24 Jun Three Economic Systems Example: Motivator: Have student volunteers com
Three Economic Systems Example:
Motivator: Have student volunteers come to the front of the room and discuss what they already know about Communism, Socialism, and Capitalism. Discuss.
Connector: Students will be starting a unit on the Cold War.
Relevancy: What influences did Communism, Socialism and capitalism have on the world economy and international politics?
Example Anticipatory Set: Money Choices.
Anticipatory Set: Money Choices
(Connector) Show or display a $20 bill and ask the students what choice they would make with the $20 bill if it were given to them. Ask students if they ever receive gifts of money for holidays or special occasions, or if they have other sources of income such as an allowance or part time jobs. Discuss Income briefly with students and ask what they usually do with their own money.
(Motivator) Explain to students they will learn the basics of a budget and will hopefully result in them being able to successfully manage their own money in the future. Group students into groups of four. Hand out Creating a Spending Plan and ask students to read and underline or highlight the importance about savings and a spending plan.
(Relevancy) Why save money? What are some benefits and costs of savings? What is a possible opportunity cost (the next best alternative you give up) of saving? Why should it be the first consideration to pay yourself first?
My anticipatory set addressed the needs of a global learner by showing my students an actual $20 bill. Students were then able to relate how they would spend a $20 bill using real life scenarios. Students were then grouped into groups of four reading a hand out on the importance of saving money. By doing this, students were able to highlight important facts together and understand how a little can go a long way.
Differentiated Classroom rewrite to include more information for the traditional learner.
The three insights that I have gained about the differentiated classroom that are different from the traditional classroom are: first, teachers in differentiated classrooms begin with a clear and full-bodied sense of what constitutes commanding curriculum and engaging instruction. Second, teachers in differentiated classes use time appropriate, call upon a range of instructional approaches, and become educated with their students so that both what is learned and the learning environment are molded to support the learner and learning. Third, differentiated classrooms exemplify common sense. The consistent flow of thought in a differentiated classroom is this: a cultivation environment encourages learning. The quality curriculum requires clear and consistent learning goals used in ways that engage
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