Iowa Assessment for Learning Institute
March 11, 2010

Big Idea: Scarcity and economic trade-offs are essential to all economic activity. (Econ 1)
Learning Goal   Success Criteria
I can:
Understand the differences between producers and consumers in a market economy.
•   Identify examples of producers within our local area.
•   Define consumer and identify characteristics of consumers
•   provide examples of how producers and consumers are affected by the market economy
Understand the ways goods and services are produced and distributed.
I can:
•   identify methods of distribution in today’s global economy
•   explain the methods people and governments use to produce goods and services
•   identify and explain the affect resources have on the production of goods
FA Strategy
Understand the influences that affect personal economic choices.
I can:
•   explain how limited resources create the need for choices.
•   identify costs and benefits of a choice.
•   identify and evaluate incentives.
•   analyze choices and predict consequences.

Social Studies – Economics Essential Concept “Scarcity”
Economics
K-2
Understand the role of scarcity and economic trade-offs and how economic conditions impact people’s lives.
   Types of resources and that they are limited.
   The economic trade-offs that individuals and households weigh when making decisions involving the use of limited resources.
3-5 6-8
Understand the role of scarcity and economic trade-offs and
Understand the role of scarcity and economic trade-offs and how economic conditions impact people’s lives.
   Choices usually involve tradeoffs: people can give up buying or doing one thing in how economic conditions impact people's lives.
   The wide disparities that exist across the globe in terms of economic assets and choices. order to buy or do something else.
   Wide disparities exist between
   Good judgment in making personal choices related to the “haves” and “have-nots” of the world in terms of economic well-being.
   The goods and services that the local school and community provide and the people who provide them.
spending and saving. Predicts short-term and long-term financial consequences based on current choices.
   Ways goods and services are produced and distributed
   The differences between producers and consumers in a market economy.
9-12
Understand the role of scarcity and economic trade-offs and how economic conditions impact people’s lives.
   The relationship between economic goals and the allocation of scarce resources.
   How economic incentives influence the economic choices made by individuals, households, businesses, governments, and societies to use scarce human capital and natural resources more efficiently to meet their economic goals.

Social Studies – Economics Essential Concept “Scarcity”
Understand the role of scarcity and economic trade-offs and how economic conditions impact people’s lives.
Building Block 1 – Economic Decision Making
K-2
   Economic trade-offs that individuals and households weigh when making decisions involving the use of limited resources.
3-5
   Choices usually involve tradeoffs: people can give up buying or doing one thing in order to buy or do something else.
6-8
   Good judgment in making personal choices related to spending and saving.
Predicts short-term and long-term financial consequences based on current choices.
9-12
   Economic incentives influence the economic choices made by individuals, households, businesses, governments, and societies to use scarce human capital and natural resources more efficiently to meet their economic goals.

Social Studies – Economics Essential Concept “Scarcity”
Understand the role of scarcity and economic trade-offs and how economic conditions impact people’s lives.
Building Block 2 – production
K-2 3-5 6-8 9-12
   Types of resources and that they are limited.
   The goods and services that the local school and community provide and the people who provide them.
   Ways goods and services are produced and distributed
   The differences between producers and consumers in a market economy.
   The relationship between economic goals and the allocation of scarce resources.

Social Studies – Economics Essential Concept “Scarcity”
Understand the role of scarcity and economic trade-offs and how economic conditions impact people’s lives.
Building block 3 – wealth and poverty
K-2 9-12 3-5
   Wide disparities exist between the “haves” and
“have-nots” of the world in terms of economic well-being.
6-8
   The wide disparities that exist across the globe in terms of economic assets and choices.

Big Idea: Use good judgment in making personal choices related to spending and saving.
(Econ 1 Building Block 1)
FA Strategy   Learning Goal
Understand the PACED decisionmaking process and how those principles apply to sound decisions.
Success Criteria
I can:
•   Explain the purpose of a decision-making plan
•   Analyze a problem using the PACED decision making process
•   Explain the use of criteria when making decisions.
Understand the economic way of thinking and how they can be used to understand choices.
I can:
•   explain how limited resources create the need for choices.
•   identify costs and benefits of a choice.
•   identify and evaluate incentives.
•   analyze choices and predict consequences.
Understand the influence incentives and consequences play in making decisions.
I can:
•   Identify economic and non-economic incentives for decisions
•   Identify consequences and opportunity costs for decisions
•   Evaluate the trade-off that takes places between incentives and consequences in choices
•   Independently create a list of all wants – class discussion about why we can’t have all our wants (Limited resources).
•   Small group work - Every choice has an opportunity cost exercise. Share out responses to the class.
•   Small group work – Using the economic way of thinking. Share out responses to the class.
Summative Assessment – The economic way of thinking
•   Small group work – choosing better incentive. Share out responses to the class.
•   Small group work – Incentives matter

Big Idea: A market economy defines the ways goods and services are produced and distributed and the differences between producers and consumers. (Econ 1)
FA Strategy   Learning Goal
Understand the various ways goods and services are produced and distributed.
Understand the roles played by producers and consumers in an economy.
Understand how the production of goods and services are determined in a market economy.
Success Criteria
I can:
•   identify methods of distribution in today’s global economy
•   identify and explain the affect resources have on the production of goods
I can:
•   Identify examples of producers within our local area.
•   Define consumer and identify characteristics of consumers
•   provide examples of how producers and consumers are affected by the market economy
I can:
•   explain the methods people and governments use to produce goods and services
•   Define the term market economy and give examples

Big Idea: The wide disparities that exist across the globe in terms of economic assets and
Learning Goal
Understand the differences between developing and developed countries.
Understand the different levels of economic activity and how those relate to a countries economic well-being.
choices.(Econ 1)
Success Criteria
I can:
•   Define the terms developing and developed in relation to economics
•   Describe the characteristics of developing and developed countries
•   Identify and describe examples of developing and developed countries
I can:
•   Define and describe the four levels of economic activity
•   Provide examples of the levels of economic activity for a specific country
•   Describe the relationship between the level of economic activity and the nation’s well being
FA Strategy
Understand the role the availability of resources plays on a country’s economic status.
I can:
•   Identify the resources found within a country
•   Track the use of those resources within the country
•   Evaluate the relationship between the availability and use of resources on the country’s economic status

Questions/Comments

Metacognition: “It [metacognition] relates to the human capacity to be self-reflective, to consider how one thinks and knows; it directs attention to what has been assimilated and understood, and the ways in which this relates to the process of learning. (Jones, 2007, p. 571) .
Metacognition: cognition that reflects on, monitors and regulates first-order cognition (Kuhn, 2000, p.
178).

   Student awareness about their own thinking
   Using self-awareness to regulate own thinking
   Theory of Mind

   Rubrics, highlighters
   Indicator Systems
   Before and after tests
   Self-assessment or effort
   Teaching students to develop their own criteria

   Learning goal: To apply a theory of mind to a passage from children’s literature.
   Success criteria : After modeling with a whole group, individuals will work with a partner to apply a theory of mind to another passage using a sheet for self-reflection and monitoring

   Theory of mind is the ability to attribute mental states
—beliefs, intents, desires, pretending, knowledge, etc.
—to oneself and others and to understand that others have beliefs, desires and intentions that are different from one's own
Or
   how children conceptualize mental activity in others and how they attribute intention to and predict the behavior of others

   Read the passage
   What does Rabbit think:
   Kanga will think
   Pooh thinks
   Roo thinks
How does the reader know that Rabbit is jealous?

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   http://www.ltscotland.org.uk/video/s/ selfandpeerassessmentdylanwiliam.asp

Dylan Wiliam Videoclip http://www.ltscotland.org.uk/video/s/ selfandpeerassessmentdylanwiliam.asp
What evidence does Wiliam provide that self- and peer-assessment are integral to Assessment for
Learning?
What experiences from your context support/ challenge his claims?

Iowa Assessment for Learning Institute
March 11, 2010
PPT. 8B1

   Metacognition and Self-regulation: What are they and why should we care about them?
   Teaching Metacognition and Self-regulation

When we say:
   Students take responsibility for their own learning
   Students are partners in learning
   Students are involved in their learning?

•   Teacher
•   Peers
•   Self-assessment
•   Metacognition
•   Self-regulation

•   Where am I going?
•   Where am I now?
•   Where to next?
•   How do I get there?

“ Metacognition is crucial to effective thinking and competent performance” (NRC, 2001, p. 78)

   “ … the ability to monitor one’s current level of understanding and decide when it is not adequate” (Bransford, Brown, & Cocking, 2000, p.
47).
   “ …..cognition that reflects on, monitors, or regulates first-order cognition…” (Kuhn, 2000, p.
178).

   …….metacognition develops thinking as implicit understanding becomes explicit: Vygotsky (1962) has argued that when the process of learning is brought to a conscious level, children become aware of their own thought process and that helps them to gain control over how they learn ” (Jones, 2007, p. 571).

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“… a “metacognitive” or self-monitoring approach can help students develop the ability to take control of their own learning , consciously define learning goals, and monitor their progress in achieving them” (Donovan & Bransford, 2005, p.
10).

“..the teaching of metacognitive skills is often best accomplished in specific content areas since the ability to monitor one’s own understanding is closely tied to domain-specific knowledge and expertise” (NRC, 2001, p. 79)

   ..assessing “states of progress relative to goals and generating feedback that can guide further action” (Butler & Winne, 1995, p. 259).
   An internal conversation led by a series of questions

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   comprehend the problem (e.g., What is the problem all about?) construct connections between previous and new knowledge (e.g., What are the similarities/differences between the problem at hand and the problems you have solved in the past? and why?) use appropriate strategies for solving the problem (e.g., What are the strategies/tactics/principles appropriate for solving the problem and why?) reflect on the processes and the solution (e.g., What did I do wrong here?
Does the solution make sense?).
(Mevarech  &  Kramarski,  1997)

Students need to develop three types of knowledge about the strategy:
   declarative knowledge (what the strategy is)
   procedural knowledge (how the strategy operates)
   conditional knowledge (when and why a strategy should be applied)
(Paris, Lipson, & Wixson, 1983)

   “The role of the teacher in modeling the metacognitive process is central in asking questions that encourage children to consider how, for example, they solve problems; why they accept or reject particular ideas; or why, perhaps, they would undertake the process differently another time” (Jones, 2007, p. 572).
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   “Do you think that your response showed your understanding of ….?
   If yes, why do you think this? If not, why do you think you did not show you understood X?”
   “ What strategy could you use to help you understand? “

   What was successful about your learning today?
   What difficulties or problems did you encounter in your learning?
   How did you manage those difficulties? Were you successful? If not, what plans do you have for dealing with them in the next lesson? Whom do you need help from?

With a partner, discuss:
•   Ideas from the presentation that will be new to many teachers
•   Questions you think teachers will ask
As a table decide which of these ideas and questions to share on Wallwisher http://wallwisher.com/wall/AFLsession8

Iowa Assessment for Learning Institute
March 11, 2010

Peer-Assessment: a process in which students provide feedback on a specific task. If the feedback is to be effective, students must have a clear understanding of the task and the criteria, that is, what they should look for in the work (NCLRC, 2008).
Peer-Assessment: peer assessment is a learning activity, instead of a scoring or ranking activity
(Sluojmans, 2002).

•   What would it look like/sound like/feel like in a classroom where effective peer assessment was taking place?
•   What might peer assessment gone wrong look like/sound like/feel like?

1. MS Foreign Language Class: http://www.teachers.tv/video/573
2.
HS Geography Class: http://www.teachers.tv/video/5419
3.
Primary Language Class: http://www.teachers.tv/video/5447

•   Discuss video clip using 3 reflection prompts on handout
•   What elements from your group’s list of effective peer assessment did you see? Are there new elements you want to add to your list?
•   What connections did you see to other attributes of
Assessment for Learning?