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Trade, Currency

and

Future Economic
Directions
Year 10 Unit of Work

Student: Kristen Atkinson (s12049122)

Course: EDED20491- ICTs for Learning Design

Term: Term 1 2017

Course Coordinator: Wendy Fasso

Assessment item: Task 2

Due Date: 2 June 2017

Word Count: 7,392

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Weebly Blog: http://krisatkinson.weebly.com/

The mini unit of work is named Trade, Currency and Future Economics Directions. This unit will be
taught to a Year 10 Business class. The unit will last for 4.5 weeks as there will be 9 lessons of 70
minutes duration.

Scoopit Influence
Source: https://globaldigitalcitizen.org/critical-thinking-skills-cheatsheet-infographic

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The Scoopit influence is an article titled The Critical Thinking Skills Cheatsheet. The inspiration to
use this medium is centred around the influence it will have on the students capacity to broaden
their knowledge of economics and think creativity. This unit will provide more than economic
knowledge and it will be engaging, as the students can use Information Technology and
communication. As part of the learning experience they will be required to locate document, find
economic data to be used to create justifications for their answers, do independent research tasks
and create an assessment piece using different types of ICT to present their findings.

According to the Australian Curriculum, Assessment and Reporting Authority (ACARA):

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Critical thinking is core of most intellectual activity that involves students learning to
recognise or develop an argument, use evidence in support of that argument, draw
reasoned conclusions, and use information to solve problems. Examples of critical thinking
skills are interpreting, analysing, evaluating, explaining, sequencing, reasoning, comparing,
questioning, inferring, hypothesising, appraising, testing and generalising. (Australian
Curriculum, Assessment and Reporting Authority, n.d)

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ICT Map
Literacy
From General Capabilities Comprehend and compose texts through various methods of
listening, reading and viewing.
Low end pedagogy Explicitly teach this element of literacy purposeful selection of
modality of communication for purpose and audience.
High end pedagogy Provide opportunities for students to make decisions about complex
information, and to select and communicate with a nominated
audience in self-selected and relevant ways.
Links to pedagogy Student Direction:
Students decide the topic they want to research and choose the
response method to give the response in the method they feel most
confident.
How students learn best:
Find out how student learns best and give students options to learn in
different modes ie. Visual can watch a recording or audio if listening.
This can provide flexibility.
Cultural knowledge:
From a global context have students research how other cultures
conduct business. Students may find some ethical issues that may arise
i.e bribery.
Deep knowledge and higher order thinking:
Students research a topic they enjoy and pose an issue of their
choosing to respond to by using methods of cost benefit analysis,
predictions or make a recommendation and justify why they have
decided to proceed with this recommendation.
ICT Connections Students will need to be at a level to use ICT, so this requires a check
of their ICT capabilities. An explicit teaching method is required for
new ICTs so that all students understand, also explain what the
consequences are of not using the ICT correctly
In my classroom/unit Have students complete different research tasks throughout the unit.
Students will have different drivers that stimulate their interests so
have students complete their own research on inequality and reflect
upon cultural differences. Use audio to provide a response that
modifies the original task into a more exciting higher order thinking
task. The summative assessment task of completing a Prezi is a
different task to the audio task as students will need to use a different
mode. Students should think about their topic and consider the
limited words that can be used in a Prezi. Students will be shown how
to us the Prezi before having to use it for their assignment. The Weebly
will be used as the main medium for their journey in this unit as this
will formulate most of the formative assessment.

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Numeracy
From General Capabilities Interpreting data, diagrams, relationships and make calculations to
generate statistics, estimations and use money.
Low end pedagogy Teacher base learning for students to understand different types of
data and their meanings. Then use explicit teaching to give students
examples of completing calculations from data and then have them do
it themselves
High end pedagogy Student will be required to find data from different sources and use it
to complete calculations. Create a task where the students can
compare statistics between two different economic and have them
explain the differences in a method of their choosing.
Links to pedagogy Student Direction:
Students will decide on a topic and then research to find the data and
complete calculations.
How students learn best:
Students can deliver their findings in a way they feel most comfortable
with.
Cultural knowledge:
Within their research, the students may find cultural reasons as factors
for their results,
Deep knowledge and higher order thinking:
Students research a topic they enjoy, find the data and complete the
calculations. From their understanding of their results, students will
make findings and recommendations with assumptions and pose
further questions that need investigating.
ICT Connections Ensure that all students know where to locate data, how to navigate
the site and how to download information. The information
downloaded will be required to be correlated so calculations can be
completed. Some students will have difficulty with presenting their
findings so further instruction by the teacher in an explicit teaching
style may be necessary.
In my classroom/unit Students will be taught how to use the World Bank data so that they
will be able to create graphs and embed them into their Weebly. The
students will be expected to interpret and explain details of the graphs
and compare this to other nations.

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Critical and Creative Thinking
From General Capabilities Inquiring on an issue by following a method of identifying,
organisation, clarifying, exploring, processing, providing
recommendations, seeking alternatives and reflecting. Also ensuring
that knowledge can be transferring to other problems into the
future.
Low end pedagogy Teacher instructs the students on the different methods of problem
solving and in an explicit learning method coach the students with an
example of problem solving.
High end pedagogy With a student lead approach, students will decide the process of
solving an issue by drawing upon the knowledge of conducting
problem solving. Students will need to research and use their skills to
provide wide reaching recommendations which take into account
different factors and stakeholders.
Links to pedagogy Student Direction:
The student makes the decision on the best way to solve the problem
by using the correct problem solving method and researches the
problem and provides the solutions with evidence. The presentation of
results will be in a manner suitable for that problem.
Problems are real and relevant to students:
Students will decide upon the topic that is relevance or of interest to
them.
Problems are complex and require deep thinking:
The problem is required to be challenging but not at a level that
discourages the student to take part.
ICT Connections Students can document their learning journey online. Uses of different
ICT tools can be used to present the process of obtaining data,
showing their calculations and justifying their reasons and reflecting on
the journey. It may be possible that the creative thinking can be shared
with peers and may be globally. The teacher will need to use different
approaches and take into account different abilities of students, to
ensure the student feels comfortable knowing they can use these tools
in their investigation and presentation.
In my classroom/unit In the summative assessment task the students will research a topic of
their choice, where they will need to complete a cost benefit analysis
and determine recommendations to solve the problem. The
assessment is a critical thinking task. They will use a range of ICTs
including Prezi, World Bank data that requires Microsoft Excel to make
graphs and Internet research to complete.

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Ethical Understanding
From General Capabilities Social Management by making decisions
Low end pedagogy Teacher focused learning on different techniques people use to make
decisions and it needs to be explained that different situations require
different strategies.
High end pedagogy With student focused learning, provide students with different
problems and have them explain how they can solved the issue
(process) and justify their decision.
Links to pedagogy Student Direction:
Students decide the topic and complete the decision making in a way
they feel comfortable.
Cultural knowledge:
When deciding on the solution take into account the cultural diversity
and impacts that it will make upon others.
Deep knowledge and higher order thinking:
Students research a topic they enjoy and make recommendations
taking into considering different stakeholders, using a method suitable
to that task.
ICT Connections This will require the use of many ICT tools, therefor the teacher may
need to instruct the students on how to use the critical tools required,
before the students start the task. The teacher is required to
understand each students ability with ICT tools and if required to
intervene and find a substitute tool to complete a certain task.
In my classroom/unit The use of an image for the students to use as a stimulus, to complete
research on inequality so they can compare that to their own country.
This is a critical thinking activity.

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Intercultural Understanding
From General Capabilities Exploring rights and responsibilities by considering consequences and
reflect on that decision.
Low end pedagogy Teacher focused pedagogy of understand what is culture and the rules
for being respectful to others.
High end pedagogy Student focused learning as the student will research a different
culture from many different sources. The student will research how
that culture does business and find a creative way of explaining the
findings.
Links to pedagogy Cultural knowledge:
Through research they have conducted students will find out how
different cultures conduct business.
Student Direction:
Students decide the topic that will interest them to research.
Deep knowledge and higher order thinking:
From the investigation the student has carried out, justify how they
can solve an ethical problem and share this with others for more
collaboration.
ICT Connections Internet research to find specific information is a skill that needs to be
grasped using an explicit teaching method, so students will understand
where to find the information they require.
In my classroom/unit Use an image so students can create a stimulus to then complete
research on inequality. The students can then compare that to their
own country. Student s will then consider what actions that different
stakeholders can do to eliminate inequality in society.

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Intercultural Understanding
From General Capabilities Recognizing culture and being respectful by exploring other cultures
beliefs and identities.
Low end pedagogy Teacher focused pedagogy of understanding what is culture and the
rules for being respectful to others.
High end pedagogy Student focused learning, as the student will research a different
culture from many different sources to understand how they do
business. Students will find a creative way of explaining how that
culture carries out business.
Links to pedagogy Student Direction:
Students research a culture they enjoy and provide their response in a
medium they prefer.
Cultural knowledge:
By providing a more inclusive classroom, students will learn about
many different cultures and will understand how other cultures can
help and be beneficial to students.
Deep knowledge and higher order thinking:
Students researching a culture they enjoy, will have a positive outcome
as they will be interested and creative in their work.
ICT Connections Internet research to find specific information is a skill that needs to be
grasped using an explicit teaching method, so students will understand
where to find the information they require.
In my classroom/unit As Asia is a main focus due to being a cross curricula priority for
ACARA, students will choose three Asian countries to research. The
students will use World Bank data and write into their blog the largest
exports of each country. Students will then discuss similarities or
difference between each nation. Students will also discuss possible
reasons why that country exports those particular items to other
nations.

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ICT Tools
Tool Who Uses the Tool Reason
Interactive Whiteboard (IWB) Teacher, students Use as the medium to show the videos,
when requested by Powerpoint, internet and Prezi in class
teacher teaching. The students can use the IWB
when asked to write or point to
something on a graph.
Weebly Teacher and students Blogging platform where students will
embed their graphs, audio files and
Prezi. Students will write their responses
to questions set by the teacher and also
reflect on their journey.
Audio Equipment (Hand held Students Use in the task of talking about
digital recorder) inequality.
Audio Equipment Software Students (Teacher to Students will need to edit and save the
help students) audio file and embed that in their blog.
Powerpoint Teacher Supports the teaching in lessons by
providing the major points and other
images for students to discuss in their
lessons.
Prezi Students (Teacher will Used in the summative assessment task.
explicitly show This is possibly a new ICT that students
students how to use have not used and may give them
Prezi before another option to use other than
assignment) Powerpoint.
Wiki Students (Teacher will Students will have their group
explicitly show assignment content including journals in
students how to use their Wiki.
Wiki before
assignment)
Internet Teacher and students Used in all classes for research, access
online content when required and to be
able to access the Weebly.
Quizlet Students (Teacher to A quiz for students so that a teacher can
prepare) use to check for students understanding.
(Formative assessment)
Email Teacher and students Have the lesson plan emailed to
students before the lesson starts and
allows students to contact the teacher
away from class.
Computers Teacher and Students Required for internet, Email, Interactive
Whiteboard Software, Powerpoint,
audio software, Quizlet and Weebly
Images Teacher and Students Use in lessons to be a stimulus activity
and for student use in Weebly and Wiki
group assignments.

Whiteboard and whiteboard markers are not ICTs however if the interactive whiteboard fails there
is a need for a backup in the classroom.

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Lesson Sequence
Lesson 1: Australian and Asian Trade

Lesson Goal: Discover what Australian and other Asian countries largest export goods and
services are and their destination.
Equipment Required: Interactive Whiteboard (IWB), whiteboard, whiteboard pens, computers,
internet rrowser, Weebly for blogs, Microsoft Excel, Email.
Lesson Sequence: Have lesson plan written on the board ready for class. Email has been
sent to students before class.
Have student move to the front of the classroom and complete an
activity on the whiteboard. The students will be asked as a group to
come up with the ten (10) highest exported goods and services and
the ten countries that Australia export to the most.
Students go to their computers and log in to their email account and
open the lesson plan which has been sent. This will have a link to
creating a blog using Weebly and instructions on how to setup the
blog and how to use it. Teacher will ensure all students have the blog
setup before moving to the next task.
After setting up the blog, students will be set a task to find out from
the World Integrated Trade System (on the World Bank website), the
exports of three (3) countries in Asia with the largest exports of goods
and services. The students will then discuss the similarities and
differences between the nations on their exports. As this would be a
new website the teacher will need to show the students how to use
the website first. Once this has been accomplished the students will
complete the task themselves. The task would include embedding an
excel file into their blog and create graphs to post on their blogs. The
answers are to be typed into their blogs. It would be clearly explained
that the students need to complete this task in a certain timeframe
and the teacher will give feedback on their blogs before next class.
Recap of the lesson to ensure plough back to the lesson goal.

Lesson 2: Trade Agreements

Lesson Goal: Students learn about Trade Agreements Australia has with other nations.
Equipment Required: Interactive Whiteboard (IWB), whiteboard, whiteboard pens, computers,
Weebly for blogs, internet to show videos, Email
Lesson Sequence: Have lesson plan written on the board ready for class. Email has been
sent to students before class.
Students will be told to come to the front of the class for recap of
previous lesson and discuss any feedback as a group and if required
relearn certain aspects.
Introduce the topic of Trade Agreements with a video.
https://www.youtube.com/watch?v=-IW8ZzY3xt8
Show student how the Free Trade Agreements are helpful to
Australia.
http://dfat.gov.au/trade/agreements/Pages/benefits-of-ftas.aspx

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Explain Protectionism using another video (Mindlever video) and
classroom discussion why Donald Trump supports Protectionism.
As students have lesson plan email, they will have links to complete
some tasks provided in the email. Students will have pre-determined
questions to complete relating to the USA and Japan free trade
agreements that they should have read, found at:
China: http://dfat.gov.au/trade/agreements/chafta/fact-
sheets/Pages/key-outcomes.aspx
Korea: http://dfat.gov.au/trade/agreements/kafta/fact-
sheets/Pages/kafta-a-snapshot.aspx
http://dfat.gov.au/trade/agreements/tpp/outcomes-
documents/Pages/outcomes-at-a-glance.aspx , the answers will be
required to be written in their blog.
Five minutes before end of class have a recap of this lesson and
remind the students this task must be submitted before a require
time.
Students will submit their answers and teacher will make comments
in their blog before the start of the next lesson.

Lesson 3: Currency

Lesson Goal: How does currency affect trade between countries and how to use World
Bank data.
Equipment Required: Interactive Whiteboard (IWB), whiteboard, whiteboard pens, computers,
Weebly for blogs, Email
Lesson Sequence: Have lesson plan written on the board ready for class. Email has been
sent to students before class.
Students arrive and sit at their computers and then will be told to
come to the front of the class for recap of previous lesson and discuss
their feedback as a group and if required relearn certain aspects.
Introduce the topic of currency. The teacher will ask the students
questions about the origin of certain goods like mobile phones,
clothes, white goods and other imports and the possible reason why
they are imported from those countries. Teacher will draw some
diagrams on the board to show if exports and imports are an
advantaged or a disadvantaged due to where the current currency
position sits.
More terms will be explained including appreciation and devaluation
of the economy and how that affects different sectors of the
economy.
Ask the students why certain currencies are traded more frequently.
(Use graph 10 from http://www.rba.gov.au/mkt-operations/ex-rate-
rba-role-fx-mkt.html).
Explain the role of the Reserve Bank on currency in Australia.
The lesson plan will have included links so students will have been
able to read some documents. There will be pre-determined
questions students will be required to answer in their blog. Link for
the reading is http://www.rba.gov.au/mkt-operations/ex-rate-rba-
role-fx-mkt.html
Students are required to post graphs of different countries exchange
rates into their blog.

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Five minutes before end of class have a recap of this lesson and
remind the students that the task must be submitted before a
required time.
Students will submit their answers and teacher will make comments
in their blog before the start of the next lesson.

Lesson 4: Gross National Product (GDP) and Gross National Income (GNI) will become a pair task to
combine prior learning and skills.

Lesson Goal: Students learn about Gross National Product (GDP) and Gross National
Income (GNI) and complete a pair task to combine their skills and knowledge
learnt to date.
Equipment Required: Interactive Whiteboard (IWB), whiteboard, whiteboard pens, computers,
Weebly for blogs, internet to show videos, Powerpoint and Email.
Lesson Sequence: Have lesson plan written on the board ready for class. Email has been
sent to students before class.
Students arrive and sit at their computers and then will be told to
come to the front of the class for recap of previous lesson and discuss
their feedback as a group and if required relearn certain aspects.
Teacher to show the class how to locate and use World Bank Data.
Explain to students that this will be used for this lesson and
assessment. There is a lot of data in this resource so will require
through explanation. Will have the students download the
documents for Australia and embed this in their blog.
Introduce the topics of Gross Domestic Product (GDP) and Gross
National Income (GNI).
The pair task is to complete a small critical thinking task with the use
of Powerpoint. Students will have been emailed before class the
names of some countries with major reliance on one export. Students
will create a Powerpoint depicting graphs and explain the negative
outcomes on relying on only one major export. Some analysis on that
country will be required along with some suggestions on how that
country could diversify its economy and other strategies.
Five minutes before end of class have a recap of this lesson. Students
will be made aware that the Powerpoint has to be embedded in their
own blog. Students will be informed of the due date of the
Powerpoint and will be given feedback on the task in near future.

Lesson 5: Inequality

Lesson Goal: Students learn about inequality of income and strategies that everyone can
do to improve the situation.
Equipment Required: Interactive Whiteboard (IWB), whiteboard, whiteboard pens, computers,
Weebly for blogs, audio equipment, Email
Lesson Sequence: Have lesson plan written on the board ready for class. Email has been
sent to students before class.
Students arrive and sit at their computers and then will be told to
come to the front of the class for recap of previous lesson and discuss
their feedback as a group and if required relearn certain aspects.
Prepared multiple choice questions on the IWB and have a student

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come to the front for each question. The student will circle a
response on the whiteboard and this will establish previous lesson
learning and retention.
Inform the students How many peoples wealth is as much as half of
the poorest people in the world?
https://www.oxfam.org/en/pressroom/pressreleases/2017-01-
16/just-8-men-own-same-wealth-half-world
Explain the article to the students with the findings and discuss how
this makes them feel.
Show a picture of a favela next to two big houses. Ask students to go
on the internet and research ways to improve equality by
governments for their citizens.
After giving students time to do research, ask the students to do an
audio blog on how they will implement solutions on inequality. Have
the students explain their reasoning and ask if it is practical in the real
world to implement their solutions.
Five minutes before end of class have a recap of this lesson. Students
will upload the audio and the image of the favela to their blog before
finishing class. Teacher will make comments in their blog before the
start of the next lesson.

Lesson 5: Dutch Disease, Quizlet and Question and Answer Session

Lesson Goal: Students learn about the economic term Dutch Disease and create
Equipment Required: Interactive Whiteboard, whiteboard, whiteboard pens, computers and
Quizlet.
Lesson Sequence: Have lesson plan written on the board ready for class. Email has been
sent to students before class.
Students arrive and sit at their computers and then will be told to
come to the front of the class for recap of previous lesson and discuss
their feedback as a group and if required relearn certain aspects.
Explain the economic term Dutch Disease. This will take time as it
draws in various learnings from previous lessons.
Students return back to their computers and complete the multiple
choice test on Quizlet to ensure understanding of these concepts.
Have the students move to the front of the class and hold a Question
and Answer session to review students learning from the past five
lessons. This will ensure students are prepared for the summative
assessment task.
Five minutes before end of class have a recap of this lesson and
discuss the process of the assessment task.

Lesson 6: Summative Assessment Task

Lesson Goal: Students will start working on their assessment task


Equipment Required: Interactive Whiteboard, whiteboard, whiteboard pens, computers, projector,
Prezi
Lesson Sequence: Have lesson plan written on the board ready for class. Email has been
sent to students before class.

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Students arrive and sit at their computers and then will be told to
come to the front of the class for recap of previous lesson.
Teacher will explain the assignment in detail to the class. The
assessment will require the students to create a Prezi in relation to
the assessment question and how to setup a Wiki. The Prezi, audio
file, journals and report will be located in the groups Wiki when
completed.
The teacher has selected the groups and now students will be
instructed to sit with their relevant group.
The teacher will show students how to create a Prezi and Wiki by
explicit instruction. Once this has been explained each group will
complete the setup of the Wiki and create the first part of their Prezi.
The teacher will answer questions from students in regards to their
assignment so as there is full understanding of the assignment
requirements.
Five minutes before end of class have a recap of this lesson and
inform the students that their assignment is due at a certain date and
students will work on their assignments in the next class.

Lesson 7: Summative Assessment Task

Lesson Goal: Students will start/continue working on their assessment task.


Equipment Required: Interactive Whiteboard, whiteboard pens, computers, Prezi, audio
equipment.
Lesson Sequence: Have lesson plan written on the board ready for class. Email has been
sent to students before class.
Students will go to their groups and work on the assignment.
Techer will walk around the classroom and answer questions from
the students in regards to their assignment so as there is full
understanding of the assignment requirements.
Five minutes before end of class have a recap of this lesson and
inform the students they have two more lessons to work on their
assignment.

Lesson 8: Summative Assessment Task

Lesson Goal: Students will continue working on their assessment task.


Equipment Required: Interactive Whiteboard, whiteboard pens, computers, Prezi, audio
equipment.
Lesson Sequence: Have lesson plan written on the board ready for class. Email has been
sent to students before class.
Students will go to their groups and work on the assignment.
Techer will walk around the classroom to answer questions of the
students in regards to their assignment so as there is full
understanding of the assignment requirements.
Five minutes before end of class have a recap of this lesson and
inform the students they have one more lesson to work on their
assignment.
Lesson Goal: Students will continue working on their assessment task.

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Lesson 9: Summative Assessment Task

Equipment Required: Interactive Whiteboard, whiteboard pens, computers, Prezi, audio


equipment.
Lesson Sequence: Have lesson plan written on the board ready for class. Email has been
sent to students before class.
Students will go to their groups and work on the assignment.
Techer will walk around the classroom to answer questions of the
students in regards to their assignment so as there is full
understanding of the assignment requirements.
Five minutes before end of class have a recap of this lesson and
inform the students they have to hand in their assignment on a
specified date.

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Pedagogy
To build scaffolding to the summative assessment students need to be firstly engaged in the learning
process, as students who are bored or uninterested in learning are disengaged in learning. (Subban,
2016) Therefore, it is necessary to have activities that are relevant and fun for students. Using ICTs
or technology in a classroom can provide a classroom that is engaging for student learning and this
should lead students to participate in classroom activities. (University of Washington, n.d)

In many of the activities in this unit students are using ICT for their endeavours. In this unit of work
students participate in classroom activities through using Powerpoint in a speech, writing on the
interactive whiteboard to show understanding of a recession and exhibiting knowledge about a
graph through actions. Individual tasks during the unit use many ICTs to engage the student where
they create graphs, written and audio texts and presentation. The use of Weebly and Wiki allows a
different dimension of active learning as this allows the students to share the learning with others
and provide feedback to the student in a timely manner.

The approached used for the summative assessment is a Problem Based approach which is student
focused, researched focused and completed in group work situation similar to a workplace
environment. This is can be viewed as similar to a real life situation, where the students do not have
all the information required to complete the task, so research is required. (University of Adelaide,
2000)

The first step is to find out what we do know and a mapping tool can be used to complete this step.
The second step is to write the problem out in terms the students understand and ensure the
teacher provides feedback to the students. This is followed by working out possible solutions and
ranks them in order, then list the actions and what tasks the students need to complete and by
whom. Complete the research required and write up the solution, ensuring recommendations are
completed which explain the rationale behind the decision. The final step is to reflect on the whole
project which could include failure.

In the summative assessment task, the groups can choose from a range of topics that allow for
choice in their assignment. The task is to look at a major industry in Central Queensland and it is
assumed the industry is in a downturn. The students need to research the industry chosen and find
out how important it is to the local economy and give recommendations on how that industry and
different stakeholders in the community could improve the local economy. There are three parts to
the assignment including a Powerpoint presentation, audio response and a written report. This
work is completed as a group and each student for homework write a reflection on their group Wiki,
which will have all the documentation for their assignment. The students have some knowledge
about exports, trade agreements, currency, inequality and its affects and the Dutch Disease, from
knowledge obtained during the unit. Students will need to expand their knowledge through
research for their assignment, especially on how governments can help with a struggling economy.
This assignment is designed to encapsulate all of the skills they have learnt in the unit and be
transferable to other subjects and for their future everyday life.

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Learner Profile and Experience
Learner Profile

I am George. I am a Year 10 student. I have a logical mindset however I need to develop some
creative skills. I have an interest in finance hence why I choose Business Studies as an elective
subject. I do achieve high grades in maths, however in English I only obtain average achievement
levels, therefore anything with numbers I succeed at and believe that this subject is all about
calculations.

Learner experience

Lesson 1

I enjoyed this lesson for many reasons. Firstly, I was not aware of the 10 main products Australia
exports. My region supplies some of the top export products, Coal (2nd), Natural Gas (3rd), Tourism
(4th) and Education (5th). These industries are located in my local area and I was unaware how
important my local region is to the Australian economy. I was able to learnt this through interactive
the use a Weebly. I am not the biggest fan of writing in general, as my English is not my strongpoint,
as using pen and paper my thoughts get messed up and therefore I waste a lot of time. I want to be
a creative person and the Weebly allows for me to personalise the layout of the blog, thus I feel
engaged and challenged. I can receive feedback which I can read plus share this blog with anyone. It
is great to know that it is easy to use thanks to my teacher, who took the time to show me how to
use Weebly and now I can show others how to create a Weebly. I learnt to write into my blog and
publish it, plus added a graph and it looked spectacular. It was so much better than drawing it or
having it printed out as I would have most probably thrown it away. My blog looks great and I even
added graphs to my blog and share it with my classmates and possibly other people around the
world. As I like my blog so much I will spend more time improving it and learning about the different
features at home.

Lesson 2

I enjoyed the video on Trade Agreements as I am a visual learner and this is better than my teacher
just lecturing us or using Powerpoint. The video helped me to understand the concepts far better
and the teacher paused the video at times to explain some concepts in further detail. I am adding
more to my blog today and this will occur over time (Constructing Theory). I learnt some new terms
like tariff and free trade which does not always benefit everyone. I am now spending a lot of time
on my blog. As my writing is not my strongest point, the answering of questions relating to the
Trade Agreements is a challenge, but I am fortunate I can type rather than use pen and paper and I
can talk to my friend about the answers. I write the answers in my blog and my teacher provides
feedback so I can improve my writing skills and see if Im on the right track.

Lesson 3

I have started to receive some comments from other students about my blog (Connectivism Learning
Theory) and I am excited about that. I thought that graphs were only used in maths and science, but
they are also used in business. I like seeing all the numbers which I understand really well, especially
the percentages and the use of graphs and it is a great way to understand the information. I did not

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know the effect that currency has on the cost of goods and services that my family buys, including
my mobile phone, TV and family car. It would seem best to buy these goods when the Australia
currency is high as we import these items from overseas. I was very surprised how much currency is
traded in the world daily. The videos are very helpful for me to understand what I need to learn in a
fun way. I continue to write in my blog and the feedback from my teacher is really helping me learn
and the teacher is happy with my progress.

Lesson 4

I downloaded data from the World Bank website and there was so much information, it was a
treasure trove of information. My teacher explained each step in detail by showing us all how to do
the activity first before we did the activity ourselves (Explicit teaching). We all were able to find the
relevant data required and were able to create a graph using Microsoft Excel, from the relevant data
and then embed the graphs as pictures to my blog. I researched the country Libya in Africa by
looking up different internet sites and found out it is an oil dependant country. The country needs
to look at diversifying the economy and find another reliable industry, as one day the oil supply will
run out. I wrote that into my blog and along with the graphs I created and now my Weebly looks
great. I feel like I have achieved something big and as I continue to read other students Weebly and
see what they done and learn about other countries, it is so interesting. I will wait for my teachers
feedback.

Lesson 5

I did not know the worlds top eight richest people own as much as the bottom half of people in the
world, this is so unfair. I also learnt that a favela is a poorer area of a city in Brazil. Seeing that
photo of two mansions with tennis courts, pools and a big wall next to a favela is strange and unjust.
You do not see this in Australia. Governments and people in general need to do something, possible
by creating jobs and creating more public housing could help to improve the situation. Today was
the first time I used a sound recorder. Hearing my own voice played back to me was so strange and I
learnt from using the software that I could embed my speech in to my Weebly. That was exciting
and now I can share this with the class and I can listen to everyone elses responses on their Weebly
and I can also leave them feedback. Some of my classmates having to wait to use the recorder
caused lots of noise in the room and started a few arguments. Eventually we completed the activity
and I listened to other students ideas and received feedback from my teacher which I then wrote in
my blog.

Lesson 6

Today it was a lesson where the teacher basically did teach the whole lesson. It was fun to find out
how to create the Prezi and a Wki. It is great to learn something new and especially as I have seen
so many Powerpoint presentations, so using a Prezi as a Powerpoint alternative and a Wiki is great
for group work and is a great alternative. I am a little scared with speaking in public or to large
groups of people, but as the assignment is group work it is good to know another student can do
that. I like my group as I have my good friend Jack in the group and I get along well with the other
two students. The teacher has given us a wide variety of topics to choose from for the assignment
and the group has decided to chose Coal as the topic. We have chosen to complete the map at the
start of the next class.

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Lesson 7

As a group we completed the map in the class, allocated research questions to all the members and
worked on the assignment. The Prezi has started to take some shape and we talked all through the
class on different ideas and we worked well as a group today. More to do and I noted this in my
journal. In regard to the Wiki the group has decided that we all should have access as members and
changed the settings so no other people can view the Wiki except for the teacher who can check on
our progress.

Lesson 8

We have completed the Prezi and audio segment of the assessment. It was a little difficult in
completing the Prezi, so we asked the teacher for some help and managed to complete the Prezi and
post this to out Wiki. The fun part of the lesson was completing the audio task. All members of the
group had a go including myself to try and build some confidence in speaking. We used the software
and embed the audio file into the Wiki. Now as a group we have to write a report and my section is
the recommendations. That is the last part of the assignment.

Lesson 9

As a group we worked so well that we were able to complete the whole assignment in this class and
hand it in to the teacher, it is a great achievement by our group members. Our recommendation is
for long term stability the governments should look at bringing/sponsoring/ subsidising another
industry to Central Queensland. The wiki looks exciting with an audio file, Prezi, journals and written
report in an Adobe file located in the Wiki. This has been a fun unit, especially working in a group on
multiple occasions, learning so much about business and economics and learning new technologies
which will help me in the future.

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Legally, Ethically and Safely
Throughout the unit the students will be using different ICT tools and will be required to be using the
tools legally, ethically and safely at all times.

The use of a computer in a lesson is a continual risk to the school and the student. The teacher
needs to be explicit in their instructions by visually modelling the correct use of the tool before
letting the students use the equipment. A classroom discussion with the teacher is a suggested
action, as the teacher can facilitate a discussion on what is the inappropriate use of a specific tool
and what are the consequences of inappropriate use. The consequences of inappropriate use
include banning the student from using the tool. A teacher will need to monitor the use of the tools
constantly to reduce the risk of inappropriate or unethical use of the tools.

Examples of issues that could arise and should be explicitly discussed with students:

swearing while using the audio equipment;


throwing the digital recorder at other students, as that could injure a student; and
rude or inappropriate photos being downloaded to students files and or being used in a
Weebly, Wiki, Prezi, Powerpoint or general coursework.

When students are working on their assignment the students will need to reference their work when
sourcing ideas from other people.

Networking
A requirement of ATSIL is teachers must engage in professional learning. There are many ways to do
this which include going to Professional Developments (PD) days, but that might not allow a teacher
to be up to date with the best practices. Teachers should additional other ways to build their
knowledge and professional skills.

On the ATSIL website there are links to a magnitude of different networks that teachers can join. As
I will become a business teacher the Business Educators Australasia Inc. (BEA) would be an
appropriate organisation to become a member of, as they provide news, events and resources that
can help with pedagogy.

Another way of networking is by using Scoopit which can provide content that is relevant to a topic
area that you have an interest in.

Other Peers Scoopit Sharing of ideas

9 Fundamental Digital Skills for 21st Century Teachers

I went to Jess Rodgers Scoopit account (Source: http://www.scoop.it/t/science-by-jess-rodgers) and


found the article 9 Fundamental Digital Skills for 21st Century Teachers which is located at
http://www.educatorstechnology.com/2016/12/9-fundamental-digital-skills-for-21st.html .

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I thought this was interesting as this article shows digital ideas that may be required for the future
and this can influence my pedagogical ideas. I have at this point in time dismissed this as I want to
teach students specifically how to think critically, considering that is part of the General Capabilities
(Australian Curriculum, Assessment and Reporting Authority, n.d), however this Scoopit may be able
to be used at a later date, as it can give some great ideas to use in classroom activities.

64 Great Ideas for a blog post

Another interesting article I read off Kim Trolls Scoopit (Source:


http://www.scoop.it/t/entrepreneurial-behaviours-and-skill) was 64 Great Ideas for a blog post
(Source: https://docs.google.com/presentation/d/15XOBsND2or08Gp3qBMiyy-

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H4lxDb_KkpGpvui8aDp90/present?authkey=CN7tirgG#slide=id.i85 ) . I had an idea before creating
this unit of work that a blog must be included in the unit for the students to complete. It is an ICT
that allows students to share their work with anyone in the world. The students can personalise
their work with their own creativity and all this has been created at school. Any strategy that allows
students to show their creative skills is most welcomed. I am sure that I will refer back to this article
in the future as it can help students engaged in their learning.

Hate mathematics? Eddie Woo's WooTube might just be what you are looking for to make Maths
fun.

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I have seen the story of Eddie Woo on television recently and seeing the Scoopit made me feel
happy. The idea is simple, he created a Youtube channel for students who could not attend school as
he was having treatment for cancer. The lessons were chunked into seven or eight minutes on
Youtube and this allowed the students to repeat and watch them at their own pace to ensure their
understanding, which makes a lot of sense. Lots of students seem to struggle with numeracy,
however in this way it makes it a lot of fun. Numeracy results may well be on the rise for the
students who use it. It is possible I may in the future do something similar with a business subject. I
have not used this Scoopit for the inspiration for my unit of work, but this is interesting. This was
found on Source: (http://www.scoop.it/t/pre-service-teacher-1) and that Scoopit article can be
found at http://www.ibtimes.co.in/hate-mathematics-eddie-woos-wootube-might-just-be-what-
you-are-looking-make-maths-fun-725074

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References

Australian Curriculum, Assessment and Reporting Authority. (n.d). 710 Economics and Business .
Retrieved from: http://www.australiancurriculum.edu.au/humanities-and-social-
sciences/economics-and-business/curriculum/7-10?layout=1#level10

Australian Curriculum, Assessment and Reporting Authority. (n.d). Critical and Creative Thinking.
Retrieved from: http://www.australiancurriculum.edu.au/generalcapabilities/critical-and-
creative-thinking/introduction/introduction

Subban, P. (2016). Australian students are becoming increasingly disengaged at school heres why.
Retrieved from: http://theconversation.com/australian-students-are-becoming-increasingly-
disengaged-at-school-heres-why-51570

University of Adelaide. (2000). Leap into Problem Based Learning. Retrieved from:
https://digital.library.adelaide.edu.au/dspace/bitstream/2440/71220/1/hdl_71220.pdf

University of Washington. (n.d). Engaging students in learning. Retrieved from:


http://www.washington.edu/teaching/teaching-resources/engaging-students-in-learning/

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