 1: The Nature of BusinessGOALS: This unit should help students to:Explain how trading and commerce began and evolved in terms of direct satisfaction of needs and wants from bartering to the development of money from its early stages to money or legal tender in its modern form of money as we know them todayStudents will learn the basics with respect to savings and credit accounts as well as technology as a means of trading.Explain the trading systems operating within economies that provide stakeholders (households, government and merchants) with the means to trade goods and services in a systematic and efficient manner.RATIONALE:This unit is significant as students will be able to appreciate the overall history of trade, its’ beginnings, how it evolved, its impact on business today and the systems that assist in the process of trading of goods and services to satisfy the needs and wants of man and how they operate. The students should then have at the end of this unit, a broad understanding of the process of trade overtime, the instruments that are available, traditional as well as new and emerging technologies used as instruments of trade. How these new forms of money can affect them as individuals as well as future employees or employers, that are involved on a national and to a certain extent an international level. They would also get a better understanding of the systems which economies may utilize in allocating their scarce resources to meeting the unlimited wants of the economy. ContentKey Concepts Learning outcomes: Students will be able to:Values & AttitudesResourcesTeacher Instructional StrategiesAssessment StrategiesLesson 1: Section 1.1: The development of Barter Needs and wants, trade, goods & services, exchange, specialization,1. Describe the ‘barter system’ 2. Examine the limitations of the barter system e.g., double coincidence of wants, medium of exchange etc. 3. Propose values & skills that could be gained from the practice of bartering to an economy e.g., specialization and division of labourSelf-AwarenessCitizenshipEthicsPhoto story, handout, worksheets, whiteboard, charts and markersEffective questioning from video (14),Direct Instruction and Role playing (13 & 41) of the limitationsCollaborative learning (34)Oral questioning on photo story Role Playing of limitationsGroups work on worksheets togetherLesson 2: S:1.2The role of moneyLegal tender, subsistence, Summarise the history of money from subsistence to money economies.Explain the characteristics and functions of money.Demonstrate how the functions of money can overcome the challenges of the barter system. CitizenshipAccountabilityEthical and Moral valuesProjector, video, newspaper article, handouts, Notes, whiteboard and markersEffective questioning and collaborative learning (14 & 34)Document based questioning (13)Game type questioning on video in groupsGroup work using Graphic organisers for features & functions & short answer questions on newspaper articleLesson 3: S:1.3 Instruments of ExchangeLegal tender, instruments of trade, debit, credit, accounts, interest, overdrafts, cheques, Describe the different instruments of exchange (IOE). (Debit cards, Credit cards, Bank draft, money order, bank transfers and chequesConceptualise the benefits of the IOE in 1) above as forms of modern forms of money. Formulate the disadvantages challenges of these IOE to the various stakeholdersAccountabilityEthical valuesTeamworkCitizenshipProps, projector, video, handouts, whiteboard and markersDirect Instruction using props & video (11)Hands on learning (21)Identifying similarities & differences (23)Oral questionsShort answer questions on IOEGroup work using graphic organizer for benefits & drawbacksLesson 4: S1.3 Instruments of ExchangeInternet, technology, cellphones, accountsDescribe the different instruments of exchange (IOE). (electronic transfer, telebanking, telegraphic money transfer& m-money/mobile wallets)Conceptualise the benefits of the IOE in 1) above as forms of modern forms of instruments of money.Formulate the disadvantages of these IOE to the various stakeholdersAccountabilityCitizenshipProjector, video handouts, whiteboard and markersDirect Instruction (11)/ Discussion based on video shownUse of templates & copies of documentsEffective questioning (14) Short answer questionsRole playing for some IOEGraphic Organiser/ Create a chart illustrating advantages & disadvantages in groupsLesson 5: S:1.4Public vs Private SectorState, government, households, aims, finances, profits Explain the concepts of private and public sectorsDifferentiate between the private and public sector using various criterion such as owners, aims, sources of finance, and distribution of profitsEthical and CitizenshipTeamworkPPT, handouts, Whiteboard, Bristol board & markersCues, questions & activating prior knowledge (8)Direct instruction (11)Using short answer questioning from the PPTGroup work in the development of charts on the differences & HomeworkLesson 6: S:1.7 Economic systemsScarcity, limited resources, economies, wants & need, price mechanism.Describe what are the key economic decisions that economies must make e.g., choices Explain the features of the different economic systemsExplain the advantages and disadvantages of the traditional & free market economic systemSelf-awarenessAccountabilityEthical and CitizenshipPPT, handouts, whiteboard, cases Bristol board and markersActivating prior learning with simulated cases (8)Direct Instruction using PPT (11)Groups create charts on economic questionsHear, pair, share game (Group)MCQ and short answer questions & homeworkLesson 7: S:1.7Economic systemsState, welfare, bureaucracy, inefficiencies Describe the advantages & disadvantages of the planned economic system Explain the advantages & disadvantages of the mixed economic systemEthical valuesCitizenshipTeamworkVideo, handout, worksheets, Whiteboard, Bristol board and Markers Direct Instruction using video (11)Identifying similarities & Differences (23)Oral questioning of video Graphic organisers/ Making charts of the differences in teamsLesson 8: S1.7Economic systemsEfficiency, welfare of citizens, profit maximizationDifferentiate between the four economic systemsAssess the functioning of the current economic system which is operating in your countryCitizenship,AccountabilityEthical valuesWhiteboard, markers, Bristol board, worksheets, paperIdentifying similarities & differences (23)Cues, questions & activating prior knowledge (8)Oral questioning Role playingGroup work: Presentation of findingsShort answer questionsN.B.: The numbers in the teacher instructional strategy Column are taken from the Wahoe County School District document on Student Learning Objectives: Instructional Strategies List page 1.CONCEPT MAPUNIT 2: ESTABLISHING A BUSINESSENTREPRENEURSHIPCAPTION:According to R. Morrison (2001), ‘an instructional objective is a statement that specifies in behavioural terms what a learner will be able to do as a result of instruction’ and it should combine action verbs to describe the desired behaviour of the learner. The use of instructional objectives guides me as a teacher in the development of relevant content material to be imparted, utilising engaging instructional strategies as well as enabling effective assessments of my students to ensure that their learning outcomes meet the goals of the course /lesson.B.2: SAMPLE INSTRUCTIONAL OBJECTIVES LP NO.1TEACHER: M. DE SORMEAUXSCHOOL: BLANCHISSEUSE SECONDARY SCHOOOLFORM: 4NO IN CLASS: 6DURATION: 80 minsTIME: 2 periodsUNIT PLAN: The Nature of BusinessTOPIC: THE BARTER SYSTEM SYLLABUS SECTION: 1.1CONCEPT MAP: Included with Unit PlanCURRICULUM INTEGRATION AREAS:This lesson is new to students, however, in Form 2 Social Studies students may get some exposure terms used in this lesson such as the concept of needs and wants in the context of budgeting. This area is also extensively covered in the CSEC Economics subject area, which is not offered at this school.This lesson was prepared for students with all learning styles: Visual, Audio, Read/Write and kinestheticThe instructional strategies to be used consists of learner centered strategies such as role playing, and collaborative learning as well as direct instruction.THE LESSON PLANPRE-KNOWLEDGE:Students may have some limited knowledge of this topic and may participate in bartering without their knowledge of the term ‘bartering’. They may trade with their friends and siblings for personal items without money being exchanged.OBJECTIVES: At the end of this lesson, pupils will be able to:OBJECTIVES OF LESSONCLASSIFICATION OF OBJECTIVESDOMAINDescribe the barter systemUnderstandingCognitiveExamine the limitations of the barter systemAnalyzingCognitive/ AffectivePropose values & skills that could be gained from the practice of bartering to an economy e.g., specialization and division of labour. CreatingPsychomotor/ Affective B.2: SAMPLE INSTRUCTIONAL OBJECTIVES NO. 2: LP NO 6TEACHER: M. DE SORMEAUXSCHOOL: BLANCHISSEUSE SECONDARY SCHOOLDATE: 26th September 2017FORM: 4NO IN CLASS: 6DURATION: 80 minsTIME: 2 periodsUNIT PLAN: The Nature of BusinessTOPIC: Economic Systems SYLLABUS SECTION: 1.7CONCEPT MAP: NoCURRICULUM INTEGRATION AREAS:This lesson is relatively new, however there is some similarities with the Form 3 Social Studies in terms of democracy and government and the role of the government. This area is also extensively covered in the CSEC Economics subject area, which is not offered at this school.This lesson was prepared for students with all learning styles: Visual, Audio, Read/Write and kinestheticThe instructional strategies to be used consists of Problem based learning, student centered learning, and collaborative learning.THE LESSON PLANPRE-KNOWLEDGE:Content from lesson 3 in this unit on Private vs Public sector will have concepts that will help students grasp economic systems better as it explains the sectors involved in the economic systems. Apart from this, students may have limited knowledge of this topic except for experiences that they may have in the real world in terms of the freedoms that have to buy and sell goods and services as well as the restrictions they may encounter in the purchasing and selling of other items that may require special permissions and licenses. OBJECTIVES: At the end of this lesson, pupils will be able to:OBJECTIVES OF LESSONCLASSIFICATION OF OBJECTIVESDOMAINDescribe the key economic decisions that economies must make with respect to their resources UnderstandingCognitive/ AffectiveIdentify the features of the different economic systems AnalyzingCognitiveIllustrate the value and challenges of a planned economic system EvaluatingAffective/PsychomotorReferences:Definition and Rationale of goals and objectives. , M., (2008). Impact of Instructional Objectives on e/learning materials. Proceedings of the World Congress on Engineering (2008) 1. ISBN: 978-988-98671-9-5 ................
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