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A Preliminary Review on the Implementation of NSS

Curriculum:

Diversified Learning and Stretching Potentials

Economics

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1. Issue of learner diversity in Economics

2. Catering for learner diversity through curriculum planning

3. Catering for learner diversity through wide range of learning and

teaching strategies

4. Sharing of teachers’ experience

5. Questions and Answers

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Phenomena of learner diversity in Economics and ways to cater for it

• Econ group (class) is more heterogeneous– More Science students

• Learner diversity always exists

• Some students not motivated as public exam is remote

• Teaching strategies match with students’learning style– Sc students use

graphical app

• Able students but not motivated– Set a higher goal ?

• Extremely low achievers– Set appropriate goal– Keep them motivated

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• Less able students have difficulties in:– Theoretical / conceptual

topics (D & S; dep. creation)– HKAL elements (interest,

rel price)– Topics that are remote

from their experience– Unable to apply what

learned to answer Qs– Skills: graphic, math,

writing

• Apply strategies that bring conceptual elements to life

• Ensure students to master the necessary concepts before moving to next stage

• Proper teaching sequence of the topics

• Cultivate students’ habit to learn econ thro’ current issues

• Issue: low language ability vsunable to apply (consider CMI students)

Phenomena of learner diversity in Economics and ways to cater for it

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• Less able students have insufficient prior knowledge– No Econ in junior sec– Lack of social

awareness

• Other problems– Breath and depth of

the curriculum– HKCEE S5 repeaters

in school year 2010-11

• Coordination between junior PSHE (L&S / EPA / IH) and Econ panel– Ensure sufficient prior

knowledge of Strand 5

• PowerPoints of the seminar on Understanding & Interpretation of the Curriculum and sample Qs of HKDSE Econ.

• Identify the few concepts / topics of NSS S4 Econ not covered in HKCEE Econ; make-up lessons (Doc.4)

Phenomena of learner diversity in Economics and ways to cater for it

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• In general, two directions to handle learner diversity:

– Curriculum planning

– Wide range of learning and teaching strategies with reference to pedagogical content knowledge

Phenomena of learner diversity in Economics and ways to cater for it

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1. Interface between junior sec curr. and senior sec Econ.– Audit / participate in planning the junior sec PSHE– Ensure essential learning elements of Strand 5 (Resources

and Economic Activities) to be covered– Dev. students’ interest, prior knowledge and social awareness

2. Senior sec Econ. - proper sequencing of topics to facilitate learning of ALL students

– Simple concepts (simple categorization); – Relationship among concepts (e.g. D & S, choice of output for

ind. firm in SR)– Procedural knowledge (e.g. calculation of elasticities, banking

multiplier)– Different levels of difficulty (e.g. both HKCE & HKAL elements)

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Approaches to arrange the sequence

Familiar – to – unfamiliarConcrete – to – abstractPart – to – wholeWhole – to – partBy logical orderBy level of difficulty

(Sequence is not just recurrence and repetition of a skill or concept, but the deepening of it, each successive encounter builds on thepreceding one)

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1. Designed Economics Activities

2. Mastery Learning

3. Cooperative Learning

4. Differentiation

5. Assessment for Learning

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Purposes:Stimulate student’s interestBring abstract concepts to lifeDemonstrate the principles of econ. at work

Which types of students will be benefitedmost?Spatial/visual; kinaesthetic; naturalistic

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Examples:1. Double Auction (market exchange)

Created by Veron Smith an Nobel Prize Laureate, economist of George Mason University. Concepts can be illustrated:e.g. demand, supply, equilibrium price, consumer surplus, producer surplus, efficiency

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5 10 15

New Supply Curve

Original Supply Curve

New Equilibrium

Old Equilibrium

Demand Curve

Sellers Pay the Sales TaxP

Q

145 10 150

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New Supply Curve

Original Supply Curve

New Equilibrium

Old Equilibrium

Demand Curve

A: Consumer surplusB: Seller surplusC: Tax revenueD: Deadweight loss

of a sales tax

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Examples:

2. Money creation

http://www.edb.gov.hk/index.aspx?nodeID=3226&langno=1

背景資料：

課題：存款創造 所需課節： 2 教學對象：中五級學生 已有知識：學生已懂得

銀行的基本功能 百分比的運算

教學目標：當完成課堂後，學生能夠：

1. 理解及分析資產負債表的內容 2. 分辨法定儲備，實際儲備及超額儲備 3. 掌握存款創造過程中的假設 4. 掌握存款創造的過程及如何計算存款總額的改變 5. 明白經濟體系的存款總額是高於現金額，存款只是帳面的數字

工作紙

已知：法定儲備率 = 20%，最初存款額 = $1000

在下列假設下： 1. 銀行只持有法定儲備 2. 市民對貸款有足夠的需求 3. 沒有現金流失

a. 填寫首 5 輪的存款創造資料：

存款（$） 法定儲備（$） 超額儲備 / 貸款（$）

第 1 輪 1000

第 2 輪

第 3 輪

第 4 輪

第 5 輪

留意：以上步驟會不停地重複，直至銀行無法再借出任何款項為止。

b. 最高可創造的存款額 = _____________________________________________________ = _____________________________________________________ = _____________________________________________________

=

____________________________

=

____________________________

= ____________________________

= ____________________________

c. 最高可創造的貸款額 = _____________________________________________________ = _____________________________________________________

= _____________________________________________________

=

____________________________

=

____________________________

= ____________________________

= ____________________________

或 _______________________________________________

問：$1000 存款最多

可上升多少倍？

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Examples:Some more can be found in the following website:

http://iface.econ.cuhk.edu.hk/

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Small, clear & attainable objectives

Assessment for learning

Feedbacks

Different learning & teaching strategies

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- Especially useful in topics involving

sequential development of knowledge

e.g. Demand & Supply, AD-AS Model.

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Small teams with students of different levels of

ability.

A variety of learning activities e.g. Think-Pair-

Share, Two Stay, Two Stray to improve their

understanding of a subject.

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• Each member of a team is responsible

not only for own self but the whole team

• An atmosphere of achievement can be

created.

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effectively used in topics relating to social

policies, current issues

multiple perspectives and abundant

information can be collected i.e. Income inequality and Anti-competitive behaviours.

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Encourage Collaborative Thinking• Students were taught how to • present their ideas clearly• extend other’s ideas • integrate different ideas to reach a more

creative and incisive conclusion.

•

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• Create opportunities to put thinking into practice

• Project learning• Leadership training

D

SP

Q0

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Strategies to differentiate instruction focus on three

key areas:

the pace at which the student learns,

depth of knowledge and understanding,

students’ interests.

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Specific learning objectives and multiple

learning pathways to those objectives.

Commonly adopted in gifted education.

Further exploration of its effectiveness on

average economics class.

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Differentiation can be adopted in the forms of

content, process and product.

We focus on differentiation in process (e.g.

graded exercises)

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The gap between where a learner is in

their learning, and where they need to

be – the desired goal.

This can be achieved through processes such

as sharing criteria with learners, effective

questioning and feedback.

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Student’s individual learning gap and needs

can be identified.

Different ways of teaching or materials to

help achieve learning goal.

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Examples of different assessment tasksExamples of different assessment tasks

Assessment for Learning Course for PSHE Teachers (Part 2) Workshop for Economics Teachers Assessment for learning

Crossword puzzles

Exercise 1 Understanding the meaning of concepts (I)

Complete the following crossword puzzle. Hints: ACROSS DOWN 2 ________ is a relative concept.

It exists where there is a conflict between human wants and resources.

1 Scarcity exists as limited resources are insufficient to satisfy ______ human wants.

4 “First come, first served" is an example of ____ -price competition.

3 _____ are required to produce goods to satisfy human wants.

5 As we all face the problem of scarcity, we must make ______.

6 _____ refer to all kinds of human desires.

7 Competition inevitably leads to _________.

Remarks: Teacher can create a crossword puzzle with the help of the following website:

http://www.puzzle-maker.com/CW/

2009-2010 Learning Economics through current issues (1)

Minibus accidents

Source 1

資料來源：

以上的內容綜合自《蘋果日報》及《文匯報》2009 年 8 月 26 日的報道

Source 2 Motor vehicle involvements and involvement rates by selected class of motor vehicle (2008) (extract)

Public Bus Minibus No. involved in accident 2 463 No. involved in accident 1 080 No. licensed (mid-year) 12 803 No. licensed (mid-year) 4 346

Source:

Transport Development: Summary of Key Statistics (Table 3.1)

http://www.td.gov.hk/FileManager/EN/Content_2015/08fig3.1e.pdf

近日多宗小巴車禍，引起社會各界關注，有指小巴超速是不少嚴重交通意外的成因，

而這與小巴司機薪酬制度有直接關係。 小巴司機的薪酬制度包括日薪加津貼、拆帳、受薪或「計轉數」等形式，此等「多勞

多得」制是造成小巴司機超速的誘因。立法會議員王國興指出，小巴司機為希望「多

走幾轉」，賺取更多薪金，他們不惜超速趕路，最終導致意外發生。2009 年 8 月 4 日於元朗公路釀成 4 死的小巴車禍，司機便是於二八分帳的形式下工作。 其實，運輸署於 2、3 年前已取締以不同形式支薪的舊制，要求營辦商以受薪制直接聘請司機，惟現時仍有兩至三成小巴司機沿用舊制。運輸署承諾將加強對小巴的監

管，並計劃於明年底逐步引入小巴限速器。另外，運輸署亦計劃於未來兩個月收集小

巴司機薪酬制度的資料，分析司機薪酬及褔利與小巴意外增加有否關係。

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Effective Feedbacks

• Effective feedback helps students become aware of any gaps that exist between their desired goal and their current

knowledge, understanding, or skill and guides them through actions necessary to obtain the goal (Ramaprasad, 1983; Sadler 1989) (The concept of Formative assessment. ERIC Digest)

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Teachers can give tailor-made feedbacks to students of different abilities to suit their individual need.

JOHNNY FUK (Above average) The government have to require all GMB drivers to be paid by time rate only. To restrict the wage payment of GMB drivers is a must but not a choice because there is no option exist. Also , GMB drivers to be paid by time rate only will be the best for all of us. Everyone agree that the life of human is the first place of anything. Piece rate, profit sharing and basic salary plus commission are allow and encourage the drivers work more for more wage. It used to be the advantage for the drivers and the company but those wage payments are not suitable for GMB drivers. They want to earn more so they driver faster for one more round. Base on the high speed, the drivers can’t control the car as well as when they drive on a normal speed and cause accidents. Those accidents can hurt people. Maybe kill people. Take away human’s life is unacceptable for anywhere and anytime. It is clearly that the government has no choice to restrict the wage payment to time rate only. Because there is no choice, no opportunity cost of require all GMB drivers to be paid by time rate is exist. → Actually, there are alternatives to this option. On the other way, we can say take away human’s life is too costly for any option. Time rate is the best wage payment for all of us. We involve the government, the minibus company, the drivers and the passengers. To the government, use time rate for the GMB drivers can make the road be more safe and reduce the medical treatment burden. It will be more easy to control and run any policy when there is only one wage payment exist. Also, it provided an equity competition environment. → 1. Why? Explain. To the minibus company, one of the three basic problems, how to produce, is already solved by government command that reduce a trouble of them. → 2. But consider this: minibus operators will lose flexibility in choosing their wage payment system. Besides, Hong Kong is world famous for its free market economy. Will such a policy to standardise wage payment involve too much government intervention? If the journey of travel by minibus become safety, more of the passenger will prefer minibus to other transport methods. Then the income of the company may increase. To the drivers, they will receive stable income. They don’t need to rush for money and

Above averageLEUNG YUET MING (Below average) I think it has some relationship between frequent minibus accidents and the wage payment system of minibus drivers in Hong Kong. Because minibus is use piece rate of wage payment system, in piece rate hard-working workers are reward higher incomes, they want to earn more, they were open the minibus faster to danger. If change the wage payment system of minibus drivers in HK, from piece rate to time rate or basic salary with commissions, that they will have stable income, that the driver will open the minibus safety also add a law for minibus, if they open minibus danger, they should pay the money (around $1,500), that the minibus driver open minibus safety improves, because they won’t to pay the money. → ??? This two suggest can prevent dangerous driving and analyze the benefits and costs of using such methods. The government should not require all GMB drivers to be paid by time rate only, government can give them two choices, time rate and basic salary with commissions. → 1. Will drivers drive equally fast if they are paid a basic salary with commissions, where commissions are calculated based on how hard-working they are? That can give a stable income for drivers, also the safety improves, so that can let medical cost decrease. That when the people by minibus, they would be safety. 2. You can systematically analyze the advantages and disadvantages of requiring all drivers to be paid by time rate only, and try to view the issue from different perspectives. Correction 2. If change the wage payment system of minibus drivers in HK, from piece rate to time rate. The advantages of minibus drivers, they have more stable income and the advantages of minibus employers, it is easier to calculate the wage and the advantages of passengers, the drivers drive less fast and more safely. But there have some disadvantages, in the minibus drivers, even those hard-working drivers may not earn more income and in minibus employers, drivers may shirk and in passengers there is more time spent on travelling. The government can require all GMB drivers to be paid by time rate, because human life is more important and that the minibus drivers can have more stable income, that

Below average

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• Ms. Janice Wong – Designed Activities& Cooperative Learning

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Designed Activity

1. Credit Creation

Reason:

concepts are remote from students’ daily

experience.

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Past Public Exam. Question• [HKCE-2004-6]• The balance sheet of Economy A’s banking system is shown below.

The public in this economy always holds $50 million in cash. Initially, the excess reserve of the banks is $100 million.

Deposits 2000Reserves 500Loans 1500

Liabilities ($mn)Assets ($mn)

Suppose $140 million worth of deposits is withdrawn from these banks and remitted overseas.

Calculate the maximum possible amount of money supply in EconomyA after the remittance.

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Findings after the game

Students have a better understanding of the process of credit creation.

We can bring out the concept of monetary base.

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Designed Activity

2. Exchange

Reason:

concepts e.g. exchange, consumer’s surplus and producer’s surplus are difficult to students

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Findings after the game

Students enjoy the game.

They can have a better understanding of the concepts related.

Further elaboration of concepts like deadweight loss and effects of taxations can be applied.

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Limitations

Time consuming (double lessons is preferred)

Preparation time

Venue

Students participation is a must

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Points to be noted

Briefing: clear explanations on the purpose, the running and the rules are necessary

Debriefing: ‘What did they learn after playing games?’

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Purposes:

- improve the learning atmosphere

in classroom

-provide a safer environment for learning

(group work rather than individual work )

Cooperative Learning

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Cooperative Learning

How the groups are formed?

Each group should have students of different abilities or even with different personalities.

Each student performs one designated role

(A: leader, B:time keeper, C: cheer and D:keep information)

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In which topic(s)/contents did you use CL?

Production, division of labour, factors of production, integration and D& S etc.

Cooperative Learning

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Advantages in catering for Learner Diversity

Improvement in students’ participation

A wider scope of thinking

Increase in interest in the subject matters

Improvement in relationship between students

Cooperative Learning

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Points to noted

Time management

Preparation work

Briefing and debriefing

Positive feedback

Cooperative Learning

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Mr. Tse – Assessment for Learning

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Formative Assessment

• Assessment inform teaching and learning

Teaching Learning Assessment

StudentTeacher

Teacher

Student

Student assess their learning

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Procedures

• Step 1: Student answer the questions• Step 2: Collect the answer sheet• Step 3: Grouping of students• Step 4: Group Discussion• Step 5: Comparison and analysis• Step 6: Improvement Score

(Individual/group)

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Implication of Symbols

The concept should be correct

Correct Answer with ‘ ’

Need to clarify the conceptIncorrect Answer with ‘ ’

Good luckCorrect Answer with ‘ ’

Careless Mistakes/ Wrong Concept

Incorrect Answer with ‘ ’

Need to revise again Incorrect Answer with ‘ ’

No need to revise againCorrect Answer with ‘ ’

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Statistics

23.1%

24.6%

58.46%

Test 8(June 2010)

22.06%44.8%52.2%Low-achiever(70 %-tile)

61.76%31.34%16.42%Passing Rate

Final Exam(June 2010)

Test 7(May 2010)

2nd UT(Apr 2010)Item

Score Distribution

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Summary

• Cater individual differences• Provide timely feedback to teachers &

students• Maximise students’ involvement• Not to increase workload but efficiency