DOCUMENT RESUME ED 398 532 AUTHOR Duffy, Thomas; And … · 2014-06-30 · DOCUMENT RESUME ED 398...
Transcript of DOCUMENT RESUME ED 398 532 AUTHOR Duffy, Thomas; And … · 2014-06-30 · DOCUMENT RESUME ED 398...
DOCUMENT RESUME
ED 398 532 CS 012 547
AUTHOR Duffy, Thomas; And OthersTITLE Cognitive, Social, and Literacy Competencies: The
Chelsea Bank Simulation Project. Year One: FinalReport. [Volume 2]: Appendices.
INSTITUTION Indiana Univ., Bloomington. Center for Reading andLanguage Studies.
SPONS AGENCY Andrew W. Mellon Foundation, New York, N.Y.; RussellSage Foundation, New York, N.Y.
PUB DATE Aug 96NOTE 134p.; For volume 1, see CS 012 546.PUB TYPE Reports Research/Technical (143)
Tests /Evaluation Instruments (160)
EDRS PRICE MF01/PC06 Plus Postage.DESCRIPTORS *Basic Skills; Classroom Research; Computer Assisted
Instruction; *Computer Simulation; Problem Solving;Program Effectiveness; Secondary Education
IDENTIFIERS *Chelsea Bank Simulation Project
ABSTRACT
This supplementary volume presents appendixes A-Eassociated with a 1-year study which determined what secondary schoolstudents were doing as they engaged in the Chelsea Bank computersoftware simulation activities. Appendixes present the SCANS AnalysisCoding Sheet; coding problem analysis of 50 video segments; studentand teacher interview forms; student interviews; and teacherinterviews. (RS)
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Reproductions supplied by EDRS are the best that can be madefrom the original document.
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Cognitive, Social, and Literacy Competencies:The Chelsea Bank Simulation Project
Year One: Final Report
To the Andrew W. Mellon Foundationand the Russell Sage Foundation
From the Center for Reading and Language StudiesSchool of Education, Indiana University
August 1996
Appendix A:
Appendix B:
Appendix C:
Appendix D:
Appendix E:
Principal Investigators
Thomas DuffyRoger Farr
Beth GreeneLarry Mikulecky
PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL
HAS BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)
Appendices
SCANS Analysis Coding Sheet
50 Segments Coding Problem Analysis
Student and Teacher Interview Forms
Student Interviews (6/95)
Teacher Interviews (6/95)
U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)IrCe)p
04his document reproduced asreceived from the person or organizationoriginating it.
0 Minor changes have been made toimprove reproduction quality.
° Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.
BEST COF AVAILABLE
Project Staff
Gladys BrignoniJennifer ConnerCheryl GillilandChandra Hawley
Paul LloydYoung-in Moon
Bruce ToneSheila Van Bree
Appendix A
SCANS Analysis Coding Sheet
3
1
Chelsea Bank Observation FormSubjects TeacherObserver Video Start Time
Student time,: 0 = none/little 1 = about half 2 = most/all
Res's In'p 1 In'p 2 Info 1 Info 2 Info 3 Sys'm Tech Read Write_ Math Oral
Notes:
Res's In'p 1 In'p 2 Info 1 Info 2 Info 3 Sys'm Tech Read Write Math Oral
Notes:
Res's In'p 1 In'p 2 Info 1 Info 2 Info 3 Sys'm Tech Read Write Math Oral
Notes:
Res's In'p 1 In'p 2 Info 1 Info 2 Info 3 Sys'm Tech Read Write Math Oral
Notes:
Res's In'p 1 In'p 2 Info 1 Info 2 Info 3 Sys'm Tech Read Write Math Oral
Notes:
4
Appendix B
50 Segments Coding Problem Analysis
5
Segment Description
13-Aug-96
Segment Data
Segment Number 1 Other Students Yes
School John Jay Tape Number 1
Start Time 11.54 Teacher David Raphael
End Time 14.07 Students' Names Darlene, Laura, Elizabeth
Scenario 1) Fran Friendly Teacher 2.00Involvement
Segment Duration 2.13Segment OverviewWhere in Scenario?Description of Segment
Beginning of new scenario
The teacher is present as the segment begins. We don't know if the teacher was asked by the group orwhether he just dropped in on the group. They are attempting to determine if they should cash acheck. The teacher asks them if they have checked the manual. They reread the manual and theteacher asks whether the information is acceptable. He asks them to make decisions but continues todirect them to the manual. He also asks them to check how they would move to the second page ofthe manual. The students work in response to the teacher questions. They read what is on the screenand answer the teacher's questions. The students respond independently with little collaborationbetween the members of the group. Basically, this is a teacher asking questions and studentsfollowing the leads provided by the teacher. They work independently from each other but notindependently from the teacher.
General Categories: Averages for Two Raters
Basic Skills 3 Collaboration 0 Problem Solving 3 Concepts 2
Problem Solving Strategies: Averages for Two Raters
Focused 3 Recognize Confusion 2.5 Make Predictions 0
Previous Specific 1 Collaborate in 1 Previous General 0.5Learning Problem Analysis Learning
Seek Help 1 Make Changes 0.5
1
Segment Data
Segment Number 2 Other Students Yes
School John Jay Tape Number 1
Start Time 16.14 Teacher David Raphael
End Time 19.12 Students' Names Greg, Alvin, Stan
Scenario 1) Fran Friendly Teacher 1.33Involvement
Segment Duration 2.58Segment OverviewWhere in Scenario?
Description of Segment
Entering consequences
The segment begins with this group having arrived at a decision to cash a check. They ask the teacherwhat they are to do next. He responds by telling them they have to determine the consequences forthe bank, the customer, and themselves. He reminds them to take turns. For the remainder of thesegment the three boys in the group are engaged in discussing the consequences and typing theirresponses. They "seem" to discuss their responses before entering them into the computer. However,the sound is poor due to the fact that the teacher can be overhead talking to another group throughoutthe segment. There is turn taking with the typing of the responses. They help each other with the useof the computer, typing of the responses, and discussing their responses.
General Categories: Averages for Two Raters I
Basic Skills 3 Collaboration 3 Problem Solving 3 Concepts 2.5
Problem Solving Strategies: Averages for Two Raters
Focused 3 Recognize Confusion 2 Make Predictions 0
Previous Specific 3 Collaborate in 2.5 Previous General 0.5Learning Problem Analysis Learning
Seek Help 2.5 Make Changes 0
Segment Data
Segment Number 3 Other Students Yes
School John Jay Tape Number 1
Start Time 21.12 Teacher David Raphael
End Time 23.28 Students' Names Greg, Alvin, Stan
Scenario 1) Fran Friendly Teacher 1.33Involvement
Segment Duration 2.16Segment OverviewWhere in Scenario?
Description of Segment
Reviewing decisions/consequences
The group reads the results of a previous decision and learn that they have made a bad decision. Theyread the decision together from the screen and immediately recognize that the decision has been poor.The teacher directs them to go back to the decision. He tells them to print the copy. He then tells themto go on to the next segment. He (the teacher) asks them what they have learned from the segment.The students discuss the reason they made the decision and briefly discuss the influence of thesituation on their decision.
General Categories: Averages for Two Raters I
Basic Skills 3 Collaboration 2 Problem Solving 2.5 Concepts 3
Problem Solving Strategies: Averages for Two Raters
Focused 3 Recognize Confusion 2.5 Make Predictions 0
Previous Specific 2 Collaborate in 0.5 Previous General 2Learning Problem Analysis Learning
Seek Help 1 Make Changes 1
3
8
Segment DataI
Segment Number 4
School John Jay
Start Time 23.37
End Time 25.24
Scenario 1) Fran Friendly
Other Students Yes
Tape Number 1
Teacher David Raphael
Students' Names Suzy, Fabiola, Jose
Teacher 2.00Involvement
Segment OverviewI
Where in Scenario?
Description of Segment
Segment Duration 1.47
Reviewing decisions/consequences
This group is completing the entry of a decision and consequences. The teacher asks what they did toarrive at the decision and one student explains that they used the manual. The teacher watches as theygo to the next screen to determine the simulation response to their decision. The students print outtheir response and then look at the decision results. They read the decision from the screen. Theteacher asks how they feel and the students say they feel good except they lost a friend who may havemissed the bus. The teacher asks if the decision was worth it and they respond that it was since the jobis important to their well being.
General Categories: Averages for Two Raters
Basic Skills 3 Collaboration 1 Problem Solving 2 Concepts 2
Problem Solving Strategies: Averages for Two RatersI
Focused 3 Recognize Confusion 1.5 Make Predictions 0
Previous Specific 2 Collaborate in 0 Previous General 2Learning Problem Analysis Learning
Seek Help 2.5 Make Changes 0
Segment Data
Segment Number 5 Other Students Yes
School John Jay Tape Number 1
Start Time 25.25 Teacher David Raphael
End Time 27.41 Students' Names Harold, Toni, Eureka
Scenario 1) Fran Friendly Teacher 0.00Involvement
Segment Duration 2.16Segment OverviewWhere in Scenario?
Description of Segment
Entering consequences
This segment begins as the teacher is called over and asked how to spell a word they want to type.The students are typing the rules of good banking that they believe should guide their decisionmaking. The teacher observes for about a minute and acknowledges their good responses. For theremainder of the segment, the students suggest other rules of good banking and type them into thecomputer. There is discussion between the students as to the length and appropriateness of theresponses. One student suggests that the responses should be longer. The students do take turnssuggesting responses and one student enters the information.
General Categories: Averages for Two Raters I
Basic Skills 3 Collaboration 2 Problem Solving 2 Concepts 1.5
Problem Solving Strategies: Averages for Two Raters
Focused 3 Recognize Confusion 0 Make Predictions 0
Previous Specific 2.5 Collaborate in 2 Previous General 1
Learning Problem Analysis Learning
Seek Help 2 Make Changes 0
5
10
Segment Data
Segment Number 6
School I.S. 218
Start Time 3.19
End Time 4.32
Scenario 1) Fran Friendly
Other Students Yes
Tape Number 3
Teacher Diana Rodriguez de Arma
Students' Names Kenny, Ramon, Jeffrey
Teacher 1.33Involvement
Segment OverviewI
Where in Scenario?Description of Segment
Segment Duration 1.13
Considering scenario problem
Three boys call to the teacher and announce that a check they are looking at is not good. Theyrespond in unison that the signature is not good. They are told to turn the check over. They continueto say the check is not good. The teacher again asks them to click on the check to turn it over. Theydo so and then recognize that the check is good.
General Categories: Averages for Two Raters I
Basic Skills 2 Collaboration 2 Problem Solving 2 Concepts 2
Problem Solving Strategies: Averages for Two Raters
Focused 3 Recognize Confusion 2 Make Predictions 0
Previous Specific 1.5 Collaborate in 2 Previous General 0Learning Problem Analysis Learning
Seek Help 2 Make Changes 1
6
Segment Data
Segment Number 7 Other Students Yes
School I.S. 218 Tape Number 3
Start Time 4.45 Teacher Diana Rodriguez de Arma
End Time 6.29 Students' Names Yadhira, Nayris Elizabeth
Scenario 1) Fran Friendly Teacher 2.00Involvement
Segment Duration 1.44Segment OverviewWhere in Scenario?
Description of Segment
Considering scenario problem
The girls are discussing how to proceed and they turn to the teacher for help. The teacher directs themby asking whose account should be examined. They told what to enter the Friendly's name and theydo so. The continuously look to the teacher for help. They seem confused about what to do. Theyread from the screen and enter data.
General Categories: Averages for Two Raters I
Basic Skills 3 Collaboration 1 Problem Solving 3 Concepts 2
Problem Solving Strategies: Averages for Two Raters
Focused 3 Recognize Confusion 3 Make Predictions 0
Previous Specific 0 Collaborate in 1 Previous General 0Learning Problem Analysis Learning
Seek Help 3 Make Changes 0
7
12
Segment DataI
Segment Number 8
School I.S. 218
Start Time 17.25
End Time 20.02
Scenario 1) Fran Friendly
Other Students Yes
Tape Number 3
Teacher Diana Rodriguez de Anna
Students' Names Chris, Martin, Gabriel
Teacher 1.33Involvement
Segment OverviewI
Where in Scenario?
Description of Segment
Segment Duration 2.37
Considering scenario problem
Three boys are entering the effects of their decision for the scenario. They discuss where theinformation is to be entered, prompt each other with answers, and one boy enters the data. Theteacher is heard in the background prompting them as to where they should be in their work.
General Categories: Averages for Two RatersI
Basic Skills 3 Collaboration 2 Problem Solving 3 Concepts 2
Problem Solving Strategies: Averages for Two Raters
Focused 3 Recognize Confusion 0 Make Predictions 0
Previous Specific 1 Collaborate in 2 Previous General 0Learning Problem Analysis Learning
Seek Help 0 Make Changes 0
8
13
Segment Data
Segment Number 9 Other Students Yes
School I.S. 218 Tape Number 3
Start Time 20.29 Teacher Diana Rodriguez de Anna
End Time 22.12 Students' Names Darlene, Laura, Elizabeth
Scenario 1) Fran Friendly Teacher 0.67Involvement
Segment Duration 1.43Segment OverviewWhere in Scenario?Description of Segment
Entering consequences
Three girls are involved in discussing and entering the consequences for a decision they have justmade. The teacher passes by and asks if they are entering the consequences for the bank. They pointout that they are. They then go on to discuss and enter consequences. They seem to be discussingresponses and developing joint responses.
General Categories: Averages for Two Raters
Basic Skills 3 Collaboration 3 Problem Solving 3 Concepts 2
Problem Solving Strategies: Averages for Two Raters
Focused 3 Recognize Confusion 0 Make Predictions 0
Previous Specific 2 Collaborate in 3 Previous General 0Learning Problem Analysis Learning
Seek Help 0 Make Changes 0
Segment DataI
Segment Number 10 Other Students Yes
School I.S. 218 Tape Number 3
Start Time 24.29 Teacher Diana Rodriguez de Anna
End Time 25.36 Students' Names Darlene, Laura, Elizabeth
Scenario 1) Fran Friendly Teacher 0.00Involvement
Segment Duration 1.07Segment OverviewWhere in Scenario?Description of Segment
Reviewing decisions/consequences
Three girls are not sure how to interpret the response on the screen. They want to know if they havemade a good decision and are not sure if they have done so. They ask the teacher for assistance. Theteacher directs them to go back in their work to see if they have left out a step. They follow herdirections and discover that they have left out a step.
General Categories: Averages for Two Raters I
Basic Skills 3 Collaboration 1 Problem Solving 2.5 Concepts 1
Problem Solving Strategies: Averages for Two Raters
Focused 3 Recognize Confusion 2 Make Predictions 0
Previous Specific 2 Collaborate in 1 Previous General 0Learning Problem Analysis Learning
Seek Help 3 Make Changes 0
General Categories: Averages for Two Raters
Segment Data
Segment Number 11 Other Students Yes
School I.S. 218 Tape Number 5
Start Time 8.21 Teacher Diana Rodriguez de Arma
End Time 31.13 Students' Names Darlene, Laura, Elizabeth
Scenario 2) John Gumble Teacher 1.00Involvement
Segment Duration 22.51Segment OverviewWhere in Scenario?
Description of Segment
Making a choice (answering)
This segment carries through almost the entire scenario in which the customer attempts to depositmoney in the bank. The three girls are very engaged in the task. They help each other, point out errorsin counting and sorting the money, and arrive at common decisions. There is a significant amount ofcollaboration. On two occasions the teacher enters to check on their work and provide some briefassistance. However, in general the three girls work alone. They discuss answer choices, watch andhelp (correct) the person who assembles the money, discuss next steps, and work their way throughthe scenario. Their biggest problems appear to be to follow the simulation procedures as to what to donext.
Basic Skills 3 Collaboration 3 Problem Solving 2.5 Concepts 3
Problem Solving Strategies: Averages for Two Raters
Focused 3 Recognize Confusion 2.5 Make Predictions 2
Previous Specific 3 Collaborate in 2.5 Previous General 1
Learning Problem Analysis Learning
Seek Help 1 Make Changes 0.5
BEST COPY AVAILABLE
11
is
Segment Data
Segment Number 12 Other Students Yes
School I.S. 218 Tape Number 6
Start Time 1.03 Teacher Diana Rodriguez de Anna
End Time 6.32 Students' Names Darlene, Laura, Elizabeth
Scenario 2) John Gumble Teacher 1.33Involvement
Segment Duration 5.29Segment OverviewWhere in Scenario?
Description of Segment
Reviewing decisions/consequences
This short segment shows the teacher interacting with three students who have just completed thesecond scenario. At the beginning of the segment, the teacher is dismissing the rest of the class as thethree girls complete entering the consequences of their decision. They discuss possible responses andenter them in the computer. They then consider what to do to complete the scenario. They ask theteacher what to do when it says to print the report. They review the decision, but do not seem sure ifthey have made a correct decision. The teacher guides them in considering their response. They thenclose down the program and are dismissed from class.
General Categories: Averages for Two Raters I
Basic Skills 2.5 Collaboration 3 Problem Solving 2.5 Concepts 1.5
Problem Solving Strategies: Averages for Two Raters
Focused 3 Recognize Confusion 2.5 Make Predictions 0
Previous Specific 3 Collaborate in 2 Previous General 0Learning Problem Analysis Learning
Seek Help 2.5 Make Changes 0.5
General Categories: Averages for Two Raters
Segment Data
Segment Number 13 Other Students Yes
School John Jay Tape Number 7
Start Time 6.37 Teacher David Raphael
End Time 12.45 Students' Names Suzy, Fabiola, Jose
Scenario 2) John Gumble Teacher 1.33Involvement
Segment Duration 6.08Segment OverviewWhere in Scenario?
Description of SegmentBeginning of new scenario
The segment starts as the students are confused about how to get the scenario started. They callto theteacher for help and he provides some general advice. They read from the screen to understand theproblem for the scenario. They read the response from the first scenario and read that they have madethe right decision. They then read the problem for the next scenario. They read independently, butone of the students reads aloud. The teacher gives them advice about dragging the mouse with themoney. They discuss how to sort the money so that it can be counted. They work together and helpeach other with the sorting and counting of the money. The segment ends as they begin to fill in atally sheet.
Basic Skills 3 Collaboration 2.5 Problem Solving 3 Concepts 1.5
Problem Solving Strategies: Averages for Two Raters
Focused 2.5 Recognize Confusion 2.5 Make Predictions 0
Previous Specific 1.5 Collaborate in 3 Previous General 0Learning Problem Analysis Learning
Seek Help 2.5 Make Changes 0.5
13
18
Segment Data
Segment Number 14 Other Students Yes
School John Jay Tape Number 7
Start Time 13.16 Teacher David Raphael
End Time 17.25 Students' Names Suzy, Fabiola, Jose
Scenario 2) John Gumble Teacher 0.33Involvement
Segment Duration 4.09Segment OverviewWhere in Scenario?
Description of Segment
Making a choice (answering)
The three students are completing the tally. They go to the manual to determine if they have done thework correctly. They learn what to do when the tally and the deposit slip do not match. One studentdominates the activity, but the others are intently following her work and seem to offer suggestionsand reinforcement for her work. They go through the process of sorting and counting the money.
General Categories: Averages for Two Raters
Basic Skills 3 Collaboration 2 Problem Solving 3 Concepts 3
Problem Solving Strategies: Averages for Two Raters
Focused 3 Recognize Confusion 0.5 Make Predictions 0
Previous Specific 1.5 Collaborate in 3 Previous General 0Learning Problem Analysis Learning
Seek Help 2.5 Make Changes 0
Segment Data
Segment Number 15 Other Students Yes
School John Jay Tape Number 7
Start Time 17.26 Teacher David Raphael
End Time 31.05 Students' Names Suzy, Fabiola, Jose
Scenario 2) John Gumble Teacher 1.00Involvement
Segment Duration 13.39Segment OverviewWhere in Scenario?
Description of Segment
Reviewing decisions/consequences
The teacher enters the activity and asks if they have used the tally sheet for counting the money. Heshows them how to do that. They then enter the amounts in the tally sheet as the teacher goes off towork with other students. The students work together in completing the tally. They work together andmake suggestions as to how to proceed. They use the manual to determine what procedures to followwhen the amount is not correct. They consider the various options and make a decision. They thenconsider completing the report which causes them to restate the problem and consider theconsequences. They take turns entering data. All of the students are involved in making decisions, butit is the student leader in the group who encourages them to become involved. They discuss theconsequences and enter their responses. It is interesting that more discussion (thinking) occurs as theyconsider the consequences.
General Categories: Averages for Two Raters I
Basic Skills 3 Collaboration 3 Problem Solving 2.5 Concepts 3
Problem Solving Strategies: Averages for Two Raters
Focused 3 Recognize Confusion 1 Make Predictions 3
Previous Specific 2 Collaborate in 2.5 Previous General 0.5Learning Problem Analysis Learning
Seek Help 2.5 Make Changes 0
15
20
General Categories: Averages for Two Raters
Segment Data
Segment Number 16 Other Students Yes
School John Jay Tape Number 8
Start Time 0.08 Teacher David Raphael
End Time 5.34 Students' Names Suzy, Fabiola, Jose
Scenario 2) John Gumble Teacher 0.33Involvement
Segment Duration 5.26Segment OverviewWhere in Scenario?
Description of Segment
Entering consequences
The segment begins when the students are confused because they can't find the customer's name inthe credit check. They are guided by the teacher to look in the account. They then revise their processand enter consequences. The teacher reminds them to take turns. The complete the scenario and printthe report. It is obvious from teacher voice in the background that the teacher is guiding the studentsthrough the segment. The students get in groups after the scenario is completed to discuss theirconsequences.
Basic Skills 3 Collaboration 3 Problem Solving 0.5 Concepts 0.5
Problem Solving Strategies: Averages for Two Raters
Focused 3 Recognize Confusion 1.5 Make Predictions 0
Previous Specific 1.5 Collaborate in 3 Previous General 2Learning Problem Analysis Learning
Seek Help 2 Make Changes 2
16
21
Segment Data
Segment Number 17 Other Students Yes
School John Jay Tape Number 10
Start Time 7.22 Teacher David Raphael
End Time 26 Students' Names Alex, Alvin, Naima
Scenario 4) Jane Smiley Teacher 0.67Involvement
Segment Duration 18.38Segment OverviewWhere in Scenario?
Description of Segment
Writing consequences
Three students are working on scenario 4. Their voices cannot be heard for most of the segment sincethe mikes seem to be linked to another group and the teacher. There is discussion in the backgroundas to which scenario students are completing. These students seem to be working intently and there ismouth movement and pointing to the screen. It seems that they are intent, focused, and collaborating.They read from the screen intently. The students seem sure as to what to do. In the second half of thissegment, the mike is brought over to the students and the students can be heard. They discuss theconsequences as they enter them. Students offer suggestions and develop joint responses. The teacherenters and asks a question. The students answer the question and go on with their work. The teacherleaves the group and they continue entering consequences. They then read the results of their decisionfrom the screen. The read the results (consequences). They seem quite adroit at moving through thecomputer simulation and are focused on the consequences rather than merely how to get through thecomputer procedures.
General Categories: Averages for Two Raters
Basic Skills 3 Collaboration 3 Problem Solving 2.5 Concepts 0
Problem Solving Strategies: Averages for Two Raters
Focused 3 Recognize Confusion 0 Make Predictions 0
Previous Specific 2.5 Collaborate in 2.5 Previous General 0Learning Problem Analysis Learning
Seek Help 1 Make Changes 0
17
22
Segment DataI
Segment Number
School
Start Time
End Time
Scenario
18
John Jay
26.1
30.43
4) Jane Smiley
Other Students Yes
Tape Number 10
Teacher David Raphael
Students' Names Alex, Alvin, Naima
Teacher 0.67Involvement
Segment OverviewI
Where in Scenario?Description of Segment
Segment Duration 4.33
Considering scenario problem
The begin working the check cashing segment. They discuss the main problem. They check the mainmenu to check what to do next. They look in the bank records to see if the person has an account.They work together, checking answers with each other, giving quizzical looks to each other, andtalking together. They seek information and think about answers. The teacher asks a question andthey reveal that they know where to look for information.
General Categories: Averages for Two Raters I
Basic Skills 3 Collaboration 2.5 Problem Solving 2.5 Concepts 2
Problem Solving Strategies: Averages for Two Raters1
Focused 3 Recognize Confusion 1 Make Predictions 0
Previous Specific 2.5 Collaborate in 2.5 Previous General 0Learning Problem Analysis Learning
Seek Help 2 Make Changes 0.5
Segment Data
Segment Number 19 Other Students Yes
School John Jay Tape Number 11
Start Time 0.43 Teacher David Raphael
End Time 4.16 Students' Names Alex, Alvin, Naima
Scenario 5) John Beadle Teacher 0.33Involvement
Segment Duration 3.33Segment OverviewWhere in Scenario?
Description of Segment
Entering consequences
The students are involved in completing the segment by entering the consequences for the scenariothey have just completed. They discuss the responses and enter the consequences. Students talk andexchange information as the consequences are entered. It seems to be a joint activity. The teacher isheard in the background completing the class session. The students check the results of their decisionsand smile as they read the results of their work.
General Categories: Averages for Two Raters
Basic Skills 3 Collaboration 3 Problem Solving 3 Concepts 3
Problem Solving Strategies: Averages for Two Raters I
Focused 3 Recognize Confusion 0 Make Predictions 3
Previous Specific 3 Collaborate in 3 Previous General 0Learning Problem Analysis Learning
Seek Help 0 Make Changes 0
Segment DataI
Segment Number 20 Other Students Yes
School I.S. 218 Tape Number 12
Start Time 9.07 Teacher Diana Rodriguez de Anna
End Time 12.32 Students' Names Chris, Martin, Gabriel
Scenario 6) Dooley Teacher 2.00Involvement
3.25Segment Overview Segment Duration
Where in Scenario?
Description of SegmentConsidering scenario problem
During this segment the teacher directs the students as they begin to consider the problem regardingthe depositing of several checks. The teacher seems concerned that the students get started correctly.It may be that this is the first time the three boys are videotaped. The teacher asks them to talk aloud,to explain what they are thinking. She directs them in terms of what they should be looking for asthey decide to deposit the checks. They respond to her questions and she continues to ask themquestions if the responses are not correct. She makes sure that they understand the problem (someonewants to deposit checks) and that they know what to do to check on that process (examine theiraccounts). She then moves off and the students work together.
General Categories: Averages for Two Raters I
Basic Skills 2.5 Collaboration 0 Problem Solving 3 Concepts 3
1 Problem Solving Strategies: Averages for Two RatersI
Focused 2.5 Recognize Confusion 0 Make Predictions 2.5
Previous Specific 3 Collaborate in 0.5 Previous General 0Learning Problem Analysis Learning
Seek Help 0 Make Changes 0
Segment Data
Segment Number 22 Other Students Yes
School I.S. 218 Tape Number 13
Start Time 0.47 Teacher Diana Rodriguez de Arma
End Time 11.49 Students' Names Chris, Martin, Gabriel
Scenario 7) Mickey Mike Teacher 1.33Involvement
Segment Duration 11.02Segment OverviewWhere in Scenario?
Description of Segment
Reading the problem
Three boys are reading and talking about the "problem" in this scenario. They point to screen, look ateach other during discussion. It looks they are counting money. There is a great deal of backgroundnoise, teacher talking to others in class. The teacher arrives and begins questioning: "How're ya doin'?What are you up to -- 7? Did you finish 6 already?" When they tell her yes they got it right she asksquestions about prior scenario (6). They act like they want her to leave so they can get on withscenario 7. They go back to work -- seems pretty routine. they take turns readily: read choices, point,have eye contact with each other. Two of the three do most of talking and typing and oral reading.
General Categories: Averages for Two Raters I
Basic Skills 3 Collaboration 3 Problem Solving 2.5 Concepts 2.5
Problem Solving Strategies: Averages for Two Raters
Focused 3 Recognize Confusion 1 Make Predictions 1.5
Previous Specific 2.5 Collaborate in 3 Previous General 0Learning Problem Analysis Learning
Seek Help 1 Make Changes 0.5
21
26
Segment DataI
Segment Number 23
School I.S. 218
Start Time 22.05
End Time 31.3
Scenario 6) Dooley
Other Students Yes
Tape Number 13
Teacher Diana Rodriguez de Anna
Students' Names Yadhira, Nayris Elizabeth
Teacher 0.00Involvement
Segment Overview1
Where in Scenario?
Description of Segment
Reading choices
Segment Duration 9.25
Begins with three girls reading the choices. It is quiet but they speak softly. They take turns to writeconsequences: one writes effect on "you," others "bank" and "???". One of the three (in middle)directs other two most of the time. One corrects other on proper typing -- "capital -- use shift." Theywrite Rules for the Bank. They then read the decisions and the explanations. Girl in middle (leader)says, "Oh man we made the wrong decision." Segment ends with them reading the introduction forthe next scenario.
General Categories: Averages for Two Raters I
Basic Skills 3 Collaboration 2 Problem Solving 3 Concepts 2.5
Problem Solving Strategies: Averages for Two Raters
Focused 3 Recognize Confusion 0 Make Predictions 0
Previous Specific 3 Collaborate in 1.5 Previous General 0Learning Problem Analysis Learning
Seek Help 0 Make Changes 0
Segment DataI
Segment Number 24 Other Students Yes
School I.S. 218 Tape Number 16
Start Time 9.03 Teacher Diana Rodriguez de Arma
End Time 22.28 Students' Names Louis, Ramon, Niurca
Scenario 8) Mr. Smith Teacher 2.00Involvement
Segment Duration 13.25Segment OverviewWhere in Scenario?
Description of Segment
Considering choices
Three students are surprised by John Smith's profile in the computer. they cannot believe he doesn'twork or have a phone. They recognize the mismatch between the man's appearance (bum) and hisrights as a customer to cash a check (profile and balance the computer gives for him). They go to themanual to check if they can cash his check without ID. Then the teacher arrives. She pushes themback to review decision choices and why they can or cannot cash it. They reveal that they know therules. They respond to her probing questions; then they have a group conflict over 2 possible choices.She tells them to go back to the manual to see what to do if the customer doesn't have ID. She leavesas this segment ends.
General Categories: Averages for Two Raters I
Basic Skills 3 Collaboration 3 Problem Solving 3 Concepts 3
Problem Solving Strategies: Averages for Two RatersI
Focused 3 Recognize Confusion 2.5 Make Predictions 1.5
Previous Specific 3 Collaborate in 3 Previous General 1
Learning Problem Analysis Learning
Seek Help 3 Make Changes 0
Segment DataI
Segment Number 25 Other Students Yes
School I.S. 218 Tape Number 16
Start Time 22.3 Teacher Diana Rodriguez de Anna
End Time 31.05 Students' Names Louis, Ramon, Niurca
Scenario 8) Mr. Smith Teacher 0.00Involvement
Segment Duration 8.35Segment OverviewWhere in Scenario?
Description of Segment
Reviewing decisions/consequences
Continues scenario on John Smith with them reading the manual about cashing a check without ID.The three boys discuss which choice to make based on what the manual says . They are confusedbecause the manual does not give a clear decision for them. They try to decide by eliminating twochoices and continue to discuss the other options. They make a decision [tape seems to break herebecause the next thing on tape is reading decisions and their consequences -- no problem or writingconsequences or rules for good banking]. They made the right decision; they are elated as they readthe other choices and laugh at how they didn't screw up. They expected to get a promotion but thescreen tells them they didn't get promoted. They are very disappointed.
General Categories: Averages for Two Raters I
Basic Skills 3 Collaboration 3 Problem Solving 3 Concepts 3
Problem Solving Strategies: Averages for Two Raters
Focused 3 Recognize Confusion 2 Make Predictions 1.5
Previous Specific 2 Collaborate in 3 Previous General 0Learning Problem Analysis Learning
Seek Help 2 Make Changes 0
Segment Data
Segment Number 26 Other Students Yes
School John Jay Tape Number 18
Start Time 0.45 Teacher David Raphael
End Time 10.12 Students' Names Rhona, Rettick
Scenario 8) Mr. Smith Teacher 1.33Involvement
Segment Duration 9.27Segment OverviewWhere in Scenario?Description of Segment
Making a choice (answering)
Begins with girl reading the introduction to scenario 8. She raises a question as to whether somethingis needed. They go to the manual and proceed through the items noted in the manual for cashing acheck. Teacher arrives about 3 minutes into the scenario; they select A and in writing the problemstate there is no problem. Then Dave asks, If there's no problem why were you initially reluctant tocash the check?" The students then identify the mismatch between the way the customer looks andthe data the bank has on this customer. She types in consequences and he monitors what she typesand contributes words. Dave asks if this is a case of "Don't judge a book by its cover." They show thatthey understand by agreeing and stating that the cover is the bum and the book is his large bankaccount. The scenario ends with their correct choice and them reading the other choices. They are notpromoted because they made a mistake on an earlier scenario which they must redo.
General Categories: Averages for Two Raters
Basic Skills 3 Collaboration 3 Problem Solving 3 Concepts 3
Problem Solving Strategies: Averages for Two Raters
Focused 3 Recognize Confusion 0.5 Make Predictions 0
Previous Specific 3 Collaborate in 2.5 Previous General 1.5Learning Problem Analysis Learning
Seek Help 2 Make Changes 0
Segment Data
Segment Number 27 Other Students Yes
School John Jay Tape Number 18
Start Time 10.13 Teacher David Raphael
End Time 26.35 Students' Names Rhona, Renick
Scenario 6) Dooley Teacher 1.33Involvement
16.22Segment Overview Segment Duration
Where in Scenario?
Description of Segment
Writing consequences
The two students must redo scenario 6 because they made an error on it earlier and therefore did notget promoted after correctly completing scenario 8 (segment 26). Dave remains with the group. Theycheck the checks, front and back, that Janine Dooley wants to deposit. They check the signature,amount, date to verify check, the deposit slip. They decide on choice B. They write the problem, theywrite report, rules for good banking. And, they got it wrong again. They are very unhappy - groan,moan, say "oh no." They then read the correct choice. Dave asks then what they learned from this.The boy says, "Don't jump to conclusions" and the girl says, "You have to read everything over andover until you get it; not to just run through it." This time they got the promotion. Dave congratulatesthem. The segment ends with the girl asking what is a customer service representative. Dave tellsthem they will have a new job next time and suggests they think about what the words customer andservice mean.
General Categories: Averages for Two Raters
Basic Skills 3 Collaboration 3 Problem Solving 3 Concepts 3
Problem Solving Strategies: Averages for Two Raters
Focused 3 Recognize Confusion 1 Make Predictions 0
Previous Specific 3 Collaborate in 3 Previous General 0Learning Problem Analysis Learning
Seek Help 1 Make Changes 0
26
31
Segment Data
Segment Number 28 Other Students No
School John Jay Tape Number 19
Start Time 13.48 Teacher David Raphael
End Time 26.27 Students' Names Harold, Toni, Eureka
Scenario 7) Mickey Mike Teacher 0.00Involvement
Segment Duration 12.39Segment OverviewWhere in Scenario?
Description of Segment
Beginning of new scenario
This segment starts with the 3 students reading the scenario. The students are very engaged andfocused throughout the segment. The students are presented with the customer who wants to make adeposit. Mickey Mike stresses that there is no need for the teller to count the money since he is arich superstar. However, the students decide to count the money as they state that it's a bank policy todo so. Moreover, they discern that they could lose their job if they don't follow the regulations. Thesegment ends as the students read the consequences.
General Categories: Averages for Two Raters
Basic Skills 3 Collaboration 2 Problem Solving 2 Concepts 3
Problem Solving Strategies: Averages for Two Raters
Focused 3 Recognize Confusion 0 Make Predictions 0
Previous Specific 2 Collaborate in 2.5 Previous General 2Learning Problem Analysis Learning
Seek Help 0 Make Changes 0
27
32
Segment Data
Segment Number 29
School John Jay
Start Time 26.28
End Time 29.4
Scenario 8) Mr. Smith
Other Students No
Tape Number 19
Teacher David Raphael
Students' Names Harold, Toni, Eureka
Teacher 0.00Involvement
Segment OverviewI
Where in Scenario?
Description of Segment
Segment Duration 3.12
Considering scenario problem
This segment begins with the students discussing the scenario. It appears that a customer resemblinga bum wants to cash a check. Although he loos very dirty, the students stress that they need to followthe bank's regulations. They state that they shouldn't stereotype people based on their clothes andappearance.
General Categories: Averages for Two Raters
Basic Skills 2.5 Collaboration 1 Problem Solving 1 Concepts 1
Problem Solving Strategies: Averages for Two Raters
Focused 3 Recognize Confusion 0 Make Predictions 0
Previous Specific 1 Collaborate in 1 Previous General 1
Learning Problem Analysis Learning
Seek Help 0.5 Make Changes 0
28
33
Segment DataI
Segment Number 30
School John Jay
Start Time 0.47
End Time 4.31
Scenario 8) Mr. Smith
Other Students No
Tape Number 20
Teacher David Raphael
Students' Names Harold, Toni, Eureka
Teacher 0.00Involvement
Segment Overview1
Where in Scenario?
Description of Segment
Segment Duration 3.44
Considering choices
Continues scenario on Mr. Smith with them discussing the customer's appearance of being a bum.The students have no difficulty in identifying the correct choice. As a result of their wise decision,they're given a promotion.
General Categories: Averages for Two Raters1
Basic Skills 3 Collaboration 3 Problem Solving 3 Concepts 3
Problem Solving Strategies: Averages for Two Raters1
Focused 3 Recognize Confusion 0.5 Make Predictions 0.5
Previous Specific 2.5 Collaborate in 3 Previous General 1
Learning Problem Analysis Learning
Seek Help 0 Make Changes 0
General Categories: Averages for Two Raters
Segment DataI
Segment Number 31
School I.S. 218
Start Time 0.5
End Time 17.22
Scenario 9) Slick Guy
Other Students No
Tape Number 23
Teacher Diana Rodriguez de Anna
Students' Names Louis, Ramon, Niurca
Teacher 1.33Involvement
Segment OverviewI
Where in Scenario?Description of Segment
Segment Duration 16.32
Beginning of new scenario
The 3 students are shown taking turns in reading the set-up of the scenario in addition to the interviewquestions. The teacher interrupts them as she says that they skipped a step. Moreover, she has themgo back to the application. The teacher tells them to write down some of the customer's information.She also explains that they need to ask all the questions relevant to opening a checking account.Diana consecutively interrupts the students and directs them. Nonetheless, the students are showndiscussing and problem solving throughout the duration of this segment.
Basic Skills 3 Collaboration 2 Problem Solving 2 Concepts 3
Problem Solving Strategies: Averages for Two Raters1
Focused 3 Recognize Confusion 0.5 Make Predictions 0.5
Previous Specific 1.5 Collaborate in 2.5 Previous General 0Learning Problem Analysis Learning
Seek Help 1.5 Make Changes 0
General Categories: Averages for Two Raters
Segment Data
Segment Number 21 Other Students Yes
School I.S. 218 Tape Number 12
Start Time 12.33 Teacher Diana Rodriguez de Arma
End Time 30.03 Students' Names Chris, Martin, Gabriel
Scenario 6) Dooley Teacher 0.00Involvement
0Segment Overview Segment Duration
Where in Scenario?
Description of Segment
Considering scenario problem
This segment shows the three students working through the problem regarding the depositing ofchecks. The noise in the background is high and the teacher's voice is heard constantly. However, sheis working with other students and not with this group of three. It is difficult to determine if theteacher can be heard by the three students. It is assumed that they cannot hear her.
Basic Skills 3 Collaboration 3 Problem Solving 3 Concepts 3
Problem Solving Strategies: Averages for Two Raters
Focused 3 Recognize Confusion 3 Make Predictions 3
Previous Specific 2.5 Collaborate in 3 Previous General 0Learning Problem Analysis Learning
Seek Help 3 Make Changes 0
31
38
Segment Data
Segment Number 32 Other Students No
School I.S. 218 Tape Number 24
Start Time 47.33 Teacher Diana Rodriguez de Arma
End Time 58 Students' Names Odalys, Leo, Juan
Scenario 10) Mr. Smith Teacher 2.00Involvement
Segment Duration 10.67Segment OverviewWhere in Scenario?Description of Segment
Considering scenario problem
Three students are engaged in writing down information which isn't clear to us. They appear to behesitant in following prodedures. The teacher interrupts them and asks them to read aloud thescreen. She directs the interaction by telling them what to do next. Although the teacher asksquestions and probes them, she truly controls the majority of the segment.
General Categories: Averages for Two Raters
Basic Skills 1.5 Collaboration 1 Problem Solving 1 Concepts 1
Problem Solving Strategies: Averages for Two RatersI
Focused 3 Recognize Confusion 1.5 Make Predictions 0
Previous Specific 1.5 Collaborate in 1 Previous General 0Learning Problem Analysis Learning
Seek Help 0.5 Make Changes 0
32
37
Segment Data1
Segment Number 33
School I.S. 218
Start Time 30.44
End Time 39.19
Scenario 10) Mr. Smith
Other Students No
Tape Number 25
Teacher Diana Rodriguez de Anna
Students' Names Odalys, Leo, Juan
Teacher 1.33Involvement
Segment Overview1
Where in Scenario?Description of Segment
Segment Duration 8.75
Considering choices
Continues scenario on Mr. Smith with the teacher telling that they need to gather more informationabout the customer. Students are shown checking Mr. Smith's account. They realize that he doeshave money on his account. They then read the choices and discuss which decision is correct. Thesegment ends as the girl from this group explains why she thinks her choice is right.
General Categories: Averages for Two Raters1
Basic Skills 1.5 Collaboration 0.5 Problem Solving 0 Concepts 1
Problem Solving Strategies: Averages for Two RatersI
Focused 3 Recognize Confusion 0 Make Predictions 0
Previous Specific 1.5 Collaborate in 1 Previous General 0.5Learning Problem Analysis Learning
Seek Help 0 Make Changes 0
Segment DataI
Segment Number 34
School I.S. 218
Start Time 39.2
End Time 43.49
Scenario 10) Mr. Smith
Other Students No
Tape Number 25
Teacher Diana Rodriguez de Anna
Students' Names Odalys, Leo, Juan
Teacher 0.00Involvement
Segment Overview1
Where in Scenario?Description of Segment
Segment Duration 4.29
Reviewing decisions/consequences
Continues scenario with Mr. Smith as students are discussing and writing the "rules of goodbanking." Only 1 student is shown typing in the information. Then students read the consequencesto their choice. They selected the correct answer at the end.
General Categories: Averages for Two Raters I
Basic Skills 3 Collaboration 3 Problem Solving 3 Concepts 3
Problem Solving Strategies: Averages for Two Raters
Focused 3 Recognize Confusion 0.5 Make Predictions 0.5
Previous Specific 2 Collaborate in 2 Previous General 0.5Learning Problem Analysis Learning
Seek Help 0 Make Changes 0
34
39
Segment Data
Segment Number 35 Other Students Yes
School John Jay Tape Number 28
Start Time 49.02 Teacher David Raphael
End Time 59.23 Students' Names Greg, Alvin, Stan
Scenario 9) Mr. Jones Teacher 0.00Involvement
10.21Segment Overview Segment Duration
Where in Scenario?Description of Segment
Considering choices
A particular distraction of this segment is that the teacher is heard the entire time even though he isnot present with this particular group of students. The students seem to be very engaged as they areinvolved in collaboration and problem solving. In addition, they appear to be discussing responses.However, at times they appear confused and hesitant as to what procedure follows. In one instance,the teacher is asked for help as students do not understand the meaning of "overdraft". The teacherexplains the meaning and students proceed in their discussion.
General Categories: Averages for Two Raters I
Basic Skills 3 Collaboration 3 Problem Solving 2.5 Concepts 3
Problem Solving Strategies: Averages for Two Raters
Focused 3 Recognize Confusion 2.5 Make Predictions 0
Previous Specific 2.5 rnllahnrot. n 3 Previous General 0.5Learning Problem Analysis Learning
Seek Help 2 Make Changes 0
35
40
Segment DataI
Segment Number
School
Start Time
End Time
Scenario
36
John Jay
30.5
36.38
9) Mr. Jones
Other Students Yes
Tape Number 29
Teacher David Raphael
Students' Names Greg, Alvin, Stan
Teacher 0.00Involvement
Segment OverviewI
Where in Scenario?
Description of Segment
Segment Duration 5.88
Writing consequences
Continues scenario on Mr. Jones with the students discussing their responses. Students are faced withopening a checking account for a customer with a bad credit history. The students are shown writingthe "rules of good banking". All of the students are engaged and collaborate in problem analysis. Inaddition, they make their final decision and read the consequences.
General Categories: Averages for Two Raters I
Basic Skills 3 Collaboration 3 Problem Solving 2 Concepts 2
Problem Solving Strategies: Averages for Two Raters1
Focused 3 Recognize Confusion 0 Make Predictions 0
Previous Specific 2 Collaborate in 3 Previous General 0Learning Problem Analysis Learning
Seek Help 0 Make Changes 0
36
41.
Segment DataI
Segment Number 38
School John Jay
Start Time 56.27
End Time 58.59
Scenario 10) Mr. Smith
Other Students No
Tape Number 29
Teacher David Raphael
Students' Names Alex, Alvin, Naima
Teacher 0.00Involvement
Segment Overview1
Where in Scenario?
Description of Segment
Segment Duration 2.32
Considering scenario problem
This segment shows the students being involved in lots of reading. We see Naima reading theintroduction to this scenario. In addition, she reads the teller's story. In contrast, Alex reads thecustomer's "story".
General Categories: Averages for Two Raters I
Basic Skills 2 Collaboration 0 Problem Solving 0 Concepts 0
Problem Solving Strategies: Averages for Two RatersI
Focused 3 Recognize Confusion 0 Make Predictions 0
Previous Specific 0.5 Collaborate in 0 Previous General 0Learning Problem Analysis Learning
Seek Help 0 Make Changes 0
Segment Data
Segment Number 39 Other Students No
School John Jay Tape Number 30
Start Time 30.3 Teacher David Raphael
End Time 31.42 Students' Names Alex, Nasser, Naima
Scenario 10) Mr. Smith Teacher 0.00Involvement
Segment Duration 1.12Segment OverviewWhere in Scenario?
Description of SegmentConsidering scenario problem
Continues scenario with Mr. Smith as students are shown reading. The girl (Naima) from the group isreading the customer's side of the story. The segment ends rather quickly as the teacher approachesthe students.
General Categories: Averages for Two Raters
Basic Skills 2 Collaboration 0 Problem Solving 0.5 Concepts 0.5
Problem Solving Strategies: Averages for Two Raters
Focused 2.5 Recognize Confusion 0 Make Predictions 0
Previous Specific 0 Collaborate in 0 Previous General 0Learning Problem Analysis Learning
Seek Help 0 Make Changes 0
Segment Data
Segment Number 40
School John Jay
Start Time 31.43
End Time 36.4
Scenario 10) Mr. Smith
Other Students No
Tape Number 30
Teacher David Raphael
Students' Names Alex, Nasser, Naima
Teacher 2.00Involvement
Segment Overview11111111
Where in Scenario?
Description of Segment
Segment Duration 4.97
Considering scenario problem
The teacher first explains how to narrow down a choice and then he probes the students by askingmany questions: "What seems to be the problem?" "What's your job?" "Why did they (the customerand the teller) come to you?" Each time he asks questions, the students answer them. The teacher'sconsecutive questions were, "Is there another issue that should be resolved here?" "How do youdecide which one is telling the truth ?" While the teacher is asking useful questions for students to getthis scenario done, it does not seem to leave much room for them to discuss or collaborate amongthemselves.
General Categories: Averages for Two Raters
Basic Skills 1 Collaboration 0 Problem Solving 1 Concepts 1.5
Problem Solving Strategies: Averages for Two Raters
Focused 2.5 Recognize Confusion 1 Make Predictions 0
Previous Specific 2 Collaborate in 0 Previous General 0Learning Problem Analysis Learning
Seek Help 1 Make Changes 0
39
44
Segment DataI
Segment Number 41
School John Jay
Start Time 36.41
End Time 43.4
Scenario 10) Mr. Smith
Other Students No
Tape Number 30
Teacher David Raphael
Students' Names Alex, Nasser, Naima
Teacher 0.00Involvement
Segment OverviewI
Where in Scenario?
Description of Segment
Segment Duration 6.99
Considering scenario problem
General Categories: Averages for Two Raters I
Basic Skills 2 Collaboration 1 Problem Solving 1 Concepts 1
Problem Solving Strategies: Averages for Two Raters1
Focused 2 Recognize Confusion 0
Previous Specific 1 Collaborate in 0.5Learning Problem Analysis
Seek Help 0 Make Changes 0
Make Predictions 0
Previous General 0Learning
Segment Data
Segment Number 42
School John Jay
Start Time 43.41
End Time 59.22
Scenario 10) Mr. Smith
Other Students No
Tape Number 30
Teacher David Raphael
Students' Names Alex, Nasser, Naima
Teacher 2.00Involvement
Segment OverviewI
Where in Scenario?Description of Segment
Segment Duration 15.81
Considering choices
This segment continues with the scenario addressing Mr. Smith. However, the teacher dominatesmost of this segment by asking very direct questions to the students. During this time the studentsare shown writing the "rules of good banking" and "how it affects the bank and you". In the middleof the segment, the teacher probes the learners by asking: "How can you change things so that thecustomer is satisfied?" Students explain that the customers in the bank need to be treated alike. Inthis instance, the learners do collaborate in constructing an answer. Another question which theteacher asks is: "Why does the bank have these procedures?" The students take turns explainingtheir responses and demonstrate their use of previous specific learning. Also, one student states thatthe bank needs to follow certain procedures because there are "crooked people out there"; thusdemonstrating an indication of previous general learning.
General Categories: Averages for Two Raters I
Basic Skills 3 Collaboration 2.5 Problem Solving 3 Concepts 2.5
Problem Solving Strategies: Averages for Two Raters I
Focused 3 Recognize Confusion 0 Make Predictions 0
Previous Specific 3 Collaborate in 2 Previous General 1
Learning Problem Analysis Learning
Seek Help 0 Make Changes 0
Segment DataI
Segment Number 43
School John Jay
Start Time 30.47
End Time 35.29
Scenario 10) Mr. Smith
Other Students No
Tape Number 31
Teacher David Raphael
Students' Names Alex, Nasser, Naima
Teacher 0.00Involvement
Segment OverviewI
Where in Scenario?
Description of Segment
Segment Duration 4.82
This segment continues with the scenario Mr. Smith. The three students are working collaboratively.They are shown discussing their decisions. Movreover, they are able to choose the correct decision.At the end of the segment, the students take turns reading the various consequences.
General Categories: Averages for Two Raters I
Basic Skills 3 Collaboration 2 Problem Solving 2 Concepts 2
Problem Solving Strategies: Averages for Two Raters1
Focused 3 Recognize Confusion 0 Make Predictions 0
Previous Specific 2 Collaborate in 2 Previous General 0Learning Problem Analysis Learning
Seek Help 0 Make Changes 0
42
4'
General Categories: Averages for Two Raters
Segment Data
Segment Number 44 Other Students No
School John Jay Tape Number 31
Start Time 51.26 Teacher David Raphael
End Time 59.52 Students' Names Donny, Amreeta, Amelia
Scenario 11) Ms. Austin Teacher 0.00Involvement
Segment Duration 8.26Segment OverviewWhere in Scenario?
Description of Segment
Beginning of new scenario
This scenario deals with a customer requesting a loan. The segment begins with one of the studentsreading the scenario. After reading it aloud, they are shown writing bakground information in regardto the customer (i.e. how long she has been working; home address; how much money in heraccount). The students proceed by filling-in a sheet. However, it is uncertain where the sheet camefrom. (Most have been something extra prepared by the teacher.) Most of the remaining time isfocused on two students who talked interactively while the third wrote.
Basic Skills 3 Collaboration 2 Problem Solving 1 Concepts 3
Problem Solving Strategies: Averages for Two Raters
Focused 3 Recognize Confusion 0 Make Predictions 0
Previous Specific 3 Collaborate in 2 Previous General 0Learning Problem Analysis Learning
Seek Help 1 Make Changes 0
43
48
Segment Data
Segment Number 45 Other Students No
School John Jay Tape Number 32
Start Time 30.5 Teacher David Raphael
End Time 42 Students' Names Donny, Amreeta, Amelia
Scenario 11) Ms. Austin Teacher 0.00Involvement
Segment Duration 11.5Segment OverviewWhere in Scenario?
Description of Segment
Making a choice (answering)
Continues from previous segment. Students are shown looking at the rules from the manual. Theyare discussing which is their fmal decision. All three of them are working together and discussingactively each of their possibilities. In addition, they are shown defining the problem and how itaffects the bank. At the end, they make a good decision.
General Categories: Averages for Two Raters
Basic Skills 3 Collaboration 3 Problem Solving 3 Concepts 3
Problem Solving Strategies: Averages for Two Raters
Focused 3 Recognize Confusion 0 Make Predictions 0
Previous Specific 2.5 Collaborate in 3 Previous General 1
Learning Problem Analysis Learning
Seek Help 1 Make Changes 0
Segment DataI
Segment Number 46
School I.S. 218
Start Time 30.57
End Time 37.12
Scenario 11) Ms. Austin
Other Students Yes
Tape Number 36
Teacher Diana Rodriguez de Anna
Students' Names Kenny, Ramon, Jeffrey
Teacher 0.00Involvement
Segment Overview1
Where in Scenario?
Description of Segment
Segment Duration 6.55
Considering scenario problem
Three students are shown reading the background information about the scenario. They are seendiscussing the problem. One of the sutdents is shown giving (correcting) suggestions twice, makingchanges, in regard to what to do next. The audio in this segment is not very good as the teacher isheard on the background. Thus, it makes it difficult to solely listen to the focused group.
General Categories: Averages for Two Raters1
Basic Skills 3 Collaboration 3 Problem Solving 2 Concepts 3
Problem Solving Strategies: Averages for Two RatersI
Focused 3 Recognize Confusion 0 Make Predictions 0
Previous Specific 2 Collaborate in 2 Previous General 0Learning Problem Analysis Learning
Seek Help 0 Make Changes 1
Segment DataI
Segment Number 47 Other Students Yes
School I.S. 218 Tape Number 36
Start Time 37.13 Teacher Diana Rodriguez de Anna
End Time 38.08 Students' Names Kenny, Ramon, Jeffrey
Scenario 11) Ms. Austin Teacher 2.00Involvement
Segment Duration 0.95Segment OverviewWhere in Scenario?
Description of Segment
Considering choices
Continues from previous scenario on Ms. Austin. This is a very short segment as it only lastsapproximately 90 seconds. It begins with the teacher approaching the group and asking: "Did you goover the application?" She dominates the brief segment by telling them what to do (i.e. click on thefirst question). All three students answer collaboratively to the teacher.
General Categories: Averages for Two Raters I
Basic Skills 1.5 Collaboration 2 Problem Solving 1 Concepts 1
Problem Solving Strategies: Averages for Two RatersI
Focused 3 Recognize Confusion 1 Make Predictions 0
Previous Specific 1 Collaborate in 1 Previous General 0Learning Problem Analysis Learning
Seek Help I Make Changes 0
Segment DataI
Segment Number 48
School I.S. 218
Start Time 38.09
End Time 49.47
Scenario 11) Ms. Austin
Other Students Yes
Tape Number 36
Teacher Diana Rodriguez de Anna
Students' Names Kenny, Ramon, Jeffrey
Teacher 0.67Involvement
Segment Overview1
Where in Scenario?
Description of Segment
Segment Duration 11.38
Considering choices
Continues from previous scenario on Ms. Austin. At the beggining of this segment we see one of thestudents reading the questions while the other two alternate in answering the questions written on thescreen. All three read the decisions and discuss which option is correct. They are shown arguingover the decision as they disagree in their choices. Finally they decide on a choice. On themeantime, they write the effects on the bank. At the end, they have chosen a correct decision. Thesegment ends as the teacher approaches them.
General Categories: Averages for Two Raters I
Basic Skills 3 Collaboration 3 Problem Solving 3 Concepts 3
Problem Solving Strategies: Averages for Two Raters I
Focused 3 Recognize Confusion 0 Make Predictions 0
Previous Specific 2.5 Collaborate in 3 Previous General 0Learning Problem Analysis Learning
Seek Help 0 Make Changes 0
52 47
Segment DataI
Segment Number 49
School John Jay
Start Time 46.49
End Time 60
Scenario 15) Ms. Higland
Other Students Yes
Tape Number 37
Teacher David Raphael
Students' Names Phillipe, Toni, Eureka
Teacher 1.33Involvement
Segment OverviewI
Where in Scenario?
Description of Segment
Segment Duration 13.51
Considering choices
A customer is applying for a Super Card (credit card). Teacher working with other students isoverheard at times throughout the segment. Stduents are shown writing information needed for creditcard application. In the latter part of the segment, the teacher is present and asks them: "What's yourresponsibility to the bank?" , "What are important things you need to take into account before givingthe customer a credit card?"
General Categories: Averages for Two Raters I
Basic Skills 3 Collaboration 3 Problem Solving 2 Concepts 3
Problem Solving Strategies: Averages for Two Raters1
Focused 3 Recognize Confusion 0 Make Predictions 0
Previous Specific 2 Collaborate in 1 Previous General 0Learning Problem Analysis Learning
Seek Help 0 Make Changes 1
48
53
Segment DataI
Segment Number 50 Other Students No
School John Jay Tape Number 38
Start Time 30.5 Teacher David Raphael
End Time 36.08 Students' Names Phillipe, Toni, Eureka
Scenario 15) Ms. Highland Teacher 0.67Involvement
Segment Duration 5.58Segment OverviewWhere in Scenario?
Description of Segment
Considering choices
Continues scenario on Ms. Highland as students are engaged in discussion. Overall, the students arevery focused and work collaboratively together in order to analyze the problem. Althought the theteacher is present for the majority of the segment, he does not interact much with the learners. Heasks a few questions such as: "What makes her a bad credit list?" Students are able to make a gooddecision, but didn't get a promotion at the conclusion of the scenario.
General Categories: Averages for Two Raters I
Basic Skills 3 Collaboration 3 Problem Solving 2.5 Concepts 3
Problem Solving Strategies: Averages for Two Raters1
Focused 3 Recognize Confusion 0 Make Predictions 0
Previous Specific 2.5 Collaborate in 2 Previous General 0Learning Problem Analysis Learning
Seek Help 0 Make Changes 0
49
54
Segment DataI
Segment Number 37
School John Jay
Start Time 36.4
End Time 40.4
Scenario 10T) Mr. Smith
Other Students Yes
Tape Number 29
Teacher David Raphael
Students' Names Greg, Alvin, Stan
Teacher 0.00Involvement
Segment OverviewI
Where in Scenario?
Description of Segment
Segment Duration 0
Beginning of new scenario
This segment begins with one of the students reading the scenario. The other students also join in bytaking turns reading the screen. The students appear to be discussing the choices and collaboratingin analyzing the problem. The segment ends without any type of conclusion. This segment is alsodifficult to hear as the teacher is overheard while working with another group.
1
General Categories: Averages for Two Raters
Basic Skills 3 Collaboration 3 Problem Solving 2 Concepts 2.5
Problem Solving Strategies: Averages for Two Raters
Focused 3 Recognize Confusion 0 Make Predictions 0
Previous Specific 2.5 Collaborate in 3 Previous General 0Learning Problem Analysis Learning
Seek Help 0 Make Changes 0
5550
Appendix C
Student and Teacher Interview Forms (6/95)
36
STUDENT INTERVIEWS: NOTES AND DATA
Interviewer:
Student's grade:
School name:(where simulation used)
Teacher's name:
Date:
Student's name:
School name:(where student is enrolled)
Date simulation used:
Name of simulationprogram (student used):
Subject matter of class(in which simulation was used):
1. Interviewers' notes regarding things the student remembered about the simulation program andclass. Discuss with the student such issues as: What do you remember about the simulationprogram? Tell me about it. Can you tell me about specific things that happened on the computersimulation program (probe for details)? Tell me about what incident in the simulation you likedbest? What happened? Why did you like it best? What incident did you like least? Why?
2. Interviewers' notes regarding student's reaction to overall simulation to the program andpossible generalizations. Discuss with the student such issues as: What do you think you learnedfrom the simulations? What can you now do better from having worked on the simulations? Haveyou used anything you learned in the simulations in other classes? What do you think is the mostimportant thing about doing the simulations? Do you think you would lie to do more of these kindof simulations? Why? What would they be? (If the student has done another simulation: Whichone? How did having done the first one help/hinder you on the second simulation? Ask for specificsabout what helped or hindered. Ask the student to contrast the two simulations).
3. Interviewers' notes regarding student's response and thought about doing the simulations.Discuss with the student such issues as: How did you like working with other students on thesimulations? Did you like working on the computers? What part was hardest? What did you dowhen the small group worked together at the computer? Did your teacher discuss how thesimulation would work and how to work together? Did your teacher have classes and discussionsabout things you were learning in these simulations?
4. Interviewers' notes regarding student's responses to the simulations and the programs. Discusswith the student such issues as: Did it get boring after awhile? Have you done more of thesesimulations? Have you noticed any similarities between the simulation activities and other school oroutside of school activities? You have talked about your reactions to the simulation activities, buthow do you think other students like them? Do you think they learned from them? What do youthink they learned?
5. Interviewers' notes regarding any other issues or concerns that arose during the interview. It hasbeen interesting talking with you about all the program, but I have one last question. What do youthink I should have asked you or talked with you about to learn about the program? In other words,if you were me what would you have asked?
58
TEACHER INTERVIEWS: NOTES AND DATA
Date: Interviewer:
Teacher's name: Grade/subject taught:
School name: Name of simulation used:
Date of simulation: Class size:
Period of time (length/days per week) Subject matter of classsimulation was used: (in which simulation was used):
1. Interviewers' notes regarding things the teacher remembered about the simulationprogram and class. Discuss with the teacher such issues as: What do you rememberabout the simulation program? Tell me about it? Can you tell me about specific thingsthat happened on the computer simulation program (probe for details)? Tell me aboutwhat aspects of the simulation think worked best? What happened? Why did you think itworked best? Which aspect of the simulation do you think was least effective? Why?
2. Interviewers' notes regarding the teacher's perception of the students' reactions to the simulationprogram. Discuss with the teacher such issues as: What do you think the students learned from thesimulations? What kinds of things (basic skills/problem solving/group interaction) do you believe thestudents can do better from having worked on the simulations? Have you notice anything thestudents applied to other classes? What do you think is the most important outcome(s) for thestudents from doing the simulations? Do you think you would like to have more of these kind ofsimulations for your classes? Why? What would they be?
59
3. Interviewers' notes regarding the teacher's thoughts about teaching the simulations. Discusswith the teacher such issues as: Do you think you were a more effective teacher when you used thesimulation materials? Why? Did you like doing these simulations on the computers? Do you thinkthe computers were essential to the success of the program. Did you, as a teacher, learn things thatyou could use in other classes? Explain. Did you like working with the computers? What part washardest? What did you do when the small groups were engaged in the simulations? Did you have tohelp the students learn how to work together as a team? What other things did you have to teachthe students that was essential to the success of the program?
4. Interviewers' notes regarding the teacher's responses to the simulations and the programs.Discuss with the teacher such issues as: Did it get boring after awhile? Did it get easier for you andthe students? Have you done more of these simulations? Have you notices any similarities betweenthe simulation activities and other school or outside of school activities? You have talked aboutyour reactions to the simulation activities, but how do you think the students like it? Do you thinkthey learned from them? What do you think they learned? Did you have a chance to talk to (ordemonstrate) to other teachers the simulation program? What were their reactions?
5. Interviewers' notes regarding any other issues or concerns that arose during the interview. It hasbeen interesting talking with you about all the program, but I have one last question. What do youthink I should have asked you or talked with you about to learn about the program? In other words,if you were me what would you have asked?
60
Appendix D
Student Interviews (6/95)
6
MII
IMII
IN11
1111
1111
1111
1111
=11
1111
111=
1111
1=11
111=
111M
1111
=
Inte
rvie
ws
With
Stu
dent
s
Dat
e of
Inte
rvie
w
Pre
sent
Gra
de
6/1/
95
12
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
(2)
Rea
ctio
ns
(3)
Tho
ught
s ab
out d
oing
(4)
Res
pons
e to
pro
gram
(5)
Oth
er is
sues
Tue
sday
, Aug
ust 1
3, 1
996
62
Park
side
Hot
el
Eco
nom
ics
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
Thi
s w
as a
tim
ed s
imul
atio
n. Y
ou w
ere
alw
ays
unde
r tim
e pr
essu
re. Y
ou s
tart
in th
e of
fice
. You
hav
e to
ols
to w
ork
with
. At t
his
poin
t,he
prov
ided
a v
ery
thor
ough
des
crip
tion
of th
e pr
oces
s of
wor
king
thro
ugh
the
sim
ulat
ion
pack
age.
He
expl
aine
d th
orou
ghly
wha
t the
who
lesi
mul
atio
n co
vere
d an
d ho
w it
ope
rate
d. H
e em
phas
ized
how
pro
blem
s ke
pt c
omin
g in
and
you
had
to s
olve
them
. He
used
the
exam
ple
ofth
e ho
mel
ess
peop
le in
fro
nt o
f th
e ho
tel a
s on
e ex
ampl
e. H
e ca
refu
lly e
xpla
ined
the
prob
lem
, the
con
sequ
ence
s, a
nd th
e di
lem
ma
that
was
face
d. O
ne a
spec
t of
the
sim
ulat
ion
that
he
did
not l
ike
was
that
he
wan
ted
to g
o ba
ck a
nd c
hang
e de
ciso
ns. H
e m
entio
ned
the
prob
lem
with
the
vaca
tion
requ
est f
rom
the
clea
ning
lady
. He
said
that
he
wou
ld li
ke to
cha
ge th
at d
ecis
ion.
He
said
that
whe
n yo
u ha
ve b
ette
rin
form
atio
n yo
u ca
n m
ake
bette
r de
cisi
ons.
He
conc
lude
d th
at th
e Pa
rksi
de s
imul
atio
n ta
ught
a g
reat
dea
l abo
ut m
anag
ing
peop
le a
ndm
oney
. He
said
the
prob
lem
was
bal
anci
ng h
is c
once
rn w
ith p
eopl
e w
ith th
e bo
ttom
pro
fit l
ine.
He
was
ver
y po
sitiv
e ab
out t
he s
imul
atio
n. H
e sa
id th
at h
e ha
s hi
s ow
n co
mpu
ter,
but
that
he
pick
ed u
p m
any
com
pute
r sk
ills
as h
ew
orke
don
the
sim
ulat
ions
. He
espe
cial
ly li
ked
lear
ning
abo
ut s
prea
dshe
ets.
He
said
som
e st
uden
ts d
idn'
t hav
e co
mpu
ter
skill
s an
d th
is c
ause
d so
me
prob
lem
, but
it d
id n
ot h
inde
r th
e te
am. H
e fe
lt th
at h
is u
nder
stan
ding
of
man
agem
ent s
kills
and
how
to b
alan
ce v
aria
bles
was
ver
yim
port
ant.
He
thou
ght t
he m
anag
emen
t ski
lls w
ould
rel
ate
to a
ny b
usin
ess.
The
sec
ond
thin
g he
em
phas
ized
was
lear
ning
to w
ork
with
othe
rs. "
We
coul
dn't
get t
oget
her
on o
ur d
ecis
ions
som
etim
es. W
e ha
d to
deb
ate,
com
prom
ise,
neg
otia
te."
Bet
ter
to w
ork
toge
ther
than
alon
e so
that
you
get
oth
er p
eopl
es' p
ersp
ectiv
es, v
iew
s, a
nd k
now
ledg
e.
He
said
the
sim
ulat
ion
give
s yo
u a
few
hin
ts, a
cho
ice
of d
ecis
ions
, and
hel
ps y
ou to
fin
d in
form
atio
n. Y
ou h
ave
to th
ink
abou
t wha
tyo
uw
ould
do
if y
ou w
ere
ther
e. H
e pa
rtic
ular
ly li
ked
to c
ompa
re d
ecis
ions
and
pro
fits
with
oth
er g
roup
s. H
e th
ough
t one
of
the
mos
t dif
ficu
ltpa
rts
of th
e si
mul
atio
n w
as le
arni
ng to
com
prom
ise.
He
said
we
need
to lo
ok a
t at w
rong
dec
isio
ns. T
he o
ther
cla
sses
(th
e si
mul
atio
ns w
ere
two
times
a w
eek)
foc
used
on
the
sim
ulat
ion
cont
ent.
He
said
that
ther
e w
ere
very
few
con
nect
ions
bet
wee
n th
e si
mul
atio
n an
d hi
s ot
her
clas
ses.
He
wou
ld, h
owev
er, r
ank
his
sim
ulat
ion
clas
s as
the
mos
t im
port
ant c
lass
he
was
taki
ng. H
e sa
id th
at le
arni
ng c
ompu
ters
and
lear
ning
abo
ut th
e bu
sine
ss w
orld
was
ver
y im
port
ant.
He
drew
a d
iagr
am a
t my
requ
est o
f th
e co
mpu
ter
sim
ulat
ion
clas
s an
d hi
s ot
her
clas
ses.
The
com
pute
r si
mul
atio
n cl
ass
had
a te
ache
r m
ovin
g ab
out t
he r
oom
whi
le in
the
othe
r cl
asse
s th
e te
ache
r w
as s
tatic
or
mer
ely
mov
ed b
etw
een
the
desk
and
the
chal
kboa
rd. T
he f
ocus
in th
e si
mul
atio
n cl
ass
was
on
the
com
pute
r w
hile
the
focu
s in
the
othe
r cl
asse
s w
ason
the
teac
her.
He
clea
rly
artic
ulat
ed th
ese
diff
eren
ces.
He
stat
ed th
at th
e si
mul
atio
ns w
ere
not b
orin
g be
caus
e ev
en th
ough
the
proc
ess
is s
imila
r ea
ch ti
me
the
prob
lem
s ar
e di
ffer
ent.
He
said
they
got h
arde
r an
d m
ore
dem
andi
ng (
com
plex
). H
e sa
id th
at h
e di
dn't
use
the
guid
e in
the
begi
nnin
g bu
t had
to u
se it
for
late
r sc
enar
ios.
The
re w
ere
no a
dditi
onal
issu
es r
aise
d.
63
Page
1 o
f 28
WO
.II
III
MI
=I
MO
MI
MI
I= I
= M
I E
MI
MO
WM
MI
1.11
111
.1.1
111
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
Dat
e of
Inte
rvie
w
Pre
sent
Gra
de
1
It is
impo
rtan
t to
note
that
And
y is
pre
sent
ly c
ompl
etin
g th
e Pa
rksi
de s
imul
atio
n an
d se
ems
to b
e a
seni
or w
ho is
ser
ious
abo
ut h
is s
choo
lw
ork.
And
y is
als
o a
foot
ball
play
er a
nd m
entio
ned
his
stro
ng b
elie
f in
team
wor
k in
spo
rts
as w
ell a
s in
the
sim
ulat
ion
mat
eria
ls. T
hat w
asan
inte
rest
ing
and
impo
rtan
t con
nect
ion.
6/1/
95
6
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
(2)
Rea
ctio
ns
(3)
Tho
ught
s ab
out d
oing
(4)
Res
pons
e to
pro
gram
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
Tue
sday
, Aug
ust 1
3, 1
996
64
Che
lsea
Ban
k
Bus
ines
s
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
She
had
only
wor
ked
on a
few
sce
nari
os. H
owev
er, e
ven
thou
gh s
he h
ad r
ecen
tly w
orke
d on
them
her
rec
all w
as v
ery
vagu
e. S
he c
ould
only
exp
lain
that
the
scen
ario
was
one
in w
hich
she
had
to g
o to
a b
ank
to o
pen
an a
ccou
nt. S
he d
id n
ot s
ee h
erse
lfas
wor
king
in a
ban
k.Sh
e ha
d no
idea
that
the
sim
ulat
ion
was
to p
lace
her
in th
e ro
le o
f a
bank
em
ploy
ee. S
he s
aid
the
Che
lsea
ban
k ac
tivity
was
not h
er b
est
thin
g. S
he s
aid
that
she
like
d "H
ot D
og"
muc
h be
tter.
She
wen
t on
to e
xpla
in in
gre
at d
etai
l the
sim
ulat
ion
in w
hich
the
task
isto
mak
em
oney
by
selli
ng s
oft d
rink
s an
d ho
t dog
s at
bas
ebal
l gam
es. S
he e
xpla
ined
the
scen
ario
ver
y w
ell a
nd d
iscu
ssed
the
vari
able
s th
atin
flue
nced
her
dec
isio
ns in
how
to d
eter
min
e ho
w m
uch
to c
harg
e fo
r ho
t dog
s an
d so
ft d
rink
s.
She
said
she
did
n't l
earn
any
thin
g fr
om C
hels
ea B
ank.
It s
eem
ed th
at tw
o fa
ctor
s w
ere
at w
ork
in h
er r
espo
nse.
The
fir
st w
as th
at s
heha
dco
mpl
eted
ver
y lit
tle o
f th
e C
hels
ea B
ank
activ
ity. T
he s
econ
d se
emed
to b
e th
at th
e C
hels
ea B
ank
conc
epts
wer
e a
bit t
oo d
iffi
cult
for
her.
Hot
Dog
was
a s
imul
atio
n w
hich
she
und
erst
ood
and
was
ent
husi
astic
abo
ut. S
he s
aid
that
Hot
Dog
taug
ht h
er a
bout
pri
cing
and
sel
ling.
She
said
that
if y
ou m
ake
a st
ore
you
have
to k
now
this
stu
ff.
She
said
it w
as im
port
ant t
o w
ork
in a
gro
up o
n th
e C
hels
ea B
ank
sim
ulat
ion
beca
use
othe
r ki
ds c
ould
hel
p an
d I
didn
't kn
ow a
lot o
f th
isst
uff.
She
was
esp
ecia
lly e
nthu
sias
tic a
bout
wor
king
on
the
com
pute
r. S
he s
aid
that
som
etim
es th
ere
are
prob
lem
s. S
he s
aid
that
the
teac
her
wou
ld ta
lk a
bout
the
scen
ario
and
then
we
wou
ld w
ork
on it
.
She
did
say
that
wor
king
with
oth
er k
ids
was
fun
and
it m
ade
it no
t be
so b
orin
g. S
he s
aid
wor
king
on
the
com
pute
rs w
asal
so f
un. S
he s
aid
that
sim
ulat
ions
wer
e lik
e re
al li
fe.
She
reem
phas
ized
that
she
did
n't r
emem
ber
muc
h of
it. I
ask
ed h
er if
she
cou
ld m
ake
a te
st f
or th
e C
hels
ea B
ank
sim
ulat
ion.
Wha
t wou
ldbe
on it
. She
sai
d th
at s
he w
ould
ask
them
wha
t rea
l lif
e w
as li
ke a
nd c
an th
ey w
ork
with
oth
er p
eopl
e. S
he e
nded
by
sayi
ngC
hels
ea w
as h
ard.
I co
uldn
't so
lve
the
prob
lem
s. S
he k
ept s
ayin
g th
at s
he w
as th
e cu
stom
er in
the
bank
.
It w
as c
lear
that
this
stu
dent
had
not
wor
ked
on th
e C
hels
ea B
ank
sim
ulat
ion
very
muc
h an
d ha
d no
t got
ten
muc
h ou
t of
it. T
hem
ater
ials
seem
ed to
be
too
diff
icul
t for
her
. Her
und
erst
andi
ng o
f pr
oble
m s
olvi
ng a
nd o
f co
mpu
ter
sim
ulat
ions
was
not
, how
ever
, the
pro
blem
as
evid
ence
d by
her
des
crip
tion
of th
e H
ot D
og s
imul
atio
n.
65
Page
2 o
f 28
III1
Mil
OM
MI
1111
11IN
N i
INN
IIIN
IM
R M
IMI
MD
NM
MD
MIR
INF
Oil
Dat
e of
Inte
rvie
w
Pre
sent
Gra
de
6/1/
95
12
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
(2)
Rea
ctio
ns
(3)
Tho
ught
s ab
out d
oing
(4)
Res
pons
e to
pro
gram
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
Dat
e of
Inte
rvie
w
Che
lsea
Ban
k
Eco
nom
ics
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
Par
ksid
e H
otel
Gov
enrm
ent
I was
a c
lerk
in a
ban
k, c
ashe
d ch
ecks
, and
mov
ed u
p. W
e ge
t our
ow
n of
fice.
We
help
ed o
ut in
sol
ving
pro
blem
s. F
or e
xam
ple,
som
eone
cam
e in
who
was
ric
h an
d co
uldn
't sh
ow a
ny id
entif
icat
ion.
We
got w
eird
situ
atio
ns th
at y
ou h
ad to
sol
ve. T
hey
didn
't gi
ve u
s an
y or
dina
ryon
es. I
t wou
ld h
ave
help
ed if
we
had
mor
e pr
actic
e on
ord
inar
y on
es. I
did
n't l
ike
coun
ting
the
mon
ey b
ecau
se th
e sc
reen
was
n't b
igen
ough
. It w
as h
ard
to d
o on
the
scre
en a
nd w
aste
d to
o m
uch
time.
I lik
ed th
e in
cide
nt w
ith th
e ho
mel
ess
guy.
You
lear
n no
t to
judg
eso
meo
ne b
y ap
pear
ance
s. T
hey
trie
d to
fake
us.
I lea
rned
abo
ut p
eopl
e re
latio
ns. Y
ou le
arn
how
to tr
eat p
eopl
e. Y
ou le
arn
com
mun
icat
ions
and
rel
atio
ns. I
f you
can
't re
late
to o
ther
peo
ple,
you
can'
t wor
k an
ywhe
re. Y
ou h
ave
to a
void
dis
crim
inat
ion.
As
long
as
thin
gs c
heck
out
, don
't pa
y an
y at
tent
ion
to w
hat t
hey
look
like
or
othe
r th
ings
. I a
lso
lear
ned
abou
t eco
nom
ics,
dea
ling
with
mon
ey, b
alan
cing
acc
ount
s, lo
ts o
f che
cks.
Thi
s w
as ju
st a
n ex
perie
nce.
I di
dn't
lear
n m
uch
from
doi
ng it
that
I co
uld
use
in o
ther
sub
ject
s. I
didn
't le
arn
econ
omic
s ju
st d
oing
stu
ff in
a b
ank.
We
did
it tw
o da
ys a
wee
k or
so.
The
res
t of t
he ti
me
we
did
econ
omic
s. T
he te
ache
r us
ed th
e si
mul
atio
n to
talk
abo
utec
onom
ics.
He
taug
ht s
ome
stuf
f tha
t was
com
ing
up in
the
sim
ulat
ion.
Som
etim
es th
e ot
hers
in m
y gr
oup
wou
ldn'
t do
anyt
hing
. The
oth
ers
in m
y gr
oup
didn
't ha
ve o
pino
ns a
nd I
don'
t thi
nk th
ey le
arne
d an
ythi
ng. T
he c
ompu
ter
part
was
n't d
iffic
ult.
It w
as e
asy
to d
o th
e co
mpu
ter
thin
gs.
The
har
dest
par
t of t
he s
imul
atio
n w
as g
ettin
g ot
hers
to w
ork.
At t
imes
it g
ot b
orin
g. T
here
wer
e to
o m
any
sess
ions
. Par
ksid
e is
har
der
than
Che
lsea
. The
pro
blem
s ke
ep p
iling
up.
I th
ink
ther
e w
ere
too
man
y pr
oble
ms
in P
arks
ide.
The
oth
er tw
o ki
ds in
my
grou
p "s
at o
ut"
and
didn
't ge
t inv
olve
d. T
he te
ache
r ca
n't t
ell w
ho is
rea
lly w
orki
ng. I
n on
e of
my
clas
ses
we
wro
te a
com
mer
cial
and
pra
ctic
ed it
. Tha
t was
fun
and
conn
ecte
d w
ith th
e pr
ogra
m. I
lear
ned
how
to d
eal w
ith p
eopl
e in
doi
ng th
e si
mul
atio
ns.
The
big
gest
pro
blem
wer
e th
e te
am m
embe
rs. I
wan
t mor
e ac
tive
team
mem
bers
. You
lear
n m
ore
that
way
and
get
mor
e pr
actic
e. D
oing
the
sim
ulat
ion
was
not
a b
ig d
eal.
It w
as p
art o
f the
cla
ss a
nd s
o I d
id it
. It w
as to
o lo
ng.
Fab
iola
was
dis
tres
sed
beca
use
of h
er te
am m
embe
rs. S
he is
inde
pend
ent a
nd a
rtic
ulat
e. F
abio
la b
elie
ves
she
is c
ompe
tent
and
see
ms
not t
ow
ant t
o ad
mit
that
any
task
is to
o di
fficu
lt fo
r he
r.
6/1/
95
Tue
sday
, Aug
ust 1
3, 1
996
66
Page
3 o
f 28
6 7
_i M
IN N
S11
1111
OM
MN
Mt I
MO
Ili M
I all
NM
MN
IMP
1111
11M
ID O
S
Pre
sent
Gra
de12
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
(2)
Rea
ctio
ns
(3)
Tho
ught
s ab
out d
oing
(4)
Res
pons
e to
pro
gram
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
Dat
e of
Inte
rvie
w
Pre
sent
Gra
de
Che
lsea
Ban
k
Eco
nom
ics
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
Park
side
Hot
el
Gov
enrm
ent
I di
dn't
like
the
cam
era
and
the
light
s. (
Am
reet
a w
as v
ideo
tape
d fo
r m
uch
of th
e cl
ass.
) I
also
did
n't l
ike
coun
ting
the
mon
ey. Y
ou h
adto
wri
te a
nd f
ollo
w th
e ru
les.
I d
idn'
t lik
e th
e w
ritin
g pa
rt. A
lot o
f w
hat w
e di
d w
as c
omm
on s
ense
. You
cou
ld f
igur
e ou
t the
answ
er b
y us
ing
com
mon
sen
se. G
ettin
g pr
omot
ed w
as th
e be
st p
art.
I le
arne
d ho
w to
ver
ify
chec
ks. Y
ou h
ad to
fig
ure
out s
tuff
whe
n th
e m
anua
l did
n't f
ully
expl
ain
and
that
was
whe
n I
lear
ned
the
mos
t.
I le
aned
abo
ut p
robl
em s
olvi
ng, c
omm
unic
atio
n, a
nd w
orki
ng to
geth
er. W
e le
arne
d ho
w to
wor
k in
gro
ups.
The
teac
her
push
ed s
tude
nts
toge
t inv
olve
d. T
he in
put [
from
oth
ers]
is r
eally
impo
rtan
t. Y
ou c
ould
n't c
ome
up w
ith s
ome
of th
e op
tions
and
som
e of
the
reas
ons
if y
oudi
dn't
have
oth
ers.
I a
lso
lear
ned
abou
t dif
fere
nt k
inds
of
jobs
. It w
as g
ood
voca
tiona
l exp
lora
tion.
We
argu
ed a
bout
our
sol
utio
ns a
nd th
atw
as g
ood.
Doi
ng C
hels
ea h
elpe
d w
ith d
ecis
ion
mak
ing
and
wor
king
with
cus
tom
ers.
We
lear
ned
com
pute
r sk
ills.
Com
pute
r sk
ills
and
tech
nica
l pro
blem
s w
ith th
e co
mpu
ter
wer
e no
t big
pro
blem
s. C
hels
ea w
as m
anag
able
and
we
lear
ned
a lo
t. Pa
rksi
de h
ad to
o m
any
prob
lem
s an
d w
ent t
oo f
ast.
The
teac
her
took
us
thro
ugh
thin
gs w
ith th
e co
mpu
ter
step
-by-
step
.W
e le
arne
d ho
w to
boo
t-up
and
oth
er th
ings
.
We
did
it tw
o da
ys a
wee
k. I
t got
a li
ttle
bori
ng to
war
d th
e en
d. G
roup
s m
ake
a bi
g di
ffer
ence
. The
gro
ups
mak
e it
lots
bette
r. I
t is
mor
ein
tere
stin
g an
d no
t as
bori
ng. W
e ta
lked
abo
ut it
aft
er c
lass
. We
talk
ed a
bout
wha
t we
had
to d
o to
get
pro
mot
ed. Y
ou le
arn
stuf
fab
out
depo
sits
, che
cks,
and
oth
er b
anki
ng th
ings
. I f
eel m
ore
com
fort
able
abo
ut g
oing
to th
e ba
nk. I
use
d to
be
afra
id I
was
mak
ing
mis
take
s in
filli
ng o
ut f
orm
s. I
kno
w h
ow to
do
that
now
.
IMP
If I
was
goi
ng to
ask
kid
s qu
estio
ns, I
wou
ld a
sk if
they
rea
lly e
njoy
ed th
e pr
ogra
m. D
id y
ou?
I en
joye
d C
hels
ea b
ette
r th
an P
arks
ide.
Ith
ink
ther
e sh
ould
be
othe
r si
mul
atio
ns th
at e
xplo
re o
ther
car
eers
.
6/1/
95
12
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
Tue
sday
, Aug
ust 1
3, 1
996
68
Che
lsea
Ban
k
Eco
nom
ics
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
Park
side
Hot
el
Gov
enrm
ent
The
y as
ked
us to
ope
n ac
coun
ts. W
e ha
d to
che
ck th
e cr
edit
line.
The
cre
dit l
ine
was
no
good
and
we
had
to f
igur
e ou
tw
hat t
o do
. We
Page
4 o
f 28
60
mop
NW
NIS
lilt
lilt
INN
IND
MIN
NM
111
111
1111
11M
lleal
ls11
1011
11.
(2)
Rea
ctio
ns
(3)
Tho
ught
s ab
out d
oing
(4)
Res
pons
e to
pro
gram
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
Dat
e of
Inte
rvie
w
Pre
sent
Gra
de
lear
ned
how
to w
ork
as a
gro
up. W
e w
ere
taug
ht to
wor
k to
geth
er. W
e ha
d to
talk
out
the
prob
lem
s an
d m
ake
deci
sion
s. W
e ha
dto
ope
n-up
and
thin
k ab
out t
hing
s.
We
took
turn
s on
the
com
pute
r so
we
all l
earn
ed d
iffer
ent t
hing
s. W
e le
arne
d pr
oble
m s
olvi
ng a
nd c
omm
unic
atio
n. M
ore
info
rmat
ion
shou
ld b
e gi
ven
befo
re a
dec
isio
n is
mad
e. C
hels
ea w
as m
ore
real
istic
than
Par
ksid
e. W
ith P
arks
ide
ther
e w
ere
too
man
y pr
oble
ms.
Iim
prov
ed m
y m
ath
skill
s in
doi
ng th
e si
mul
atio
ns.
It is
inte
rest
ing
to n
ote
that
Del
ila p
rese
ntly
wor
ks a
t the
Che
mic
al B
ank
from
12:
00 n
oon
to 6
:00
PM
eac
h da
y as
an
Adm
inis
trat
ive
Ass
ista
nt. S
he s
ays
that
Che
lsea
is v
ery
real
istic
. She
com
men
ted
that
any
one
who
is g
oing
to w
ork
in a
ban
k sh
ould
do
the
Che
lsea
Ban
kpr
ogra
m. D
elila
is m
ovin
g to
a fu
ll-tim
e po
sitio
n in
the
bank
afte
r gr
adua
tion
in J
une.
Wor
king
in a
gro
up is
impo
rtan
t. S
ome
stud
ents
won
't be
abl
e to
do
the
stuf
f if t
hey
have
to w
ork
alon
e. M
y ba
ckgr
ound
kno
wle
dge
abou
tba
nks
help
ed a
lot.
The
man
ual w
as v
ery
good
--it
was
ver
y re
alis
itic.
Cla
sses
are
nee
ded
to le
arn
the
stuf
f you
nee
d to
lear
n in
ord
erto
do
the
sim
ulat
ions
. We
talk
ed a
bout
it s
ome
afte
rwar
ds. W
e as
ked
othe
r gr
oups
wha
t the
y w
ere
doin
g w
ith it
and
how
they
wer
e do
ing.
Itw
asn'
t bor
ing.
You
nee
d to
lean
mor
e ab
out t
his
stuf
f.
(I to
ok th
is s
tude
nt to
Lar
ry M
ikul
ecky
for
addi
tiona
l int
ervi
ewin
g si
nce
he w
ante
d to
lear
n m
ore
abou
t wor
kpla
ce c
onne
ctio
ns. I
felt
Del
ilaw
ould
be
a go
od s
tude
nt to
inte
rvie
w s
ince
she
was
alre
ady
wor
king
in b
ank.
)
6/1/
95
7
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
(2)
Rea
ctio
ns
Tue
sday
, Aug
ust 1
3, 1
996
70
Che
lsea
Ban
k
Bus
ines
s
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
The
re w
ere
a lo
t of r
eal-l
ife th
ings
. You
wer
e w
orki
ng a
t the
ban
k. Y
ou g
ot to
do
thin
gs. Y
ou h
ave
prob
lem
s--n
ot e
very
thin
g go
es o
k. Y
ouha
ve to
find
pap
ers.
You
hav
e to
find
info
rmat
ion.
You
clic
k on
stu
ff. Y
ou u
se th
e in
form
atio
n to
hel
p yo
u. It
was
goo
d to
do
in a
gro
up.
Who
ever
mad
e th
e be
st s
ense
in o
ur g
roup
, we
chos
e th
at a
nsw
er. T
he h
arde
st s
imul
atio
n w
as w
hen
the
bus
was
wai
ting
for
the
cust
omer
.W
e ha
d to
do
ever
ythi
ng q
uick
ly.
It w
as fu
n ca
use
it w
as r
eal l
ife in
a r
eal b
ank.
I no
w k
now
mor
e ab
out b
anks
whe
n I g
o to
the
bank
with
my
mot
her.
I le
arne
d th
at y
ou h
ave
to tr
eat c
usto
mer
s ni
ce o
r th
ey w
on't
com
e ba
ck. I
t was
fun
to d
o th
e si
mul
atio
ns. I
lear
ned
abou
t ban
king
, how
to d
eal w
ith o
ther
peop
le,
how
to w
ork
as a
team
, and
abo
ut th
e bu
sine
ss w
orld
. We
lear
ned
to s
olve
pro
blem
s to
geth
er. W
e le
arne
d ho
w to
und
erst
and
each
oth
er.
The
com
pute
r w
as e
asy.
We
had
lear
ned
to u
se th
e co
mpu
ter
in a
noth
er c
lass
.
Pag
e 5
of 2
8
71
amN
om
itM
i um
six
MS
CM
Oa
fieag
e m
e m
epm
(3)
Tho
ught
s ab
out d
oing
(4)
Res
pons
e to
pro
gram
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
We
only
did
Che
lsea
Ban
k on
ce a
wee
k. I
wou
ld h
ave
liked
it if
we
did
it ev
ery
day.
It w
as n
ot b
orin
g. T
here
wer
edi
ffer
ent p
robl
ems,
diff
eren
t tas
ks a
nd jo
bs. B
efor
e w
e st
ared
the
gam
e (C
hels
ea),
we
lear
ned
how
to d
eal w
ith p
eopl
e in
our
cla
ss. W
e le
arne
d lo
ts o
f st
uff
from
the
bank
gam
e. I
had
don
e H
ot D
og a
nd C
hels
ea w
as b
ette
r be
caus
e it
was
mor
e lik
e re
al-l
ife.
Thi
s w
ould
't w
ork
if y
ou d
id it
alo
ne. Y
ou le
arn
from
oth
er p
eopl
e. I
f so
meo
ne h
as a
bet
ter
idea
, you
can
lear
n fr
om th
em. T
his
is b
ette
rth
an a
boo
k. I
t get
s yo
ur a
ttent
ion.
Its
rea
listic
. We
look
ed a
t the
pro
blem
s, ta
lked
it o
ut, a
nd th
en c
ame
to a
dec
isio
n. I
f I
was
to m
ake
up a
test
to s
how
wha
t I le
arne
d on
the
sim
ulat
ion,
her
e's
wha
t I'd
do.
I'd
hav
e a
pict
ure
of a
che
ck a
nd th
e st
uden
ts w
ould
hav
eto
fill
it in
. I'd
ask
how
to d
epos
it or
with
draw
mon
ey f
rom
a b
ank.
I w
ould
hav
e th
em ta
ke th
e te
st a
lone
to s
how
wha
t the
y le
arne
d. I
t wou
ldbe
apa
per/
penc
il te
st. B
anki
ng is
wha
t I le
arne
d m
ost a
bout
. I w
ould
mak
e ot
her
prog
ram
s on
jobs
like
air
port
per
sonn
el, s
tore
cle
rks,
and
stu
fflik
e th
at.
Dat
e of
Inte
rvie
w
Pre
sent
Gra
de
6/1/
95
12
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
(2)
Rea
ctio
ns
(3)
Tho
ught
s ab
out d
oing
Tue
sday
, Aug
ust 1
3, 1
996
72
Park
side
Hot
el
Gov
enrm
ent
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
In P
arks
ide
you'
re a
lway
s m
akin
g de
cisi
ons;
it h
as a
man
ager
's g
uide
; I li
ke th
e st
aff
mee
tings
on
the
com
pute
r. W
rong
with
it?
noth
ing;
on
the
tape
- p
art o
f tim
e w
hen
you
go w
alki
ng a
roun
d th
e ho
tel.
Man
ual i
s ke
yed
to th
e pr
oble
m y
ou're
wor
king
on.
You
cou
ld g
oyo
ur "
file
cabi
net"
for
old
info
rmat
ion.
Lik
ed b
est:
mak
ing
deci
sion
s, a
nd it
's f
un. T
ime:
30
min
utes
--
have
5 e
xtra
min
utes
at e
nd. [
Mr.
Rap
heal
--
set u
p gr
oups
and
they
sta
yed
that
way
.] F
avor
ite p
art:
the
prob
lem
whe
n w
e (P
arks
ide)
exp
ande
d --
we
lost
cus
tom
ers,
nee
ded
cash
--
also
prob
lem
: to
co-o
p ho
tel s
uite
s or
turn
into
con
dos.
We
had
to e
valu
ate
to m
ake
deci
sion
; the
re w
as n
othi
ng in
the
man
ual g
uide
for
this
prob
lem
. Gro
ups
wor
ked
wel
l tog
ethe
r. P
robl
ems
enco
unte
red
in g
roup
s: n
o sh
ows,
teac
her's
rul
e to
cha
nge
role
s in
gro
up, p
eopl
e w
hodo
n't d
o th
eir
part
, com
pute
r ho
gs, "
I" to
ok th
e ro
le to
lead
- o
ther
2 g
irls
in m
y gr
oup
very
qui
et.
We
lear
ned
how
a h
otel
wor
ks. W
e le
arne
d ho
w to
hav
e pa
tienc
e w
ith c
usto
mer
s. W
hat i
f yo
u m
ade
all w
rong
dec
isio
ns?
He
said
then
the
teac
her
wou
ld in
terv
ene,
oth
erw
ise
teac
her
left
them
alo
ne. T
each
er to
ok o
ff 5
poi
nts
if la
te, 1
0 po
ints
if a
bsen
t. In
one
gro
up, 1
per
son
ther
e, o
ther
s ab
sent
so
she
(the
one
ther
e) c
ould
n't k
eep
up w
ith th
e cl
ass.
Hiz
am r
eally
like
d Pa
rksi
de. H
e ha
s be
en w
orki
ng in
a lo
cal
(big
)dr
ug s
tore
in d
ownt
own
Bro
okly
n. H
e ha
s be
en p
rom
oted
to m
anag
er o
f a
dept
. and
he
said
he
sees
sim
ular
pro
blem
s: n
ot to
lose
tem
per
with
cus
tom
ers,
be
patie
nt, a
nd li
sten
ing.
Wor
king
with
oth
er s
tude
nts
- ha
d to
--s
omet
imes
it w
as g
ood,
som
etim
es it
was
bad
. At t
he "
Staf
f m
eetin
g" c
lick
on h
eads
of
engi
neer
ing,
hous
ekee
ping
, mar
ketin
g. F
or e
xam
ple,
mar
ketin
g pu
t in
com
pute
rs: a
dver
tisin
g bu
dget
- c
alcu
latio
ns, a
lloca
tions
; bas
ic m
ath
help
ed--
Page
6 o
f 28
73
OM
No
Om
NM
IPS
I --
alls
M. e
aam
on
or a
m
(4)
Res
pons
e to
pro
gram
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
noth
ing
fanc
y. R
eadi
ng a
nd W
ritin
g --
rea
ding
: out
line
read
abo
ut th
e ho
tel i
n in
trod
uctio
n; w
ritin
g: to
ok n
otes
--
lear
n fr
om m
ista
kes.
We
all h
ad a
fol
der
- pr
into
ut a
t end
of
sess
ion.
Som
e di
scus
sion
(s)
in c
lass
abo
ut th
e si
mul
atio
ns.
Bor
ing?
yes
, for
som
e pe
ople
. Eas
ier?
yes
, we
got t
he h
ang
of it
. A lo
t of
peop
le g
ot it
. Peo
ple
liked
it -
- ot
hers
mad
ea
lot o
f w
rong
deci
sion
s. H
e lik
ed th
at it
had
alte
rnat
ives
abo
ut th
e de
cisi
ons
to m
ake
"Mak
es y
ou th
ink
abou
t it."
The
man
ager
's g
uide
did
n't h
ave
"the
"an
swer
s.
You
ask
ed m
e th
e ri
ght s
tuff
like
--
wha
t I li
ked.
Som
e pe
ople
got
bor
ed (
he to
ld m
e th
is b
efor
e I
had
aske
d ab
out t
his.
)T
here
was
the
sam
e th
ing
over
and
ove
r; s
omet
imes
it to
ok to
o lo
ng. M
anag
er is
a m
anag
er w
heth
er h
otel
, ban
k, s
choo
l, et
c.
Dat
e of
Inte
rvie
w
Pre
sent
Gra
de
6/1/
95
12
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
(2)
Rea
ctio
ns
(3)
Tho
ught
s ab
out d
oing
(4)
Res
pons
e to
pro
gram
Tue
sday
, Aug
ust 1
3, 1
996
7 4
Che
lsea
Ban
k
Gov
enrm
ent
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
Park
side
Hot
el
Eco
nom
ics
Park
side
is v
ery
mem
orab
le. C
hels
ea m
ore
visu
al th
an P
arks
ide
-- p
eopl
e co
me
up to
des
k --
you
see
it th
ere,
see
it m
ove.
It h
adre
ally
goo
dvi
sual
s. W
e al
l kne
w h
ow c
ompu
ters
wor
k. M
emor
able
inci
dent
in P
arks
ide:
she
ets
on b
eds
"per
ma
cotto
n" o
r 22
0 co
tton.
Per
mac
otto
n is
leas
t exp
ensi
ve a
nd it
's it
chy;
cho
ose
bette
r sh
eets
. Cho
ose
poor
er s
heet
s, o
ccup
ancy
rat
e w
ent d
own.
Mem
orab
le in
cide
nt in
Che
lsea
: bum
in b
ank;
ree
ked;
dea
lt w
ith h
im li
ke h
e w
as a
rea
l cus
tom
er; S
tanl
ey a
nd A
lvin
agr
eed
to f
ollo
w th
e ru
les
-- s
epar
ate
feel
ings
fro
m th
ejo
b;tu
rned
out
to b
e bi
g gu
y at
ban
k.
Wha
t I le
arne
d: s
epar
ate
feel
ings
fro
m jo
b ru
les.
Rul
es -
- ju
st li
ke W
e C
are
-- a
non
-pro
fit g
roup
aft
er s
choo
l car
e th
at g
oes
to M
aine
insu
mm
er. I
was
a c
ampe
r fi
rst,
then
an
afte
r sc
hool
kid
, the
n a
volu
ntee
r an
d no
w p
aid
empl
oyee
. At C
amp
-- tr
ips,
sai
ling;
like
s th
ete
achi
ngpa
rt. H
e's
goin
g to
Joh
n Ja
y C
olle
ge -
- w
ants
to jo
in th
e FB
I. Y
es, I
wou
ld d
o m
ore
sim
ulat
ions
--
don'
t hav
e to
list
en to
teac
her
all t
hetim
e. M
anag
er's
gui
de: a
ll is
in c
ompu
ter;
no
pape
r -
but w
e ca
n pr
int i
t out
. He
liked
Par
ksid
e be
tter;
gra
phic
s no
t so
good
but
can
mak
elo
ts o
f m
oney
!
I co
uld
do it
by
mys
elf.
Whe
n it'
s 2
agai
nst 1
, you
hav
e to
cho
ose,
you
can
be
wro
ng. I
fel
t goo
d be
ing
lead
er. O
urte
ache
r lik
es d
oing
this
--
chec
ks u
s ou
t. W
hat a
bout
rea
ding
, wri
ting,
com
puta
tions
? L
ots
of r
eadi
ng -
- yo
u ha
ve to
rea
d fa
st; l
ots
of p
ress
ure
to r
ead
fast
.I
wan
t to
stop
the
time
som
etim
es. I
lear
ned
that
thin
gs in
life
hav
e co
nseq
uenc
es.
It g
ot b
orin
g ne
ar th
e en
d --
pro
blem
s do
ne a
nd th
ere
wer
e st
ill a
bout
7 m
inut
es. Y
ou ju
st w
ait.
We
beca
me
mor
e ef
fici
ent i
n us
ing
time.
Wha
t lea
rned
out
of
scho
ol?
how
I p
erso
nally
han
dle
mon
ey. I
n Pa
rksi
de y
ou c
an m
ove
mon
ey a
roun
d --
if y
ou u
se it
up,
it c
uts i
nto
prof
it.In
vest
ors
see
that
the
prof
its g
o up
and
go
dow
n --
they
won
der
why
. Oth
er p
eopl
e's
reac
tions
: Ste
ve, R
amon
mak
ing
mor
e m
oney
; fir
st
BE
V C
OPT
AV
AR
AII
IIE
Pag
e 7
of 2
8
75
SO
NM
I OM
NM
PIS
SO
NM
Im
ori
allg
,lo
sM
Sal
l*I
P, o
wO
mum
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
Dat
e of
Inte
rvie
w
Pre
sent
Gra
de
they
low
ered
pri
ces,
then
rai
sed
pric
es.
Que
stio
ns to
ask
: Did
you
like
it?
How
did
you
fee
l abo
ut it
? W
ant t
o fi
nd o
ut a
bout
it.
It's
one
of
my
favo
rite
cla
sses
; it's
alw
ays
on m
ym
ind.
Why
: 1)
it in
tere
sts
me,
2)
trai
ned
to d
o th
is jo
b, 3
) am
usem
ent,
4) d
eal w
ith p
eopl
e. I
f I
coul
d bu
y it
I w
ould
.I'd
like
mor
e va
riat
ions
.
6/1/
95
12
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
(2)
Rea
ctio
ns
(3)
Tho
ught
s ab
out d
oing
(4)
Res
pons
e to
pro
gram
Tue
sday
, Aug
ust 1
3, 1
996
76
Che
lsea
Ban
k
Gov
enrm
ent
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
Park
side
Hot
el
Eco
nom
ics
Che
lsea
: I r
emem
ber
this
per
son,
this
lady
cur
sing
; she
was
ups
et b
ank
wou
ldn'
t app
rove
loan
.We'
d be
en p
rom
oted
so
we
had
to d
eal w
ithth
e pe
rson
's p
robl
em. I
t was
mem
orab
le a
t the
tim
e -
faci
al e
xpre
ssio
ns; M
r. R
aphe
al h
ad a
spe
cial
ses
sion
s on
how
....
It h
elpe
d us
unde
rsta
ndin
g ho
w to
con
trol
our
tem
pers
; cal
m th
em d
own,
inve
stig
ate
the
prob
lem
. Thi
s is
ext
ende
d in
to r
eal l
ife.
Par
ksid
e: th
ere
wer
e 2
ladi
es a
rgui
ng. T
hey
had
thei
r ha
nds
on e
ach
othe
r an
d w
e ha
d to
dec
ide
whe
ther
to c
all t
he h
otel
sec
urity
or
the
cops
. We
calle
dth
e co
ps.
the
ladi
es g
ot o
ffen
ded;
our
occ
upan
cy r
ate
wen
t dow
n; o
ur g
roup
mad
e th
e w
rong
dec
isio
n.
Lea
rned
to c
omm
unic
ate
bette
r in
you
r te
am. W
e ha
d te
amw
ork
in E
nglis
h (M
r. R
osem
ont)
too
-- q
uizz
es, a
nsw
er q
uest
ions
-- ti
me
is s
hort
.If
usi
ng te
amw
ork
for
som
ethi
ng b
orin
g --
why
bot
her.
Mos
t im
port
ant t
hing
abo
ut u
sing
sim
ulat
ion:
It b
uild
s pr
ide
in w
hat y
ou d
o, b
uild
sco
nfid
ence
and
hav
e co
nfid
ence
in w
hat t
hey'
re d
oing
. I'd
like
to d
o m
ore
of th
ese
sim
ulat
ions
. The
y he
lp y
ou u
nder
stan
d w
hat o
ther
peo
ple
do; f
or e
xam
ple,
in P
arks
ide
you
look
at t
heir
ref
eren
ces;
in b
ank
it he
lps
with
life
. Tea
cher
s ga
ve s
ome
help
- M
r. R
aphe
al g
oes
over
wha
tw
e di
d --
incl
udes
teac
her
and
stud
ent.
Park
side
--
time
limite
d --
one
bad
dec
isio
n af
fect
ed e
very
thin
g. C
hels
ea -
- ha
d al
l the
tim
e in
the
wor
ld.
1 lik
ed th
e gr
aphi
cs. H
arde
st th
ing:
team
did
not
agr
ee, h
ad to
go
back
sin
ce w
e ea
ch h
ad a
n op
inio
n, 2
aga
inst
1; m
y gr
oup
had
one
lazy
pers
on s
o sh
e di
dn't
help
just
ify
opin
ions
. We
othe
r tw
o ha
d to
go
back
and
ret
each
her
. Com
pari
ng o
ne g
roup
to a
noth
er -
how
eac
hha
ndle
d a
give
n si
tuat
ion.
One
gro
up h
ad n
o oc
cupa
ncy
rate
--
bank
rupt
. Thi
s gr
oup
"lea
rned
" fr
om m
y gr
oup
(in
clas
s di
scus
sion
) an
d th
enth
ey d
id b
ette
r. T
he s
imul
atio
ns w
ere
too
long
, too
muc
h re
petit
ion
-- O
h, w
e di
d th
is a
lrea
dy, d
o w
e ha
ve to
do
it ag
ain?
Par
ksid
e--
clo
ckis
run
ning
but
tow
ard
the
end
we
got g
ood
and
had
abou
t 10
min
utes
left
so
we
play
ed w
ith th
e el
evat
or d
oors
; see
how
man
ytim
es w
eco
uld
clic
k th
e m
ouse
and
get
the
door
s to
ope
n an
d cl
ose.
Yes
, it g
ot b
orin
g. B
y th
e 15
th w
eek
it w
as th
e sa
me
thin
g ov
er a
nd o
ver;
sam
e si
tuat
ion;
too
muc
h do
wn
time
espe
cial
ly in
hot
el-
like
Isa
id 1
0 m
inut
es o
pen
and
clos
e th
e el
evat
or d
oors
. Eve
rybo
dy li
kes
the
sim
ulat
ion;
no
one
mad
e fu
n of
oth
er p
eopl
e. W
e ch
alle
nged
ours
elve
s to
mak
e m
ore
mon
ey--
we
com
pete
d. C
ompe
titio
n em
erge
d in
my
clas
s to
mak
e it
inte
rest
ing.
Page
8 o
f 28
OS
WO
SIM
NM
1111
111
1111
1M
S N
W li
la11
111
MID
MI M
D M
I up
rim
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
Dat
e of
Inte
rvie
w
Pre
sent
Gra
de
Ask
: how
to d
evel
op it
bet
ter
to m
ake
it m
ore
inte
rest
ing;
sam
e sc
enar
ios
over
and
ove
r; im
prov
e it
to m
ake
it be
tter.
Rea
ding
and
Wri
ting:
read
ing
- ho
tel -
ther
e w
as a
text
book
with
term
s. W
e ha
d co
mpu
ter
to g
ive
help
but
a p
aper
man
ual w
ould
hav
e be
en g
ood.
6/1/
95
12
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
(2)
Rea
ctio
ns
(3)
Tho
ught
s ab
out d
oing
(4)
Res
pons
e to
pro
gram
Tue
sday
, Aug
ust 1
3, 1
996
78
Che
lsea
Ban
k
Gov
enrm
ent
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
Park
side
Hot
el
Eco
nom
ics
In h
otel
- c
lues
to h
elp
you
unde
rsta
nd, i
.e.,
figh
t bet
wee
n cu
stom
er a
nd h
otel
per
son
- "s
ee a
nd h
ear
box"
- g
o ar
ound
and
look
for
info
rmat
ion.
Che
lsea
: man
ager
's g
uide
boo
k. I
like
d th
e in
vest
igat
ion
aspe
ct, l
ooki
ng f
or in
form
atio
n. T
hat a
lso
mak
es it
fun
and
inte
rest
ing.
At b
ank,
can
go
back
and
run
a c
heck
on
them
. Som
e gr
oups
wor
ked
wel
l, ot
hers
did
n't.
Som
e pe
ople
don
't w
ant g
ood
grad
es.
Ban
k: m
y gr
oup
alw
ays
cam
e to
a d
ecis
ion.
With
3 it
was
2 a
gain
st 1
so
we
alw
ays
mad
e a
deci
sion
- e
ven
if w
em
ade
wro
ng d
ecis
ion.
Ipu
shed
the
grou
p. P
erso
nalit
ies
play
an
impo
rtan
t par
t in
real
life
too.
Lea
rned
: can
hel
p in
oth
er c
lass
es -
- ge
t alo
ng w
ith s
ome
of th
e th
e at
titud
es. H
otel
(te
ache
r) c
an't
yell
back
- n
eed
to s
tep
back
and
stay
calm
. Let
the
cust
omer
yel
l but
you
don
't -
"the
cus
tom
er is
alw
ays
righ
t." R
eadi
ng -
- th
ere'
s a
lot -
- yo
u ha
ve to
rea
d ev
eryt
hing
-- th
ey(c
ompu
ter)
don
't ta
lk to
you
. If
you
don'
t rea
d, y
ou d
on't
know
wha
t's g
oing
on.
Rea
ding
- n
ot h
ard
- in
man
ual o
r gl
ossa
ry a
ndyo
u ca
nac
cess
that
any
tim
e. W
ritin
g --
yes
in b
ank,
no
in h
otel
. Ban
k -
you
have
to w
rite
for
it to
be
acce
pted
as
answ
er.H
otel
- m
ake
choi
ce a
ndth
at's
it. I
f I
mad
e a
new
one
, I'd
com
bine
the
wri
ting
of b
ank
and
spee
d of
res
pons
e in
hot
el. L
iked
bes
t: do
n't h
ave
togo
to c
lass
; it's
not
bori
ng; y
ou're
not
sta
ring
at b
oard
; pla
ying
a p
art l
ike
in a
mov
ie o
r pl
ay (
it's
not r
eal b
ut it
's th
ere)
. Out
of
scho
ol: l
earn
patie
nce;
Iun
ders
tood
str
ess
of c
lerk
s -
cler
ks a
re u
nder
stoo
d.
Eas
iest
: com
pute
r is
eas
y. H
arde
st: m
akin
g de
cisi
ons,
man
ual n
ot s
o cl
ear;
som
etim
es 2
ans
wer
s ab
out t
he s
ame
and
then
you
had
to m
ake
hard
cho
ices
. Nee
d to
use
com
mon
sen
se -
- ne
ed to
use
it; a
s a
grou
p us
ually
com
e up
with
a g
ood
choi
ce. W
e ca
n st
opth
e cl
ock
- bu
t we'
reno
t sup
pose
d to
use
it. T
each
er w
ent o
ver
stuf
f be
fore
you
did
the
com
pute
r bu
t jus
t in
the
firs
t few
wee
ks; t
hen
late
r on
he
only
talk
edaf
terw
ards
. I th
ink
he w
ante
d us
to e
xper
ienc
e it
and
lear
n fo
r ou
rsel
ves.
Oth
er g
roup
s di
d di
ffer
ent t
hing
s.
Som
e pa
rts
got f
rust
ratin
g --
cou
ntin
g m
oney
. Bor
ing
part
in h
otel
whe
n th
ere'
s no
thin
g to
do
-- th
is p
robl
em h
asn'
t com
e up
yet
whe
nno
thin
g go
ing
on. O
ther
stu
dent
s re
actio
ns: s
ome
didn
't ge
t it;
bad
attit
ude
- th
is g
roup
doe
sn't
wan
t to
do it
; gro
up w
ork
is o
nly
part
of it
(gra
de),
als
o cl
ass
wor
k; c
ompu
ter
is li
ke a
bre
ak f
rom
reg
ular
sch
ool.
Oth
er s
choo
l act
ivity
: new
spap
er a
dver
tisem
ent f
or h
otel
; ban
k w
ithM
r. R
osem
ond,
Eng
lish
teac
her.
Som
etim
es y
ou d
on't
get a
long
with
peo
ple
but y
ou h
ave
to -
- le
arn
to u
nder
stan
d ot
hers
, get
alo
ng. M
ost
impo
rtan
t thi
ng le
arne
d: a
lway
s in
vest
igat
e be
fore
mak
ing
a de
cisi
on; g
et s
omeo
ne e
lse'
s op
inio
n; d
on't
act y
ou're
alw
ays
righ
t; le
arn
how
to w
eigh
alte
rnat
ives
; com
prom
ise.
Page
9 o
f 28
79
IS E
LM
Fin
en
lala
NW
IM
P M
I61
111
NS
MI
poi g
m o
r gm
jot
go
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
I'd a
sk: W
hat k
ind
of s
imul
atio
n w
ould
you
des
ign?
I'd
do
a re
stau
rant
sce
nari
o. W
hat a
bout
poo
r st
uden
ts?
this
hel
ps th
em. C
ompu
ter
beat
s lis
teni
ng to
a b
orin
g te
ache
r.
Dat
e of
Inte
rvie
w6/
2/95
Pre
sent
Gra
de6
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
(2)
Rea
ctio
ns
(3)
Tho
ught
s ab
out d
oing
(4)
Res
pons
e to
pro
gram
Tue
sday
, Aug
ust 1
3, 1
996
80
Che
lsea
Ban
k
Bus
ines
s
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
Mos
t mem
orab
le: g
ettin
g st
arte
d. T
hat's
the
easi
est;
the
rest
is h
arde
r. W
hat's
har
d: d
on't
know
wha
t to
do; h
ave
to g
o to
man
ual a
ndso
met
imes
the
answ
er is
not
ther
e. M
y te
am is
3 p
eopl
e: m
e M
arle
ne a
nd M
iche
lle. M
ost f
un: d
epos
iting
was
mos
t int
eres
ting;
too
easy
.T
hen
ther
e w
as th
e fr
iend
who
was
late
for
the
wed
ding
. Fav
orite
: lik
ed c
usto
mer
Mr.
(G
umbl
e) -
ric
h m
an f
rom
Bro
okly
n, d
eman
ded
thin
gs, r
ude
but h
e w
as f
un--
- de
cisi
on: h
e co
unte
d hi
s de
posi
t wro
ng a
nd w
e ha
d to
to it
ove
r. S
o fa
r th
ere'
s no
thin
g I
didn
'tlik
e.
The
re a
re 6
or
7 gr
oups
- w
e do
it M
omda
y an
d T
hurs
day
in B
.E. F
irst
thin
g I
lear
ned:
how
to a
dd c
heck
s--
that
will
help
me
late
r. I
n ot
her
clas
s w
e m
ake
belie
ve a
nd w
rite
che
cks;
use
fak
e m
oney
on
non-
com
pute
r da
ys. C
hels
ea o
n M
onda
y, T
hurs
day
othe
r th
ings
with
Ms.
S...
Mat
h he
lps
us d
o C
hels
ea. M
r. J
osep
h (m
ath
teac
her)
how
to c
ount
mon
ey a
nd s
tuff
; he
has
answ
ered
que
stio
ns a
bout
Che
lsea
stu
ff b
ut h
e's
not s
een
it. M
ost i
mpo
rtan
t thi
ng a
bout
doi
ng th
ese
sim
ulat
ions
: che
ckin
g --
if y
ou w
ant t
o go
to b
ank,
you
get
a c
heck
and
cas
hit
(aft
eryo
u ge
t a jo
b , y
ou n
eed
to k
now
how
to d
o th
at).
I'd
like
to d
o ot
hers
like
it--
it's
fun
. It w
as h
ard
at th
e be
ginn
ing.
Oth
er c
ompu
ter
stuf
fdo
ne: t
here
's a
gam
e -
Typ
e to
Lea
rn -
it's
bor
ing.
Wor
king
with
oth
ers:
one
pro
blem
is e
very
one
wan
ts to
use
mou
se. M
arle
ne h
as a
not
eboo
k an
d ke
eps
trac
k of
who
use
s m
ouse
: 1 u
ses
mou
se, 1
wri
tes
on p
aper
, 1 c
heck
s m
anua
l, 1
read
s al
oud.
We
take
turn
s --
gro
up d
ecid
ed to
take
turn
s an
d ke
ep tr
ack
of tu
rns.
Rea
ding
: on
scre
een;
Mic
helle
usu
ally
rea
ds it
alo
ud; n
ot to
o ha
rd; w
e ca
n re
ad th
e w
ords
but
som
etim
es s
ente
nces
are
har
d to
und
erst
and.
Tea
cher
told
us h
ow to
: lis
ten
to e
ach
othe
r, d
on't
figh
t, ve
ry im
port
ant t
o fo
llow
the
rule
s. S
omet
imes
in c
lass
we
disc
uss
wha
t we
did
in c
ompu
ter.
Oth
er k
ids:
Len
nie,
Add
ie, S
amue
l, R
onni
e --
Len
nie
thin
ks it
's e
asy.
Len
nie'
s 13
- f
aile
d 3r
d gr
ade,
take
s ch
arge
, alw
ays
win
s. T
here
'sal
way
s so
meo
ne w
ho d
oesn
't w
ant t
o w
ork
like
....
It's
not
bor
ing
at a
ll. I
t got
eas
ier
to c
ount
mon
ey (
Mr.
Gum
ble)
; we
got c
onfu
sed
- w
e co
unte
d it
over
and
ove
r; w
e th
ough
t-
we
wer
e su
rew
e w
ere
wro
ng b
ut h
e w
as w
rong
. I li
ke m
ath.
Sim
ilar
to C
hels
ea: o
utsi
de b
ank
ther
e is
alw
ays
a bi
g lin
e, c
ompu
ter
sim
ulat
ion
look
s lik
ea
bank
. Oth
er k
ids:
it's
too
hard
for
som
e ki
ds -
- m
ake
righ
t dec
isio
n -
follo
win
g al
l the
ste
ps is
har
d fo
r so
me
peop
le, m
ight
mis
sa
step
; the
read
ing
is n
ot to
o ha
rd. W
ritin
g: to
cou
nt m
oney
nee
d pe
ncil
and
pape
r cl
ose
to y
ou [
Che
ryl a
nd I
saw
2 g
roup
s as
k fo
r pa
per
and
penc
ilw
hen
havi
ng to
cou
nt M
r. G
umbl
e's
(dep
osit)
mon
ey.]
Ped
ro, A
riel
, Cla
udio
--
only
gro
up a
head
of
us (
we'
re #
2); P
edro
kno
ws
com
pute
r;Pe
dro
does
the
wor
k, o
ther
s ta
lk.
Pag
e 10
of 2
8
81
op u
mdi
mum
WI
1111
1m
ir pm
in a
m a
m a
sSr
iow
ern
PIm
e
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
I'd li
ke to
lear
n m
ore
abou
t ban
ks, g
o vi
sit a
ban
k, h
ave
mot
her
tell
me
thin
gs a
bout
ban
k. A
ny o
ther
way
s to
lear
n ab
out i
t?no
ans
wer
- -
Nee
d m
ore
time
to d
o m
ore
stuf
f.I
wou
ld li
ke to
hav
e a
long
er c
lass
per
iod.
Dat
e of
inte
rvie
w
Pre
sent
Gra
de
6/2/
95
6
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
(2)
Rea
ctio
ns
(3)
Tho
ught
s ab
out d
oing
(4)
Res
pons
e to
pro
gram
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
Tue
sday
, Aug
ust 1
3, 1
996
82
Che
lsea
Ban
k
Bus
ines
s
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
Rem
embe
r: Y
ou lo
ok a
t che
ck; y
ou le
arn
abou
t che
ckin
g, m
ath;
you
are
a te
ller,
cas
h de
posi
t. th
e m
ath
is th
e m
ost m
emor
able
bec
ause
it is
thin
g yo
u th
ink
abou
t the
mos
t. Y
ou th
ink
abou
t it b
ecau
se y
ou g
ot to
mak
e th
e ri
ght d
ecis
ion.
If
you'
re w
rong
, you
get
fir
ed. S
tart
ed1-
2m
onth
s ag
o. W
e're
on
our
4th
cust
omer
.
Yes
, lea
rned
how
to w
ork
as a
telle
r; le
arne
d to
look
at m
anua
l --
to p
lan
wha
t you
hav
e to
do
-- th
e st
eps
you
need
to f
ollo
w. E
ach
cust
omer
has
a n
ew p
robl
em. M
r. G
umbl
e, d
epos
it a
chec
k; u
p to
nex
t cus
tom
er o
n M
onda
y (a
ctua
lly, t
his
boy
was
in th
e cl
ass
we
obse
rved
so
they
did
the
new
cus
tom
er to
day
- Fr
iday
). I
n ot
her
clas
ses
-- m
akin
g tr
ades
--
buyi
ng -
- us
e fa
ke m
oney
and
you
get
som
ethi
ng. T
each
er to
ld u
s: b
e ca
refu
l, m
ake
the
righ
t dec
isio
n, g
et f
ired
, get
yel
led
at -
bos
s ye
lled
at y
ou, d
on't
mak
e w
rong
dec
isio
n. I
lear
ned:
bei
ng a
telle
r is
not
ver
y ea
sy to
do.
I li
ke w
orki
ng o
n co
mpu
ter;
I w
ould
wan
t to
do m
ore
com
pute
r.
My
grou
p ha
d 3
peop
le. T
hey
both
er m
e to
o m
uch;
they
talk
too
muc
h. T
each
er to
ld u
s: w
e ne
ed to
wor
k as
a te
am to
mak
e de
cisi
ons,
tota
ke tu
rns.
We
need
to ta
ke tu
rns
on m
ouse
, on
keyb
oard
; mos
t of
the
time
read
the
man
ual o
ut lo
ud. W
hat w
as h
ard:
cou
ntin
g th
em
oney
--
need
ed to
mov
e th
e ta
lly b
ox a
nd I
cou
ldn'
t do
it --
ask
ed s
ome
one
to h
elp.
Nee
d to
wri
te a
rep
ort a
bout
why
I m
ade
the
deci
sion
;Sa
mue
l did
the
wri
ting,
had
to w
rite
wha
t the
pro
blem
was
. We
talk
ed, a
rgue
d ab
out d
ecis
ion
-- w
e m
ade
the
wro
ng d
ecis
ion
one
time
and
we
felt
bad
-- th
e bo
ss y
elle
d at
us.
Mos
t of
the
time
I to
ld th
em w
hat t
o do
, pic
k th
e ri
ght d
ecis
ion,
wri
te r
epor
t;w
e to
ok tu
rns.
It w
as n
ot b
orin
g, it
was
fun
. I lo
ok f
orw
ard
to M
onda
y. T
here
's th
inki
ng -
abo
ut th
e pr
oble
m -
- th
ink
abou
t wha
t to
do n
ext
-- w
hy d
ecis
ion
affe
cts
you,
the
rule
s to
fol
low
, and
abo
ut th
e cu
stom
er. I
n an
d ou
t of
scho
ol: h
elps
with
mat
h in
and
out
of
scho
ol. W
hat d
oot
her
kids
lear
n? le
arn
mat
h, h
ow to
wor
k as
a b
ank
telle
r. N
o, y
ou d
on't
real
ly le
arn
how
to b
e a
bank
telle
r; a
fter
Che
lsea
ban
k yo
uco
uld
get a
job
as a
ban
k te
ller.
Oth
er k
ids:
yes
, the
y lik
e it,
hav
e fu
n, li
ke to
cou
nt m
oney
, wor
k w
ith c
usto
mer
s.
I w
ould
hav
e as
ked:
Do
you
like
Che
lsea
? D
o yo
u ha
ve a
pro
blem
with
it?
I lik
e co
mpu
ters
a lo
t. I
like
the
gam
es. I
just
got
Seg
a G
enes
is.
Page
11
of 2
8
83
1111
111
1.11
110
1111
110
111
111.
1111
11go
um
tie
NIS
NS
10
SIM
III
1111
1111
111
Dat
e of
Inte
rvie
w
Pre
sent
Gra
de
6/2/
95
7
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
(2)
Rea
ctio
ns
(3)
Tho
ught
s ab
out d
oing
(4)
Res
pons
e to
pro
gram
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
Dat
e of
Inte
rvie
w
Pre
sent
Gra
de
Tue
sday
, Aug
ust 1
3, 1
996
84
Bus
ines
s
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
Rem
embe
r: m
emos
and
stu
ff; p
unch
in; c
usto
mer
s co
me
and
have
pro
blem
s. W
e ha
d 2
cust
omer
s. W
orki
ng in
gro
ups;
my
grou
p w
as 3
peop
le; w
e ta
ke tu
rns,
hel
p ea
ch o
ther
out
. Tea
cher
told
us
how
to w
ork
in g
roup
s: ta
lk it
out
fir
st; i
f w
e st
ill d
on't
get
it as
k te
ache
r; tr
y al
lth
ings
; do
it ov
er, g
o ov
er th
e st
eps.
Can
look
stu
ff u
p in
the
man
ual.
Lik
e be
st: I
like
d th
e co
lor
and
grap
hics
; I li
ked
the
pict
ure
of th
eba
nk; I
like
d it
all.
We
had
to ta
lk a
lot a
bout
it.
Wha
t lea
rned
: lea
rned
the
prob
lem
, go
to th
e pr
oble
m, f
igur
e it
out,
go to
the
next
cus
tom
er. W
e ta
lked
it o
ut in
our
grou
p an
d th
en d
o ov
erw
hat w
e ha
d to
do.
Mak
e de
cisi
on -
- he
sai
d no
-- a
sked
why
; we
nego
tiate
d th
e de
cisi
on. C
an y
ou d
o so
met
hing
bet
ter
now
? Y
es,
go to
stuf
f an
d fi
gure
it o
ut; l
ike
mat
h cl
ass
-- f
igur
e it
out;
hum
aniti
es -
- go
to b
ooks
. Che
lsea
hel
ped
with
Hot
Dog
esp
ecia
lly to
fig
ure
stuf
f ou
tan
d m
ake
deci
sion
s --
by
stuf
f he
mea
ns th
e m
emos
and
man
ual.
Mos
t im
port
ant:
if y
ou w
ant t
o be
a te
ller
in a
ban
k, it
tells
you
thin
gs to
do. I
wou
ld li
ke to
do
mor
e si
mul
atio
ns; I
kno
w a
bout
the
hote
l in
8th
grad
e --
I w
ant t
o do
it.
I lik
ed th
e gr
oup
wor
k; th
ey h
elpe
d m
e if
I h
ad a
pro
blem
; our
gro
up g
ot a
long
. I li
ked
wor
king
the
com
pute
r. H
ard:
the
cust
omer
who
had
to g
o to
the
wed
ding
; we
had
to g
o th
roug
h a
lot o
f th
ings
; it w
as h
ard
beca
use
so m
any
diff
eren
t thi
ngs.
The
wed
ding
cus
tom
erw
as th
efi
rst t
hing
--
yes,
we
got b
ette
r af
ter
that
. Tea
cher
told
us:
if y
ou h
ave
a pr
oble
m, g
o to
the
man
ual,
go to
the
mem
o.T
each
er s
aid:
as
agr
oup,
take
turn
s, f
igur
e ou
t pro
blem
s fo
r se
lves
. If
I'm w
orki
ng b
y m
ysel
f it'
s so
met
imes
eas
ier,
som
etim
es h
arde
r.
It n
ever
got
bor
ing.
Yes
, it g
ot e
asie
r, b
ut th
en it
got
a li
ttle
hard
er (
whe
n a
new
cus
tom
er c
ame
in),
then
it g
ot e
asie
r aga
in. I
n an
d ou
t of
scho
ol: C
hels
ea s
ame
as w
e di
d in
Bus
ines
s; th
ere
was
not
hing
out
of
scho
ol th
at C
hels
ea h
elpe
d w
ith. O
ther
kid
s: s
omet
imes
they
cou
ldn'
tfi
gure
it o
ut; m
ost l
iked
it b
ecau
se it
hel
ps th
em le
arn;
like
d th
e co
lors
and
gra
phic
s; lo
oks
very
rea
l. I'd
like
mor
e so
unds
.
I'd a
sk: W
as it
har
d? W
as it
inte
rest
ing?
I'd
ask
the
sam
e th
ings
you
ask
ed m
e.
6/2/
95
Page
12
of 2
8
int
Ilia
SIN
111i
OM
111
11
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
(2)
Rea
ctio
ns
(3)
Tho
ught
s ab
out d
oing
(4)
Res
pons
e to
pro
gram
(5)
Oth
er Is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
Dat
e of
Inte
rvie
w
Pre
sent
Gra
de
Che
lsea
Ban
k
Bus
ines
s
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
You
're a
ban
k te
ller.
I r
emem
ber
prom
otio
ns, n
ot to
get
fir
ed, a
cou
nter
feit,
is th
e si
gnat
ure
righ
t. Pe
ople
are
com
ing
into
the
bank
- y
our
frie
nds.
The
thin
g th
at r
eally
sta
nds
out i
s: n
ot g
ettin
g fi
red
-- w
ant t
o ge
t pro
mot
ed -
- be
com
e pr
esid
ent o
f th
e ba
nk. O
nce
I go
tfi
red,
onc
eI
got p
rom
oted
. We
did
4 cu
stom
ers.
Wri
ting:
we'
d jo
t dow
n ev
eryt
hing
.
We
lear
ned
to w
ork
it ou
t; no
t alw
ays
righ
t; lo
ok a
t oth
er p
oint
s of
vie
w. S
omet
imes
oth
er p
erso
n w
ante
d to
be
in c
harg
e (o
nly
2in
gro
up),
both
got
som
ethi
ng o
ut o
f it.
Mos
t im
port
ant t
hing
in C
hels
ea: w
orki
ng to
geth
er a
nd n
ot g
ettin
g fi
red.
Mor
e si
mul
atio
ns: Y
es. t
his
year
doin
g H
ot D
og: $
200
and
a tr
uck;
tells
the
wea
ther
- h
ot o
r co
ld. D
on't
set t
he p
rice
too
high
; dec
isio
ns im
port
ant -
- pr
ice
vs.
cost
; "bo
osts
"yo
ur d
ecis
ion
mak
ing.
Che
lsea
hel
ped
re: H
ot D
og; H
ot D
og w
ould
hav
e he
lped
with
Che
lsea
; in
one
you
coul
d ge
t fir
ed; i
n th
e ot
her,
you'
re a
n en
terp
rene
ur -
- lik
e B
usin
ess
Aca
dem
y. S
he p
lays
oth
er g
ames
: Num
ber
Mun
cher
s, W
ord
Mun
cher
s, K
id P
ix
My
grou
p w
as 2
peo
ple.
Oth
er p
erso
n ni
ce to
wor
k w
ith b
ut I
'd r
athe
r w
ork
with
a f
rien
d. I
f w
e di
dn't
agre
e, w
e'd
wor
k it
out.
We
look
edat
--
the
thin
g ab
out c
ount
erfe
iting
--
man
ual (
she
did
not r
emem
ber
wha
t the
"bo
ok"
was
cal
led)
; loo
k at
exa
mpl
es in
com
pute
r to
com
pare
sign
atur
es. H
arde
st th
ing:
Dec
isio
n m
akin
g w
as th
e ha
rdes
t thi
ng -
- ke
pt g
ettin
g fi
red;
why
? de
cisi
on m
akin
g ha
rd b
ecau
se y
ou w
ant t
o be
righ
t. W
e go
t to
pick
our
ow
n gr
oup;
had
a g
roup
gra
de; t
here
wer
e no
test
s. E
very
day
was
a te
st f
or m
e --
we h
ad to
do
new
thin
gs.
Nev
er g
ot b
orin
g; it
kee
ps y
our
brai
n go
ing.
In
scho
ol -
-- O
ut o
f sc
hool
: lik
e a
bode
ga (
groc
ery)
, kno
w th
ings
and
sho
w h
ow th
e bo
dega
wor
ks. O
ther
peo
ple
liked
it; e
spec
ially
the
grap
hics
- th
ey lo
ok r
eal.
We
visi
ted
the
Fede
ral R
eser
ve B
ank
-- w
e sa
w a
ll th
at g
old.
I'd a
sk: D
id y
ou li
ke it
? W
hat d
o yo
u th
ink
abou
t it?
Wha
t wou
ld y
ou h
ave
chan
ged?
I w
ould
cha
nge
noth
ing.
It's
rea
l goo
d. H
otD
og is
old
-- p
eopl
e ar
e st
ick
figu
res.
I li
ked
the
peop
le in
it -
- di
ffer
ent p
eopl
e -
diff
eren
t rac
es; o
ther
gam
es o
ne r
ace
or n
o ra
ce(s
tick
figu
re, n
ope
ople
); I
t was
mor
e re
alis
tic -
- de
velo
pers
did
it o
n pu
rpos
e (d
iffe
rent
rac
es).
6/1/
95
12
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
Tue
sday
, Aug
ust 1
3, 1
996
86
Che
lsea
Ban
k
Gov
enrm
ent
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
Park
side
Hot
el
Eco
nom
ics
Rog
er d
ecid
ed th
at th
e w
atch
ing
the
vide
o w
as a
was
te o
f tim
e so
he
star
ted
to a
sk q
uest
ions
and
we
took
not
es. T
here
wer
e ab
out
8-10
12th
gra
ders
. [N
OT
E: t
oday
was
the
day
of th
e Se
nior
Pro
m]
R: A
nyon
e he
re h
ave
trou
ble
with
com
pute
r? tu
rn it
on;
hit
wro
ng k
eys;
com
pute
r er
rors
. R: D
id y
ou h
ave
any
test
s? N
O!
R: t
hen
you
didn
't le
arn
anyt
hing
. R: W
hat w
ould
you
put
on
the
test
? ba
nk te
rms
-
Page
13
of 2
8
8(
ta.
out e
a an
Nil
1111
1O
M M
ININ
NO
M M
I MO
all
illG
IN11
1141
111
(2)
Rea
ctio
ns
(3)
Tho
ught
s ab
out d
oing
(4)
Res
pons
e to
pro
gram
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
Tue
sday
, Aug
ust 1
3, 1
996
88
defi
nitio
ns; s
ome
situ
atio
ns -
wro
ng, m
ista
kes
mad
e ...
; pro
blem
with
cus
tom
er, w
hy s
hout
ing
at m
e; g
uide
lines
: sig
natu
re, v
erif
icat
ions
-st
eps
to v
erif
y, lo
an -
ste
ps to
ver
ify.
Ask
a q
uest
ion:
How
wou
ld y
our
team
sol
ve it
? A
sk q
uest
ions
abo
ut te
amw
ork
-- w
rite
an
essa
yon
team
wor
k in
oth
er c
lass
es -
sol
ve q
uest
ions
- c
ompr
omis
e w
ith te
am to
anw
er q
uest
ions
. Put
the
test
on
com
pute
r; e
dit d
raft
, the
n on
pap
er.
R: S
houl
d th
e te
st b
e in
divi
dual
or
team
? St
uden
t sai
d te
am w
ork
is im
port
ant;
do b
oth
- in
divi
dual
test
and
team
test
;Pa
rksi
de: R
: Wha
tab
out P
arks
ide?
S: [
a nu
mbe
r of
stu
dent
s re
plie
d to
this
ope
n-en
ded
inqu
iry]
way
dif
fere
nt; s
nap
deci
sion
- k
eep
mov
ing;
mak
e lo
ts o
fde
cisi
ons
fast
. S: 6
00 r
oom
s, w
hat t
o do
; wro
ng d
ecis
ions
, los
e m
oney
; not
eno
ugh
time;
Par
ksid
e is
way
dif
fere
nt f
rom
Che
lsea
; Par
ksid
eis
fas
t, C
hels
ea is
a lo
t of
thin
king
; guy
rea
lly s
mel
ls -
rea
lly b
ank
pres
iden
t; ba
nk m
ore
like
a re
al b
ank.
R: W
hich
one
was
mor
e lik
e m
ybu
sine
ss d
own
the
stre
et?
S: [
I di
dn't
get a
n an
swer
to th
is q
uest
ion]
R: I
hav
e a
busi
ness
dow
n th
e st
reet
. Why
sho
uld
I hi
re y
ou to
wor
k in
my
com
pany
? W
e im
port
/exp
ort -
nee
d so
meo
ne to
dea
lw
ithcu
stom
ers.
S: t
o de
al w
ith b
ank
cust
omer
s, m
ust d
eal w
ith p
eopl
e. R
: Wha
t do
you
know
- y
ou w
orke
d on
a c
ompu
ter!
S: w
e le
arne
dre
spon
sibi
lity
abou
t mon
ey. R
: Tel
l me
one
thin
g yo
u to
ok f
rom
this
cla
ss a
nd u
sed
in a
noth
er c
lass
. S: t
eam
wor
k. R
: You
had
to ty
pein
deci
sion
and
why
- c
onse
quen
ces
S: th
at is
kin
d of
har
d -
we
knew
it w
as th
e ri
ght a
nsw
er b
ut it
was
har
d fo
r us
to h
ave
the
righ
t wor
ds;
expl
aini
ng is
impo
rtan
t - y
ou n
eed
to k
now
why
- "
anyo
ne c
an p
ress
'N a
nd g
o on
; if
you
don'
t thi
nk a
bout
it, y
ou d
on't
get i
t. R
: Did
you
get a
cha
rge
out o
f ge
tting
pro
mot
ed?
S: Y
ES
R: A
re s
ome
peop
le ju
st f
loat
ing
alon
g? S
: dep
ends
on
the
team
- s
ome
team
s w
on't
allo
w it
. R: W
as it
eas
ier
to f
loat
alo
ngth
an in
reg
ular
clas
s? S
: in
a le
ctur
e cl
ass,
you
can
fak
e it
- fl
oat.
R: B
ut d
id e
very
one
get a
cha
nce?
S: w
e ha
d to
sw
itch
-m
ouse
, wri
te, .
.. R
: Wha
t is
the
best
thin
g to
lear
n in
sch
ool?
S: p
robl
em s
olve
. S: d
eal w
ith p
eopl
e. S
: hav
e yo
ur o
wn
opin
ion.
R: D
id D
ave
do s
ome
teac
hing
? S:
term
s;si
tuat
ions
to tr
y; in
put t
o ge
t sta
rted
; stu
ff to
get
rea
dy, o
ff th
e bo
ard,
no
book
s, to
ok n
otes
.... S
: mak
e 3
deci
sion
s at
the
sam
etim
e -
fina
ncia
l man
ager
pop
s up
, pho
ne r
ings
- ;
it's
mor
e re
alis
itic
than
the
bank
. Lar
ry a
sked
: How
did
you
lear
n to
to w
ork?
S: i
nou
r gr
oup
we
coop
erat
ed, w
e sw
itche
d ev
ery
sess
ion;
we
just
did
the
switc
hing
. L: S
omet
imes
you
get
alo
ng, s
omet
imes
you
don
't. S
: you
get
to k
now
the
peop
le; I
don
't lik
e w
orki
ng in
gro
ups;
they
wor
k if
you
get
on
thei
r ta
ils, h
ave
to p
ush
othe
rs to
get
gra
de. L
: Wha
tdi
d yo
u do
whe
nno
t on
com
pute
r? S
: on
non
com
pute
r da
ys w
e ta
lked
aro
und
the
tabl
e ab
out t
he s
imul
atio
n [t
here
is a
sce
ne o
f th
is in
the
vide
o]
R: B
ut th
is k
id s
aid
it w
as b
orin
g. S
: not
pay
ing
atte
ntio
n, d
idn'
t car
e ab
out i
t. R
: "N
ot a
noth
er o
ne o
f th
ese
com
ing
up."
S:
- no
one
sai
dan
ythi
ng li
ke th
at. R
: Kid
s ca
n't d
o th
is v
ery
wel
l - d
on't
know
any
thin
g ab
out b
ank
or h
otel
. S: t
here
's a
boo
k, b
ook
in th
eco
mpu
ter;
we
...;
we
use
com
mon
sen
se. R
: You
're n
ot le
arni
ng s
tuff
- n
ot le
arni
ng c
onte
nt. S
; NO
--
term
s, v
ocab
ular
y; b
oost
, lea
rn a
bout
hot
el; i
n C
hels
eakn
ow a
littl
e so
met
hing
, bac
ks y
ou u
p, in
Par
ksid
e -
know
abo
ut h
otel
but
won
't ge
t a m
anag
er's
job
righ
t aw
ay.
R: I
've
aske
d yo
u qu
estio
ns; w
hat w
ould
you
ask
? S:
sho
uld
ther
e be
mor
e si
mul
atio
ns; n
ot e
very
one
has
a co
mpu
ter.
R: S
houl
d "I
" gi
ve th
em s
ome
mon
ey to
mak
e m
ore
of th
ese?
S: Y
ES.
R: W
hat's
the
mos
t im
port
ant t
hing
if I
mak
e on
e of
thes
e? S
: mak
esu
re k
id le
arns
fro
m it
; mak
e go
od p
robl
ems;
list
en to
cus
tom
ers
but "
shou
ld I
fir
e th
is g
uy b
ecau
se a
cus
tom
er s
aid
to f
ire
him
--n
eed
tohe
ar b
oth
side
s, p
roba
tion;
" w
e pr
int o
ut o
ur d
ecis
ions
- c
an r
evie
w. C
hels
ea--
kee
p go
ing
back
and
try
agai
n un
til y
ou g
et p
rom
oted
.Pa
rksi
de -
- go
es to
o fa
st, m
ake
mis
take
s, n
o w
ay b
ack,
kee
p lo
sing
mon
ey. "
One
boy
just
pre
sses
but
tons
and
is a
lway
s w
rong
!" S
: You
need
a te
ache
r. R
: Let
's s
ay I
'm K
ing
of N
Y -
sho
uld
we
do m
ore
or le
ss?
S: d
o m
ore.
R: W
hat a
bout
ele
men
tary
sch
ool-
this
is to
o ha
rd f
orth
em. S
: pre
para
tory
.
Pag
e 14
of 2
8
89
MI
Mill
OM
III O
a O
W O
M IN
111
111
UP
IIN
SP
IS M
I PO
OM
SIP
OW
lib
III
Dat
e of
Inte
rvie
w
Pre
sent
Gra
de
6/2/
95
6
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
(2)
Rea
ctio
ns
(3)
Tho
ught
s ab
out d
oing
(4)
Res
pons
e to
pro
gram
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
Dat
e of
Inte
rvie
w
Pre
sent
Gra
de
Che
lsea
Ban
k
Bus
ines
s
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
R: L
iked
bes
t? S
: got
to r
ead
wha
t the
y sa
y. R
: Har
d to
do?
S: g
o to
man
ual a
nd it
tells
you
wha
t to
do;
Mrs
. Boy
iatz
is to
ld u
s on
1st
day
wha
t to
do -
- if
stu
ck, s
he'll
hel
p --
she
won
't do
it. S
: 3 in
eac
h gr
oup;
S: s
omet
imes
we
disa
gree
- b
ut g
ood
to c
omm
unic
ate;
if y
ou n
eed
help
- s
omeo
ne w
ill h
elp
you;
bet
ter
to b
e w
ith s
omeo
ne (
in a
gro
up).
...
6/1/
95
12
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
(2)
Rea
ctio
ns
Tue
sday
, Aug
ust 1
3, 1
996
Che
lsea
Ban
k
Gov
enrm
ent
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
Park
side
Hot
el
Gov
enrm
ent
Gra
phic
s: H
e re
mem
bers
and
like
d th
e de
tails
of
the
grap
hics
; the
y w
ere
3-D
and
mad
e hi
m f
eel l
ike
he w
as a
t the
ban
k an
d pa
rtof
the
prog
ram
. Rem
embe
rs w
orki
ng a
s a
grou
p an
d m
ade
deci
sion
s to
geth
er. H
e de
scri
bed
the
gene
ral d
etai
ls o
f th
e ba
nkin
g an
d Pa
rksi
depr
ogra
ms.
Wha
t he
liked
: for
bot
h pr
ogra
ms,
he
liked
the
deci
sion
mak
ing
proc
ess-
-it w
as f
un. T
hey
acco
mpl
ishe
d a
lot m
ore
as a
gro
upth
an if
it w
ere
indi
vidu
aliz
ed s
ince
they
cou
ld d
ivid
e up
the
task
s. L
iked
leas
t abo
ut C
.B.:
not b
eing
a V
.P.;
wan
ted
the
com
pute
r to
sho
whi
m w
alki
ng in
to th
e ba
nk in
stea
d of
a f
ictio
nal p
erso
n. C
.B. p
rogr
am le
ngth
was
per
fect
, it a
llow
ed e
noug
h tim
e fo
r th
e gr
oup
to d
iscu
ssth
e op
tions
and
allo
wed
tim
e to
thin
k ab
out t
he e
ffec
ts o
f th
e ou
tcom
es.
The
mos
t im
port
ant t
hing
in d
oing
the
sim
ulat
ions
is g
roup
wor
k: w
orki
ng a
s a
grou
p ta
ught
him
how
to c
omm
unic
ate
bette
r; le
arne
d m
ore
abou
t eac
h ot
her;
and
how
to d
evel
op w
ell r
ound
ed d
iscu
ssio
ns. H
e al
so le
arne
d a
vari
ety
of p
roce
dure
s th
at a
pply
to d
iffe
rent
situ
atio
ns.
Page
15
of 2
8
91
SIN
1111
OM
MI M
ir O
M O
il M
I OW
MO
VIII
ISO
MIN
Iill
,ow
at e
n on
(3)
Tho
ught
s ab
out d
oing
(4)
Res
pons
e to
pro
gram
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
Dat
e of
Inte
rvie
w
Pre
sent
Gra
de
Lea
rned
how
to r
evie
w a
man
ual w
hich
was
ver
y he
lpfu
l in
the
sim
ulat
ion.
He
lear
ned
how
to h
andl
e ov
erdr
afts
, whi
ch h
e ho
pes
neve
r to
have
hap
pen
in r
eal l
ife.
Ove
rall,
the
grou
p on
ly m
ade
one
wro
ng d
ecis
ion.
He
can
now
org
aniz
e hi
s tim
e be
tter
beca
use
of th
e pr
ogra
man
d it
also
hel
ped
him
bec
ome
mor
e ef
fect
ive.
The
pro
gram
als
o he
lped
him
get
an
inte
rnsh
ip w
ith C
hem
ical
Ban
k (w
orks
with
larg
eac
coun
ts).
It a
lso
help
ed h
im le
arn
how
to b
uild
goo
d re
latio
ns w
ith c
o-w
orke
rs a
nd h
ow to
con
fron
t pro
blem
s in
stea
d of
ove
rloo
king
them
. As
for
scho
ol, t
he p
rogr
am h
elps
him
rel
ate
to b
usin
ess
assi
gnm
ents
bet
ter.
Bus
ines
s cl
ass
reco
mm
enda
tion
(Che
lsea
Ban
k) g
ot h
ima
job
in th
e yo
uth
busi
ness
pro
gram
. He
wou
ld li
ke to
do
mor
e si
mul
atio
ns, h
e fe
lt th
ey w
ere
a go
od o
ppor
tuni
ty f
or k
ids.
Wha
t wou
ldth
ey b
e: h
ow to
get
an
afte
r sc
hool
job;
pro
gram
that
wou
ld h
elp
kids
dec
ide
to s
tay
in s
choo
l; co
llege
life
--w
hat i
t will
be
like,
wha
t typ
esof
dec
isio
ns to
mak
e, e
tc. A
s fo
r Pa
rksi
de, h
e fe
lt it
gave
the
stud
ents
mor
e re
spon
sibi
lity
beca
use
it is
har
der;
not
eno
ugh
time
for
deci
sion
mak
ing-
-qui
ck r
espo
nses
wer
e re
quir
ed.
Gro
up W
ork
(see
que
stio
n 2,
plu
s): h
e ha
d a
good
gro
up s
o th
at m
ade
the
task
eas
ier;
eve
ryon
e kn
ew th
ey h
ad to
be
acco
unta
ble;
itw
ould
be a
goo
d id
ea if
the
grou
p ha
d to
gra
de e
ach
othe
r in
add
ition
to th
e te
ache
r gr
ade.
He
love
s w
orki
ng w
ith c
ompu
ters
. Har
dest
:co
nvin
cing
the
grou
p th
at y
our
idea
is g
ood
and
poss
ibly
rig
ht. H
ow to
con
vinc
e: g
ive
the
grou
p re
ason
s w
hy id
ea is
goo
d; g
ettin
g gr
oup
to r
elax
, the
n in
trod
uce
the
idea
(ge
t the
m in
a g
ood
moo
d), h
ow th
e id
ea c
ould
wor
k, o
pen
the
idea
up
for
addi
tiona
l sug
gest
ions
. Tea
cher
help
: tea
cher
gav
e de
fini
tions
; tho
ught
s on
how
to h
andl
e sp
ecia
l situ
atio
ns; h
ow to
use
the
man
ual;
had
clas
s di
scus
sion
whe
re c
lass
shar
ed id
eas-
-thi
s he
lped
spe
ed u
p th
e de
cisi
on m
akin
g; te
ache
r ha
d 2-
3 bi
g cl
ass
disc
ussi
ons.
Ban
k te
ller
job
not b
orin
g. C
usto
mer
Ser
vice
job
a lit
tle s
low
bec
ause
the
telle
rs w
ere
doin
g a
good
job.
Pro
gram
got
toug
her
as it
wen
tal
ong
beca
use
the
sim
ulat
ions
got
har
der,
how
ever
, our
gro
up d
id g
et m
ore
com
fort
able
with
han
dlin
g th
e pr
oble
ms.
Sim
ilari
ties
with
scho
ol: g
ym c
lass
allo
wed
stu
dent
s to
get
a te
am to
geth
er a
nd d
ecid
e on
a le
ader
; Eng
lish
prov
ided
gro
up w
ork
to c
ome
up w
ith id
eas
for
vari
ous
task
s. H
e th
ough
t som
e st
uden
ts g
ot jo
bs b
ecau
se o
f th
e si
mul
atio
ns. H
e pu
t it o
n hi
s re
sum
e an
d lis
ted
wha
t the
y le
arne
d fr
om th
epr
ogra
m a
nd it
pro
vide
d co
mpu
ter
skill
s.
He
felt
I sh
ould
ask
if th
e pr
ogra
m w
as w
orth
the
inve
stm
ent,
but h
e w
ould
fir
st n
eed
to k
now
how
muc
h th
e pr
ogra
m c
ost a
ndho
w m
uch
itco
st to
mai
ntai
n. H
e w
as a
lso
inte
rest
ed in
kno
win
g w
here
the
$$ c
ame
from
to c
reat
e th
e pr
ogra
ms.
Ove
rall,
he
felt
the
prog
ram
was
on
the
real
istic
sid
e an
d w
as c
ompu
ter
frie
ndly
(ve
ry e
asy
to u
se).
Stud
ent c
ould
gen
eral
ize
abou
t wha
t he
had
lear
ned
from
the
prog
ram
. It w
as c
lear
that
he
lear
ned
a gr
eat d
eal a
bout
pro
blem
sol
ving
, tea
mef
fort
s, a
nd d
ecis
ion
mak
ing.
Stu
dent
acc
epte
d to
Lon
g Is
land
Uni
vers
ity a
nd w
ants
to m
ajor
in B
iolo
gy a
nd g
o on
to b
e a
ped.
sur
geon
.
6/1/
95
12
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
Tue
sday
, Aug
ust 1
3, 1
996
92
Che
lsea
Ban
k
Gov
enrm
ent
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
Park
side
Hot
el
Gov
enrm
ent
Pag
e 16
of 2
8
93
MI
INN
ell N
I O
M N
M O
M I
IIal
l Mr
all
Mil
NO
1111
111
ION
MI
OM
ell
(1)
I rem
embe
red
(2)
Rea
ctio
ns
(3)
Tho
ught
s ab
out d
oing
(4)
Res
pons
e to
pro
gram
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
Dat
e of
Inte
rvie
w
Pre
sent
Gra
de
Rem
embe
r: H
andl
ing
mon
ey, w
orki
ng in
a g
roup
, wor
king
with
the
man
ual.
Hat
ed g
roup
wor
k si
nce
the
grou
p di
dn't
wor
k w
ell t
oget
her.
Sim
ulat
ions
gav
e us
a c
hanc
e to
wor
k on
the
com
pute
r, w
hich
I li
ked.
I li
ked
the
busi
ness
asp
ects
of
the
sim
ulat
ions
, it g
ave
us f
irst
hand
expe
rien
ce o
n ru
nnin
g a
busi
ness
.
Lea
rned
: to
man
age
mon
ey, h
ow to
han
dle
a ch
ecki
ng/s
avin
gs a
ccou
nt b
ette
r, a
lot o
f pa
tienc
e w
hen
deal
ing
with
dif
ficu
lt cu
stom
ers.
Mor
e si
mul
atio
ns: s
he w
as in
tere
sted
in d
oing
mor
e si
mul
atio
ns a
nd d
id th
e ne
xt y
ear
whe
n sh
e us
ed P
arks
ide.
Par
ksid
e go
t her
inte
rest
edin
eco
nom
ics
and
now
she
wan
ts to
maj
or in
eco
nom
ics
duri
ng c
olle
ge. S
he f
eels
mor
e si
mul
atio
ns w
ould
be
bene
fici
al b
ecau
se th
ey a
rere
alis
tic s
ituat
ions
. Wha
t typ
e of
sim
ulat
ions
: any
thin
g in
volv
ing
mon
ey a
nd th
e re
al w
orld
(lik
e in
vest
men
ts, m
anag
ing
your
ow
n m
oney
).
She
hate
d th
e gr
oup
wor
k. H
owev
er, t
oo m
any
mem
bers
wer
e m
issi
ng s
o th
e te
ache
r sw
itche
d so
me
stud
ents
aro
und.
She
hap
pene
d to
be
one
of th
e st
uden
ts w
ho g
ot r
eass
igne
d so
onc
e in
a d
iffe
rent
gor
up th
ings
wer
e fi
ne. S
he li
ked
wor
king
in a
gro
up d
urin
g th
e Pa
rksi
desi
mul
atio
n. T
he id
ea o
f m
akin
g m
oney
dur
ing
the
sim
ulat
ion
got h
er m
otiv
ated
. She
like
d w
orki
ng o
n th
e co
mpu
ter
and
felt
the
sim
ulat
ion
wou
ldn'
t wor
k w
ithou
t a c
ompu
ter.
Dur
ing
grou
p w
ork
she
man
over
ed th
e m
ouse
(w
hich
she
had
pro
blem
s w
ith).
The
teac
her
revi
ewed
the
sim
ulat
ion
befo
re th
e cl
asse
s st
arte
d w
orki
ng o
n th
e co
mpu
ters
. Cla
ss d
iscu
ssio
n re
sulte
d in
: bet
ter
unde
rsta
ndin
g of
the
sim
ulat
ion;
shar
ing
of id
eas;
the
feel
ing
that
the
time
was
put
to g
ood
use.
She
and
her
cla
ssm
ates
talk
ed a
bout
the
prog
ram
a li
ttle
outis
de o
f cla
ss.
She
got b
ored
with
Che
lsea
bec
ause
of
the
grou
p pr
oble
m, b
ut e
njoy
ed th
e Pa
rksi
de p
rogr
am w
hen
the
grou
p w
as r
elia
ble.
Sim
ilari
ties
with
oth
er a
ctiv
ities
: mon
ey s
ituat
ion
is s
imila
r no
w th
at s
he n
eeds
to m
anag
e he
r m
oney
to p
repa
re f
or c
olle
ge. O
ther
stu
dent
s: s
ome
didn
't co
me
to c
lass
so
they
did
n't c
are.
If
they
oth
er s
tude
nts
did
com
e to
cla
sss
they
had
to le
arn
-- n
o w
ay a
roun
d it.
Was
it r
eally
ben
ific
ial.
Are
you
gla
d yo
u ha
d th
e op
port
unity
to p
artic
ipat
e. S
he n
ow w
ants
to o
pen
her
own
busi
ness
.
Wan
ts to
go
on to
gra
duat
e sc
hool
aft
er u
nder
grad
uate
stu
dies
. She
was
not
mot
ivat
ed to
talk
with
me
whi
ch r
esul
ted
in h
er c
ontin
uous
lyre
peat
ing
hers
elf
or ju
st w
ante
d to
com
men
t with
yes
or
no r
espo
nses
.
6/1/
95
12
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss In
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
(2)
Rea
ctio
ns
Tue
sday
, Aug
ust 1
3, 1
996
94
Che
lsea
Ban
k
Gov
enrm
ent
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
Park
side
Hot
el
Gov
enrm
ent
Rem
embe
r: r
ole
of b
ank
telle
r an
d cu
stom
er s
ervi
ce r
ep.,
the
bum
sim
ulat
ion.
He
foun
d th
e bu
m s
imul
atio
n to
be
mos
t int
eres
ting,
and
didn
't lik
e th
e fo
rger
y si
mul
atio
n. B
eing
pro
mot
ed w
as m
ost e
xciti
ng a
nd it
hel
ped
him
sta
y m
otiv
ated
. Mos
t of
all h
e lik
ed th
e co
mpu
ters
and
wan
ted
to k
now
mor
e ab
out t
he p
rogr
am it
self
.
Lea
rned
: the
sim
ulat
ions
are
a lo
t lik
e a
real
job
whi
ch is
a lo
t of
wor
k an
d it'
s a
very
impo
rtan
t job
; mor
e ab
out b
anki
ng;
to w
ork
with
ate
am; h
ow to
res
pect
oth
ers
idea
s; to
not
mak
e de
cisi
ons
imm
edia
tely
but
to w
ait u
ntil
you
hear
all
the
evid
ence
and
arg
umen
ts. T
he
IEST
cop
yA
VE
FAIB
JEA
R
Page
17
of 2
8
9'5
Olt
all
1111
1111
MIN
IV
IAIN
NS
IMal
l11
1111
MI N
O IO
N O
N
(3)
Tho
ught
s ab
out d
oing
(4)
Res
pons
e to
pro
gram
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
Dat
e of
Inte
rvie
w
Pre
sent
Gra
de
teac
her
assi
gned
the
team
s. T
he te
ams
cam
e up
with
the
idea
s on
how
to g
et th
e fl
oate
r to
wor
k. H
e w
as in
tere
sted
in u
sing
oth
ersi
mul
atio
ns a
nd g
ot to
use
Par
ksid
e w
hich
he
foun
d to
be
a lit
tle b
orin
g. T
he s
imul
atio
ns h
elpe
d hi
m b
e a
bette
r te
am m
embe
r du
ring
Eng
lish
and
gym
task
s. O
ther
sim
ulat
ion
topi
cs w
ould
be:
911
ope
rato
r, h
ospi
tal p
ositi
on, r
esta
uran
t man
ager
. The
sim
ulat
ions
giv
e yo
u a
view
to th
e w
orld
pro
blem
s an
d sh
ow y
ou w
hat k
ids
need
to le
arn
to b
e su
cces
sful
He
enjo
yed
wor
king
on
the
com
pute
r an
d fe
lt th
e pr
ojec
t wou
ldn'
t be
inte
rest
ing
with
out c
ompu
ters
. The
com
pute
r gr
aphi
cs/c
hang
es k
eep
the
stud
ents
inte
rest
ed. H
e fo
und
that
bac
king
up
choi
ces
with
wor
ds w
as th
e ha
rdes
t. H
is g
roup
use
d th
e m
anua
l a lo
t (th
ey w
ould
not
mak
e it
with
out t
he m
anua
l). T
estin
g: h
e th
ough
t eve
ryon
e sh
ould
be
give
n a
ques
tion
to a
nsw
er a
nd th
en if
you
giv
e th
e w
rong
ans
wer
itis
you
r ow
n fa
ult -
- no
t the
gro
ups.
He
foun
d C
hels
ea n
ot b
e bo
ring
, but
Par
ksid
e w
as b
orin
g at
som
e po
ints
.
Ran
out
of
time!
Ran
out
of
time!
6/1/
95
12
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
(2)
Rea
ctio
ns
(3)
Tho
ught
s ab
out d
oing
Tue
sday
, Aug
ust 1
3, 1
996
9g
Che
lsea
Ban
k
Gov
enrm
ent
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
Park
side
Hot
el
Gov
enrm
ent
Rem
embe
r: b
anki
ng, w
orki
ng in
gro
ups
of th
ree,
dec
isio
n m
akin
g, r
evie
win
g th
e m
anua
l, w
asn'
t tim
ed, g
roup
dec
isio
n m
akin
g (p
ro a
ndco
n). L
iked
mos
t: he
lpin
g cu
stom
ers.
Spe
cifi
cs: R
emem
bers
the
scen
ario
of
man
ager
as
bum
--
she
pers
uade
d th
e gr
oup
to a
ccep
t him
afte
r 10
min
utes
of
disc
ussi
on. S
he e
njoy
ed a
ll si
mul
atio
ns. A
lway
s ne
rvou
s ab
out m
akin
g fi
nal s
elec
tion
-- g
roup
got
onl
y tw
o w
rong
.T
each
er to
ld th
em to
dis
cuss
the
choi
ce e
ven
if th
ey k
new
the
answ
er im
med
iate
ly.
Lea
rned
abo
ut b
anki
ng: n
o pr
ior
know
ledg
e, v
ario
us w
ays
to h
elp
cust
omer
s, h
ow to
be
resp
ectf
ul, a
nd c
aref
ul, l
earn
ed tr
ust a
nd g
ood
com
mun
icat
ion,
to w
ork
as a
gro
up (
liked
wor
king
in a
gro
up w
hich
was
dif
fere
nt, g
ener
ally
wor
ked
inde
pend
ently
). N
ow k
now
s w
hat i
tta
kes
to b
udge
t mon
ey, o
pen
acco
unts
(a
lot o
f ID
and
info
rmat
ion)
. He
wou
ld li
ke to
do
mor
e. W
orke
d w
ith h
otel
pro
gram
last
yea
r.E
njoy
s th
e ro
le p
layi
ng; E
njoy
ed b
eing
pro
mot
ed a
nd d
oesn
't ta
ke th
ese
type
s of
jobs
for
gra
nted
now
. In
Park
side
, tim
ing
was
a p
robl
em:
it pr
essu
red
grou
p in
to q
uick
dec
isio
n m
akin
g.
Gro
up: l
earn
ed to
res
pect
oth
ers
opin
ion
and
feel
ings
; how
to w
ork
wel
l tog
ethe
r. L
oves
com
pute
rs in
gen
eral
and
wou
ld r
athe
r do
sch
ool
wor
k on
the
com
pute
r, li
ke ta
king
not
es. H
arde
st: h
andl
ing
toug
h si
tuat
ions
(w
ent t
o m
anua
l for
info
rmat
ion)
, dec
isio
n m
akin
g si
nce
hedo
esn'
t lik
e it.
Gro
ups
had
to h
ave
disc
ussi
on d
urin
g si
mul
atio
n. T
hen
next
cla
ss p
erio
d w
e w
ould
dis
cuss
wha
t was
har
d an
d w
hat t
hegr
oups
did
n't l
ike.
He
lear
ned
mor
e id
eas
by d
iscu
ssin
g in
cla
ss. T
each
er d
id n
ot d
iscu
ss a
head
of
time.
Jus
t was
giv
en w
hen
need
ed
Page
18
of 2
8
97
1111
111
111
OM
SIM
SS
UM
MN
1111
111
MI
MI B
IM N
W S
IN O
N IM
O11
1111
WIN
(4)
Res
pons
e to
pro
gram
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
Dat
e of
Inte
rvie
w
Pre
sent
Gra
de
whi
ch p
rovi
ded
us w
ith a
cha
lleng
e.
Dis
cuss
ion
sess
ion
som
etim
es g
ot d
ull b
ut p
rogr
am w
as f
un a
nd k
ept h
er in
tere
st. F
irst
cou
ple
of s
cena
rios
wer
e ea
sy th
en it
got
har
der
beca
use
the
deci
sion
mak
ing
beca
me
mor
e co
mpl
ex. W
hen
wro
ng c
hoic
e w
as m
ade
the
grou
p di
scus
sed
how
they
mad
e th
e w
rong
cho
ice
and
wan
ted
to d
o it
over
but
not
allo
wed
. No
sim
ilari
ties.
Oth
er s
tude
nts
liked
the
prog
ram
. Why
: lot
s of
exc
item
ent i
n di
scus
sing
the
prog
ram
with
oth
er s
tude
nts
afte
r sc
hool
. Loo
ks f
orw
ard
to g
oing
bac
k to
the
prog
ram
inst
ead
of g
oing
to h
isto
ry. S
imul
atio
n to
pics
:la
wye
r po
sitio
n, h
ospi
tal.
She
felt
prog
ram
was
ver
y m
uch
like
a re
al p
ositi
on. S
he c
ould
talk
mor
e in
dep
th w
ith h
er a
unt w
ho is
aba
nkm
anag
er a
nd th
e pr
ogra
m is
like
her
job.
I n
ow h
ave
mor
e re
spec
t for
how
har
d sh
e w
orks
.
She
felt
we
cove
red
all t
he n
eces
sary
que
stio
ns. S
he h
appy
for
the
oppo
rtun
ity to
par
ticip
ate
-- n
ot a
ll sc
hool
s ha
ve th
is p
rogr
am. I
t gav
ehe
r a
good
bus
ines
s in
sigh
t.
6/2/
95
7
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
(2)
Rea
ctio
ns
(3)
Tho
ught
s ab
out d
oing
(4)
Res
pons
e to
prog
ram
Tue
sday
, Aug
ust 1
3, 1
996
98
Che
lsea
Ban
k
Bus
ines
s
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
Rem
embe
r: th
e fr
iend
, the
bum
. He
liked
wor
king
with
the
cust
omer
s. T
hey
wor
ked
in g
roup
s of
2-3
whi
ch h
e re
ally
enj
oyed
. The
com
pute
r ha
d a
few
pro
blem
s, it
fro
ze o
nce.
Lea
rned
: how
to b
alan
ce a
che
ck b
ook;
how
to m
ake
a de
posi
ts/w
ithdr
awal
s; te
rmin
olog
y lik
e pa
yrol
l; ho
w to
han
dle
the
cust
omer
s be
tter.
The
sim
ulat
ions
hel
ped
in h
is m
ath
clas
s an
d w
ith th
e pr
ogra
m H
ot D
og. M
ost i
mpo
rtan
t asp
ect w
as le
arni
ng h
ow to
dea
l with
mon
ey.
Why
: you
nee
d to
kno
w h
ow to
giv
e ex
act c
hang
e; it
teac
hes
you
how
to g
o in
to b
usin
ess
for
your
self
; it t
each
es y
ou h
ow to
do p
ayro
ll;yo
u w
ill h
ave
less
on
the
job
trai
ning
by
doin
g th
is s
imul
atio
n. H
ot D
og: i
t was
fun
; lea
rn n
ot to
was
te m
oney
. He
is v
ery
eage
r to
lear
nPa
rksi
de.
Gro
upw
ork:
Lik
ed w
orki
ng a
s a
grou
p; th
e gr
oup
mos
tly a
gree
d; d
evel
oped
mor
e fr
iend
s an
d le
arne
d m
ore
abou
t the
m; l
iked
rec
eivi
ngfe
edba
ck; e
asie
r to
mak
e de
cisi
ons
with
oth
er th
an in
divi
dual
ly. W
e ro
tate
d th
e ro
les
of r
ecor
der,
mat
h, ty
ping
. Use
d th
e m
anua
l a lo
t for
clar
ific
atio
n. H
arde
st: a
ccep
ting
othe
rs o
pini
ons.
Lik
ed w
orki
ng w
ith c
ompu
ter,
but
har
d to
get
into
the
prog
ram
s. W
e ha
d to
wee
ks o
fpr
e-tr
aini
ng: p
icki
ng p
artn
ers;
how
to o
pen
sim
ulat
ion;
pra
ctic
e; le
arne
d ch
eck
poin
ts. T
each
er a
lway
s as
ked
stud
ents
if th
ey h
ad tr
oubl
e.T
each
er w
ante
d us
to g
et tw
o cu
stom
ers
com
plet
ed in
a c
lass
per
iod.
As
a gr
oup
we
deve
lope
d ou
r ow
n ru
les
and
we
each
had
resp
onsi
bilit
y.
Che
lsea
was
not
bor
ing.
His
gro
up h
ad to
be
care
ful,
beca
use
if y
ou w
ent t
oo s
low
then
you
cou
ld g
et f
ired
. It s
taye
d ex
citin
g. O
ther
Pag
e 19
of 2
8
99
1111
1it
el O
M O
M IN
S M
I NM
SIM
lag
NI e
llIN
S M
I11
1111
111
1111
11_
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
Dat
e of
Inte
rvie
w
Pre
sent
Gra
de
stud
ents
lear
ned:
to th
ink
abou
t the
situ
atio
n be
fore
mak
ing
a de
cisi
on; i
t mad
e us
mor
e co
mpe
titiv
e. W
e co
uld
rela
te b
usin
ess
clas
s to
Che
lsea
: cou
nt o
ut $
; wri
te c
heck
s; h
ow to
obt
ain
nece
ssar
y in
form
atio
n. W
hen
we
won
we
wer
e ha
ppy
and
cong
ratu
late
d ev
eryo
ne. W
ego
t to
have
a p
izza
lunc
h w
ith th
e te
ache
r.
Que
stio
ns: W
e sh
ould
ask
wha
t the
teac
her
and
stud
ents
got
out
of
it.It
pro
vide
s th
e st
uden
t with
bet
ter
busi
ness
mat
eria
ls.
Thi
s st
uden
t bel
ieve
s th
at C
hels
ea is
teac
hing
him
to b
e a
bank
er a
nd w
on't
need
as
muc
h on
the
job
trai
ning
. He
also
fee
ls th
atth
ispr
ogra
m ta
ught
him
how
to g
o in
to b
usin
ess
for
him
self
. He
was
the
mos
t ver
bal 7
th g
rade
r I'v
e ev
er in
terv
iew
ed.
6/2/
95
6
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss In
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
(2)
Rea
ctio
ns
(3)
Tho
ught
s ab
out d
oing
(4)
Res
pons
e to
pro
gram
Tue
sday
, Aug
ust 1
3, 1
996
JOG
Che
lsea
Ban
kP
rogr
am S
tude
nt U
sed
(2)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
Rem
embe
r: w
orke
d in
gro
ups
of th
ree;
rol
e of
ban
k te
ller;
had
to m
ake
deci
sion
s. L
iked
bes
t: cu
stom
er in
a h
urry
for
a w
eddi
ng. T
hede
cisi
on m
akin
g w
as s
omet
imes
too
leng
thy,
so
she
foun
d th
e qu
estio
ns to
be
bori
ng.
Lea
rned
: how
to b
e a
telle
r, h
ow to
cas
h ch
ecks
, abo
ut b
anki
ng in
gen
eral
. She
can
not
ans
wer
que
stio
ns b
ette
r an
d th
e gr
oup
isn'
t get
ting
as m
any
ques
tions
wro
ng. Y
ou le
arn
from
the
mis
take
s yo
u m
ake.
Sim
ulat
ions
hel
p w
ith m
ath
clas
s si
nce
the
teac
her
talk
s a
lot a
bout
mon
ey. G
roup
took
turn
s ty
ping
in r
espo
nses
. Sta
isfy
ing
the
cust
omer
is m
ost i
mpo
rtan
t. E
njoy
s C
hels
ea: f
eels
it is
rea
listic
; lik
esw
orki
ng w
ith o
ther
s. W
ants
to w
ork
with
oth
er s
imul
atio
ns. S
ugge
sted
topi
cs w
ould
be:
typi
ng s
peed
, eff
icie
nt w
ritin
g, m
ath
prog
ram
like
Che
lsea
, mys
tery
sol
ving
.
Enj
oyed
gro
up w
ork,
they
did
n't a
rgue
muc
h --
they
mos
tly a
gree
d. W
hen
they
did
dis
agre
e th
ey w
ent w
ith th
e on
e th
at m
ade
the
mos
tse
nse.
The
y to
ok tu
rns
prov
idin
g th
e w
ritte
n re
spon
se. L
ikes
wor
king
with
the
com
pute
r an
d ha
s us
ed th
e co
mpu
ter
in p
revi
ous
grad
es.
Har
dest
par
t abo
ut w
orki
ng to
geth
er: t
he r
espo
nse
sinc
e th
ey a
ll ha
ve d
iffe
rent
idea
s, b
ut th
ey ju
st c
ombi
ned
thei
r re
spon
se. T
he te
ache
rex
plai
ned
how
to w
ork
toge
ther
as
a gr
oup.
It w
as h
er f
irst
tim
e fo
r gr
oups
wor
k, b
ut e
njoy
ed it
. Bes
t par
t abo
ut g
roup
wor
k: g
ettin
g to
know
oth
ers
bette
r; f
ell s
mar
t whe
n th
e gr
oup
sele
cts
the
righ
t res
pons
e.
A li
ttle
bori
ng d
oing
the
prog
ram
eac
h w
eek,
but
the
teac
her
mak
es it
fun
by
rew
ardi
ng th
em w
ith a
com
pute
r ga
me
if th
e gr
oup
does
wel
l.It
got
eas
ier
beca
use
they
lear
ned
the
prog
ram
and
rep
eate
d th
e pr
oces
s ev
ery
Mon
day
duri
ng f
irst
per
iod.
No
sim
ilari
ties
-- n
otin
g re
late
s.I
coul
d te
ll ot
her
stud
ents
like
d th
e si
mul
atio
n be
caus
e th
ey w
ork
!aug
ht a
nd w
ork
wel
l tog
ethe
r. O
ther
stu
dent
s le
arne
d ho
w to
be
a be
tter
telle
r. T
his
sim
ulat
ion
show
s w
hat i
s lik
e to
be
a te
ller
in th
e re
al w
orld
. I h
ave
a co
mpu
ter
a ho
me
so it
was
n't a
big
deal
to w
ork
with
the
com
pute
r. I
wou
ld li
ke to
wor
k on
mor
e si
mul
atio
ns s
omet
ime,
but
not
all
the
time
beca
use
it ge
ts b
orin
g. E
very
oth
er w
eek
wou
ld b
eid
eal -
- du
ring
the
off
wee
ks w
e co
uld
have
fre
e tim
e. I
dis
cuss
ed C
hels
ea o
utsi
de o
f cl
ass
with
fri
ends
--
we
com
pare
d ch
oice
s, n
otes
, and
aske
d op
inio
ns a
bout
the
cust
omer
. We
used
the
user
man
ual a
lot a
nd it
was
hel
pful
.
Page
20
of 2
8
10
1111
111
1111
1111
1111
1N
D N
S O
M IN
NM
1111
Mk
NI I
NV
IIIN
M N
M W
M
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
Dat
e of
Inte
rvie
w
Pre
sent
Gra
de
Ran
out
of
time!
6/2/
95
7
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
(2)
Rea
ctio
ns
(3)
Tho
ught
s ab
out d
oing
(4)
Res
pons
e to
pro
gram
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
Tue
sday
, Aug
ust 1
3, 1
996
1 02
Che
lsea
Ban
k
Bus
ines
s
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
Rem
embe
r: b
anki
ng, b
eing
a te
ller.
The
fir
st tw
o sc
enar
ios
wer
e a
little
con
fusi
ng b
ut b
enef
icia
l bec
ause
they
taug
ht h
er a
bout
ban
king
.N
othi
ng s
he d
islik
ed.
Lea
rned
: to
com
mun
icat
e be
tter;
to d
iscu
ss th
e pr
oces
s be
tter;
kno
win
g th
at if
the
righ
t dec
isio
n is
not
mad
e th
en w
e ar
e ac
coun
tabl
e fo
rou
r ac
tions
(so
acc
ount
abili
ty is
impo
rtan
t). W
ould
like
to d
o m
ore
sim
ulat
ions
. Sug
gest
ed to
pics
wou
ld b
e: h
ospi
tal,
law
yer
(I s
ugge
sted
thes
e an
d sh
e ag
reed
). S
he w
orke
d w
ith H
ot D
og w
hich
is e
ight
gam
es w
hich
teac
h yo
u ho
w to
han
dle
a ce
rtai
n am
ount
of
mon
ey.
Che
lsea
has
hel
ped
her
with
dec
isio
n m
akin
g. I
don
't us
e it
outs
ide
of c
lass
. Oh,
look
ing
at c
onse
quen
ces
is v
ery
impo
rtan
t now
.
Lik
es w
orki
ng in
a g
roup
, but
not
the
firs
t tim
e. S
he w
orks
in a
gro
up a
lmos
t eve
ryda
y in
som
e cl
ass.
Lik
e th
e co
mpu
ters
. Har
dest
par
t:K
eybo
ard
(not
kno
win
g th
e ke
y st
roke
s). G
roup
: rot
ated
thei
r ro
les;
they
eac
h ga
ve a
rea
son
why
they
wer
e m
akin
g th
e ch
oice
(sh
e ga
vein
mos
t oft
en, s
he u
sed
the
man
ual t
o pr
ove
her
poin
t); g
roup
was
wro
ng 2
-3 ti
mes
; fel
t goo
d to
mak
e th
e ri
ght d
ecis
ion
beca
use
the
prog
ram
adv
ance
d th
em to
the
next
leve
l. T
he g
roup
rev
iew
ed th
e pr
oble
m w
hen
the
wro
ng c
hoic
e w
as m
ade,
then
they
det
erm
ined
the
corr
ect a
nsw
er. T
he g
roup
mad
e th
eir
own
rule
s (t
he te
ache
r in
stru
cted
this
), a
nd th
ey w
rote
them
on
pape
r so
eve
ryon
e w
ould
rem
embe
r.T
hey
wor
ked
in g
roup
s of
2 a
nd p
icke
d th
eir
own
part
ner.
The
y m
ade
com
petit
ion
betw
een
team
s --
the
win
ners
wen
t on
prom
otio
n (l
unch
outs
ide
of s
choo
l with
teac
her)
. The
sim
ulat
ions
wer
e re
alis
tic
Did
n't g
et b
ored
. Got
eas
ier
beca
use
of f
amili
arity
, but
at t
he s
ame
time
it go
t har
der
beca
use
of m
ore
diff
icul
t dec
isio
n m
akin
g.Si
mila
ritie
s: a
fter
Che
lsea
they
pla
yed
gam
es w
ith m
oney
. Oth
er s
tude
nts
liked
it. W
hy: W
e ha
d fu
ns s
o ot
hers
pro
babl
y en
joye
d an
dle
arne
d th
e sa
me.
Wou
ld li
ke to
use
the
prog
ram
aga
in.
Page
21
of 2
8
03
INN
in O
M N
I11
111
ilkII=
1111
1111
111
OM
MI W
O M
I OP
OM
VIII
1101
11IN
N
Dat
e of
Inte
rvie
w
Pre
sent
Gra
de
6/2/
95
6
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
(2)
Rea
ctio
ns
(3)
Tho
ught
s ab
out d
oing
(4)
Res
pons
e to
pro
gram
(5)
Oth
er Is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
Dat
e of
Inte
rvie
w
Pre
sent
Gra
de
Che
lsea
Ban
k
Bus
ines
s
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
Lik
es a
ll si
mul
atio
ns s
o fa
r. L
ikes
usi
ng th
e m
ouse
and
she
lear
ns w
hile
pla
ying
. She
now
bel
ieve
s be
ing
a ba
nk te
ller
is m
uch
hard
er th
ansh
e th
ough
t.
Lea
rned
: how
to w
ork
in a
ban
k, h
ow to
cas
h ch
ecks
, how
to c
ount
mon
ey. O
ther
cla
sses
: wri
ting
in b
usin
ess
clas
s w
hen
a bu
sine
sspr
oble
m is
pre
sent
ed a
nd d
ealin
g w
ith th
e ec
onom
y of
the
othe
r co
untr
ies.
Wou
ld li
ke to
do
mor
e si
mul
atio
ns. T
opic
s: o
ffic
e ty
pesi
mul
atio
ns o
r ho
tel.
She
likes
the
real
istic
asp
ect o
f th
e pr
oble
ms.
Mos
t im
port
ant:
getti
ng th
e m
ost a
nsw
ers
corr
ect -
- I
feel
goo
d w
hen
we
sele
ct th
e ri
ght a
nsw
er. I
t is
som
etim
es h
ard
to p
robl
em s
olve
.
Lik
es w
orki
ng in
a g
roup
. Gro
up o
f 2-
3. N
ot a
s bo
ring
wor
king
in a
gro
up b
ecau
se th
e gr
oup
gene
rate
s be
tter
idea
s. W
e ta
lk w
ith o
ther
grou
ps w
hen
in d
isag
reem
ent.
We
take
turn
s in
the
grou
p. I
t is
som
etim
es h
ard
to w
rite
the
resp
onse
. Lik
es w
orki
ng o
n th
e co
mpu
ters
,bu
t not
the
firs
t tim
e. T
he te
ache
r di
scus
sed
the
scen
ario
with
us
befo
re h
and.
We
wor
k in
gro
ups
duri
ng b
usin
ess
clas
s.
Bor
ing
only
if d
oing
the
sam
e ta
sk a
gain
. Pro
gram
got
eas
ier
beca
use
we
beca
me
fam
iliar
with
the
prog
ram
. The
pro
gram
rel
ates
to m
ath
alit
tle. W
e di
scus
s th
e pr
ogra
m o
utsi
de o
f cl
ass.
Oth
er s
tude
nts
liked
the
prog
ram
. Now
I d
on't
jum
p to
con
clus
ions
, I tr
y to
list
en to
ever
yone
fir
st.
Out
of
time.
6/1/
95
12
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
Tue
sday
, Aug
ust 1
3, 1
996
304
Park
side
Hot
el
Eco
nom
ics
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
We
wor
k on
a s
imul
atio
n ea
ch w
eek.
The
pro
gram
has
a p
robl
em: o
ccup
atio
n ra
te d
rops
100
to 1
no
mat
ter
wha
t you
sel
ect,
mus
t go
thro
ugh
four
ses
sion
s to
get
it b
ack
up, i
t is
happ
enin
g to
eve
ryon
e. T
he g
roup
dec
isio
n m
akin
g is
too
slow
. The
pro
blem
is th
at n
otde
cisi
on is
mad
e at
the
end,
all
the
deci
sion
mak
ing
is u
p fr
ont.
Gro
up m
embe
r A
ndy
turn
s hi
mse
lf o
ff, b
ut is
bac
k no
w. G
roup
did
n'td
o
Page
22
of 2
8
105
IMO
WI
1111
111
111
1111
111
111
INN
1111
11N
O e
ll N
B N
S M
I11
1111
1111
1O
S
(2)
Rea
ctio
ns
(3)
Tho
ught
s ab
out d
oing
(4)
Res
pons
e to
pro
gram
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
Dat
e of
Inte
rvie
w
Pre
sent
Gra
de
anyt
hing
spe
cial
to g
et A
ndy
mot
ivat
ed. N
o gr
oup
eval
uatio
n is
giv
en to
det
erm
ine
grad
e. H
e lik
es th
e co
mpe
titio
n. M
akin
g as
muc
hm
oney
as
poss
ible
sho
ws
you
are
mak
ing
good
dec
isio
ns. S
o fa
r, w
e m
ade
two
wro
ng d
ecis
ions
. I w
ould
n't w
ant t
his
type
of
job
yet,
too
muc
h on
the
line.
We
now
gat
her
as m
uch
info
rmat
ion
as p
ossi
ble
befo
re m
akin
g a
deci
sion
, in
the
begi
nnin
g w
e di
dn't.
We
com
prom
ise
mor
e no
w. N
otr
ansf
er to
oth
er c
lass
es (
onl
y gy
m a
nd w
ork
stud
y). L
ikes
it b
ette
r th
an r
egul
ar c
lass
(ec
onom
ics)
, so
mor
e si
mul
atio
ns w
ould
be
good
.C
ompu
ters
are
the
futu
re s
o w
e ne
ed to
lear
n as
muc
h as
pos
sibl
e. H
e di
dn't
wor
k w
ith C
hels
ea
At f
irst
team
wor
k w
asn'
t our
fir
st c
hoic
e, b
ut n
ow w
e fe
el y
ou n
eed
othe
r op
inio
ns a
nd id
eas
to m
ake
the
righ
t cho
ice.
Lik
e co
mpu
ters
.N
othi
ng s
eem
ed h
ard.
At f
irst
we
rota
ted
on th
e co
mpu
ter,
but
now
who
eve
r si
ts d
own
in th
e fr
ont (
mid
dle)
use
s th
e ke
yboa
rd a
nd m
ouse
.R
isk
taki
ng is
som
etim
es p
art o
f th
e ch
oice
. Tea
cher
gav
e us
dir
ectio
ns to
rot
ate
and
to ta
ke n
otes
but
gro
up d
ecid
ed n
ot to
con
tinue
with
the
dire
ctio
ns. T
each
er e
xpla
ined
wha
t the
sim
ulat
ion
was
abo
ut a
head
of
time.
A d
ay o
r tw
o af
ter
the
grou
p w
ork
the
clas
s di
scus
sed
how
each
gro
up m
ade
deci
sion
s.
Not
bor
ing,
but
kne
w o
f ot
hers
who
got
bor
ed. I
t got
eas
ier
over
tim
e, n
ot th
at it
was
har
d in
the
begi
nnin
g. N
o si
mila
ritie
s. M
ajor
ityof
stud
ents
like
sim
ulat
ions
. Why
: obv
ious
bec
ause
of
the
com
petit
iven
ess
outs
ide
of c
lass
(ho
w m
any
righ
t dec
isio
ns d
id y
ou m
ake?
mig
htbe
a g
uy th
ing!
gir
ls m
ight
not
dis
cuss
it!)
Glit
ch is
bot
heri
ng. F
ix it
! C
ause
s m
oral
to b
e lo
w.
He
was
acc
epte
d to
col
lege
!
6/1/
95
12
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
(2)
Rea
ctio
ns
Tue
sday
, Aug
ust 1
3, 1
996
106
Che
lsea
Ban
k
Eco
nom
ics
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
Lik
ed m
akin
g de
cisi
ons
abou
t whe
ther
to le
nd m
oney
. Rem
embe
red
the
scen
ario
abo
ut th
e ho
mel
ess
man
the
best
. Pro
gram
. Wed
.R
egul
ar g
ov. c
lass
, Thu
r. C
ompu
ter,
log-
out,
talk
abo
ut h
ow y
ou f
ound
ans
wer
s to
que
stio
ns, F
ri. W
ould
thin
k ab
out o
ur o
pini
ons,
exp
lain
reas
ons,
got
bet
ter
as w
e w
ent a
long
. At f
irst
eve
rybo
dy w
ante
d to
go
thei
r ow
n w
ay. W
e pr
actic
ed le
tting
dif
fere
nt p
eopl
e be
in c
harg
eea
ch T
ues.
and
Thu
r. E
very
one
has
chan
ce to
lead
and
get
fee
dbac
k. J
ust t
alki
ng a
bout
it m
e an
d th
e ot
her
girl
sai
d w
e sh
ould
all
take
turn
s w
hen
we
are
in g
over
nmen
t cla
ss. W
e to
ok tu
rns
typi
ng, d
icta
ting,
and
usi
ng th
e m
ouse
. Did
n't g
et a
cha
nce
to u
se th
e sc
anne
r.W
e di
d co
mm
erci
als
abou
t loa
ns. W
e w
rote
a s
crip
t usi
ng th
e ho
mel
ess
situ
atio
n. W
rote
in a
gro
up in
gov
ernm
ent c
lass
. It w
as 2
V2
page
slo
ng. W
e us
ed p
rops
and
pap
ers
we
got a
t the
ban
k.
Ove
rall
reac
tions
: Lea
rned
the
mos
t abo
ut ju
dgin
g pe
ople
and
see
ing
them
as
equa
ls. A
lso
how
to s
urvi
ve in
the
wor
kfor
ce a
nd w
orki
ng
I,) E
OT
CO
TT
AV
AIT
AB
ILE
Page
23
of 2
8
107
1111
IN e
llN
MI
IND
NIS
IIIII
INS
MN
NO
MI M
I r11
111
INN
all
NM
I
(3)
Tho
ught
s ab
out d
oing
(4)
Res
pons
e to
pro
gram
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
Dat
e of
Inte
rvie
w
Pre
sent
Gra
de
with
mon
ey. A
cou
ple
of ti
mes
we
mad
e w
rong
dec
isio
ns w
ith th
is.
Wor
king
with
peo
ple
got b
ette
r. B
efor
e I
liked
taki
ng c
harg
e. I
like
thin
gs m
y w
ay. N
o I
give
oth
ers
a ch
ance
to s
ay th
eir
idea
s.B
efor
eI'd
say
, "T
hat's
stu
pid.
"T
he f
irst
3 ti
mes
we
mad
e er
rors
-- la
ter
mad
e be
tter
deci
sion
s. F
irst
I d
id a
ll th
e w
ork.
Lat
er I
wan
ted
to k
now
wha
t the
y th
ough
t.In
gove
rnm
ent c
lass
they
sai
d ev
eryo
ne s
houl
d ta
ke tu
rns
on m
ouse
, typ
ing,
talk
ing.
Got
mor
e in
volv
ed.
Stud
ents
res
pons
es to
doi
ng s
imul
atio
ns: H
arde
st p
art w
as w
orki
ng w
ith a
gro
up. B
e ca
refu
l--
don'
t com
e do
wn
hard
on
mis
take
s. I
saw
that
it w
orke
d be
tter.
Tea
cher
sai
d, "
Mak
e it
fun.
" Su
gges
ted
how
to w
ork
and
not c
ritic
ize.
The
teac
her
expl
aine
d w
hat w
e w
ere
goin
g to
do. G
ave
the
clas
s a
pep
talk
. Lat
er a
sked
how
did
it g
o? D
id th
e gr
oup
coop
erat
e? W
ere
ther
e ar
gum
ents
? A
lso
aske
d ot
her
grou
ps h
owth
ey h
andl
ed p
robl
ems.
Stud
ent r
espo
nses
to p
rogr
ams:
Not
bor
ing.
Sim
ulat
ions
got
eas
ier.
Cus
tom
er s
ervi
ce e
asie
r be
caus
e gr
oup
wor
king
bet
ter-
- pu
t our
min
dsto
geth
er a
s on
e pe
rson
.T
rans
fer:
Tur
n-ta
king
hel
ps m
e w
ith m
y yo
uth
grou
p. A
lso
now
whe
n I
wor
k at
the
groc
ery
stor
e I
talk
to c
usto
mer
s an
d te
ll th
em w
hat i
son
sal
e. I
n si
mul
atio
ns, c
usto
mer
s to
ld p
robl
ems.
I ju
st p
icke
d up
how
to d
eal w
ith th
is. A
lot l
earn
ed th
e sa
me
attit
udes
as
me.
Eve
rybo
dy a
littl
e be
tter.
Som
e le
arne
d ho
w to
wor
k w
ith c
ompu
ters
bet
ter
and
how
to c
atch
mis
take
s.
You
mus
t kno
w h
ow to
wor
k as
a g
roup
. I'm
her
e to
hel
p gr
oup
mem
bers
-not
take
cha
rge.
It i
s ha
rd w
ork
and
it ta
kes
time
to f
igur
e ou
t.T
ypin
g, m
akin
g de
cisi
ons,
som
etim
es p
eopl
e ar
e ab
sent
. (H
ave
to th
ink
wha
t wou
ld m
y gr
oup
thin
k.)
6/1/
95
12
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
(2)
Rea
ctio
ns
Tue
sday
, Aug
ust 1
3, 1
996
108
Che
lsea
Ban
k
Eco
nom
ics
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
Mat
h pa
rt. C
heck
nam
e-do
you
r lo
g on
. Loo
k at
em
ploy
ee r
ecor
d. P
repa
re. A
t fir
st th
e oc
cupa
ncy
rate
cha
nges
. Dec
isio
n-m
akin
g-ca
nnot
go b
ack
(bad
). S
houl
d be
abl
e to
go.
Lea
rned
: 1)
Bet
ter
with
mat
h an
d co
mpu
ter.
Bef
ore
I ha
d tr
oubl
e w
ith p
erce
nts.
For
loan
ren
ewal
s yo
u m
ust k
now
the
inte
rest
rat
es s
oyo
u kn
ow w
hat y
ou lo
se if
this
isn'
t acc
epte
d. 2
) T
he h
otel
take
s pa
tienc
e. Y
ou m
ust b
e so
ciab
le.
Use
in E
nglis
h: H
elpe
d w
ith c
omm
unic
atio
n in
gro
ups.
I u
nder
stan
d m
y pa
rtne
rs b
ette
r. A
sk q
uest
ions
and
why
they
hav
e op
inio
ns.
Soci
aliz
e-ex
plai
n to
oth
er g
roup
s.U
se in
Gov
ernm
ent:
For
proj
ects
. Exp
ress
pub
lishe
r (p
ictu
re s
imul
atio
n). T
his
wee
k w
e di
d a
proj
ect.
Mad
e a
char
t.
Pag
e 24
of 2
8 109
NM
Intl
IRIII
III11
1111
MR
Int M
R N
M a
ll N
S M
S M
B S
IN IS
MS
OM
INS
(3)
Tho
ught
s ab
out d
oing
(4)
Res
pons
e to
pro
gram
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
Oth
er S
tude
nts:
You
hea
r di
ffer
ent o
pini
ons.
You
hav
e to
exp
lain
you
r op
inio
n. I
t hel
ps u
s co
mm
unic
ate
bette
r. R
apha
el-
Wri
te w
hat y
oulik
e an
d do
n't l
ike.
(O
ne ta
king
ove
r-R
ayfi
eld
sugg
este
d ta
king
turn
s w
ith ta
sks.
Com
pute
rs: I
nev
er u
sed
one
befo
re. P
arks
ide-
eith
er M
icro
soft
or
Exp
ress
. Lot
s of
peo
ple
help
ed. W
ord
perf
ect.
A f
rien
d ta
ught
me
Win
dow
s an
d ho
w to
dra
w, d
urin
g ou
r fr
ee ti
me.
Mr.
Ray
fiel
d as
ked
"Hav
e yo
u lo
oked
in th
e m
ange
rs g
uide
'?"
He
mak
es s
ure
the
grou
psis
doi
ng w
ell.
If w
e ar
e lo
sing
mon
ey, h
e as
ks "
Why
are
you
losi
ng m
oney
?" Y
ou h
ave
to c
heck
how
muc
h yo
u lo
st, w
hat y
oudi
d an
dw
here
did
you
mak
e th
e w
rong
dec
isio
n.T
he f
irst
wee
k yo
u le
arn
how
to r
un th
e pr
ogra
m, a
nd h
ow to
adv
ertis
e. A
ful
l cla
ss is
not
that
com
mon
. If
he h
as a
ques
tion,
he
chec
ks o
nth
e re
sults
and
mar
ks w
hat y
ou d
id w
rong
.
It's
not
bor
ing,
it g
ets
easi
er. A
t fir
st it
was
har
d. I
did
n't k
now
wha
t to
do. I
f yo
u m
ade
good
mon
ey, o
pene
d up
Pla
za.
I ca
n ap
ply
wha
tw
orke
d ea
rlie
r an
d av
oid
mis
take
s.W
orke
r pr
oduc
tivity
and
ser
vice
was
low
, and
now
it is
bet
ter.
I m
ade
rese
rvat
ions
for
roo
ms.
Cus
tom
er s
ervi
ce-c
heck
opi
nion
and
rec
ord
wha
t the
y sa
y. P
ick
4 de
cisi
ons.
Mat
h cl
ass-
It h
elpe
d w
ith p
erce
nts
and
loan
s. I
und
erst
and
term
s lik
e _r
ate
and
form
ula
for
com
putin
g.
Plan
ning
Res
ourc
es: R
oom
s, m
oney
, allo
catio
n.G
roup
s: T
urn
taki
ng, l
iste
ning
, com
mun
icat
ion.
Get
clo
ser
to g
roup
mem
bers
.
Dat
e of
Inte
rvie
wI
6/1/
95
Pre
sent
Gra
de12
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
(2)
Rea
ctio
ns
(3)
Tho
ught
s ab
out d
oing
Tue
sday
, Aug
ust 1
3, 1
996
Che
lsea
Ban
k
Eco
nom
ics
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
2. L
earn
ed: T
he b
asic
s of
ban
king
, the
rul
es. N
ot r
eally
any
thin
g I
coul
dn't
do b
efor
e. 2
) L
earn
ed h
ow to
per
suad
e. B
acki
ng u
p if
dec
isio
nco
rrec
t. ??
3) C
heck
with
the
man
ager
or
man
ual 4
) M
ake
sure
you
are
fol
low
ing
proc
edur
es (
can'
t go
fast
) 5)
How
to d
eal w
ith c
usto
mer
s-th
ey a
re a
lway
s ri
ght.
The
cus
tom
er w
as s
ure
she
was
rig
ht. Y
ou h
ave
to e
xpla
in p
roce
dure
s. I
n re
al li
fe I
wou
ld a
sk m
ore
ques
tions
.K
now
dif
fere
nt??
Off
ice
polit
ics-
goss
ip. K
now
the
peop
le d
ealin
g, k
now
whe
n to
kee
p yo
ur m
outh
shu
t.
3. H
arde
st. T
he m
ost b
orin
g pa
rt w
as w
ritin
g up
why
. It m
ight
hel
p ot
hers
to lo
ok o
ver
prin
tout
s of
oth
ers
and
anal
ysis
.Pa
rksi
de: M
ore
optio
ns, m
ore
fina
ncia
l, le
ss d
evel
oped
gra
phic
s. L
earn
ed m
ore
abou
t run
ning
a h
otel
. Cho
ices
mor
e di
ffic
ult.
Hom
eles
ssi
tuat
ion
is b
ad p
ublic
ity. I
f he
lp k
eep
com
ing
back
. Lea
rned
how
to m
ake
firm
dec
isio
ns, d
eal w
ith c
usto
mer
s, e
mpl
oyee
s, s
tock
hold
ers,
get f
eedb
ack
and
mak
e co
nsum
er d
ecis
ions
abo
ut lo
ans.
Use
d fi
nanc
ial t
hing
s lik
e ba
lanc
ing
a ch
eckb
ook,
cre
dit c
ards
, loa
ns.
Page
25
of 2
8
NIS
all M
B in
MS
In-
NS
INS
MI
fill
MI N
MI I
N
(4)
Res
pons
e to
pro
gram
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
Dat
e of
Inte
rvie
w
Pre
sent
Gra
de
Che
lsea
: Ray
fiel
d -T
alke
d ab
out w
hat w
ould
hav
e ha
ppen
ed th
e ne
xt d
ay, a
dver
tisin
g, a
nd e
xpla
ined
the
com
petit
ion.
Rea
ding
/Wri
ting
insi
mul
atio
n-pr
oble
m s
olvi
ng s
cree
n. T
he g
uide
exp
lain
ed w
hat y
ou w
ould
hav
e to
do.
Wri
ting-
took
turn
s,?
as a
gro
up. M
ore
read
ing
in b
ank
man
uals
.
Dea
ling
with
peo
ple:
Bet
ter
view
of
wha
t the
opt
ions
are
; vie
w te
ller
at b
ank
diff
eren
tly. M
ore
patie
nt w
ith p
eopl
e. S
imul
atio
n ex
plai
ning
how
to b
alan
ce a
che
ckbo
ok.
Oth
ers
wer
e ge
tting
bet
ter
at d
ealin
g w
ith c
usto
mer
s. S
ome
othe
rs s
tart
ed g
athe
ring
mor
e in
form
atio
n. L
ater
we
wer
e m
ore
care
ful i
nch
ecki
ng r
efer
ence
s.
Our
gro
up w
as a
lmos
t alw
ays
able
to c
ompr
omis
e. W
e st
arte
d w
orki
ng th
ings
out
toge
ther
. We
wan
ted
to g
et a
pro
mot
ion.
Ray
fiel
dpl
ayed
a r
ole.
Che
lsea
eas
iest
of
all.
Park
side
was
sho
rt, i
t's n
ot g
oing
any
whe
re. P
arks
ide
gets
bor
ing.
If
you
mis
s, y
ou a
re lo
st. W
hen
not w
aitin
g to
put
out o
f it.
you
are
The
situ
atio
n is
not
like
life
. Mor
e in
volv
emen
t in
bank
, mor
e ch
oice
s. N
eed
to in
tera
ct. I
f it'
s no
t fin
e yo
u ca
n ch
eck
with
col
leag
ues.
The
sim
ulat
ion
was
har
der
than
the
job
at th
e ba
nk w
orki
ng w
ith c
ompu
ters
(da
ta e
ntry
, wri
ting
mem
os).
Hel
p ot
hers
fill
out
app
licat
ions
.
6/1/
95
12
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
(1)
I rem
embe
red
(2)
Rea
ctio
ns
Tue
sday
, Aug
ust 1
3, 1
996 2
sed
(1)
Che
lsea
Ban
k
Eco
nom
ics
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
We
got t
o be
man
ager
s. T
here
are
a lo
t of
push
y cu
stom
ers
in th
e ba
nk. M
ostly
goo
d. H
omel
ess
man
wan
ted
to w
ithdr
aw c
ash,
sho
uld
the
telle
r he
lp?
Ric
h. M
ore
inte
rest
ing.
Lik
ed a
ll of
them
.
Lea
rned
: 1)
How
to d
eal w
ith p
eopl
e. N
ot ju
dge
peop
le b
y th
eir
look
s. B
e pa
tient
and
hel
p as
muc
h as
you
can
. 2)
Prob
lem
Sol
ving
.W
efo
cuse
d on
pro
blem
s. T
hey
gave
the
info
rmat
ion
and
we
need
ed to
mak
e co
nclu
sion
s. W
e st
udie
d pe
rson
aliti
es a
nd a
ttitu
des.
We
got
back
grou
nd in
form
atio
n by
look
ing
in p
ast r
ecor
ds a
nd a
ccou
nts.
3)
It p
repa
red
us f
or th
e re
al w
orld
. It w
as li
ke a
rea
l job
. Kno
w w
hat
todo
, ove
rsee
, hir
e, f
ire.
We
lear
ned
how
to d
eal w
ith c
erta
in p
eopl
e.G
roup
Wor
k H
ow to
cor
rect
oth
ers
and
com
bine
our
idea
s. I
t is
bette
r to
wor
k in
a g
roup
and
hea
r ot
her
idea
s. R
aphe
al a
sked
us
to w
rite
Page
26
of 2
8
113
NS
NIS
NM
I In
NB
IND
NM
NM
IIII
IIIN
S S
W M
I IS
Mill
INN
MI
(3)
Tho
ught
s ab
out d
oing
(4)
Res
pons
e to
pro
gram
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
Dat
e of
Inte
rvie
w
Pre
sent
Gra
de
the
rule
s on
team
wor
k. T
he r
ules
are
: lis
ten,
don
't th
ink
wha
t you
hav
e to
say
is th
e m
ost i
mpo
rtan
t, an
d ex
plai
n w
hy y
ou th
ough
t the
deci
sion
was
rig
ht.
In b
oth
Park
side
and
Che
lsea
we
need
ed to
mak
e de
cisi
ons
that
eff
ect c
usto
mer
s. I
mad
e m
ista
kes
on b
oth,
but
I w
as m
ore
care
ful o
nPa
rksi
de. I
t im
prov
ed d
ecis
ions
mak
ing
and
anal
yzin
g pr
oble
ms.
You
thin
k ab
out t
he e
ffec
t on
othe
r bu
sine
sses
.
Gro
ups
wer
e fu
n.I
lear
ned
othe
r po
ints
of
view
. Com
pute
r-Im
prov
ed s
kills
.I
knew
the
keyb
oard
bef
ore.
I le
arne
d w
hat d
iffe
rent
key
s ar
efo
r.I
lear
ned
how
to ty
pe b
ette
r. I
took
turn
s.Pl
anni
ng: W
ho w
ould
type
and
who
wou
ld m
ake
deci
sion
s. W
e ha
d to
pla
n m
eetin
gs a
t the
hot
el a
nd d
ecid
e w
hat t
o do
if s
omet
hing
wen
tw
rong
.G
roup
s: D
isag
reem
ents
. ? d
isag
reem
ents
. Tal
ked
over
dis
agre
emen
ts a
nd h
ow d
ecis
ions
wou
ld e
ffec
t the
hot
el. W
e ta
lked
abo
ut w
hat i
sbe
st f
or b
usin
ess.
Lea
der-
told
wha
t you
thou
ght,
com
bine
d w
ith m
y ow
n id
eas.
Rap
heal
told
us
"don
't th
ink
you
are
alw
ays
righ
t."G
athe
ring
Inf
orm
atio
n an
d E
xpla
inin
g-G
athe
red
idea
s of
oth
ers.
Loo
ked
in f
iles
and
mad
e no
tes.
Tec
hnol
ogy:
Che
lsea
was
inte
rest
ing.
I w
onde
red
how
to g
et o
n th
e co
mpu
ter.
4. T
rans
fers
: 1)
At h
ome
if w
e w
ere
deci
ding
on
wha
t wou
ld b
e be
st f
or th
e fa
mily
. It i
mpr
oved
com
mun
icat
ion
with
my
pare
nts-
we
wou
ld ta
lk it
out
inst
ead
of y
ellin
g. W
e ta
lked
abo
ut w
here
to g
o fo
r co
llege
. We
com
prom
ised
. 2)
Ban
k m
ath
help
ed m
e to
sol
ve m
ath
prob
lem
s be
tter.
I s
tudi
ed to
see
how
to s
olve
pro
blem
s. 3
) O
pini
ons
of o
ther
peo
ple-
hom
eles
s pe
ople
. I le
arne
d no
t to
judg
e so
qui
ckly
. It
mig
ht h
elp
me
be a
man
ager
.
6/1/
95
12
Pro
gram
Stu
dent
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
Tue
sday
, Aug
ust 1
3, 1
996
Che
lsea
Ban
k
Eco
nom
ics
Pro
gram
Stu
dent
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
Rem
embe
rs c
usto
mer
s an
d m
oney
pro
blem
s-ch
ecks
and
sig
natu
res.
The
ric
h gu
y sm
elle
d ba
d. T
he la
dy w
ith a
n at
titud
e-go
t in
a ba
d m
ood.
SCA
NS
Con
nect
ions
:R
esou
rces
: Mak
e sc
ript
fai
rly
com
mer
cial
. Usu
ally
two
wou
ld w
rite
and
ask
for
opi
nion
s.G
roup
s: L
earn
ed to
sha
re m
ore.
I w
ould
ask
oth
ers
if th
ey w
ant t
o ta
ke o
ver.
If
I di
dn't
know
som
ethi
ng I
ask
ed m
y pa
rtne
r. "
Do
you
wan
t to
take
ove
r?"
Rea
soni
ng. J
ust g
ive
up w
ith it
.In
form
atio
n: H
ad to
rea
d an
d an
alyz
e on
scr
een
and
go b
ack
and
chec
k. H
ad to
che
ck m
anua
l. It
I n
eede
d to
kno
w w
e' a
sked
eac
hot
her
114
Page
27
of 2
8
115
MI
INN
MI
MIN
OM
NIB
=II
1111
11N
M E
llIN
NIN
SM
B a
ll M
S N
IB11
1111
1
(2)
Rea
ctio
ns
(3)
Tho
ught
s ab
out d
oing
(4)
Res
pons
e to
pro
gram
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
or
Obs
erva
tions
Tue
sday
, Aug
ust 1
3, 1
996
's
or R
aphe
al. I
kno
w s
ome
from
Acc
ount
ing.
Bef
ore
he ta
ught
a b
it. T
alk
abou
t thi
s in
Eco
nom
ics
clas
s. S
ome
over
lap.
Syst
em: R
aphe
al ta
ught
abo
ut c
erta
in ti
me.
5 p
ts. o
ff. W
e w
ere
in h
is c
lass
(R
aphe
al).
Thi
nk a
bout
it th
roug
hout
the
day.
Tec
hnol
ogy:
Key
boar
d, ty
ping
spe
ed im
prov
ed, c
ompu
ter
liter
ate.
Hel
ped
with
wor
d pr
oces
sing
bec
ause
I w
as a
frai
d ab
out m
ista
kes.
Gav
e th
e ba
sics
.
Lea
rned
: 1)
Res
pons
ibili
ty. I
use
d to
wor
k in
a g
roce
ry. I
wou
ld m
ake
mis
take
s ad
ding
bef
ore.
Now
I ta
ke it
mor
e se
riou
sly.
2)
How
tofi
ll ou
t a c
heck
. Wha
t to
expe
ct f
rom
man
ager
s-pr
oble
ms
(peo
ple,
pre
ssur
e).
Tra
nsfe
r: O
ther
Cla
sses
. In
Eco
n. a
nd G
ov. I
'm m
ore
com
pute
r lit
erat
e.I
help
teac
hers
-Mis
s E
mor
s. A
t stu
dent
ask
ed h
ow to
log
out s
o I
help
ed th
at s
tude
nt.
Coo
pera
tion:
I kn
ow h
ow to
dea
l with
cus
tom
ers-
be p
atie
nt. S
ome
of th
e th
ings
hap
pene
d w
ith th
e gr
ocer
y. T
he c
ash
regi
ster
was
bus
y,th
ere
wer
e 10
cus
tom
ers
and
the
boss
was
in th
e ba
ck f
illin
g th
e re
frig
erat
or. I
nee
ded
to b
e pa
tient
and
hel
pful
. Nas
ty a
ttitu
de r
emin
ded.
Saw
the
cons
eque
nces
of
not b
eing
pat
ient
-als
o m
anag
ers
guid
e.Pa
rksi
de H
otel
is g
ood:
It in
volv
es m
ore
of b
usin
ess
and
outs
ide.
Get
ting
the
hote
l rea
dy f
or a
fes
tival
. Adv
ertis
ing.
Mak
e C
hels
ea m
ore
like
Park
side
. Onl
y ab
out p
robl
em-
solv
ing
(ow
n op
inio
n) a
nd le
ss a
bout
how
to d
ecid
e. P
arks
ide
give
s m
ore
??It
got
bet
ter
as w
e m
oved
thro
ugh.
I c
ould
han
dle
prob
lem
s be
tter.
I a
sked
que
stio
ns. I
had
to b
e su
re b
efor
e m
akin
g de
cisi
ons.
I c
hang
edw
hen
I go
t bad
res
ults
-mor
e ca
refu
l.C
hels
ea-P
arks
ide:
Had
to ta
ke m
oney
fro
m o
ne a
rea
to c
over
oth
ers.
Nee
d to
be
care
ful w
ith m
oney
-sim
ilar.
Pre
pare
d w
ith h
ow c
ompu
ter
and
prog
ram
s w
ork.
Dec
isio
n m
akin
g-go
od. C
hels
ea-n
o co
mpl
aint
s. P
arks
ide-
Bad
gra
phic
s, m
ore
exci
ting.
Pag
e 28
of 2
8
" 6
Appendix E
Teacher Interviews
8
1111
111
111
111
111
nil U
M N
MI M
N O
MM
N IM
O11
1111
1111
111
111
1111
1
Inte
rvie
ws
With
Tea
cher
s
Dat
e of
Inte
rvie
w
Gra
de(s
) te
achi
ng
Pro
gram
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
6/2/
95
8
Che
lsea
Ban
k
Bus
ines
s
(2)
Stu
dent
s' r
espo
nses
to th
e pr
ogra
m
(3)
Tho
ught
s ab
out t
each
ing
(4)
Res
pons
e to
pro
gram
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
/Obs
erva
tions
Wed
nesd
ay, A
ugus
t 14,
199
6
119
Sch
ool N
ame
(vid
eo c
lass
)
Pro
gram
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
Bus
ines
s A
cad.
IS
Par
ksid
e H
otel
30
Che
lsea
was
rea
l life
to th
e ki
ds. T
he b
usin
ess
sim
ulat
ion
and
role
pla
ying
was
ver
y go
od. T
hey
wer
e ex
pose
d to
diff
eren
tki
nds
of p
eopl
e. T
hey
had
to m
ake
deci
sion
s ba
sed
on s
ituat
ions
and
peo
ple.
The
y le
arne
d a
lot a
bout
follo
win
gpr
oced
ures
, e.g
. app
lyin
g fo
r lo
ans.
I (t
each
er)
liked
it b
ecau
se it
was
not
car
toon
s. T
hey
[stu
dent
s] w
ere
expo
sed
to r
eal
life.
I th
ink
the
stud
ents
wan
ted
mor
e in
tera
ctio
n w
ith th
e co
mpu
ter
[cus
tom
ers]
. It w
as s
low
mov
ing
som
etim
es [d
ue to
the
spee
d of
the
com
pute
r]. O
ne o
f the
pro
blem
s w
as th
at th
e ki
ds r
ushe
d so
met
imes
. The
y w
ante
d to
mak
e de
cisi
ons
with
out
cons
ider
ing
all o
f the
info
rmat
ion
and
all o
f the
pro
cedu
res.
The
y ki
ds li
ked
the
sim
ulat
ions
and
they
wer
e in
volv
ed. T
hey
liked
wor
king
toge
ther
and
lear
ned
to d
eal w
ith th
e pe
ople
in th
e si
mul
atio
ns a
s w
ell a
s th
eir
clas
smat
es.
The
y le
arne
d so
me
prob
lem
sol
ving
. Thi
s co
uld
be in
tegr
ated
with
oth
er s
ubje
cts,
but
it is
not
. I th
ink
it w
ould
be
good
toin
tegr
ate
with
mat
h, e
tc. I
t is
not h
appe
ning
. I d
iagn
ose
by li
sten
ing
to c
onve
rsat
ions
to fi
nd o
ut w
hen
they
are
hav
ing
prob
lem
s. I
try
to g
et th
em to
list
en to
eac
h ot
her,
e.g
. "Li
sten
to w
hat X
is s
ayin
g. I
thin
k sh
e ha
s a
good
idea
."I f
eel I
am
coac
hing
them
to lo
ok fo
r in
form
atio
n an
d to
list
en to
eac
h ot
her.
Six
th g
rade
is th
e rig
ht g
rade
for
Che
lsea
(in
term
s of
diffi
culty
for
the
stud
ents
). I
thin
k P
arks
ide
wou
ld fi
t my
curr
icul
um b
ette
r si
nce
it is
bas
ed o
n so
me
conc
epts
I am
teac
hing
in B
usin
ess.
I th
ink
that
a c
aree
r da
y ki
nd o
f sim
ulat
ion
wou
ld b
e go
od. T
he m
ost i
mpo
rtan
t ski
lls th
ey a
rele
arni
ng a
re c
ritic
al th
inki
ng, p
robl
em s
olvi
ng, a
nd p
rofe
ssio
nalis
m. T
he d
o ge
t a lo
t of m
ath
with
Che
lsea
. The
are
als
ole
arni
ng b
asic
con
cept
s ab
out b
alan
cing
che
ckbo
oks,
cou
ntin
g m
oney
, etc
. The
y ne
ed th
e gr
oup
wor
k! I
let t
hem
cho
ose
thei
r ow
n pa
rtne
rs.
The
re w
ere
a fe
w b
ored
kid
s, b
ut th
ose
wer
e th
e on
es th
at w
ant t
o ge
t out
of e
very
thin
g. M
any
of th
em m
ade
conn
ectio
nsto
hom
e co
ncep
ts, e
.g. b
alan
cing
the
chec
kboo
k. T
hey
said
they
now
feel
mor
e co
mfo
rtab
le in
a b
ank
and
they
kno
w m
ore
abou
t wha
t a b
ank
is a
ll ab
out.
[The
cla
ss h
ad to
lay
out a
ban
k in
a c
lass
exe
rcis
e--s
how
ing
whe
re a
ll of
the
diffe
rent
com
pone
nts
wou
ld b
e.]
Mak
ing
Che
lsea
into
a b
ook
wou
ldn'
t wor
k. T
he in
tera
ctio
n on
the
com
pute
r [h
owev
er m
inim
al] i
s ne
eded
. Non
e of
the
kids
com
ing
to o
ur c
lass
es h
ave
a la
ck o
f kno
wle
dge
of c
ompu
ters
. The
y le
arn
that
stu
ff fr
om g
ames
, exp
osur
e in
sch
ools
,an
d ev
en a
t hom
e.
If I w
ere
to d
esig
n a
test
for
the
sim
ulat
ion
it w
ould
hav
e on
it: I
) m
ath
skill
s; w
hat i
s a
good
che
ck (
conc
epts
); p
roce
dure
sfo
r do
ing
thin
gs in
a b
ank;
and
han
dlin
g pe
rson
al m
atte
rs. I
f I g
ave
them
a p
robl
em (
not w
orkp
lace
) co
uld
they
sol
ve it
?
Page
1 o
f 8
120
1111
1O
NI
1111
111
1111
1111
1In
1111
NM
NS
1111
111
111
SIN
MI
Dat
e of
Inte
rvie
w
Gra
de(s
) te
achi
ng
Pro
gram
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
6/2/
95
Sure
! W
hat p
robl
em o
r w
hat k
ind
of p
robl
em?
Not
sur
e! I
wou
ld te
st th
em in
divi
dual
ly to
see
wha
t eac
h st
uden
t got
out
of
it. N
o gr
oup
asse
ssm
ent.
I th
ink
they
sho
uld
be te
sted
on
ethi
cal i
ssue
s. T
hey
need
to f
ollo
w p
roce
dure
s an
dru
n an
eth
ical
busi
ness
. Wha
t kin
d of
ass
essm
ent d
o I
use
to c
heck
out
com
es?
I do
n't u
se a
ny, b
ut w
hat I
wou
ld d
o w
ould
be
to d
evel
opte
am p
ortf
olio
s. T
his
year
6th
gra
ders
are
imm
atur
e, b
ut n
ot to
o im
mat
ure
for
Che
lsea
. I li
ked
Hot
Dog
bec
ause
of
the
imm
edia
te a
pplic
atio
n. T
here
are
lots
of
skill
s th
at a
re ta
ught
. I d
on't
like
the
cart
oon
aspe
cts
of H
ot D
og.
8
Park
side
Hot
el
Bus
ines
s
(2)
Stu
dent
s' r
espo
nses
to th
e pr
ogra
m
(3)
Tho
ught
s ab
out t
each
ing
Wed
nesd
ay, A
ugus
t 14,
199
6
121
Sch
ool N
ame
(vid
eo c
lass
)
Pro
gram
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
Bus
ines
s A
cad.
IS
I di
d bo
th C
hels
ea a
nd P
arks
ide.
I li
ke C
hels
ea b
ette
r be
caus
e th
ere
is m
ore
mat
h an
d th
is le
vel n
eeds
that
. It f
ocus
eson
mon
ey a
nd th
inki
ng m
athe
mat
ical
ly. T
hey
gain
kno
wle
dge
of b
anks
, man
agem
ent s
kills
, and
thos
e so
rts
of th
ings
. The
bank
is m
ore
fam
iliar
to th
em a
nd th
e ho
tel i
s no
t so
fam
iliar
. The
re is
mor
e im
med
iate
app
licat
ion
for
Che
lsea
. I r
emem
ber
the
Park
side
inci
dent
with
the
mon
ey le
ft in
the
room
and
they
had
to d
ecid
e w
hat t
o do
. It w
as m
oral
dile
mm
a. T
hey
had
to th
ink
abou
t the
con
sequ
ence
s. I
t was
goo
d fo
r th
em to
thin
k ab
out t
hat p
robl
em. W
ith th
e nu
mer
ic d
ecis
ions
they
saw
the
imm
edia
te c
onse
quen
ces.
The
y un
ders
tood
pro
fit a
nd lo
ss. I
use
d bo
th P
arks
ide
and
Che
lsea
two
times
a w
eek.
Dur
ing
the
clas
ses,
I s
pent
abo
ut o
ne h
alf
hour
on
disc
ussi
ng th
e si
mul
atio
n an
d th
en th
ey w
orke
d on
the
sim
ulat
ion
for
abou
t hal
fan
hou
r. O
n th
e ot
her
clas
s da
ys w
e st
udie
d ot
her
topi
cs th
at w
e ne
eded
to c
over
.
The
mos
t im
port
ant t
hing
s th
e st
uden
ts le
arne
d w
ere
1) m
akin
g de
cisi
ons
(und
erst
andi
ng o
ptio
ns, u
nder
stan
ding
fee
dbac
k--
they
wan
t fee
dbac
k; 2
) w
orki
ng c
oope
rativ
ely-
-esp
ecia
lly in
Eng
lish
clas
s w
here
they
pla
y th
e ro
le o
f th
e te
ache
r an
d ha
veto
exp
lain
); th
ey u
nder
stan
d re
latio
nshi
ps. O
ne s
tude
nt a
t eac
h co
mpu
ter
wou
ldn'
t wor
k. T
hey
have
to le
arn
to ta
kedi
ffer
ent r
oles
and
wor
k w
ith o
ther
stu
dent
s. M
ore
sim
ulat
ions
for
oth
er th
ings
I te
ach
wou
ld b
e ve
ry g
ood.
The
yge
t the
kids
ver
y in
volv
ed.
The
re w
as n
ot m
uch
conn
ectio
n w
ith o
ther
cla
sses
. The
mat
h te
ache
r is
doi
ng s
ome
thin
gs w
ith C
hels
ea B
ank
in m
ath
clas
s. I
'm n
ot s
ure
how
we
coul
d ge
t the
inte
grat
ion
with
oth
er s
ubje
cts
goin
g, b
ut I
thin
k th
e in
tegr
atio
n co
uld
be d
one
and
wou
ld b
e ve
ry g
ood.
The
com
pute
r is
ess
entia
l bec
ause
it m
akes
the
sim
ulat
ion
wor
k. T
he k
ids
had
no c
onfu
sion
is u
sing
the
com
pute
rs. T
here
wer
e co
nnec
tions
to m
y ot
her
clas
ses.
We
did
som
e ro
le p
layi
ng a
nd d
id s
ome
sim
ulat
ions
in o
ther
clas
ses.
My
maj
or r
ole
in u
sing
the
Che
lsea
Ban
k si
mul
atio
n w
as h
elpi
ng s
tude
nts
to c
lari
fy p
robl
ems
and
issu
es. W
hen
som
e st
uden
ts c
ould
n't r
ead
Eng
lish
(sec
ond
lang
uage
), o
ther
stu
dent
s re
ad to
them
. The
re w
ere
no o
ther
pro
blem
s in
read
ing
the
info
rmat
ion
off
the
scre
en.
Page
2 o
f 8
122
1111
Ilia
1111
1=
IIIN
Nal
lN
IBO
M
(4)
Res
pons
e to
pro
gram
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
/Obs
erva
tions
Dat
e of
Inte
rvie
w
Gra
de(s
) te
achi
ng
Pro
gram
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
6/2/
95
The
y lik
ed le
arni
ng r
eal l
ife
thin
gs. T
he s
eem
ed to
com
mun
icat
e an
d m
ake
deci
sion
s. T
he s
imul
atio
ns b
roug
ht th
em to
the
wor
k se
tting
. The
y sa
w h
ow a
com
pany
act
ually
wor
ks.
In th
e su
mm
er w
orks
hop
I le
arne
d ab
out h
elpi
ng s
tude
nts
deve
lop
com
mun
icat
ion
skill
s an
d te
achi
ng c
oope
rativ
e le
arni
ngsk
ills.
The
re w
as n
ot m
uch
com
mun
icat
ion
with
oth
er te
ache
rs in
the
scho
ols
abou
t the
pro
gram
. We
shou
ld th
ink
abou
tho
w to
inte
grat
e th
e pr
ogra
m w
ith o
ther
sub
ject
s. T
his
is a
pre
tty tr
aditi
onal
sch
ool.
Eac
h te
ache
r do
es h
is/h
erow
n th
ing
and
not m
uch
wor
king
toge
ther
.
If y
ou a
sk o
ther
teac
hers
abo
ut th
eir
reac
tions
to th
e si
mul
atio
ns, y
ou s
houl
d as
k th
em if
it to
o di
ffic
ult f
or th
e st
uden
ts(e
spic
ially
the
lang
uage
). S
omet
imes
the
lang
uage
is to
o di
ffic
ult.
Som
e of
the
term
s su
ch a
s pr
ofit/
loss
and
oth
er te
chni
cal
busi
ness
topi
cs a
re n
ot f
amili
ar to
them
. I h
ave
to g
o ov
er th
ose
with
them
. Als
o, a
sk th
em w
hat g
rade
leve
l is
best
for
the
sim
ulat
ion.
I th
ink
Park
side
sho
uld
be u
sed
at g
rade
8 a
nd u
p. A
sk th
em, h
ow it
hel
ping
stu
dent
s? A
cade
mic
ally
? So
cial
ly?
I th
ink
they
are
lear
ning
to w
ork
with
oth
ers.
The
y ta
lk w
ith o
ther
stu
dent
s an
d th
ey h
ave
to w
ork
thro
ugh
thei
rdi
ffer
ence
s. S
omet
imes
they
get
ups
et.
7
Che
lsea
Ban
k
Bus
ines
s
(2)
Stu
dent
s' r
espo
nses
to th
e pr
ogra
m
(3)
Tho
ught
s ab
out t
each
ing
Wed
nesd
ay, A
ugus
t 14,
199
6
Sch
ool N
ame
(vid
eo c
lass
)
Pro
gram
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
Bus
ines
s A
cad.
IS
Che
lsea
Ban
k
25
I th
ough
t it w
as v
ery
real
istic
. I th
ough
t the
sce
nari
os w
ere
good
and
the
issu
es th
ey f
ocus
ed o
n w
ere
good
. The
beg
inni
ngsc
enar
ios
wer
e ea
sier
, but
that
was
alr
ight
sin
ce it
hel
ped
the
stud
ents
to g
et s
tart
ed. T
he r
ealit
y or
ient
atio
nw
as v
ery
impo
rtan
t. T
he r
ealit
y or
ient
atio
n w
as im
port
ant,
but t
here
are
som
e st
uden
ts w
ho h
ad n
ot b
een
to a
ban
k. W
e ha
d to
disc
uss
why
the
vari
ous
inci
dent
s m
ight
hav
e ha
ppen
ed. F
or th
e pr
ojec
t, w
e w
ould
spe
nd 2
0 m
inut
es d
iscu
ssin
ga
prev
ious
scen
ario
.
Whe
n th
e st
uden
ts w
ere
havi
ng p
robl
ems
figu
ring
out
wha
t to
do, t
hey
wou
ld c
all m
e ov
er f
or h
elp
and
to a
sk q
uest
ions
.A
rgui
ng w
as a
n in
dica
tion
that
ther
e w
as a
pro
blem
. The
ir v
oice
s go
t lou
der
and
they
arg
ued
abou
tre
spon
ses.
I th
ink
that
wha
t the
y le
arne
d m
ost f
rom
the
sim
ulat
ions
was
team
wor
k (p
robl
em s
olvi
ng a
s a
grou
p). N
ext i
n im
port
ance
was
sha
ring
deci
sion
s, a
nd a
lmos
t im
port
ant b
ut n
ot a
s im
port
ant a
s th
e fi
rst t
wo
was
lear
ning
new
con
cept
s (b
anki
ng, m
oney
).So
met
imes
the
stud
ents
had
dif
ficu
lty p
uttin
g th
eir
deci
sion
s (c
onse
quen
ces)
into
wor
ds. T
hey
seem
ed to
kno
w w
hat t
heco
nseq
uenc
es w
ere,
but
they
had
dif
ficu
lty w
ritin
g w
hat t
hey
thou
ght.
If I
was
to d
evel
op a
test
for
the
sim
ulat
ion
it w
ould
pre
sent
new
ban
k pr
oble
ms
to d
eter
min
e ho
w s
tude
nts
mig
ht s
olve
the
Page
3 o
f 8
124
=I N
MO
MII1
1O
M1E
11I1
111
1111
MS
1E
1 M
NM
I MI
(4)
Res
pons
e to
pro
gram
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
/Obs
erva
tions
Dat
e of
Inte
rvie
w
Gra
de(s
) te
achi
ng
Pro
gram
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
6/1/
95
prob
lem
s. I
thin
k th
ey w
ould
nee
d bo
th in
divi
dual
and
gro
up te
sts
to s
ee if
stu
dent
s ha
d le
arne
d to
wor
k to
geth
er a
nd to
see
if th
ey h
ad in
divi
dual
ly le
arne
d ne
w c
once
pts.
The
ass
essm
ent s
houl
d de
fini
tely
be
adm
inis
tere
don
a c
ompu
ter.
The
big
gest
pro
blem
s st
uden
ts h
ad w
as w
hen
they
cou
ldn'
t dec
ide
who
was
rig
ht. I
wou
ldur
ge th
em to
go
back
and
use
the
info
rmat
ion
sour
ces
and
thin
k th
eir
way
thro
ugh
the
prob
lem
s. S
ome
stud
ents
alw
ays
wan
ted
tosk
ip s
teps
and
just
kin
d of
gues
s w
hat t
he b
est r
espo
nse
was
. I d
on't
thin
k th
e si
mul
atio
ns w
ould
be
as e
ffec
tive
if th
e st
uden
ts w
orke
d al
one.
The
yw
ould
n't h
ave
anyo
ne to
inte
ract
with
and
to le
arn
from
. The
y ne
ed to
che
ck w
itha
peer
and
dis
cuss
thei
r ch
oice
s.
I di
dn't
find
that
com
pute
r lit
erac
y w
as a
pro
blem
for
any
of
the
stud
ents
. Som
e of
the
term
inol
ogy
was
dif
ficu
lt bu
t I tr
ied
to c
over
that
in b
usin
ess
clas
s. I
n th
e Pa
rksi
de s
imul
atio
n th
ere
is a
lot m
ore
read
ing
than
doi
ng. I
thin
k th
ink
ther
e is
enou
gh r
eadi
ng in
Che
lsea
bec
ause
they
hav
e to
wri
te th
emse
lves
(co
nseq
uenc
es).
In
Park
side
they
are
read
ing
mor
e. W
ew
orke
d to
tie
the
sim
ulat
ion
into
thei
r B
usin
ess
Aca
dem
y co
urse
s. P
arks
ide
is s
omew
hat h
arde
r. I
don
't lik
e th
enu
mbe
r of
prob
lem
s in
Par
ksid
e. B
ut it
's n
ot th
e pr
oble
ms
that
mak
es P
arks
ide
hard
er, i
t's th
e re
adin
g an
d re
mem
beri
ng. R
eadi
ngPa
rksi
de g
ot b
orin
g fo
r so
me
of th
e ki
ds. C
hels
ea is
mor
e m
otiv
atin
g. P
arks
ide
is ju
stth
row
ing
prob
lem
s at
you
. Par
ksid
esh
ould
hav
e m
ore
anim
atio
n fo
r ei
gth
grad
e an
d be
low
.
A v
arie
ty o
f si
mul
atio
ns c
over
ing
diff
eren
t car
eers
wou
ld b
e go
od. T
hey
coul
d ha
veba
nkin
g on
e da
y, h
ospi
tal w
ork
anot
her
day,
and
air
line
wor
k an
othe
r da
y. W
e st
arte
d ou
t by
setti
ngup
team
s ra
ndom
ly a
nd th
en I
took
a c
hanc
e an
d le
tth
em u
se f
rien
dshi
p te
ams.
Tha
t wor
ked
out p
retty
wel
l. I
intr
oduc
ed C
hels
ea b
yta
lkin
g ab
out b
anks
and
ban
k ca
reer
s. W
epl
ayed
lots
of
gam
es th
at d
evel
oped
con
cept
s of
team
wor
k. I
f I
wer
e to
dev
elop
a te
st f
or th
e si
mul
atio
n it
wou
ld n
otem
phas
ize
the
bank
ing
conc
epts
. It w
ould
em
phas
ize
team
wor
k, c
aree
rs, a
nd p
robl
em s
olvi
ng. T
radi
tiona
l tea
cher
sw
ould
n't d
o w
ell w
ith th
is p
rogr
am. Y
ou h
ave
to b
e m
otiv
ated
and
will
ing
totr
y ne
w th
ings
. The
re a
re c
erta
in te
ache
rch
arac
teri
stic
s th
at m
ake
the
prog
ram
suc
cess
ful.
Adm
inis
trat
ion
Wed
nesd
ay, A
ugus
t 14,
199
6
25
Che
lsea
Ban
k
Sch
ool N
ame
(vid
eo c
lass
)
Pro
gram
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
John
Jay
H.S
.
Park
side
Hot
el
Firs
t sta
tem
ent w
as "
We
wer
e lo
okin
g fo
r al
tern
ativ
es;"
we
have
a p
artn
ersh
ip w
ith C
hem
ical
Ban
kso
CR
I w
as a
nat
ural
.(I
t was
not
cle
ar to
me
whi
ch c
ame
firs
t - B
GG
). I
look
ed f
or te
ache
rs w
ho c
ould
get
alo
ng: D
ave
was
a na
tura
l bec
ause
he
does
com
pute
rs b
ut h
e's
a hi
stor
y te
ache
r; a
lso
Dan
ny -
Eng
lish,
and
som
eone
els
e in
hist
ory.
Stu
then
pro
ceed
ed to
tell
me
abou
t the
sch
ool a
nd h
imse
lf. H
e w
as a
t the
mai
n bu
ildin
g an
d th
ere
was
ate
ache
r-in
-cha
rge
at th
e an
nex
--di
d no
t wor
k
Page
4 o
f 8
1-X
26A
=I O
aIN
IIIM
OM
I MIN
MI M
IM
I =I M
I
(2)
Stu
dent
s' r
espo
nses
to th
e pr
ogra
m
(3)
Tho
ught
s ab
out t
each
ing
(4)
Res
pons
e to
pro
gram
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
/Obs
erva
tions
Dat
e of
Inte
rvie
w
Gra
de(s
) te
achi
ng
Pro
gram
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
6/2/
95
very
wel
l. H
e re
ques
ted
plac
emen
t at t
he a
nnex
and
has
bee
n th
ere
a co
uple
of
year
s. T
his
year
, 199
5, is
the
firs
tgr
adua
ting
clas
s -
bega
n 4
year
s ag
o w
ith ju
st 9
th g
rade
rs. S
tres
sed
that
we
are
a co
mm
unity
sch
ool.
Stu
rede
sign
ing
the
scho
ol: t
hey
have
Ann
enbe
rg F
und
mon
ey: s
tude
nts
firs
t tak
e "l
iber
al a
rts"
cla
ss, t
hen
they
do
the
sim
ulat
ions
, the
n a
real
inte
rnsh
ip. H
e ta
kes
to s
choo
l-to
-wor
k tr
ansi
tion
seri
ousl
y. H
is g
oal:
go b
eyon
d ch
alk
and
talk
, pen
and
pen
cil,
use
com
pute
rs. W
ants
stu
dent
s to
pre
pare
a v
ideo
tape
of
selv
es to
use
for
col
lege
and
/or
job
inte
rvie
ws:
bui
ld a
sto
ry a
bout
sel
f.
The
y m
ake
deci
sion
s ba
sed
on th
e pr
oble
ms.
It g
oes
beyo
nd th
e su
rfac
e --
WH
Y d
o th
is--
reg
ular
cla
ss d
oesn
't al
way
s do
it. H
elps
kid
s to
und
erst
and
jobs
, are
as f
or th
e fu
ture
; edu
catio
n in
boo
ks is
one
way
, sim
ulat
ions
clo
ser
to r
ealit
y, r
eal
expe
rien
ce. T
he te
am w
ork
is c
ritic
al -
- hi
s re
ason
ing:
in a
gro
up a
poo
r re
ader
(w
ith a
DR
P of
1 o
r 2)
may
be
agr
eat
calc
ulat
or -
giv
e hi
m/h
er a
cha
nce
to p
artic
ipat
e. G
ener
aliz
atio
n: D
anny
doe
s m
ore
wri
ting
-- s
tori
es, r
ules
and
reg
ulat
ions
.I'd
like
to m
ove
into
For
eign
Lan
guag
es e
.g.,
fore
ign
curr
enci
es. M
ajor
out
com
es a
re o
bvio
us: s
choo
l-to
-wor
k tr
ansi
tion;
in s
choo
l, si
mul
atio
n, in
tern
ship
; gro
up w
ork;
por
tfol
io -
- w
ho a
m I
? Se
ll se
lf to
em
ploy
ers.
Oth
er o
utco
mes
are
soc
ial a
ndbu
ildin
g so
cial
ski
lls: s
ocia
l and
gro
up d
yman
ics,
get
ting
alon
g, g
ive
and
take
, be
with
eac
h ot
her,
lear
n ab
out e
ach
othe
r,de
-em
phas
ize
red
or w
hite
or
pink
or
yello
w (
race
and
oth
er s
urfa
ce d
iffe
renc
es).
The
re a
re 3
2 te
ache
rs in
the
scho
ol. W
e ha
ve 2
new
teac
hers
for
nex
t yea
r an
d 2
that
can
't be
rel
ease
d. I
nee
d D
ave
todo
turn
key
-- D
ave
has
trai
ned
som
e te
ache
rs to
use
com
pute
rs f
or a
dmin
istr
ativ
e pu
rpos
es; D
ave
does
as
muc
h as
he
can;
he
coul
d al
way
s do
mor
e --
we
all d
o as
muc
h as
we
have
to -
to g
et th
e jo
b do
ne.
Que
stio
ns to
ask
: How
do
you
see
the
sim
ulat
ions
as
fitti
ng in
to a
tota
l sch
ool c
uric
ulum
? H
ow d
o yo
u se
e le
sson
s us
ed f
orst
uden
ts b
ut a
lso
for
pare
nts?
Im
port
ant t
o he
lp p
aren
ts b
ecom
e in
volv
ed w
ith th
e ed
ucat
ion
of th
eir
kids
. How
do
kids
fee
lab
le to
do
sim
ulat
ions
? K
ids
do o
wn
sim
ulat
ions
, how
they
see
them
selv
es. H
ow d
o yo
u m
ake
it a
turn
key
oper
atio
nw
ithin
the
scho
ol?
At o
ur s
choo
l we
end
at 2
:07
but t
each
ers
here
unt
il 2:
30; w
e us
e th
at ti
me
alre
ady
-- s
hari
ng a
nd h
ow to
do it
.
I'd li
ke to
mov
e be
yond
sim
ulat
ions
to jo
b ex
peri
ence
.
Adm
inis
trat
ion
Wed
nesd
ay, A
ugus
t 14,
199
6
X27
Che
lsea
Ban
k
Sch
ool N
ame
(vid
eo c
lass
)
Pro
gram
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
Bus
ines
s A
cad.
IS
Park
side
Hot
el
Page
5 o
f 8
D28
OM
MI
UN
MO
IIIII
MIN
MB
MI M
NM
I MI
(1)
I rem
embe
red
(2)
Stu
dent
s' r
espo
nses
to th
e pr
ogra
m
(3)
Tho
ught
s ab
out t
each
ing
(4)
Res
pons
e to
pro
gram
(5)
Oth
er Is
sues
(6)
Oth
er C
omm
ents
/Obs
erva
tions
Dat
e of
Inte
rvie
w
Gra
de(s
) te
achi
ng
Pro
gram
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
6/1/
95
I di
d th
e gr
ant w
ritin
g. I
pro
gram
med
it in
to th
e cl
ass
sche
dule
. My
job
was
to d
eter
min
e th
e be
st w
ay to
impl
emen
t it.
Als
o ge
t the
"be
st"
teac
hers
for
it (
fit t
each
ers
to p
rogr
am, n
ot n
eces
sari
ly th
e be
st te
ache
rs).
Sel
enia
---
- an
d D
iana
----
are
the
tech
nica
l exp
erts
. I d
o no
t ser
ve a
s th
e in
term
edia
ry b
etw
een
teac
hers
and
CR
I. W
hat h
as w
orke
d is
ver
y va
luab
le:
colla
bora
tion
with
CR
I, tr
aini
ng o
f st
aff,
sup
port
fro
m C
RI,
qua
lity
of th
e re
sour
ces
and
mat
eria
ls. I
am
als
o pl
ease
d to
say
that
it (
Che
lsea
and
Par
ksid
e) f
its th
e cu
rric
ulum
we
have
. I a
m v
ery
happ
y w
ith th
e pr
ogra
m; a
nd th
e w
ay it
fits
into
acu
rric
ulum
. Evd
a br
ough
t in
Hot
Dog
--
seem
s lik
e a
good
fit
with
Che
lsea
and
Par
ksid
e.
Kid
s ar
e, f
or s
ure,
lear
ning
thin
gs: d
ecis
ion
mak
ing,
team
wor
k, n
egot
iatio
n. D
iana
's c
lass
last
yea
r w
as a
rea
lly to
ugh
grou
p an
d th
ey g
ot it
(I
thin
k th
ese
are
the
TV
kid
s). T
here
is tr
ansf
er to
rea
l lif
e an
d th
e 8t
h gr
ader
s la
st y
ear
stat
edit:
deci
sion
mak
ing,
team
, neg
otia
ted
to r
each
a c
oncl
usio
n. W
hat a
bout
oth
er s
imul
atio
ns?
6th
grad
e =
ent
erpr
eneu
rshi
p; 7
th=
??.
All
our
curr
icul
um is
evo
lvin
g. W
e ar
e bu
ildin
g ou
r pr
ogra
m -
- al
l the
kid
s ar
e in
volv
ed in
bus
ines
s (N
OT
E: F
reda
Car
ter
is th
e A
ssis
tant
Pri
ncip
al a
t IS
218
in th
e B
usin
ess
Aca
dem
y; s
choo
l is
divi
ded
into
sev
eral
uni
ts.
I w
ent t
hrou
gh s
ome
of th
e si
mul
atio
ns e
arly
on
but n
ot f
or a
whi
le. C
oope
rativ
e m
ento
ring
with
JP
Mor
gan
who
link
ed u
sup
with
CR
I. T
eam
ing
is a
sch
ool-
wid
e th
ing:
kid
s te
am, t
each
ers
team
2 w
ays:
kee
p sa
me
kids
or
in c
urri
culu
m te
ams.
We
are
wor
king
on
boos
ting
pare
nt in
volv
emen
t: th
is is
har
d to
do.
Our
pop
ulat
ion
is n
ot tr
ansi
ent -
- it'
s st
able
mos
tly f
rom
Dom
inic
an R
epub
lic.
The
re is
no
bore
dom
fac
tor.
The
re is
a h
igh
leve
l of
invo
lvem
ent -
- no
bor
edom
. Wha
t lea
rned
: con
nect
ed to
cri
tical
thin
king
are
a; lo
ok a
t pro
blem
fro
m g
loba
l and
spe
cifi
c pe
rspe
ctiv
es; t
here
fore
dec
isio
n m
akin
g is
mos
t cri
tical
asp
ect
--ho
w to
dea
l with
situ
atio
ns a
nd m
ake
an a
ppro
pria
te d
ecis
ion
and
to b
e ab
le to
just
ify
that
dec
isio
n; it
enc
oura
ges
met
acog
nitio
n: k
ids
need
to th
ink
abou
t the
pro
blem
, the
dec
isio
n, a
nd th
e re
ason
s.
Oth
er q
uest
ions
to a
sk: c
over
ed m
ost o
f it.
Is
ther
e a
piec
e m
issi
ng?
She
said
eva
luat
ion.
I s
ugge
sted
test
s an
d sh
e in
dica
ted
that
som
e te
stin
g w
ould
be
good
and
nee
ds a
way
to e
valu
ate
wha
t the
kid
s ar
e le
arni
ng. S
he ta
lked
abo
ut tr
ansi
tion
to ?
??I
lost
this
but
it m
ay c
ome
back
to m
e.
I lik
e th
e pr
ogra
m b
ecau
se: k
ids
like
it; it
mot
ivat
es b
oth
the
kids
and
the
teac
hers
. She
did
n't s
ay th
is a
t thi
s po
int b
ut s
aid
it ea
rlie
r: s
he li
kes
the
high
leve
l of
reso
urce
s av
aila
ble
and
CR
I su
ppor
t to
user
s.
I I
Wed
nesd
ay, A
ugus
t 14,
199
6
129
Che
lsea
Ban
k
Gov
enrm
ent
Sch
ool N
ame
(vid
eo c
lass
)
Pro
gram
Use
d (2
)
Cla
ss In
Whi
ch P
rogr
am U
sed
(2)
John
Jay
H.S
.
Park
side
Hot
el
Eco
nom
ics
Page
6 o
f 8
130
INIII
1111
1111
1111
1111
1111
1111
1111
1111
1111
1101
1110
1111
1111
1111
1111
1111
1111
1
(1)
I rem
embe
red
(2)
Stu
dent
s' r
espo
nses
to th
e pr
ogra
m
(3)
Tho
ught
s ab
out t
each
ing
(4)
Res
pons
e to
pro
gram
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
/Obs
erva
tions
[NO
TE
: thi
s w
as a
gro
up in
terv
iew
with
Rog
er a
nd L
arry
ask
ing
mos
t of
the
ques
tions
.]L
: We
coul
d hy
poth
esiz
e th
at th
epr
ogra
m w
orks
bec
ause
of
you.
You
do
mor
e th
an f
ire
up th
e co
mpu
ter.
D: l
augh
ed.
The
se a
re g
ener
al c
omm
ents
fro
m th
e fi
rst f
ew m
inut
es o
f th
e in
terv
iew
. R: t
his
is w
hat i
got
fro
m th
e ki
ds: w
orki
ngto
geth
er, d
on't
jum
p to
con
clus
ions
, pro
be b
efor
e re
spon
ding
, act
ions
hav
e co
nseq
uenc
es, p
robl
em s
olvi
ng. C
: kid
s sh
owre
spec
t. L
: lea
rn to
list
en to
eac
h ot
her.
B: l
earn
pat
ienc
e an
d to
lera
nce
with
oth
er p
eopl
e. D
: I h
ad o
ne b
oy n
o on
e w
ante
dto
wor
k w
ith -
he
got 2
gir
ls to
wor
k w
ith h
im -
- at
mid
-sim
ulat
ion
asse
ssm
ent,
this
gro
up w
orke
d be
st: g
ood
atco
mpr
omis
e, g
ood
coop
erat
ion.
[fr
iend
s m
ay n
ot b
e go
od w
orki
ng to
geth
er]
Lin
ks to
oth
er c
ours
es?
D: t
his
is a
wea
knes
s. P
rogr
amm
ing
can'
t kee
p ki
ds to
geth
er f
or m
ath
- m
ath
is a
n ob
viou
s lin
k to
hote
l - I
wou
ld h
ave
liked
to h
ave
a "r
eal"
mat
h te
ache
r as
a p
artn
er. L
: the
gir
l who
is w
orki
ng a
t the
ban
k in
dica
ted
that
ther
e is
mor
e re
adin
g an
d w
ritin
g on
the
job.
D: w
eakn
ess
of th
e pr
ogra
m-
not e
noug
h re
adin
g an
d w
ritin
g; th
ey n
eed
tota
ke n
otes
; e.g
., m
anag
er's
gui
de: n
ote
wha
t man
ager
's g
uide
say
s, n
ote
wha
t gro
up m
embe
rs s
aid,
kee
pa
cohe
rent
rec
ord,
use
note
s to
info
rm d
ecis
ion
mak
ing.
D: m
y st
yle
is h
ands
off
- w
atch
, int
erve
ne -
- w
alk
them
thro
ugh
it: s
teps
-- g
o to
man
ager
's g
uide
, tal
k to
eac
h ot
her,
ser
ve a
s gu
ider
- c
oach
, not
tell
answ
er, w
alk
away
bef
ore
deci
sion
is m
ade.
L: W
hat
thin
gs d
o yo
u w
atch
for
- r
e: in
terv
enin
g? H
ow d
o yo
u m
ake
thes
e de
cisi
ons?
D: 1
) st
uden
t bod
y la
ngua
ge-
look
ing
arou
nd, 2
) ha
lf-w
ay a
sses
smen
t - w
hat w
as w
orki
ng, w
hat w
as n
ot w
orki
ng: 1
st p
erio
d cl
ass
can'
t mak
e de
cisi
ons
on o
wn,
peop
le c
ome
late
--
solu
tion
dedu
ctio
ns o
ff g
rade
late
, abs
ent;
4th
peri
od c
lass
som
e pe
ople
ove
rbea
ring
,so
me
do s
ame
job
all t
he ti
me,
mad
e th
em s
witc
h ro
les.
D: k
ids
like
to w
ork
the
com
pute
r; d
on't
have
ow
n co
mpu
ters
. D: t
ask
assi
gned
- w
rite
an
adve
rtis
emen
t; th
ey u
sed
desk
top
publ
ishi
ng, b
roug
ht in
gra
phic
s.
R: t
o su
mm
ariz
e: 3
maj
or te
ache
r tr
aini
ng is
sues
: 1)
your
abi
lity
to d
isce
rn w
hen
kids
are
mot
ivat
ed, 2
)yo
ur a
bilit
y to
hav
eth
em te
ll yo
u w
hat w
orks
and
wha
t doe
sn't
wor
k, 3
) di
d th
is c
ome
out o
f th
e te
ache
r tr
aini
ng w
orks
hop?
Is
it th
ew
ay y
oute
ach?
D: w
e ha
d gr
eat s
uppo
rt f
rom
CR
I. H
isto
ry/g
over
nmen
t cla
ss n
ot a
s w
ell l
inke
d to
Ban
kas
eco
nom
ics
was
wel
llin
ked
to P
arks
ide.
My
mai
n pr
iori
ty is
reg
ular
cou
rse
-- to
pas
s th
e R
CT
(R
egen
ts).
Cou
ld li
nk to
Eco
nom
ics;
har
d(i
mpo
ssib
le)
to li
nk to
Am
eric
an H
isto
ry. D
: The
se s
imul
atio
ns p
rovi
de s
choo
l-ba
sed
trai
ning
in c
oput
erus
e, w
ord
proc
essi
ng, W
indo
ws
-- th
ere
is n
o w
ord
proc
essi
ng in
NY
C c
urri
culu
m a
ny m
ore.
L: I
mpl
icat
ion:
Ban
k w
ill le
adto
job
atba
nk; H
otel
will
lead
to jo
b at
hot
el. D
: som
e ki
ds h
ave
infl
ated
opi
nion
of
self
and
wha
t the
y w
ill b
e ab
leto
do
Dat
e of
Inte
rvie
w
Gra
de(s
) te
achi
ng
6/11
951
12
Wed
nesd
ay, A
ugus
t 14,
199
6
13'
Scho
ol N
ame
(vid
eo c
lass
)Jo
hn J
ay H
.S.
Page
7 o
f 8
132
1111
1111
1111
1111
1111
1111
1111
1111
11=
1111
1111
1111
1111
1111
1111
1111
1111
1111
1111
1111
1
Pro
gram
Use
d (1
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(1)
(1)
I rem
embe
red
Che
lsea
Ban
k
Eco
nom
ics
(2)
Stu
dent
s' r
espo
nses
to th
e pr
ogra
m
(3)
Tho
ught
s ab
out t
each
ing
(4)
Res
pons
e to
pro
gram
(5)
Oth
er is
sues
(6)
Oth
er C
omm
ents
/Obs
erva
tions
Wed
nesd
ay, A
ugus
t 14,
199
6
133
Pro
gram
Use
d (2
)
Cla
ss in
Whi
ch P
rogr
am U
sed
(2)
Che
lsea
Ban
k
Eco
nom
ics
Vis
ual.
Freq
uent
nee
d fo
r pe
n to
mak
e de
cisi
ons
coop
erat
ivel
y.N
ow in
com
petit
ion
with
oth
er te
ams.
Oth
er te
ams
are
goin
g to
the
prin
ter,
get
ting
thei
r re
sults
and
com
pari
ng th
em.
Feed
back
eff
ectiv
e. T
hey
knew
if th
ey m
ade
a go
od d
ecis
ion-
wan
ted
to le
arn
mor
e. M
ost o
f th
e tim
e th
ey m
ade
good
deci
sion
s. T
hey
need
ed to
mak
e a
good
impr
essi
on o
n th
e te
am.T
owar
d E
nd o
f?
Cre
ate
radi
o an
d T
.V. c
omm
erci
als.
Ser
vice
s in
mod
ules
take
n.W
orks
heet
s: I
) lo
ans,
2)
_ser
vice
s 3)
sta
tem
ent o
f ac
coun
tM
onth
bef
ore-
kept
sam
e te
ams.
Cho
ose
serv
ices
to b
uild
ing.
SCA
NS:
1)
Mot
ivat
e to
thin
k of
com
mer
cial
2)
Wha
t mad
e th
em g
ood?
3)
Ref
lect
on
task
s 4)
Bra
inst
orm
in g
roup
s.C
onsi
der
Serv
ices
- I
n te
ams
re-c
olle
ct f
rom
wor
kshe
ets
and
sim
ulat
ions
. Wri
tten
repo
rts
requ
ired
aft
er s
imul
atio
ns-
sum
mar
y of
dec
isio
ns.
Cho
ose
Top
ic. W
ork
up a
scr
ipt i
n gr
oups
. Var
iety
of
beha
vior
s. K
ids
mor
e?
forw
ard
ente
rtai
nmen
t mov
ed m
ore
into
it. "
At a
cer
tain
poi
nt th
e do
ers
take
the
rein
s."
"It i
s ha
rd to
pus
h th
e ki
ds b
ecau
se th
ey d
on't
have
the
self
-est
eem
."
Not
eas
y de
cisi
ons.
Tw
o fu
ll pe
riod
s an
d th
en f
ind
the
teac
her
doin
g pr
ep. T
hree
goo
d co
mm
erci
als
(3-4
kid
s). A
s th
ey b
uilt
the
com
mer
cial
-ne
eded
to s
how
them
how
to b
lock
it a
nd d
o th
e sc
ript
. Mee
t dur
ing
prep
. per
iod.
Oth
ers
got s
t?
Did
n't c
oord
inat
e, d
idn'
t get
scr
ipt d
one,
did
n't g
et to
per
form
.In
form
atio
n -
])R
evie
w m
ater
ials
on
prod
ucts
(lo
ans
etc.
) 2)
Col
lect
pri
nt o
uts
on b
ank
serv
ices
.Sy
stem
s -
Kne
w w
hen
Cla
ssro
om, I
nc. r
eque
sted
dea
dlin
e fo
r sc
ript
, pro
ps, r
ehea
rsal
.T
echn
olog
y -
Hir
ed te
am o
f pr
ofes
sion
als.
Res
ourc
es -
Pro
ps d
iscu
ssio
n, m
ade
thin
gs
Pag
e 8
of 8
134
(9/92)
10.
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