Tips - PDST. Draft Resources... · Web viewGame 3: Marginal utility/diminishing marginal returns Game 4 : Demand,supply and determination of price Game 5 : The Snicker Effect Links

(Transition Year Economics ModuleTeacher ResourcesDraft)

TitlePage

Activities

Substitute Goods activity3

Complementary Goods activity5

Game Theory

Game 1 : Introducing Opportunity Cost

Game 2: Demand curve and how to derive it

Game 3: Marginal utility/diminishing marginal returns

Game 4 : Demand,supply and determination of price

Game 5 : The Snicker Effect

Links

Links to suitable online resources

This 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 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 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 minutes

Complementary 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 CONSTRAINTS

Practical example. Visit a local supermarket.

Instructions

Divide the class into groups of 3.Give each group one of the situation cards.

Discussion

Return 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 1

You 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 Cost

Breakfast

Lunch

Dinner

Situation 2

You 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 Cost

Breakfast

Lunch

Dinner

Situation 3

You 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 Cost

Breakfast

Lunch

Dinner

NOTES ON GAMES

(Experiments stimulate students to a height that is not matched by textbook readings or lectures (Yandell, 1999a))

Introduction

Students 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 Cost

Instructions

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 practice

Note: 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 it

Subject(s):

Demand curve

Objective:

To experimentally derive a demand curve

Reference 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 utility

Objective:

To teach students an intuitive understanding of total utility, marginal utility, and diminishing marginal utility


Gillette, David and Robert delMas. "Psycho-Economics: Studies in Decision Making." Classroom Expernomics, 1(2), Fall 1992, pp. 5-6; [email protected]

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 minutes

Game 4 : Demand, supply and determination of price

Objective:

To demonstrate that and how supply and demand determine equilibrium market quantity and market price


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; [email protected]

Explanation:

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 Effect

A Classroom Game for Developing Market Demand and Demand Elasticities

This 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 Instructions

Situation 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 Quantities

Market Quantities

Bottle 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.


Market Quantities

Can 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).


Market Quantities

Bottle 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 Instructions

Situation 1

You 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).


Market Quantities

Bottle 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


Market Quantities

Bottle 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).


Market Quantities

Bottle 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 graph

· Label the axes (i) price (ii) quantity

· Plot the points from the information gathered

· Join the dots and label the derived demand curve

You 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 graph

· Label the axes (i) price (ii) quantity

· Plot the points from the information gathered

· Join the dots and label the derived demand curve

Some suggested methodologies

1. For discussion use Think-Pair-Share

THINK-PAIR-SHARE

Think about the question on your own and write down your thoughts

Share your thoughts with your partner

Listen to your partner’s ideas

Combine your ideas

QUESTION

MY THOUGHTS/IDEAS

MY PARTNERS THOUGHTS/IDEAS

COMBINED IDEAS

2. Consider 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 discussed)

(Conclusion)

Example

(Beauty School Drop Out)

(Conclusion-what should she do?)

3. 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.

4. 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.

5. 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.

6. Placemat Technique

The 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/idea

· To activate the prior knowledge of a topic among students

· To help students share problem-solving techniques

· To take group notes during a video or oral presentation

· To summarise learning after the class and/or to be used as an opening review for the subsequent lesson

Groups of four students are ideal for the placemat technique but it can also work with 3 – 6 students by amending the template.

Tips

1. Discuss, 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.

2. 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.

3. Use the placemats as a record of collective student thinking and post the ideas for other groups to see.

Placemat Technique: Step-by-Step Instructions

What teachers do…

What students do…

Before

· Divide students into groups (ideally of 4)

· Decide on a question/concept/ problem for the centre of the placemat

· Distribute the placemat template to each group

· If 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 consensus

· Organise 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 ideas

During

· Direct each group member to think about, then silently write ideas/information that relate to the question in their personal area of the chart paper

· Give students a pre-determined amount of time

· Gather their thoughts about the chosen question

· Write silently in their own area of the paper, respecting the space and silence of all members of the group

After

· Give 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 class

· Call on one member from each group to share their group’s response with the whole class

· Assess for understanding by listening to student responses

· Use information gained throughout the activity to inform further teaching decisions and strategies

· Have students post the charts on notice boards/class wall to further share their group’s thinking with the class

· Take turns sharing their ideas with the group

· Engage in discussion with all group members to reach consensus on a group response

· Use communication skills such as active listening and requesting clarification

· Record the group response in the centre of the placemat

· Actively listen as each group’s placemat is presented

· Post 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 lessons

7. In 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.

8. Oral Presentation Evaluation Form for Peer or Self-Assessment

Name:

Date:

Topic:

Content

Rating*

1. Began in an interesting and attention-getting manner.

2. Stayed with the topic throughout.

3. Supported opinion with at least three facts and/or examples.

4. Presented facts and/or examples in a logical manner.

5. Had a strong ending.

Total number of content points possible = 25

Delivery

1. Stood straight and tall.

2. Maintained good eye contact with the audience.

3. Spoke in a voice that was clear, and could be easily heard and understood.

4. Varied expression to make the speech/presentation interesting.

5. Spoke at a pace that was neither too fast or too slow.

Total number of delivery points possible = 25

9. Reflection sheet for group-work

What I did that helped the group

What I did that hindered the group

What others did that helped the group

What others did that hindered the group

From The Teacher’s Toolkit , Paul Ginnis, 2002

Basic Elements of Cooperative Learning Groups

1.Positive Interdependence

The 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 group

· Using distributed leadership so that every team member has a leadership role

· Using shared resources, e.g. only one handout per team which ensures students must all agree answers before they write anything

· Establishing shared goals for the team

2.Individual Accountability

Students 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 Processing

Teams 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 Skills

Teams 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 Interaction

A 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.

10. K-W-L?Know - Want to Know - Learned

K-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 learned

(Self –reflection)

Teachers 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 Sheet

At the end of the section please describe how students have demonstrated any of the elements of the key skills listed below.

Key skills

Essential Elements

Brief comment on how skill was evident

Communicating

•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 emotions

• Composing and performing in a variety of different ways

• Presenting using a variety of media

Working with Others

Working 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 other and a sense of wellbeing

in the group

• Acknowledging individual differences, negotiating and resolving

conflicts

• Checking progress and reviewing the work of the group, and

personally reflecting on one’s own contribution

Being Personally

Effective

• Being able to appraise oneself, evaluate one’s own

performance, 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 confident

Critical 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 risks

Information

Processing

Accessing information from a range of sources

• Selecting 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

NCCA key skills student reflection sheet

Student reflection on learning

Skill: Information Processing

In 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 if

you did it a bit and a high score if you did it a lot.

1

2

3

4

5

I got information from different

sources

I had to sort through different

accounts/texts and select what was

best and be able to say why

I had to make my own notes in my

own words

I had to present information in

different ways (e.g. lists, diagrams,

maps, charts, poster, etc)

I had to present a summary of the

most important points

I had to choose how to present

information most effectively

I used ICT (e.g. computer, video

clips, digital camera)

Where you have given yourself a high score please explain why. Describe in some detail

what you did.

The thing I liked most was…

The main thing I learned is…

The skill I want to develop more is…


Skill: Critical and creative thinking

In studying this topic you hoped to develop your skills of critical and creative thinking. 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.

1

2

3

4

5

I had to look carefully to find

information

I had to find the pattern in

information

I examined similarities and

differences

I asked critical questions

I used critical thinking to understand

problems

I tried to see things from a variety of

perspectives

I looked at different ways of solving

a problem

I examined the evidence and

reached my own conclusion

I put forward my opinion/ideas

I used my imagination

I reflected critically on the ideas

raised in class when class was over


what you did.





Skill: Communicating

In studying this topic you hoped to develop your skills of communication. Please fill in this

questionnaire to see how this has been achieved.



1

2

3

4

5

I examined a text1 carefully,

looking at it from different

perspectives

I checked the reliability and

credibility of different sources

I gave my own opinion

I listened attentively to what

others had to say

I asked questions and

responded to what others had to

say

I developed empathy by

imagining the situation from

other peoples’ point of view

I explored how language can be

used in different ways for

different purposes

I expressed myself in a variety

to ways (tick below)

- art

- drama/role-play

- music

- video camera

- computer based design

and graphics

- oral presentation

- written presentation


what you did.



The skill I want to develop more is


Skill: Working with others

In 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.

1

2

3

4

5

I worked in pairs

I worked in a small group

I cooperated with my partner/group

members to agree how we would

get the task done

I played my part within the group

and took my share of responsibility

I communicated my ideas

I listened to the ideas of others and

showed respect for other people

I helped someone else in doing

his/her work

I made helpful suggestions about

ways forward

I helped resolve

conflict/disagreement

I kept to our agreed task and

deadline


what you did.





Skill: Being personally effective

In studying this topic you hoped to develop your skills of being personally effective. Please fill in

this questionnaire to see how this has been achieved.



1

2

3

4

5

I set out my own objectives and

knew what I wanted to achieve

I made a plan to help me reach my

target

I went looking for help and

resources that I needed to help me

I received help and feedback from

my fellow students

I received help and feedback from

my teacher

I used that feedback to help me to

plan my next action and progress

further

I persevered even when it was

difficult

I made mistakes and learned from

them

I tried different ways/solutions until I

was satisfied that I had found the

best

I kept to my agreed task and

deadline

I felt good about what I had done


what you did.




Online Resources for Transition Year Economics Module

Title of Resource

URL

QR Code

California Water Crisis 1

http://tinyurl.com/TYEcon-water

California Water Crisis 2

http://tinyurl.com/TYEcon-water2

Binge drinking

http://tinyurl.com/TYEcon-binge

Dublin in 60 seconds

http://tinyurl.com/TYEcon-Dublin

How to become a millionaire

http://tinyurl.com/TYEcon-millionaire

Food glorious food

http://tinyurl.com/TYEcon-food

Title of Resource

URL

QR Code

Royals

http://tinyurl.com/TYEcon-royal

Favourite things

http://tinyurl.com/TyEcon-favourite

The fear

http://tinyurl.com/TYEcon-fear

Opportunity cost:

Sugar newspaper article

http://tinyurl.com/TYEcon-sugar

Euromillions advert

http://tinyurl.com/TYEcon-lotto

Paradox of Value

http://tinyurl.com/TYEcon-paradox

Title of Resource

URL

QR Code

The Best Job in the world

http://tinyurl.com/TYEcon-bestjob

Top 10 Unfortunate Jobs

http://tinyurl.com/TYEcon-job

Top 10 highest paying jobs 2012

http://tinyurl.com/TYEcon-job2

David Beckham Retirement Interview

http://tinyurl.com/TYEcon-retire

Justin Bieber

http://tinyurl.com/TYEcon-fame

Grey's Anatomy Clip

http://tinyurl.com/TYEcon-grey

Title of Resource

URL

QR Code

Beauty School Dropout

http://tinyurl.com/TYEcon-beauty

Opportunity cost dinner

http://tinyurl.com/TYEcon-oc1

Opportunity cost dates

http://tinyurl.com/TYEcon-oc2

Award winning short film “No Smoking”

http://tinyurl.com/TYEcon-nosmoking

The Pearl Exchange

http://tinyurl.com/TYEcon-pearl

Economics game show: Prisoners’ Dilemma

http://tinyurl.com/TYEcon-game

Factor 1

Advantages

Disadvantages

Factor 2

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Disadvantages

Factor 3

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Disadvantages

Stay in school

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Disadvantages

Leave the course

Advantages

Disadvantages

Other options?

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Disadvantages

1

Tips - PDST. Draft Resources... · Web viewGame 3: Marginal utility/diminishing marginal returns Game 4 : Demand,supply and determination of price Game 5 : The Snicker Effect Links

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