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Presentation designed by Mussarrat A mbreen

Presentation designed by Mussarrat A mbreen. From Defence Authority Public School O & A Levels. '‘The illiterate of the 21 st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn.’’. the. 21 st century. Skills.

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Presentation designed by Mussarrat A mbreen

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  1. Presentation designed byMussarrat Ambreen From Defence Authority Public School O & A Levels

  2. '‘The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn.’’

  3. the 21st century Skills • Integrating Technology into the classroom will help the students to build those 21st century skills that they need to possess such as: • critical thinking • problem solving • communication skills • creativity • innovative thinking • information technology

  4. interconnected

  5. global connections

  6. forming groups

  7. social networking join the conversation

  8. blog express yourself

  9. develop your online identity

  10. voip personal conversations

  11. online conferences virtually there

  12. twitter constantly connected

  13. what are the possibilitiesfor your pln?

  14. 21st Century Pedagogy

  15. LEARNING OBJECTIVES USING BLOOM’S TAXONOMY AND 21st CENTURY SKILLS

  16. TOPIC:1 THE ROLE OF GOVERNMENT IN AN ECONOMY

  17. TOPIC:2 Economic indicators

  18. TOPIC:3 Developed and developing economies: trends inProduction, population and living standards

  19. teacher as facilitator In Economics syllabus in all topics students are required to produce questioner ,repots, journals and projects they are also supposed to write articles and apply it in different economies so the products will be same. As mentioned in next slide.

  20. Products include: • Graph • Spreadsheet • Report • Survey • Conclusion • Project

  21. mindset using technology successfully in the classroom is a not a skill-set

  22. IMPLEMENTATION

  23. Action Plan/The Lesson Plan SUBJECT: ECONOMICS 2281 CLASS: XDURATION:55 minutes per period. PERIOD: 03 PERIODS PER WEEK.

  24. Goals • LONG TERM GOALS • SHORT TERM GOALS

  25. Long-term goals • Adopt 21st century teaching approaches to enhance student’s appreciation of scientific facts. • Understanding, managing, and creating effective oral, written and multimedia communication in a variety of forms and contexts. • Analyzing, accessing, managing, integrating, evaluating and creating information in a variety of forms and media. • Demonstrating teamwork and leadership, working productively with others. • Ability to frame, analyze and solve problems.

  26. SHORT TERM GOALS/LEARNING OBJECTIVES: After this lesson, students will be able to understand • Basic concept of price elasticity of demand • Explain how to calculate price elasticity of demand. • Determine price elasticity of demand from a demand schedule and a demand curve.

  27. Short-term goals using bloom’s taxonomy

  28. To remember….. • Price elasticity of demand. • Formula for calculating the value of elasticity. • Perfectly inelastic demand. • Perfectly elastic demand. • Unitary elastic demand. • Elastic demand

  29. To understand….. students will be able : • To make intelligent economic decisions as a consumer • To understand Consumer’s & supplier’s behavior and • How Market works

  30. To apply….. • the sound understanding of elementary economic theory in daily life • The knowledge of simple data, graphs and diagrams • The basic aptitude about extracting most authentic/ reliable information from heaps of data/ information around them. • the principles of economics with the ever changing environment of the world outside the class rooms

  31. To analyze….. • the principle of equilibrium price and analyse simple market situations with changes in demand and supply; • the causes of changes in demand and supply conditions and analyse such changes to show effects in the market; • the price elasticity of demand and supply and perform simple calculations; • the usefulness of price elasticity in particular situations such as revenue changes, consumer expenditure

  32. To create….. • The graphs and give suggestions how can a producer generate the revenue by the concepts of demand and supply elasticity.

  33. METHODOLOGY: Teaching method: Lecture demonstration method will be used Through multimedia presentation and class lecture.

  34. Instructional strategies and tasks I will use illustrations for their better understanding. I will use worksheets for the related topics. Students are well aware about demand and supply theories and market mechanism. To assess and recall these concepts a short worksheet/Question regarding demand and supply will be discussed/asked in class.

  35. Short questions (known to unknown) Q # 1.Define demand?(known) Q # 2. if price of a product will increase or decrease what will be your response to change in price?(known) Q # 3. why do all students have different response / answers ? (unknown) After asking short question regarding previous topic teacher will link it with a new topic and announce the topic in class.

  36. Short questions will be asked during lecture. LIKE • What is price Elasticity of demand? • Why Economists Use Price Elasticity of demand concept? • How to Compute the Elasticity of Demand?

  37. ASSIGNMENT: Complete all exercises from the book. Three marks will be given to students in monthly test. EXERCISE # 12,PAGE # 124 (From Dan Moynihan &Brian Titley. EXWRCISE # 13,PAGE # 125. (From Dan Moynihan &Brian Titley. DO THE PAST PAPER MCQS GIVEN BY THE TEACHER

  38. EVALUATION PAST PAPER QUESTIONS: 1 Which of the following is likely to be the most suitable form of business organization for a group of four doctors? A partnership B private company C public company D public corporation 2 A shopkeeper runs a business as a sole proprietor. What does this mean? A The business has limited liability. B The business is owned by shareholders. C The business is quoted on a stock exchange. D The profits of the business go to the shopkeeper

  39. Application (worksheets in class)

  40. ANALYSIS (PROJECT BASED LEARNING) Project based learning is a student cantered , instructional model. Project-based approaches engage students in deeper content area knowledge and develop 21st century skills such as • collaboration, • problem-solving, and • critical thinking.

  41. There can be infinite uses of the computer and of new age technology, but if the teachers themselves are not able to bring it into the class room and make it work, then it fails. Nancy kassebaum u.s.senator.

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