A Preliminary Review on the Implementation of NSS Curriculum:
Diversified Learning and Stretching Potentials
OutlineOutline
1. IssueoflearnerdiversityinEconomics
2. Cateringforlearnerdiversitythroughwide
rangeoflearningandteachingstrategies
3. Sharingofteachers experience
4. Cateringforlearnerdiversitythrough
curriculumplanning
5. QuestionsandAnswers
PhenomenaoflearnerdiversityinEconomicsandwaystocaterforit
Econgroup(class)ismoreheterogeneous MoreSciencestudents
Learnerdiversityalwaysexists
Somestudentsnotmotivatedaspublicexamisremote
Teachingstrategiesmatchwithstudents learningstyle Scstudents usegraphicalapp
Ablestudentsbutnotmotivated Setahighergoal?
Extremelylowachievers Setappropriategoal Keepthemmotivated
Lessablestudentshavedifficultiesin: Theoretical/conceptual
topics(D&S;dep.creation) HKALelements(interest,
relativeprice) Topicsthatareremotefrom
theirexperience Unabletoapplywhatlearned
toanswerQs Skills:graphic,math,writing
Applystrategiesthatbringconceptualelementstolife
Ensurestudentstomasterthenecessaryconceptsbeforemovingtonextstage
Properteachingsequenceofthetopics
Cultivatestudents habittolearneconthroughcurrentissues
Issue:lowlanguageabilityvsunabletoapply(considerCMIstudents)
PhenomenaoflearnerdiversityinEconomicsandwaystocaterforit
Lessablestudentshaveinsufficientpriorknowledge NoEconinjuniorsec Lackofsocialawareness
Otherproblems Breadthanddepthofthecurriculum
HKCEES5repeatersinschoolyear201011
CoordinationbetweenjuniorPSHE(L&S/EPA/IH)andEconpanel
EnsuresufficientpriorknowledgeofStrand5
PowerPoints oftheseminaronUnderstanding&InterpretationoftheCurriculumandsampleQsofHKDSEEcon.
Identifythefewconcepts/topicsofNSSS4Econ notcoveredinHKCEEEcon;makeuplessons
PhenomenaoflearnerdiversityinEconomicsandwaystocaterforit
Micro
Macro
Phenomena of learner diversity in Economicsand ways to cater for it
Ingeneral,twodirectionstohandlelearnerdiversity:
Curriculumplanning
Widerangeoflearningandteachingstrategieswithreferencetopedagogical
contentknowledge
1. Designed Economics Activities
2. Assessment for Learning
3. Mastery Learning
4. Cooperative Learning
5. Differentiation
Purposes:StimulatestudentsinterestBringabstractconceptstolifeDemonstratetheprinciplesofecon.atwork
Whichtypesofstudentswillbebenefitedmost?Spatial/visual;kinaesthetic;naturalistic
Examples:
1. DoubleAuction(marketexchange)
CreatedbyVeron SmithanNobelPrizeLaureate,
economistofGeorgeMasonUniversity.
Conceptscanbeillustrated:
e.g. demand,supply,
equilibriumprice,
consumersurplus,
producersurplus,
efficiency
0
5
10
15
20
25
30
35
40
45
50
5 10 15
New Supply Curve
Original Supply Curve
New Equilibrium
Old Equilibrium
Demand Curve
Sellers Pay the Sales TaxP
Q
5 10 150
5
10
15
20
25
30
35
40
45
50
New Supply Curve
Original Supply Curve
New Equilibrium
Old Equilibrium
Demand Curve
A: Consumer surplusB: Seller surplusC: Tax revenueD: Deadweight loss
of a sales tax
Examples:
2.Moneycreation
Econ Experiments\EDB - Personal, Social & Humanities Education.mht
2
1. 2. 3. 4. 5.
= 20% = $1000
1. 2. 3.
a. 5
$ $ / $
1 1000
2
3
4
5
b. = _____________________________________________________ = _____________________________________________________ = _____________________________________________________
=
____________________________
=
____________________________
= ____________________________
= ____________________________
c. = _____________________________________________________ = _____________________________________________________
= _____________________________________________________
=
____________________________
=
____________________________
= ____________________________
= ____________________________
_______________________________________________
$1000
EDBs websiteEDBs website
NSS Learning and Teaching Strategies for the Economics Curriculum Series: (2)
Learning Economics through simulation games (New)
CDI020110072
6,13,20,27 Nov, 4,11 Dec 2010
9:00 a.m. -5:00 p.m.
Ms.JaniceWong DesignedActivities
Designed Activity
1. Credit Creation
Reason:
concepts are remote from students daily
experience.
PastPublicExam.Question[HKCE20046]
ThebalancesheetofEconomyAsbankingsystemisshownbelow.Thepublicinthiseconomyalwaysholds$50millionincash.Initially,theexcessreserveofthebanksis$100million.
Assets($mn) Liabilities($mn)
Reserves500
Loans1500
Deposits2000
Suppose $140 million worth of deposits is withdrawn from these banksand remitted overseas.Calculate the maximum possible amount of money supply in EconomyA after the remittance.
Findingsafterthegame
Studentshaveabetterunderstandingoftheprocessofcreditcreation.
Wecanbringouttheconceptofmonetarybase.
Designed Activity
2. Exchange
Reason: concepts such as exchange, consumers surplus & producers surplus are difficult to students
Worksheetsprepared
Record of Exchange Buyer: MUV:
Record of Exchange Buyer: MUV:
Round 1: Exchange price = Gain = Round 2: Exchange price = Gain = Round 3: Exchange price = Gain
Round 1: Exchange price = Gain = Round 2: Exchange price = Gain = Round 3: Exchange price = Gain
Total Gain = Total Gain = Record of Exchange Buyer: MUV:
Record of Exchange Buyer: MUV:
Round 1: Exchange price = Gain = Round 2: Exchange price = Gain = Round 3: Exchange price = Gain
Round 1: Exchange price = Gain = Round 2: Exchange price = Gain = Round 3: Exchange price = Gain
Total Gain = Total Gain =
Record of Exchange Record of Exchange Record of Exchange Buyer : Seller: Exchange price:
Buyer : Seller: Exchange price:
Buyer : Seller: Exchange price:
Record of Exchange Record of Exchange Record of Exchange Buyer : Seller: Exchange price:
Buyer : Seller: Exchange price:
Buyer : Seller: Exchange price:
Record of Exchange Record of Exchange Record of Exchange Buyer : Seller: Exchange price:
Buyer : Seller: Exchange price:
Buyer : Seller: Exchange price:
Record of Exchange Record of Exchange Record of Exchange Buyer : Seller: Exchange price:
Buyer : Seller: Exchange price:
Buyer : Seller: Exchange price:
Record of Exchange Record of Exchange Record of Exchange Buyer : Seller: Exchange price:
Buyer : Seller: Exchange price:
Buyer : Seller: Exchange price:
Record of Exchange Record of Exchange Record of Exchange Buyer : Seller: Exchange price:
Buyer : Seller: Exchange price:
Buyer : Seller: Exchange price:
Findingsafterthegame
Studentsenjoythegame.
Theycanhaveabetterunderstandingoftheconceptsrelated.
Furtherelaborationofconceptslikedeadweightlossandeffectsoftaxationscanbeapplied.
Limitations
Timeconsuming(doublelessonsispreferred)
Preparationtime
Venue
Students participationisamust
Pointstobenoted
Briefing:clearexplanationsof thepurpose,theoperation andtherulesarenecessary
Debriefing:Whatdidtheylearnaftertheactivity?
The gap between where a learner is in
their learning, and where they need to
be the desired goal.
This can be achieved through processes such
as sharing criteria with learners, effective
questioning and feedback.
Students individual learning gap and needs
can be identified.
Different ways of teaching or materials to
help achieve learning goal.
Effective Feedbacks
A variety of assessment tasks
Examples of different assessment tasksExamples of different assessment tasks
Assessment for Learning Course for PSHE Teachers (Part 2) Workshop for Economics Teachers Assessment for learning
Crossword puzzles
Exercise 1 Understanding the meaning of concepts (I)
Complete the following crossword puzzle. Hints: ACROSS DOWN 2 ________ is a relative concept.
It exists where there is a conflict between human wants and resources.
1 Scarcity exists as limited resources are insufficient to satisfy ______ human wants.
4 First come, first served" is an example of ____ -price competition.
3 _____ are required to produce goods to satisfy human wants.
5 As we all face the problem of scarcity, we must make ______.
6 _____ refer to all kinds of human desires.
7 Competition inevitably leads to _________.
Remarks: Teacher can create a crossword puzzle with the help of the following website:
http://www.puzzle-maker.com/CW/
2009-2010 Learning Economics through current issues (1)
Minibus accidents
Source 1
2009 8 26
Source 2 Motor vehicle involvements and involvement rates by selected class of motor vehicle (2008) (extract)
Public Bus Minibus No. involved in accident 2 463 No. involved in accident 1 080 No. licensed (mid-year) 12 803 No. licensed (mid-year) 4 346
Source:
Transport Development: Summary of Key Statistics (Table 3.1)
http://www.td.gov.hk/FileManager/EN/Content_2015/08fig3.1e.pdf
2009 8 4 4 23
Effective Feedbacks
Effectivefeedbackhelpsstudentsbecomeawareof anygapsthatexistbetweentheirdesiredgoalandtheircurrent
knowledge,understanding,orskillandguidesthemthrough
actionsnecessarytoobtainthegoal
(Ramaprasad,1983;Sadler1989)(TheconceptofFormativeassessment.
ERICDigest)
Teachers can give tailor-made feedbacks to students of different abilities to suit their individual need.
JOHNNY FUK (Above average) The government have to require all GMB drivers to be paid by time rate only. To restrict the wage payment of GMB drivers is a must but not a choice because there is no option exist. Also , GMB drivers to be paid by time rate only will be the best for all of us. Everyone agree that the life of human is the first place of anything. Piece rate, profit sharing and basic salary plus commission are allow and encourage the drivers work more for more wage. It used to be the advantage for the drivers and the company but those wage payments are not suitable for GMB drivers. They want to earn more so they driver faster for one more round. Base on the high speed, the drivers cant control the car as well as when they drive on a normal speed and cause accidents. Those accidents can hurt people. Maybe kill people. Take away humans life is unacceptable for anywhere and anytime. It is clearly that the government has no choice to restrict the wage payment to time rate only. Because there is no choice, no opportunity cost of require all GMB drivers to be paid by time rate is exist. Actually, there are alternatives to this option. On the other way, we can say take away humans life is too costly for any option. Time rate is the best wage payment for all of us. We involve the government, the minibus company, the drivers and the passengers. To the government, use time rate for the GMB drivers can make the road be more safe and reduce the medical treatment burden. It will be more easy to control and run any policy when there is only one wage payment exist. Also, it provided an equity competition environment. 1. Why? Explain. To the minibus company, one of the three basic problems, how to produce, is already solved by government command that reduce a trouble of them. 2. But consider this: minibus operators will lose flexibility in choosing their wage payment system. Besides, Hong Kong is world famous for its free market economy. Will such a policy to standardise wage payment involve too much government intervention? If the journey of travel by minibus become safety, more of the passenger will prefer minibus to other transport methods. Then the income of the company may increase. To the drivers, they will receive stable income. They dont need to rush for money and
Above averageLEUNG YUET MING (Below average) I think it has some relationship between frequent minibus accidents and the wage payment system of minibus drivers in Hong Kong. Because minibus is use piece rate of wage payment system, in piece rate hard-working workers are reward higher incomes, they want to earn more, they were open the minibus faster to danger. If change the wage payment system of minibus drivers in HK, from piece rate to time rate or basic salary with commissions, that they will have stable income, that the driver will open the minibus safety also add a law for minibus, if they open minibus danger, they should pay the money (around $1,500), that the minibus driver open minibus safety improves, because they wont to pay the money. ??? This two suggest can prevent dangerous driving and analyze the benefits and costs of using such methods. The government should not require all GMB drivers to be paid by time rate only, government can give them two choices, time rate and basic salary with commissions. 1. Will drivers drive equally fast if they are paid a basic salary with commissions, where commissions are calculated based on how hard-working they are? That can give a stable income for drivers, also the safety improves, so that can let medical cost decrease. That when the people by minibus, they would be safety. 2. You can systematically analyze the advantages and disadvantages of requiring all drivers to be paid by time rate only, and try to view the issue from different perspectives. Correction 2. If change the wage payment system of minibus drivers in HK, from piece rate to time rate. The advantages of minibus drivers, they have more stable income and the advantages of minibus employers, it is easier to calculate the wage and the advantages of passengers, the drivers drive less fast and more safely. But there have some disadvantages, in the minibus drivers, even those hard-working drivers may not earn more income and in minibus employers, drivers may shirk and in passengers there is more time spent on travelling. The government can require all GMB drivers to be paid by time rate, because human life is more important and that the minibus drivers can have more stable income, that
Below average
Mr.Tse AssessmentforLearning
Learner Diversity in Economics Class 11 Oct 2010 1. What is the most significant difference observed among your students? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 2. In your opinion, are the following strategies applicable in your Economics class?
3. Apart from the strategies listed above, have you tried any measure to cater for the learner
diversity in your economics class? Please elaborate. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
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___________________ _____________________________
___________________ ____________________________
___________________________________________________________________
Yes/No Reasons/ modifications needed
Designed activities
Mastery learning
Cooperative learning
Differentiation
Assessment for learning
QuestionnaireandDiscussion
Small, clear & attainable objectives
Assessment for learning
Feedbacks
Different learning & teaching strategies
1
2
3
4
Especiallyusefulintopicsinvolving
sequentialdevelopmentofknowledge
e.g.Demand&Supply,ADASModel.
ExampleExample
(Prior Knowledge) 1. 2. 3.
1. 2. 3.
Small teams with students of different levels of
ability.
A variety of learning activities e.g. Think-Pair-
Share, Two Stay, Two Stray to improve their
understanding of a subject.
Eachmemberofateamisresponsible
notonlyforownselfbutthewhole
team
Anatmosphereofachievementcanbe
created.
effectively used in topics relating to social
policies, current issues
multiple perspectives and abundant
information can be collected i.e. Income inequality and Anti-competitive behaviours.
e.g. minimum wage
EncourageCollaborativeThinking
Studentsweretaughthowto
presenttheirideasclearly extendothersideas integratedifferentideastoreachamorecreative
andincisiveconclusion.
Createopportunitiestoputthinkingintopractice
Projectlearning
Leadershiptraining
Ms.Wong CooperativeLearning
Strategies to differentiate instruction focus
on three key areas:
the pace at which the student learns,
depth of knowledge and understanding,
students interests.
Specific learning objectives and multiple learning
pathways to those objectives.
Commonly adopted in gifted education.
Further exploration of its effectiveness on
average economics class.
Differentiation can be adopted in the forms of content,
process and product.
We focus on differentiation in process
(e.g. graded exercises).
Examples of graded exercisesExamples of graded exercises
Assessment for Learning Course for PSHE Teachers (Part 2) Workshop for Economics Teachers Assessment for Learning
Data Based Questions: Data Refer to the following information and answer the questions. Source: Food and Agriculture Organization of the United Nations
http://www.fao.org/hunger/en/
Questions: 1. According to the chart above, which region has the greatest number of people suffering
from hunger? How many hungry people are there? 2. Some people claim that poor harvest is the main reason leading to hunger. Please justify
this view point with reference to the information given. 3. Use ONE economic concept to explain the phenomenon described in the above
information.. 4. Think of a situation in which the problem mentioned in the information can be solved. 5. According to the information, what is the criterion of allocating food among people? Who
will be discriminated under this criterion? 6. Can you think of an alternative method in which those who are discriminated in Q.5 will
be favoured? Under this allocation method, who will be discriminated then?
()
2009 7 23 2009 7 3
4
1. (1 ) 2. (1 ) 3.
(2 ) 4. 1-3 (5 ) 5.
(2 +3 )
1. Interfacebetweenjuniorseccurr.andseniorsecEcon. Audit/participateinplanningthejuniorsecPSHE EnsureessentiallearningelementsofStrand5(Resourcesand
EconomicActivities)tobecovered
Dev.students interest,priorknowledgeandsocialawareness
2. SeniorsecEcon. propersequencingoftopicstofacilitatelearningofALLstudents
Simpleconcepts(simplecategorization); Relationshipamongconcepts(e.g.D&S,choiceofoutputforind.
firminSR)
Proceduralknowledge(e.g.calculationofelasticities,bankingmultiplier)
Differentlevelsofdifficulty(e.g.bothHKCE&HKALelements)
Approachestoarrangethesequence
Familiar to unfamiliar
Concrete to abstract
Part to whole
Whole to part
Bylogicalorder
Bylevelofdifficulty
(Sequenceisnotjustrecurrenceandrepetitionofaskillorconcept,butthe
deepeningofit,eachsuccessiveencounterbuildsontheprecedingone)
Q&A