PDST | Professional Development Service for Teachers



176911058420Transition Year Economics ModuleGuidelines for TeachersDraftTransition Year Economics ModuleAim: To provide a general introduction to the basic concepts of microeconomics and to assist students in their choices for the Leaving Certificate.570547517780Key skills for Senior Cycle: Throughout this module, students will have the opportunity to develop their key skills through a range of activities and cooperative learning methods.Key SkillElementInformation processing Accessing information from a range of sourcesSelecting and discriminating between sources based on their reliability and suitability for purpose Recording, organising, summarising and integrating information Presenting information using a range of information and communication technologies Critical and creative thinkingExamining patterns and relationships, 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 risksCommunicating Analysing and interpreting texts and other forms of communication Expressing opinions, speculating, discussing, reasoning and engaging in debate and argument Engaging in dialogue, listening attentively and eliciting opinions, views and emotionsComposing and performing in a variety of ways Presenting using a variety of mediaWorking with othersWorking with others in a variety of contexts with different goals and purposes Identifying, evaluating, achieving collective goals Identifying responsibilities in a group and establishing practices associated with different roles in a group Developing good relationships with others and a sense of well-being in the group Acknowledging individual differences, negotiating and resolving conflictsChecking progress, reviewing the work of the group, and personally reflecting on one’s own contribution Being personally effectiveBeing able to appraise oneself, evaluate one’s own performance, receive and respond to feedback Identifying, evaluating and achieving personal goals, including developing and evaluating actions 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 assert oneself as a person and to become more confident 00 “School Self Evaluation (SSE) empowers a school community to affirm good practice, to identify areas that merit improvement and to decide upon actions that should be taken to bring about improvements in these areas…. SSE enriches the learning and teaching experience for the benefit of all concerned.” School Self Evaluation Guidelines for Post-Primary Schools, 2012. The evaluation themes and sub-themes to which they relate are set out on the left. The guidelines set out sample evaluation criteria related to each evaluation theme and sub-theme to help schools develop their school self-evaluation process. The relevant evaluation criteria to the use of this module as a teaching and learning resource are listed below for each of the three themes:ThemeSub-themeEvaluation CriteriaQuality Statement(s)Learner Outcomes Attainment of subject and programme objectives Attitude and dispositions Students enjoy their learning of the subject and are motivated to learn Literacy and numeracy In all subjects and programmes, students can meet the literacy and numeracy demands Students competently and confidently use and apply the literacy skills that are necessary to develop their learning The overall attainment of the students with regard to each of the following literacy skills is improving or remains at a high standard: oral language, reading, writing, critical appreciation of digital and broadcast media Learner Experiences Learning environment Resources (including ICT) ICT is available in the classroom and other learning settings Individual students and groups of students have access to ICT to support their learning and to enable them to become active learners Students’ engagement in learning Active learning The students are enabled to engage actively in their learning All students participate in the lesson There is a balance between teacher input and student participation Learner Experiences Students’ engagement in learning Other learning experiences Students are provided with a wide range of non-classroom based activities Challenge and supportThe students are adequately challenged and supported in their learning AttitudesStudents enjoy their learning and are motivated to learn Equality of opportunityAll students are encouraged equally to participate in lesson Learning to learn ICT in LearningStudents are taught across a range of subjects and programmes, including literacy and numeracy to use ICT to: - present their work - organise and produce information - express ideas - develop, support and extend their learning Teachers’ practice Teaching approaches Focus of learning Attention is given to the consolidation of student learning during and at the end of the lesson, and to the development and application of knowledge and skills, including the students’ literacy, numeracy and ICT skills and to the development of positive dispositions and attitudes towards learning Approaches Teaching approaches support students in engaging with the literacy and numeracy demands of the subject Opportunities for collaborative and independent work are provided Students’ prior learning, interests and experiences are taken into account in lesson organisation and content Differentiation Clear lower-order and higher-order questions are posed and these stimulate student response Resources Students are enabled to use relevant and necessary resources (including ICT) to support their learning Management of studentsOrganisation of activities There is order and structure in the way activities are organised Opportunities are provided for active learning followed by reflection and discussion, independent learning and collaborative learning Student voice Students’ contributions and questions are encouraged and welcomed in the classroom Due account is taken of students’ views and opinions in accordance with their age and maturity Assessment Assessment in practiceA range of assessment including assessment for learning (AfL) and assessment of learning (AoL) is used to evaluate students’ understanding and progress and achievement of expected learning outcomes Students are involved in the assessment of their work and progress through self-assessment and/or peer assessment Teaching and learning are amended in the light of feedback Teachers check students’ understanding during and at the end of lessons Assessment records The gathering of information on students’ learning is timely and happens at regular intervals Module OverviewTopic/ConceptLearning Outcomes-students will be able to …Resources and MethodologiesIntroduction to EconomicsDefine the term Happiness/Utility Apply the economic term to real life and see how it affects our choicesThink-pair-share Video clips-see teacher notesSongs ImagesRanking exercise: “Which would you choose?” activityIntroduction to UtilityDefine the concepts utility, marginal utility, diminishing utility and the Law of Diminishing Marginal UtilityApply their knowledge of the terms above with real-life applicationsCreate presentations demonstrating understanding of utility and the Law of Diminishing Marginal UtilityDefine the term ‘Paradox of Value’ and apply understanding of the concept to waterThink-pair-share Sweets experiment(Law of Diminishing Marginal Utility experiment)Jonathan Blake, poemVideo clipsTopic/ConceptLearning Outcomes-students will be able to …Resources and MethodologiesThe World of WorkAssess the advantages and disadvantages of various jobsIdentify why certain jobs demand higher wages?Apply the concept of ‘Rent of ability’ to certain celebritiesThink-pair-share Ranking exerciseVideo clipsOpportunity CostDefine the term ‘opportunity cost’Recognise the concept ‘Opportunity cost’ in real lifeCreate a presentation on ‘Opportunity cost’ in real lifeThink-pair-shareVideo clipsNewspaper articlesClass discussion SavingsRecognise the link between saving and opportunity costAssess how savings affect teenagersIdentify the need for pensions Calculate the value of saving at various stages in lifeThink-pair-shareMathematical and practical analysisTopic/ConceptLearning Outcomes-students will be able to …Resources and MethodologiesDemandDefine the term ‘demand’Identify the relationship between demand and pricePresent Mathematical examples of the relationship between demand and priceInterpret Mathematical representations of the relationship between demand and priceThink-pair-shareMathematical and practical analysisSubstitute and complementary goods Define the term substitute goodsIdentify real-life examples of substitute goodsDefine the term complementary goodsIdentify real-life examples of complementary goodsApply their knowledge of substitute and complementary goods in choices presented in local supermarket(s) Identify the types of goods and factors affecting appearance and price Cards: Substitute goodsCards: Complementary goodsBudget Survey Discussion of Budget SurveyCard game –match substitutesMemory game-list pairsCard game –match complementsMemory game-list pairsWhy would you choose different goods-income, taste, price (i.e. factors affecting demand)Topic/ConceptLearning Outcomes-students will be able to …Resources and MethodologiesSupplyDefine the term ‘supply’Identify the relationship between supply and pricePresent Mathematical examples of the relationship between supply and priceInterpret Mathematical representations of the relationship between supply and priceThink-pair-shareMathematical and practical analysisGame TheoryApply the abstract concepts of Economics to reality. ?Connect Economics to students' lives through games/activities. ?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.Notes with explanation of games identified belowIntroducing Opportunity CostDemand curve and how to derive itMarginal utility/diminishing marginal returnsDemand, supply and determination of priceThe Snicker EffectThe Prisoners’ Dilemma-video clipTopic/ConceptLearning Outcomes-students will be able to …Resources and MethodologiesHistory of Economic ThoughtIdentify the contribution of economistsAssess the validity of their claims Evaluate the relevance of these concepts in our everyday life Create a presentation highlighting the key features of their workNotes and podcast on the roles of economists including Adam SmithJM Keynes, Karl MarxAssessmentE-PortfolioStudents to compile an ongoing, online portfolio throughout the module, which will be assessed at regular intervalsInclude personal examples of:Opportunity costBudget surveySubstitute and complementary goods at homeSavings vs spending diaryIndividual ProjectStudents to present a project, answering the following questions:What is your ideal career?Where will you be in 10 years?What steps do you needs to take to achieve it?Consider:CostOpportunity costReasons for choiceAdvantagesDisadvantagesSalaryGroup ProjectEconomists and Economic ThoughtTask:Plan a dinner party, taking the following into considerationSeating planEraMenuTopics for conversation ................
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