Team+7

Team 7
Member Names: Lily Zhu William Fu

Wednesday
Design Studio: Reflect on your content and pedagogy With your Partner reflect on the following questions: What content areas do you teach? Economics What content strengths do you have? Passion, Students motivation, different techonologies conducted in class. What content do you find difficult to teach? How to make my students be attention. comparative advantages, game theory, marginal cost, elasticility and its application What do you consider your role to be as a teacher? Leader, instructor What instructional methods do you use as a teacher? Presentation, Group discussion, Role playing and vidio clip. What are some of the persistent problems you encounter in your instruction? Difficult to manage the displine. the dilemma between time constraint and the frequency of activity held With your partner, identify possible areas of overlap Firstly, we need to teach students English since sometimes they can't understand the sentence if we use complex sentence to give defination or explain the concept. Some of the topics in Economics courses will be tested in their TOEFL exam. Secondly, Economics courses have some connection with what they have learned in their social science courses such as history and geography. For example, if they know what is the background of anti-trust law, it will be very easy for students to understand why government want to control the monopoly.


 * Reflection Notes:**

Thursday
Guiding Questions I. What is the compelling question you would like your students to answer? Do you have any sub-questions to engage students? We'd like to ask students challenging questions which need them to think deeply. We will let them to think of concepts in terms of its application. Yes, the sub-questions will be lowered the difficulty or maybe these questions will give students some hints. II. How are new literacies featured in your compelling question? We will use some chart, figures, video clip, contrasted narratives in our compelling questions. III. How will you organize or group your students for the PBI? By using the project-based-inquiry, we will ask students to group according to their characteristics. Sometimes there are always free-riders in the group who will not make contribution to the team work, so we will let them involved in the group discusion. we will assign some special task for each group members so that later they will began to know how to take responsiblity. IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI? They need to read the textbook first and they prepare some questionaire, survey and report paper. In class, we will guide students to explore the questions we let thme to think or discuss. Before the PBI, we will have lead-in class, which tell them the basic concept of the theory of economics and give them the role in their group. Then, they can have the ability to prepared the PBI. V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process? They can come to our office discussing with us about the topics. We would like to give them some guides in analyzing the information. There is alwasy group leaders, so we will contact with group leader first and try to know their degree of advancement. We will let all the group member to come to see us before the PBI inquiry class. VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? We will always give students where they can find useful information. We will let students do the brainstorm in the pre PBI classes. We encourage students to have group discussion as least 3 times for a project. We will ask them to hand out the PBI process paper of their teamwork to us once in a while. VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). Each student will have some evaluations of their presentation, group role, paper report, participation from group members, peer group and teacher. When we value them, we will focus on their thinking and contribution to the project. VIII. What technology tools will students use in creation and sharing of their PBI product? transparent, video clips, internet etc.


 * Reflection Notes:**

PBI Compelling Question:
Because the price of raw materials for cars incease, what is the supplier's reaction?

Content:
1. think about in real life, if the price of steel increase, whether the cost of car production will be affected? 2. think about car producers' behaviors, continue to produce the original numbers, decrease purchasing steel, or wait for a while to make decisions etc.? 3. review the law of demand we discussed before 4. explain what is the law of supply (definition). 5. Teach students what is elastic and inelastic of supply. 6. Teach students how to apply the knowledge of law of supply to a real life case study.

Learning Outcomes for this PBI:
Students can understand the law of supply and can use the law to explain the real life situation.

Method:
Powerpoint, Tables, Hand outs, Case studies.

Assessment:
give students a similar case to explain.

Technology Tools Used:
presentation (use vedior camera record), Gapminder,