General Audience
The audience will consist of high school students ages 17 to 18. They attend Lithia Springs High
School and are enrolled in my Senior Advanced Placement Microeconomics course. The
Economics course is required by the state of Georgia however the Advanced Placement portion
does not have standards set by the state yet. College Board sets the outline of the course.
Problem Identification
After teaching AP Microeconomics for a year Ive noticed that students do not have the ability to
take basic concepts and apply them to answer a multiple-choice question successfully. To be
enrolled in Advanced Placement classes you are held to a higher standard and should be able to
critically think. After giving several multiple-choice unit tests during my course Ive identified
this to be the problem because they can prove to me they know the material using other
assessments. They also come to a realization of the question once we sit down and break each
question down to its basic form.
Instruction on critically thinking is needed in Lithia Springs High School because we are held
accountable for test scores to the state. I as an individual at my school am also help accountable
for high Advanced Placement scores. The students will benefit from this instruction design
because they will be able to analyze a multiple-choice question rather than face the test with a
fear of not being able to process it.
Instructional Goal
Receive a 80% or higher score on Unit Tests to come later on in the year
Achieve a score of a 3 or higher on the AP Microeconomics test
Feel more confident when taking on the task of a multiple choice test
Prior Knowledge
The consumer choice unit test was used to identify test-taking weaknesses. Students were
observed as they reviewed the test that they had taken. One on one interviews with the
learners showed that the students felt that they could have done better on their test had
they broken apart each question and applied the concepts that theyve practiced on other
assessments. A Microeconomic Pre-Assessment attained data used to assess their prior
knowledge. This data showed that 2 students out of 94 total received a score considered
to be proficient (70 or higher). The remaining students fell below the 70% mark.
The majority of learners prefer visuals to process content. This consists of pictures and
graphs to represent the material. The remainder of the students prefers a more hands on
approach. Physically creating the economical graphs and other concepts of economics
will be beneficial to them. There are very few students who prefer the auditory route but
that learning preference does exist in my target audience. They will be successful with
lecture and videos. This information was gathered from a Learning Styles Inventory done
in class.
Attitude Toward Teachers and Schools
Through my observations over the last 6 weeks, these students are very active in their
academics, extra curricular activities in school and out side of school, and seem to have a
good attitude towards their teachers.
Different learners were interviewed and asked what their attitude toward their teachers
and school was. The most common response was they respect their teachers and most are
pretty fair. All interviewees agreed that their attitude towards the school would be much
better if there was more school spirit.
Group Characteristics
The targeted audience is compromised of 48.31% black, 35.96% white, 12.36% Hispanic,
and 3.37% Multi-Racial. Lithia Springs High School as a whole is made up of 52% black,
25% white, 17% Hispanic, and 6% multi-racial. Currently 70% of Lithia Springs High
School students are on the Free and Reduced Lunch program. In order for a household of
four to qualify for this program, receiving a free lunch means that the household brings
home $30, 615 or less and to receive a reduced priced lunch the household brings home
$43,568 or less. The current average income in Lithia Springs, GA is $42, 294.
Underline
Keywords
Eliminate
Fluff
Answer question
without multiplechoice options
Identify
Vocabular
y
Graph
Apply
Concepts
Calculate
Write
down
answer
Compare/Con
trast
Application
1b
2b
1,1a, 2, 2a
Instructional
Objectives
Recall
1a
1b
2a
solve a problem.
*Basic Economic Concepts, The Nature and Functions of Product
Part V: Assessments
Lesson 1: How to answer a multiple-choice question
Objective 1: To answer multiple choice questions correctly
1a. Reading & identifying key concepts in question
1b. Answering questions as if it wasnt a multiple-choice question
Assessment: Learners will take a quiz on the process of completing a multiple-choice test
successfully.
UDL Principles: While the instructional unit is to become successful at taking multiplechoice tests, this particular quiz will be differentiated by product. The learners have the
option to take all multiple-choice, or they can take a short answer quiz.
Assessment Examples
Objective 1 Assessment
Multiple-Choice Process Quiz
Directions: Answer the following questions using the Multiple-Choice Process.
1. What is the first and most important task you should do when first looking at the
test at hand?
a. Skim question for key words
b. Read question in its entirety
c. Skip question and move on
d. Answer question without the multiple-choice options
2. In AP Microeconomics, what step should you definitely use on every question you
are presented with?
a. Applying all concepts (graphs, formulas, etc) to the question given
b. Eliminate all answers that arent the correct ones
c. A & B
d. None of the above
3. The last step in the Multiple-Choice Process is to change your answer at least
once.
a. True
b. False
4. What step comes directly before reading all of the multiple-choice options?
a. Marking out all incorrect answers
b. Reading the entire question
c. Eliminating the fluff from the question
d. Answering the question without the answer options
5. In order to answer the questions without the answer options, what must you
identify?
a. Keywords & concepts
b. Answer to question
c. Multiple choice options
d. None of the above
B
C
B
D
A
Differentiated Short Answer Multiple-Choice Process Quiz
Directions: In 2-3 sentences, answer the following questions about the multiple-choice
process.
1. Why is it important to use the Multiple-Choice Process?
2. Describe the process and all of the steps necessary to be successful on a multiplechoice test.
3. Of all the steps in the process, what is the most important in AP Microeconomics?
4. The last step in the Multiple-Choice Process is to change your answer at least
once. Is the above statement true or false? Why or why not?
5. What is the purpose of identifying the key words and concepts prior to answering
the question?
Objective 2 Assessment
Unit 3 AP Microeconomics Test
Directions: Answer the following questions using the Multiple-Choice Process.
1. The law of demand states that:
a. As price goes up quantity demanded goes down
b. As price goes down quantity demanded goes down
c. As price goes up quantity supplied goes down
d. As price goes down quantity supplied goes down
2. Suppose that goods A and B are complements and the price of good A increases.
We would then expect:
a. The quantity demanded for good B to increase and demand for good A to
increase
4. What is the likely effect on the market for t-shirts of a simultaneous decrease in
both consumer income and government subsidies?
a. An increase in both price and quantity
b. An increase in price and a decrease in quantity
c. An indeterminate effect on price and an increase in quantity
d. An indeterminate effect on price and a decrease in quantity
5. Which of the following will not cause a change in the demand or supply curve for
any good?
a. A change in consumer taxes
b. A change in taxes
c. A change in the price
d. A change in income
6. Due to massive tornado wiping out crops across the state, the price of cereal rises
drastically. As a result, what will happen to the price and quantity of milk?
a. Price decreases and quantity decreases
b. Price increases and quantity decreases
b. A shift in the supply curve from 900 units per year to 1,200 units per year
c. A shift in the demand curve from 2,500 units per year to 2,000 units per
year
d. A decrease in quantity supplied of 300 units
10. Which of the following would definitely lead to an increase in the price of milk?
a. Wages of consumers decrease and dairy farms invest in new cow feed for
cows allowing them to produce milk faster
b. David Beckham sponsors Got Milk by doing an ad and mad cow disease
infects 60% of cows
c. Price of cereal increases and producer taxes on dairy farmers increases by
10%
d. Population of babies in Dairy Land decreases and subsidies for dairy
farmers were removed after the budget cuts were made.
Unit 3 AP Microeconomics Test Answer Key
1. A
2. C
3. B
4. D
5. C
6. A
7. D
8. B
9. A
10. B
Differentiated Unit 3 AP Microeconomics Test
Directions: Use the link below to access audio of the Unit 3 AP Microeconomics Test.
You may use a scrap piece of paper to do any work. Please submit your scrap work by
scanning in your work to gain credit for getting the question partially right.
http://youtu.be/VkmvmHVPWSU
Differentiated Unit 3 AP Microeconomics Test Answer Key & Rubric
1.
2.
3.
4.
A
C
B
D
5. C
6. A
7. D
8. B
9. A
10. B
Description
Read simplified questions & Identify key words
Answer non-content related questions in short answer form
Identify correct answer from a list of multiple choice answers
Answer content related questions (Unit Test)
The sequence was generated based on the idea that practice makes perfect. The learner
will follow the sequence online as if a teacher was guiding them through it in a face-toface setting. This instruction will provide feedback as they work their way through the
module allowing the learner to correct anything or gain further understand of the concept
being practiced.
Lesson 1: How to answer a multiple-choice question
Obje
1
1
1
2
Venn Diagram
Pro/Con List
Write a blog
Instructional Strategy
Objective 1a: Step 1:Read multiple-choice questions and identify keywords by
documenting anything of importance stated in the question.
Objective 1b: Step 2: Solve for the questions in step 1 using concept application.
Objective 1b: Step 3: Use the answers from step 2 to identify the correct and incorrect
answers in questions from step 1.
Differentiation Steps 1-3: Printable version is provided for ability to physically
underline key words or highlight main concepts. Hints can also be given to help
guide in the solving of the problems without the multiple-choice options.
(Opfermann, Gerjets & Gerjets)
Summarizing Strategy
Reflect on the importance of following a step-by-step process when answered a multiplechoice question.
Reference List
Opfermann, M. O., Gerjets, P. G., & Gerjets, P. G. (n.d.). Proceedings of the 23rd annual
ascilite conference: whos learning? whose technology? . Retrieved from
http://www.ascilite.org.au/conferences/sydney06/proceeding/pdf_papers/p89.pdf
Rittle-Johnson, B. R., & Star, J. S. (2007). Does comparing solution methods facilitate
conceptual and procedural knowledge? an experimental study on learning to solve
equations. Journal of Educational Psychology, 99(3), 561-574. Retrieved from
http://itp.wceruw.org/Fall 09 seminar/Rittle-Johnson&Star-07.pdf