Induction Course for New Economics Panel Chairpersons

12 November 2010

Contents

Roles and Functions of Economics panel chairperson in general

Learning & Teaching Internal assessment Development of the Economics panel

Roles & Functions

Managing the curriculum Understand the curriculum and learning context

Curr. Guide; community culture and society needs; school vision, missio

n & policy; students’ abilities and interests

Planning and implementing the curriculum design & implement schemes of work / proper learning and

teaching sequences make appropriate adjustments in L&T strategies design modes of assessment and tasks to promote AFL

Evaluating the curriculum (for improvement)

Roles & Functions

Managing the curriculum Developing learning and teaching resources

tasks: develop, collect & organise types: worksheets, articles, reports, videos, software; schoo

l & communities resources / people; ICT Building capacity

knowledge: Econ., curr. dev., L&T team building: collaboration, sharing & support; networking: other schools, outside organisations

Managing changes

Roles & Functions Leader Planner Coordinator

Lead & plan curr dev., clear direction

Monitor implementation; make adjustments

Plan & carry out prof. dev. (int. & ext.)

Strengthen coordination and communication thro formal & informal meetings

Make best use of res.

Learning & Teaching What are the essential conditions for effe

ctive teaching? (effective teaching: teacher-student interactions in the classroom that enhance the cognitive and affective performance of students)

understand the teacherunderstand the curriculumunderstand the learnersunderstand the L&T strategiesunderstand the assessment

Learning & Teaching 5 key factors (behaviours) contributing to effective teaching

Lesson clarity• Make ideas clear• Explain concepts in a logical, step-by-step order• Oral delivery: direct, audible to all, free of distraction

Instructional variety• Variability & flexibility in presentation• Ways:- questioning, using learning materials, equipments…

Teacher task orientation• Amt. of time for teaching the subject matter• For: (i) getting learners ready to learn;

(ii) presenting, questioning, encouraging learners to enquire or

think independently

(iii) assessing learners’ performance

Learning & Teaching 5 key factors (behaviours) contributing to effective teaching

Engagement in the learning process• Amt of time learners devote to learning (think about, working with or usi

ng what is being presented)• Ways: (i) move around to monitor

(ii) Design interesting and worthwhile tasks at right level

(iii) Abundant use of res. & activities that are at or slightly above learners’ current level of understanding

Student success rate• The rate at which students understand and correctly complete exercise

s and assignments.

Learning & Teaching

Adoption of wide range of learning & teaching strategies- foster students’ learning

Lesson observation in Economics

Learning & Teaching Strategies

Assessment for learning Designed Activities Cooperative Learning Mastery Learning Differentiation

Lesson Observation

Lesson Observation

TeachingTeaching LearningLearning

2.Teaching process

3.Feedback &

Follow-up

1.Teaching

organisation

Teaching

Teaching

Teaching organisation

Organisation of learning activities/tasks Clear objective(s)?

• direct, concrete, observable• e.g. differentiate between...; identify the result of…;

solve a problem in…; compare and contrast…

Suited to learners’ needs / ability levels? Appropriate expectations? Check prior knowledge? / Activate prior knowledge? Build on previous learning? / Draw on daily-life experien

ce? Appropriate pace? Well-sequenced activities?

Teaching process

Use of resources Proper use of *classroom resources / subject resources

/ reading materials / IT ?

Classroom management Established classroom routines?

Manage classroom effectively?

Safe / Favourable envir. ? (learners are encouraged to express / participate)

Learning atmosphere & class interaction Good interaction between *TS / SS?

Catering for learner diversityDiversified strategies catering for different learning *styles / needs?Adjust *content / strategies / pace?Opportunities for different learners to participate?Challenging tasks to stretch learners?Provide individual support?Appropriate grouping (purpose?); Monitor progress?

Communication and presentation skills Adopt appropriate medium of instruction?

Clear; Concise; Accurate; Systematic?

*Arouse / Sustain interest; Facilitate understanding?

Questioning • Appropriate frequency?

• Appropriate level? cognitive complexity

• Ask a range of questions? purposes: getting interest & attention, diagnosing & checking,

recalling facts / info, managing, encouraging higher-level thi

nking, allowing expression of affect cognitive complexity

• Effective *prompting / probing? elicit clarification (rephrase or reword) solicit new info to extend students’ response redirect or restructure

Questioning

• Provoke thinking? convergent (direct or closed) divergent (indirect or open)

• Encourage inquiry learning?

• Enough wait time? longer wait time: longer responses, more voluntary response

s, more complex response, students more confident in respo

nding

Questioning

• Any undesirable questioning practices? overly complex or ambiguous questions reject unexpected ans. even it is correctsupply the correct ans. yourself without probing; pr

event students from completing a wrong ans. punishing or embarrassing students

Feedback and follow-up

Assessment of learning progress Share learning objectives?

Opportunities for students to *demonstrate learning / raise questions?

*Peer / Self assessment?

Feedback Positive? Timely? Specific?

Facilitate *learning / improvement?

Encourage *self-reflection / peer feedback?

Following up *Consolidate / Extend learning?

Set improvement targets?

Learning

Learning process

- Attitude, Interest & Motivation

- Use of strategies, resources & feedback- Use of appropriate strategies

- Peer learning

- Independent learning

Internal AssessmentPromotion of Assessment for learningThe gap between where a learner is in their le

arning, and where they need to be – the desired goal.

This can be achieved through processes such as sharing criteria with learners, effective questioning and feedback. 

Different assessment tasks

e.g. data response questions

T/F + explanation

mini-projects

Plan for internal summative assessment

Examination blueprint

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Define, list, relate, name, order

Explain, classify, discuss, recognize, identify

Apply, demonstrate, illustrate, interpret, solve

Analyze, compare, contrast, criticize, distinguish, examine, categorize

Arrange, create, construct, design, develop, prepare, propose

Argue, assess, evaluate, judge, predict, support, evaluate

Development of Econ Panel

Interface between junior and senior level Implementation of SBA Planning in line with school short- and

medium-term goals Resources for NSS Economics Curriculum

Interface between Junior & Senior Level No junior secondary Econ., any interface issues?

any curriculum planning needed? Any expectations of new S4 Econ students?

• findings of the research conducted by CUHK• have brief idea of what economics is• interested in economics• be aware of economic issues

Interface between Junior & Senior Level

How to make use of junior secondary PSHE curriculum to prepare students studying Economics? • strand 5 (Resources and Economic Activities) of the PSH

E KLA curr. framework • essential learning elements related to strand 5 in Life and

Society• Major factors affecting the use of personal resources;• Econ performance of HK, employment situation of labours, and th

e role of the HK Gov’t on the econ front;• An overview of the economy of our country and factors facilitating

its econ development;• Dev. trend of worldwide econ activities and the work of some relat

ed org.

Interface between Junior & Senior Level

• Examples of these essential learning elements 1. Decision making about the use of money

2. Prin. of sensible consumption, rights and responsibilities of consumers

3. Econ situation of HK & its challenges as revealed from data

4. Econ & social consequences of pub fin and gov’t policy

5. Labour market in HK

6. Macro-economy of our country and its regional econ dev

7. Role of Chinese Gov’t in the economy

8. Importance of the status of int’l fin centre to HK

9. Consequences of free trade and econ globalization

10. Int’l org, and their work, that promote econ globalization

Interface between Junior & Senior Level

What options we have?• EPA, L&S, IH, sch-based prog, collaborate with J PSHE t

eacher • Objectives:

• Equip students with basic econ concepts required in NSS Econ• Econ literacy:

meaning / implications of some econ terms, econ statistics; graphical representations / skillsSummary (writing) of econ news reports / promote awareness of econ issues (budget, min wage…)Simple way of econ thinking: people choose; people’s choice involve costs; people response to incentives in predictable ways; people create econ systems that influence ind choice and incentives; people gains when they trade voluntarily; people’s choice have consequences that lie in future

Interface between Junior & Senior Level

What options we have?• Collaborate with teachers of other KLA

maths

language

Implementation of SBA

Start from 2014.

Designed worksheet新聞評論工作紙一

(5巴下月 8日同時加價)

閱讀剪報後請回答以下的問題。

甲、閱讀理解：

1. 剪報描述了什麼情況?

_________________________________________________

_________________________________________________

__________________________________

2. 導致以上情況的可能成因是什麼？請從剪報中找出原

因。

_________________________________________________

_________________________________________________

__________________________________

3. 對於以上的情況，社會不同人士有什麽反應？試從文中

Sample 2

新聞探究 活動一

資料來源： 節錄自：<泰林今明開倉人龍等掃貨>。太陽報。2008年 11月 15日

建議教學時間：10-15分鐘

教學指引：

1. 若組內學生能力各有差異，教師可因應學生的能力發出以下的提問，增加組內的互動性。

能力高的學生(SET A)：要求他們從文章中找出 1-2 項(可調節)與經濟學相關的概念，並加以延伸或解釋。

能力稍遜的學生(SET B)：只需要求他們從文章中找出 2-3 項(可調節)

與經濟學相關的概念。

2. 組內討論：鼓勵能力稍遜的同學先指出相關的經濟概念，再由能力較高的同學作分析。此舉讓毎位學生均能參與討論，讓不同能力的學生能表達自己的見解。

3. 同學匯報。

泰林今明開倉 人龍等掃貨

【本報訊】經濟不景生活倍添艱困，市民惟有瞄準機會「掃平貨」。月前被清盤的泰林無線電行宣布於今明兩日上午九時至晚上九時，在佐敦總行及觀塘分店開倉清貨，以五折價錢出售估值逾千萬元的過萬件電器。雖然臨時清盤人規矩多多，包括限定時段入場、不設退貨及送貨服務等，昨日傍晚仍吸引逾五百名市民於兩店門外排隊索取入場券，準備今明兩日「賤物鬥窮人」搬走合適電器，二千多張門券在短短四十分鐘內派光。 泰林開倉消息一傳出，有市民於昨午三時許已聞風而至，在泰林佐敦店外守候。警方則架起鐵馬維持秩序，高峰期有逾二百名市民排隊。職員於傍晚六時開始派發印有不同時段的藍色門券，有市民眼見排隊人數不多，遂去而復返索取其他時段的門券。職員原限定派券時間為下午六時至八時，但一千一百張門券僅花四十分鐘便全部派罄。

泰林觀塘店的「墟 」情況與佐敦店不遑多讓，門券派發前已有近二百多人

輪候。市民趙先生與幾位朋友獲派今日上午九時的入場券，幾人昨晚預算通宵在店外排隊，待開倉後第一時間進入，會用六、七千元搶購心儀電器。

Sample 1

Planning in line with sch short-term and long term goal School’s major concerns

e.g.

(1) reading to learn reading list

(2) learning to learn (metacognition)

learning diary etc

Learning & Teaching Resources