Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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LINK: Social Studies in Action Home Image of a high school student in the classroom.
LINK: Economic Dilemmas and Solutions Home
LINK: About the Class
Watching the video
LINK: Connecting to Your Teaching
LINK: Standards
LINK: Resources

Watching the Video

Image of a notebook with the following text displayed: Reflect: As you reflect on these questions, write down your responses or discuss them in a group.

Before You Watch
Respond to the following questions:

  • How do you bring economic concepts to life for your students?
  • What is the role of review in learning?
  • What are some ways to highlight important concepts at the end of the semester?
  • What are some ways to make the review meaningful even after the exam?
  • How do you keep students from becoming overwhelmed during a review?
  • How do you keep student interest during a review?
  • How can teachers help students apply their knowledge outside of the classroom?

Watch the Video
As you watch "Economic Dilemmas and Solutions," take notes on Mr. Page's instructional strategies, particularly the way he makes the review meaningful to students. Write down what you find interesting, surprising, or especially important about the teaching and learning in this lesson.

Reflecting on the Video
Review your notes, then respond to the following questions:

  • What struck you about the classroom climate, background, preparation, strategies, and materials used in this lesson?
  • How did Mr. Page indicate to students that certain concepts are important to learn?
  • Explain how the semester review served more than one purpose.
  • Why do you think Mr. Page organized the review around dilemmas?
  • What prior experiences do you think students need in order to make a review session like Mr. Page's effective?
  • How does Mr. Page determine that students are learning?
  • How does Mr. Page set up the lesson to ensure that students both reveiw familiar content and engage in additional learning?

Looking Closer
Let's take a second look at Mr. Page's class to focus on specific teaching strategies. Use the video images below to locate where to begin viewing.

Two students.
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Working with Groups to Facilitate Understanding: Video Segment
Go to this segment in the video by matching the image (to the left) on your video screen. You'll find this segment approximately 5 minutes into the video. Watch for about 6 minutes.

While brainstorming possible economic solutions to a dilemma, students are asked to consider all parties affected by the dilemma -- from the national economy down to individual consumers.

  • How does Mr. Page encourage his students to think?
  • What role does he assume during this segment of the lesson, and what effect does that have on student learning?
  • What evidence do you see that students understand economic concepts?
Mr. Page talking to the class.
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Discussing Possible Resolutions and Seeking Additional Information: Video Segment
Go to this segment in the video by matching the image (to the left) on your video screen. You'll find this segment approximately 15 minutes into the video. Watch for about 9 minutes.

After a student group presents a skit, Mr. Page quizzes the students with follow-up questions.

  • What do students learn from working with this dilemma that they would be less likely to learn if the review were organized differently?
  • What evidence do you see that students are going beyond the factual level in their understanding of economic concepts?

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