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= Color code: = = Juan's comments =

Alan's comments
= Notice also at the top of the page there is a tab for discussion, so discussion doesnt' have to be all in the wiki page. =

** Learning Activity: Step Two ** Experiment with the starters individually and then report your findings to your partner. Then as a pair, create //**a**// cooperative learning lesson that includes your content area. If you are placed in a mixed content area pair, design an integrated lesson. Make sure you include appropriate **//starters//**. Have one person for the group post the lesson in the Forums area of the course under Module Six Assignment One: Cooperative Learning Lesson.

=Defining the class:= 16 grade 10 students. 4 groups of 4. Otherwise have 15 students and 5 groups of 3. I want the same group to work together over a long period of time and produce a decent body of work -- reflections daily, final group assessment concerning crisis evaluation withiin their case studies. Juan mentioned a poster. The point of the asssessment is that they will have to employ skills from all 3 classes to effectively answer evaluate the crisis effect upon country gnp.

**Big Question 1:** What do you think? Does this simplify things? Or make it more complicated???? more complicated...please refer to the discussion we had in your absence. Seems like we've now agreed to use the wiki for a much shorter lesson?

=__**Steps**__=


 * Step 1:** Set up wiki: done Nice job with that, but we need to recognize our collaborative effort, please refer to the chat room conversation with Juan and David. Perhaps we can just cut and paste it somewhere. I thought the somewhere could be right here on this page so we could all work on it, then copy and past to a Word document.


 * Step 2: Limit it first introductory lesson on GDP?** Still to be agreed on. I think we talked about a 5 day lesson plan, approximately 1000 minutes, all in . It seems more than we were asked to do, but since you've done so much, I'll go with it. Actually, it is Juan who produced a 10 page lesson plan that would take a week to deliver. I'm just going with the flow. We all have different ideas about this


 * Step 3: Our Roles in creating this lesson**: still do be agreed on I think that we designed a templete that will be easy for everyone to fill in and allows for each of us to accentuate the others. I don't really like the organizational structure that you provide from step 3-7. I would like to see the ideas and lesson plan organized in a chronological way. For me, i don't begin a lesson with starter 1, starter 2, etc. I find this to be an academic exercise that should be found within the lesson plan, but not an organizational format for a lesson plan . As mentioned above, I din't mean the steps to be the plan, just a place to share our info in a way we can refer to them quicker.

Juan: GDP in terms of finance and its effect on everyday life of people David: The historical development of GNP as a measure of. . . (prosperity?) Alan: The mathematical formula for calculating GNP


 * __Step 4:__ Proposed Starters: ** Seeing them all together here can help us decide which to use, or spark new ideas. We can decide what order to put them in the lesson later. Writing starters is easier than writing a lesson. The starters don't have to be connected even.
 * || Starter idea 1 || Starter idea 2 || Starter idea 3 ||
 * Juan's ideas || **__Placement in lesson (beginning)__**

Students will be asked to get in their groups and look at pictures from three different countries namely the U.S, China and Kenya.

People doing shopping in [1] the U.S in malls, [2] China malls and hawkers and [3] Kenya hawkers only. Each picture will have how much money consumers spend.
 * __First Set of pictures:__**

1. Each student is first write what they see in the pictures and the information provided at the bottom of each picture? Discuss within the group what you saw?
 * Perception:**


 * Induction:** 2. What generalization can you make about each country’s GDP? Discuss within the group what generalization you made about each country’s GDP? **(Face-to-face pro-motive interactions)**


 * Same/Different:** 3. What are the similarities and differences each country has in relation to consumer and government spending and their respective GDP? Discuss within the group what similarities and differences you interpreted?


 * Timing: BEFORE **

What Ideas do you have that you think will make up a country’s GDP? **(Idea)** || __** Analysis: **__ How do students relate prosperity and wealth with GDP?

__**Same/Different:**__ How does is the wealth of the country reflected in the GDP? ||  ||
 * || **__Exercise 2:__** Definition of each formula

**__Click on__** []

**__Read each definition on the below topics:__** C = Consumer Spending I = Investment made by industry E = Excess of Exports over Imports G = Government Spending Underline the important words within each summary.

Can you indentify any similarities or differences between the definitions.

Summarise in one word what would best describe the definition of GDP. (**Summary question5)**

Each student needs to list down key words in that they think is important.

Formulate in your own words a definition of Consumer Spending, Investment made by industry, Excess of Exports over Imports, Government Spending, GDP

Discuss within your group the list of words that you found and WHY it was important to you in formulating this definition. (**__Evaluation question6)__**

The Group as a whole needs to formulate their own definition.

The Group also needs to choose the best definition from one of their members. Each group need to share with the class ** (Obligation to others Interdependence) ** || __**Group reports**____:__ Rather than just having each group report its how they decided on their definition by structuring the process as a poster session in which each group creates an outline or concept map.

One person from the group serves as a spokesperson, explaining the poster as the rest of the group circulates to view the other groups' posters.

In your group write the sequence of the GDP formula? **(Analysis)**
 * Timing: AFTER **

Students are required to discuss if each member in the group is actively listening, be respectful and thoughtful, communicate effectively, and be trustworthy || **__Prediction:__**
 * __TAKE TIME:__**

How would you define the GDP of a country? What other factors should be included when defining the GDP of a country? || Something on the historical perspective? || **Induction**: Ask students what they know or remember about the Soviet Union. Ask students what they know or remember about Russia.
 * David's idea

Five groups of 3 (one has 4). One expenditure type (C, I, G, X, or M) is given to each group with the instruction: List as many examples of this type of expenditure as you can think of in five minutes, have the group recorder write them on a single sheet of poster paper. Then have each group’s reader read their list to the class.
 * Same/Different**: Ask students if they know the differences between capitalist economic structures and communist ones? How are these differences the same or different from one another? || An**aysis:** What characteristics would be found in a society with a high GNP? with a low GNP?
 * Same/Differen:** How are these characteristics the same or different ? || **Prediction:** What conditions would alter a countries GDP? How might a GDP rate increase or decrease? ||
 * Alan's Idea || **Analysis Starter: (timing During lesson)**

Expenditure types: C = **Consumption** (Household and personal consumption expenditures I = **Investment** (Gross private domestic investment expenditures)  G = **Government** ** consumption ** (Government and gross investment expenditures)  X = **Exports** (Expenditures on goods and services exported) M = **Imports** (Expenditures on goods and services imported)

Assign each of the five groups a country and have them predict which type of expenditure they expect to be the highest for their country, and which to be the lowest and write a statement of how they expect this will affect the GDP of their country.
 * Juan, are these Variables defined correctly? **
 * Yes ** || **Prediction:** **(timing During lesson)**

This could combine well with the pictures activity in the lesson plan. ||  ||

__**Step 5:**__ **Proposed Power of Ones**: We just need to decide on one for each student's activity. Brainstorming the Team Name Group members are given five minutes to brainstorm followed by five minutes to reach consensus.
 * || **One product** || **One Role** || **One Material** || **One space**, ||
 * **Juan's:** || **__Ice breakers__**

Again, if tried, it is important that some guidelines be given to students on how to reach consensus.


 * __Each group activity will follow the following process:__**

A short discussion on Collaboration and Conflict Management will be introduced.
 * Each student formulates his or her answer.
 * Students share their answer within their.
 * Students listen carefully to each other’s answer.


 * Groups create a new answer that is superior to each member's initial formulation through the process of association, building on each other's thoughts, and synthesizing.
 * Each group will also reflect on the group interaction with regards to decision-making, leadership, listening, responsibilities, each students and groups product they produced – ** (Role interdependence) **

A valuable and successful team member ...  · … listens · … is open and honest · … keeps promises and commitments · … shares knowledge and experience · … offers to help others before they ask · … asks for ideas and suggestions · … accepts suggestions and feedback · … recognizes the value of others’ viewpoints and ideas · … has a “we” attitude · … has a sense of humor **Team Contract:**
 * Team Contract - A Successful team **** member ... **

Each group lists what it means to be a successful team. I will give them a list, but they may add or take away certain traits.

But they need to explain and give valid reasons why.

The teacher will give a summary of the importance of the above activities and remind them throughout the lesson by referring them to their ‘Team Contract || **__One Role and responsibilities (Power of ONE) __**
 * __ Summary: __**

> responsibilities of each role. > responsibilities for each role.
 * Each Student brainstorms the
 * The group then has to decide on set

The students are divided into 4 students per group for the second activity.

Each group consists of a student that is academically strong, medium or at a less than medium level.

Each group has to assign a scribe, the spokesperson, leader and a timekeeper.

Students are made aware that these roles assigned are rotational, and that each student must have at least acted in one role.

Each group will have a marker as well as flipchart to write on.

After each activity students are required to write three or four words down that describe the positive attributes after each activity as well as the challenges.

** Table 1. ** || **__Class materials:__** **__ (Power of ONE – Product Interdependence) __**

· 1 Computer · 1 Flipchart · 1 Marker · 1 Projector · 1 Calculator

**Classroom management strategies**: Collaborative/Co-operative Classroom strategy

Each group will sit around one desk. ** (Power of ONE Space – Environmental Interdependence) ** || poster comparing a rich and a poor countries GDP, causes, and effects? ||
 * **Davids's:** || Assessment guide

Are these not ours, the teachers' product? I thought this was what the students produce? || Assessment and evaluation is made by teachers in a group; groups are the same across all three disciplines; groups are determined by teacher input prior to project initiation || study packet which serves as a base for acquiring all information placed on board work, in reflections, etc. || portfolio ||
 * **Alan's** || One poster with two columns (one for rich country one for poor). In each collum:


 * 1) GDP calculation
 * 2) Affect on people's lives
 * 3) Historical significance

Group then presents their findings to the class followed by discussion. || __Role Responsibility__
 * **One Analyst:** Gathers groups ideas on which data to use in the calculation, organizes it and feeds that data to the writer and calculator person.
 * **One** **Writer:** writes the work neatly on poster paper.
 * **One** **Calculator:** Uses a calculator and the data to calculate the GDP
 * **One** **Checker:** Checks the work for accuracy
 * **One** **Communicator:** facilitates communication between groupmembers and presents the poster to the class || * One sheet with two sets of data.
 * One calculator
 * One poster-sized piece of paper.
 * One marker (or one set of markers) || Work around a single desk. ||
 * __Step 6:__ Three Ds**
 * || Direct: Subject matter directions || Do: The students' work || Debrief: Students relating their understanding to each other or the class ||
 * Juan's || Each group has to assign a scribe, the spokesperson, leader and a timekeeper. Students are made aware that these roles assigned are rotational, and that each student must have at least acted in one role. || Students submit a reflection paper on their group-work and experience.

After each group activity it will be submitted via blogg.

Students will also be expected in dialogue about the classroom at the end of each week.

Teacher will monitor, the blogg submission as well as sitting-in while groups discussion happens.

See the Activity Page in This Wikki.... || Students will gave access to all information.

Lesson plan

Activity List

Reading List

Assessment Guide ||
 * David's || allows groups to naturally develop roles -- no preteaching about this or directing students towards this end. Give students a clear idea of assessment tasks and team goals and allow students to direct themselves. || Teacher reviews reflections daily; provides support in the classroom by modeling one country (as each group will make a case study of their country). Students will emulate the teacher, while also finding differences related to the content specific to the case study. Teacher will keep tabs on group participation and may intervene if some students are not participating by conseling with other teachers about student first,and then working collectively to address negative behavoirs. || Materials will be provided for all to see -- thus transparent process of other class work and the teachers' assessment of each. students will have a fair understanding of the processes involved in successful team organization and production. Their own evaluations will be essential in determining the effectiveness of the assessment. ||
 * Alan's ||  || Students produce a sample GDP calculation from given data for a rich country and a poor country. And analyze the numbers causes and effects, and the historical significance.

See the **Activity Page** in this Wiki ||  ||   ||


 * Step 7: ROPE**
 * || **Resources** || **Obligation** || **Product** || **Environment** ||
 * Juan's ||  ||   ||   ||   ||
 * David's || Study packet, ohp - charts and diagrams, classroom || Assessment is based upon team result and weighed against their individual result || Groups must produce a body of work that is viewed by peers and teachers || Classtime is spent collaborating. Homework is not assigned but recommended; study packet contains an overabundance of reading material so that students know there is always more work that needs to be done. ||

//**Suggested format: I. overview -- title and general goals of assignment, introduction of students, materials, parameters, etc. **// //**II. Team contract -- Provides a student guide to the procedures and assessment of the weeks activities **// //**III. Procedures **// //**A. Day 1 -- Introduction to teamwork, contract, materials, forming of teams, assignments **// //**B. Day 2 -- 1st lesson (each discipline is different) **// GDP/GNP and the balance of payments; Case study - Soviet Union/Russia. //**C. Day 3 -- 2nd Causation and correlation -- balancing factors and understanding relationships **// //**D. Day 4 3rd **// Crisis management and the relationship of GNP/ Assessment to predict crisis upon projected GNP //** E. Day 5 -- Completion and evaluation **// //**IV. Reflection **// //**V. Supporting materials **// //**A. Study packet **// //**B. Assessment and evaluation criteria (relevant to the team contract) **// //**c. team contract **// //**In this format, then, we can write our own courses and link them. Day 1 and Day 5 is the same for all of us, as we begin and end this process with a unified position. We each write 3 lessons that are linked. materials provided should be added to this wiki, and these materials would then be collected into a curriculum. So, in the light blue is my themes, which can change if you guys alter your approach. I will provide research on GDP, and Russia/Soviet Union as an example of the research packs that would be supplied. If you have graphs or other research to add, then put it in the pack to go to each student. Each lesson should be organized as to Procedures, so any teacher can teach it. They will then be included chronologically in the outline form above. **// //**I started a new page for packet material. http://gdpcollaborativelesson.wikispaces.com/Study+packet **//
 * Step 8: Putting it all together﻿**