Master Teacher in Economics (MTE) 2013 Syllabus 193 Endorsement

Transcription

1 Master Teacher in Economics (MTE) 2013 Syllabus 193 Endorsement A Program of Thinking is the hardest work there is, which is the probable reason why so few engage in it. Henry Ford, 1929 For learning to occur, there has to be some kind of change in the learner. No change, no learning. L. Dee Fink, 2003 Purpose: Critical thinking is thinking about out our thinking, while we are thinking in order to make our thinking better. Richard Paul, The Foundation for Critical Thinking A Master Teacher in Economics (MTE) will: 1. Have mastered the MTE learning objectives (see below) which include a basic understanding of the economic way of thinking and how the economy works, and 2. know the economic, personal finance and entrepreneurship standards and be able to apply the corresponding competencies in their classrooms, and 3. demonstrate effective teaching of the economics, personal finance, and entrepreneurial competencies, and 4. be a leader of economic education in his/her district. Communication Put MTE MC 2013 in the subject line in all communications. Questions on Should go to Contact information CEUs, stipend MCEE Allie Hernandez mscee@millsaps.edu Assignment deadlines, Content questions Essay, Completion, Post-TEL, Feedback on the MTE Program MTE Instructor MTE Coordinator Instructor Christopher Smith csmith@mc.edu Rebecca Smith, Ph.D., 367 Lloyd Ricks Watson Box 9760 Dept. Ag. Economics Mississippi State, MS becky.smith@msstate.edu 1

2 Materials: 1. Economics, The Basics,2 nd ed. by Michael Mandel, Published by McGraw-Hill (connect access code is inside the book) 2. Virtual Economics 4.0 CD 3. The Miniature Guide to Critical Thinking by Richard Paul and Linda Elder, The Foundation for Critical Thinking 4. Mississippi Social Studies Framework and Guide for one semester of economics, Mississippi Business and Technology Framework Personal Finance Grade Levels: 9-12, Entrepreneurship Standards Minimum MTE Requirements: 1. Signed Statement of Academic Integrity, 2. Satisfactory completion of a pre- and post-test of economic literacy, a. To take the TEL pre-test, participants should go to the following link: 3. Satisfactory participation in 5 face-to-face, day-long workshops, 4. Satisfactory presentation of an economics lesson, 5. Satisfactory completion of on-line practice and graded quizzes, 6. Satisfactory completion of an essay on how markets work, 7. Satisfactory completion of a financial literacy test, 8. Fully participate in two MCEE workshops within one year, and 9. Integrate one state competition with students within one year. Grading: Candidates will earn 1035 points by satisfactorily completing each assignment. Each assignment is graded on a pass/no pass basis. Satisfactory completion is 80 percent. Each MTE candidate must earn all the points in order to obtain the certification. MTE Process: In order to accomplish the stated purposes of the Master Teacher in Economics, teachers complete face-to-face modules and selfpaced modules. Face-to-Face Modules Module I: Fundamentals During this face-to-face, day-long workshop candidates will be introduced to Virtual Economics, 4.0 and the on-line site Connect that has the quizzes; participate in lessons on institutions and incentives, scarcity, supply, demand, equilibrium, surplus, shortage; draft an essay on how markets work; and network with classmates. Homework: 1. Complete the VE scavenger hunt and turn in before Module II begins; 2. Register with Connect, peruse the class site, and take the MTE Syllabus Quiz; 3. Complete Formative and Summative weekly on-line quizzes; 4.Revise the essay and turn it in at the beginning of Module II. Module II: Microeconomics During this face-to-face, day-long workshop, candidates will turn in their completed Virtual Economics 4.0 Scavenger Hunt, sign up for the lesson they will present, participate in lessons on productivity, profits, market structures, market and government failure, public goods, externalities, imperfect information, common pool problem, and income inequality; and network with classmates. Homework: 1. Complete Formative and Summative weekly on-line quizzes; and 2. Prepare for lesson presentation. 2

3 Module III: Macroeconomics During this face-to-face, day-long workshop candidates will participate in lessons on GDP, inflation, business cycles, unemployment, fiscal policy, debt and deficit, and money and monetary policy; and network with classmates. Homework: 1. Complete Formative and Summative weekly on-line quizzes; and 2. Prepare for lesson presentation. Module IV: Personal Finance During this face-to-face, day-long workshop candidates will participate in lessons on making decisions, job hunting, banking, credit, budgeting, investing, insurance, taxes, and the labor market; and network with classmates. Homework: 1. Complete Formative and Summative weekly on-line quizzes; 2. Prepare for lesson presentation; and 3. Complete the FFL assessment. Module V: Lesson Presentations During this face-to-face, day-long workshop candidates will participate in lessons on economic growth, institutions, interconnectedness of markets, international trade, saving and investing, and environmental economics; and network with classmates. Homework: 1. Complete Formative and Summative weekly on-line quizzes; 2. Prepare for lesson presentation; and 3. Complete the post-test of Economic Literacy. Self-Paced Modules Virtual Economics Scavenger Hunt Virtual Economics 4.0 contains over 1,400 activity-based lessons from more than 75 publications, 51 key economic concepts, and a glossary with over 500 terms. In order to help users navigate the resource, the Council for Economic Education (CEE) developed a Scavenger Hunt. Completed scavenger hunts will be collected the morning of Module II: Microeconomics. Quizzes Quizzes for each chapter in the text are available through McGraw-Hill Connect. The standard for satisfactory completion of summative quizzes and tests is 80 percent. If the assignment allows multiple attempts, the highest attempt will be used. Read the chapter before taking the practice (formative) quizzes. Formative quizzes are required and should be taken before summative quizzes. When taking a summative quiz, an MTE candidate may only use the book or any notes from the modules (i.e., no help from others or other websites, e.g.). Approximately, one chapter is assigned per week. If needed, an MTE candidate may make one request for an extension of a weekly assignment by contacting Allie at mscee@millsaps.edu. In order to register for the on-line quizzes, go to Register Now and use the code the MCEE provided you in order to pay for the service. The chapters in the book will not be covered in order. This is done purposefully to enhance deeper learning of certain material at key times. Chapters 1, 2, 3, 14 go with Fundamentals; chapters 4, 5, 6, 16, 17 go with Microeconomics; chapters 7, 8, 9, 10, 11, 12 go with Macroeconomics; and chapters 13, 15, 18, 19 serve as extensions and applications. Essay MTEs will answer the question According to mainstream economists, how does a market system work? Answers should be no more than two typed pages. Use double-spaced, 11 point font, and normal margins. This is not a research paper and essays should be written without consulting the internet, for example. However, if cited appropriately, our Mandel text is allowed. (See material on pgs. 79 and 111.) Notes from class and VE4.0 are also allowed as resources. Essays may be checked for plagiarism using TurnItIn. Answers should be well thought out and well written. Essays will be graded using a rubric and returned with suggested edits and opportunities to improve the essay will be offered until the essay is evaluated to be satisfactory. It is expected that you will take the feedback given into account in making revisions. Turn in all versions each time you turn in an attempt; be sure to include your name and version number on each attempt. 3

4 Essay must include answers to the following questions: 1. What are the types of allocation mechanisms societies use? (contrast how a market works compared to another coordination mechanism like a command economy), 2. According to mainstream economists, how does a free market system work? (Answers should focus on the role of prices as signals of information in a market economy, an explanation of how supply and demand work, and how price changes when there is a shortage and surplus. Material on pages 79 and 111 in our text will be helpful.) 3. What is the role for government in a free market economy? (Explain what must be in place before markets can function well and what governments might do after markets are established.) Academic Integrity: All MTE candidates are expected to give their best, honest effort. Academic dishonesty will not be tolerated. The Honor Code is as follows: "As a candidate for the Master Teacher in Economics, I will conduct myself with honor and integrity at all times. I will not lie, cheat, or steal, nor will I accept the actions of those who do." Teachers immediately assume a commitment to uphold the Honor Code, to accept responsibility for learning, and to follow the philosophy and rules of the Honor Code. Brief MTE History: The MTE program began in 2002 at the request of the Mississippi Department of Education (MDE) under the leadership of the Mississippi Council on Economic Education (MCEE). The format of the MTE program has changed in order to better meet the needs of Mississippi teachers in light of the addition of the required economics course starting with the graduating class of 2012 and the High School Redesign initiative. The program seeks to provide teachers with the knowledge and confidence to effectively teach a subject not many teachers desire to teach and to provide practical professional development including best practices in teaching economics in the classroom. Though the program is rigorous, the MTE program strives to meet the needs of our valued teachers and regularly undergoes evaluation and revision. MTE Endorsement: The Master Teacher in Economics designation enables a teacher who has secondary licensure in social studies, business, or marketing to earn the 193 Economics Endorsement through the Mississippi Department of Education (MDE). The 193 certifies that an MTE can teach Economics and Personal Finance courses. The MTE improves teachers abilities to bring economics to their students in stand-alone economics courses or to integrate economics into any part of a curriculum. Additionally, the MTE is one of the requirements needed to add the 955 or 956 endorsement. The other requirements include: 1. Completion of the summer endorsement training module, 2. Complete C.O.O.L certification, and 3. Take the IC3 or Propulse. Information on these requirements can be found at by contacting the Office of Educator Licensure at or teachersupport@mde.k12.ms.us. Economic Content: This course will introduce students to the behavioral science of economics and topics including scarcity and opportunity cost; comparative advantage and the benefits of trade, and the global issue of free trade; the interaction of supply and demand in free markets and government regulated markets influenced by political issues; national income, unemployment, inflation, interest rates and the role of government in attempting to affect these variables; the principles of sound personal finance; and the important role of entrepreneurship in a market economy. Candidates will gain an understanding of how our national economy works and its relationship to other countries; a stronger ability to think critically; and how to gain and maintain wealth over the long run. Analytical Thinking: Economics uses analytical thinking. This is a rigorous and advanced thinking process. Many people have little practice using analytical thinking, though most have lots of practice memorizing. This makes economics challenging, even for the most diligent and dedicated student. Students of economics need to work through the material, i.e., reading critically and deeply, not just skimming the reading, but picking up a pencil and practicing using economic reasoning. Analytical thinking is the process of breaking apart. We will develop models that predict behavior of prices, quantities, individuals, firms, and governments. The models will consist of relationships between several variables. Once we have the model, a student s job is to determine what will happen to prices and quantities or the behavior of individuals/firms/governments if a variable in the relationship changes, e.g. This will require knowing each part of the model (the relationships) and knowing the model as a whole 4

5 (how the relationships fit together). In order to be consistently accurate students need to think with the model. This kind of thinking is one step at a time. It is essential that a student use discipline with the insight that the economic way of thinking provides. Knowledge MTE Learning objectives After completing the coursework, a Master Teachers of Economics will be able to identify, demonstrate understanding of, and teach the implications of economic scarcity the different allocation mechanisms, their role in the economy, and the conditions that make each more effective or ineffective factors of production underlying incentive structures and their effects on behavior the principle of unintended consequences the basis of voluntary trade and the consequences of restricted and unrestricted trade profit and its role in the economy, the Invisible hand the role of entrepreneurship marginal analysis and finding the efficient allocation of resources the interaction of supply and demand in product markets and labor and capital and foreign exchange markets how changes in market forces affect supply and demand and prices how taxes affect supply and demand and prices different types of market structure and benefits and costs to society of each the relationship between productivity and wages income inequality and the different types of taxes the elements that make up the U.S. economy and the main forces that shape today s economy the limits and factors of long-run economic growth and standards of living the relationship of employment and unemployment to business cycles the role of money, the money supply, and the Federal Reserve the causes and consequences of inflation the difference in price changes due to inflation and market conditions the short-run and long-run consequences of government policy changes the between debt and deficit and the implications of a balanced budget apply reliable information and systematic decision making to personal financial decisions use a career plan to develop personal income potential organize personal finances and use a budget to manage cash flow maintain creditworthiness, borrow at favorable terms, and manage debt use appropriate and cost-effective risk management strategies implement a diversified investment strategy that is compatible with personal goals Attitudes Teachers will have a positive attitude about learning and teaching the economic way of thinking. Teachers will look forward to reading articles about the U.S. and world economies and policy changes. Teachers will look forward to engaging in conversations about the U.S. and world economies and policy changes. Teachers will exercise independent, creative, and critical thought. Behaviors Teachers will be self-directed, self-disciplined, self-monitored, and self-corrective in their thinking. Teachers will demonstrate the ability to model opportunity cost, supply and demand, Teachers will know how and when to apply economic reasoning. Teachers will enjoy learning economics and will be lifelong learners of economic thinking. Teachers will share their enthusiasm for learning the economic way of thinking with administrators, other teachers, students and parents. Teachers will become ambassadors for the Mississippi Council for Economic Education. 5

6 Suggested Lesson Plans for MTE Lesson Presentation Module V will give each candidate the opportunity to present a lesson. Depending on class size, candidates will work in pairs or threes. MTE candidates should sign-up for a lesson by Module II with the MTE Instructor. Candidates will complete and turn in the VE 4.0 Implementing the Standards Planning Guide with the lesson presentation. Peer evaluation will be used to grade the lessons. Principle of Unintended Consequences Focus: International Economics (9-12): Lesson 9 Behavior Learning, Earning, and Investing: Middle School: Lesson 15 Factors of production: Master Curriculum Guides in Econ (gr. 5-6): Lesson 7 Entrepreneurship Entrepreneur Economics (not on VE4.0) Lesson 2: The Role of the Entrepreneur in the Economy Choose a lesson from Entrepreneurship in the U.S. Economy, including student readings Financial Fitness (9-12): Theme 2, Lesson 5 Teaching Econ Using Children s Lit: The Babe and I Different allocation mechanisms and their role in economy: Economics From Here to There: Lesson 5 Teaching Ethical Foundations: Lesson 7 Focus: Middle School World History (not on VE4.0) Lesson 23: Morality in Markets: The Two Faces of Adam Smith Capstone: Unit 2, Lesson 3 Public Goods Capstone: Exemplary Lessons for High School Economics: Unit 5, Lesson 26 Focus: Institutions and Markets: Lesson 7 Civics and Government: Focus on Economics: Lesson 9 Financial Markets Learning, Earning, and Investing Middle School: Lesson 11 Choose any lesson from Teaching the Financial Crisis Taxes Old MacDonald to Uncle Sam (elem.): Lessons 2 & 4 Focus: Institutions and Markets, Lesson 10 Focus: Econ in Civics & Govt., Lessons 5 & 7 Capstone Lessons for High School: Unit 6, Lesson 35 Inflation & market conditions Teaching Financial Crises: Lesson 2 Mathematics & Economics (gr. 6-8): Lesson 3 Government Policy Changes Focus: Econ in Civics & Gov t.: Lesson 9 Advanced Placement Economics Macroeconomics, Lesson 8 Activities 30 and 31 6

7 Checklist and Important Dates for Spring 2013 MTE Class, Mississippi College-Flowood Task Points Due Date Completed Date Signed Academic Integrity Statement 5 January 26 Pre-Test of Economic Literacy 10 January 26 Participate in Module I: Fundamentals 20 January 26 Take syllabus quiz on Connect 20 February 3 Scavenger Hunt 20 February 23 Decide on lesson to present and inform Instructor Participate in Module II: Microeconomics 10 February February 23 Essay 100 February 23 Participate in Module III: Macroeconomics Participate in Module IV: Personal Finance 20 March April 20 Financial Literacy Test 20 May 17 Participate in Module V: Lesson Presentation 50 May 18 Practice Quizzes 200 Wkly by Aug. 26 Graded Quizzes 400 Wkly by Aug. 26 Post-Test of Economic Literacy 20 August 26 MCEE Workshop #1 20 January 2014 MCEE Workshop #2 20 January 2014 Students participate in state-wide competition 50 January 2014 Completion of MTE Evaluation 10 January