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Ligaya Leal

Lone Star College

Fall 2019

Title page 1 B.O.P.P.P.S. Lesson Plan 12-35
What is ACP? 4-5 Rubrics 40-41
Syllabus Snapshot 6-7 Reflective Essay 42-45
Student Preparation Strategy 9-11

Saturday ECON 2301 5012 PRINCIPLES OF MACROECONOMICS
8:30-11:20
TECH 112

Q: Do I need to be the best in math?
A: No. But al least you know how to add,
minus, divide and multiply.

Q:What do we do in class?

Q: Can this course teach me to become rich?
A: I will try. One thing for sure is you will learn
how not to be poor.

Discussions 5% Partial Schedule: The most complete and
Attendance 5% detailed syllabus is found in D2L course page.
Group Case Studies 10%
Group Exercises 15% Meet your instructor
D2L Quizzes 20%
Midterms 20% Ligaya Leal, PhD
Final Exam 25% Texas A&M University
University of the Philippines

STUDENT PREPARATION STRATEGY

ECON 2301 – Introduction to Macroeconomics

Topic: Chapter 8 -Economic Growth

I. A class meeting before today:

a. Provide the topic overview. The teacher will provide an overview
on the topic to be discussed next meeting.

“Today, we have learned about the 2 methods how nations measure
its Gross Domestic Product. You will learn next meeting how GDP is
used as a measure of an economic growth”.

b. Use Smartbook reading guide. The teacher will show on

the white screen the chapter reading guide in the Smartbook. The
Corollary to this, the teacher will assign a LearnSmart Chapter 8
guided reading tool in McGraw Hill Connect course page with
corresponding due date.

c. Use of student generated reading questions
(SGRQs). From their reading of Chapter 8, students will be

required to submit 1 question for every LO. A rubric will also be
provided how the instructor will grade the SGQRs.

d. Highlight the reading assignment on the section
Consider This-Economic Growth Rates Matter.

Guided question: How do small differences in GDP and GDP per
capita affect the nation’s standard of living?

II. On the lecture day:

a. The teacher will gather the SGRQs from the students.

b. Bridge or Opening statement: We will continue to learn

today how we use GDP as a measure of economic growth. Ask the
class on the 2 methods they learned to measure GDP. Use
flashcards and equations recall.

c. Objective Setting: Flash the slide on the Student Learning

Objectives.

d. Pre-Assessment:
d.1. Ask the class if they have previously heard of the rule of 70

as applied to the economic growth accounting.

d.2. Conduct a quick survey. Ask on the range of their

bank’s credit cards interest rates (e.g 20 to 25% per annum). Use
this data to apply the rule of 70.

e. Participatory Learning: Randomly ask the students (using

the submitted SQRQs) questions related to the SLOs, starting from
the topmost LOs. Then ask other students to elaborate, support,
refute, or criticize the answers provided by the previous student.

f. Post-assessment: Ask the students to write a short essay

from the assigned section, Consider This-Economic Growth Rates
Matter.

Questions:

1. How the rule of 70 demonstrated that countries with even
small differences in GDP growth rates matter to its people.

2. Summarize 2-3 important points they learned from today’s
lecture.

g. Summary: Ask the class if they have clearly understood the

SLOs. Go over with them and ask them to raise their thumbs up or
down and ask what specific topic needs further review or further
elaboration in the next class meeting, or during the review
session.

ECON BOPPPS LESSON PLAN

COURSE: ECON 2301 Introduction to Macroeconomics

Lesson Title: How do we measure the growth of a country?
Bridge:

A. Gather the CAT on student generated reading questions (SGRQs).

B. Conduct a brief class review by using flashcards and equations recall.

C. Introduce the concept of the Rule of 70. Play the Vibby video – What is the Rule of 70?
Estimated time: 7 mins
Course Student Learning Outcome: Define economic growth and identify sources of growth
from the supply factors.

Learning Objectives: By the end of this lesson, students will be able to:
1. List two ways how economic growth is measured. (KNOWLEDGE)

2. Identify 2 general factors in the supply side that give rise to economic growth.
(COMPREHENSION)

Pre-Assessment:
A. Randomly pick 2 SGRQs and ask any student to discuss his answer.
B. Play Kahoot quiz which contains 5 questions.
Estimated time: 5 mins

Participatory Learning: Learner Activities Lesson
Time Instructor Activities Materials

3 mins Conduct a quick survey Participation and contribution Small sample-

Q1: Who among you have your own to the quick survey. sized survey,
market
credits cards? For Q1, they may raise their research

Q2. Do you know what is the hands to be counted in the

prevailing annual percentage rates survey.

The instructor will write down at the For Q2, some students who

board the random answers of APRs. have credits cards might give

some approximations on their

APRs.

10 Lecture on: How to measure Develop individual problem- Slides

min growth in the economy? solving skills, speed and Padlet app to
show
Choose 2 industrialized countries, mathematical accuracy, b) geographic
location of 10
get their data on real GDP, GDP analyze the results, and c)

growth rates and population. critically recommend some

“Now, let us see how we can apply policy actions. industrialized

this arithmetic rule to the economic Q1: SYNTHESIS: Compute for counties

growth of these 2 countries.”

GDP per capita for each country.

Cases in point: a) real GDP growth Q2: APPLICATION: Applying the
rate and b) GDP per capita growth rule of 70, how many years will
rate. the US real GDP per capita
double if it grows at 3.5%?

5 mins Use CAT for a 2-column method on Differentiating supply factors Menti polling
app
two supply factors between leader and follower
Short
countries. problems

10 Engage groupwork discussions and CAT on solving short problems

mins problem-solving. and discussing in a small group

Direct students to do groupwork of 4 people.

exercises. Q3: SYNTHESIS: If you were

Assign roles of leader, scribe and hired by Kim Jun Un as his

Do the formal assessment, using the you propose to him in order to

tabular data and prompts. improve North Korea’s

economy?

Q4: EVALUATION: As a policy
maker, evaluate how small
differences in growth rates
matter for these 3 countries.
Post-assessment:
Use Khan Academy's video, 4 questions on Economic Growth

Estimated time: 5 mins
Summary:

1. Introduce the role-playing activity as an individual assignment and reading assignment
for the next chapter.

2. Ask group representatives to provide feedback on these questions: What did we learn
today, what needs more examples, and how we can apply the concepts? (CATs on
Muddiest point and Application cards)

Estimated time: 5 mins
See attached PPT

ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)

Student Preparation Strategy - https://connect.mheducation.com/connect/container/launch.htm
Bridge - https://vib.by/v/mkPmmWJ8_
Pre-assessment- https://create.kahoot.it/details/1e88af82-84c6-4cb4-aea4-4e838e20769a
https://www.mentimeter.com/s/2bf7443c8d5bec358b436482e62e92bb/073fcef14f8f/edit
consequences-of-stabilization-policies/macro-economic-growth/e/economic-growth?modal=1
Summary - https://connect.mheducation.com/connect/Macro_RealandNominalGDP(RolePlay)
Haiku Dec ACP Showcase Portfolio https://www.haikudeck.com/p/11a928e4ab/econ-acp-showcase-portfolio

A. LearnSmart Assignment

B. Vibby Video

This catchy trimmed video hopes to capture the attention of students and to set their mode to the topic
for the day. The shortened video length is cut to 1:48 mins from the original length of 3:30 mins.

C. Kahoot Quiz

Kahoot is an interactive game where all students can participate, even the shy ones. This pre-
assessment tool will test their level of stored knowledge on the topic being discussed.

Padlet is an interactive and online board, where students can visually see, add images, videos and data
pertaining to a specific nation. This app will enable students to participate. This tool once published
can also be a useful tool for review, and as a reference in their case studies and exams.

E. Mentimeter polling

This polling will include all answers from the entire class. Everybody can read the answers, and the
teacher can ask some students to explain on expand on some interesting responses.

This tutorial video contains short quiz items to test the level of mastery of the students with the subject
matter. It also provides a review on the question where the student had incorrectly answered.

G.Connect Role Play Activity

H.Haiku Deck- ACP Showcase Portfolio

J. Powerpoint Slides for Lecture

FORMAL ASSESSMENT

COURSE: ECON 2301 Introduction to Macroeconomics
Lesson Title: How do we measure the growth of a country?

Q1. Applying the rule of 70, how many years will the US real GDP per
capita double if it grows at 3.5%? (Bloom APPLICATION)

A. 70
B. 30
C. 20
D. 10

Q2. When and where did the modern economic growth start? (Bloom
KNOWLEDGE)

A. Late 1700s in Italy
B. Late 1700s in England
C. Late 1700s in the USA
D. Late 1700s in Japan

Q3. Discussion: If you were hired by Kim Jun Un as his economic
adviser, what would you propose to him in order to improve North
Korea’s economy? Develop a 4-liner briefer. (Bloom SYNTHESIS)

Q4. Suppose there were 3 hypothetical countries- Malaya, Sagana and
Ginhawa. In 2019, these countries have identical levels of real GDP (\$1
Trillion) and population (100 million).

Refer to the additional information below:

Real GDP growth Malaya Sagana Ginhawa
rate 2% 3% 4%
Population growth
rate 1% 1% 1%

a. Compute for GDP per capita for each country (Bloom SYNTHESIS)
b. Using the arithmetic of growth, estimate how current growth

rates in a 70-year life span affect:
b.1. real GDP
b.2. real GDP per capita (Bloom SYNTHESIS)

c. Now using the same population growth rates, predict the real GDP
per capita in 70 years for each country. (Bloom SYNTHESIS)

d. Compare your answers in (a) to (c) by computing the real GDP
growth rates. (Bloom ANALYSIS)

e. Evaluate how small differences in growth rates matter for the
countries. (Bloom EVALUATION)

Rubric for

Assignments

Criteria Excellent Satisfactory Needs improvement
3 points 1 point
5 points
Substantive response Thoroughly addresses questions in a questions. questions. /5

way that clearly demonstrates /5
/5
reflection, critical thinking and /5
/5
analysis of the topic. / 25

Cross-referencing to Deliberately back up analysis with Made slight effort to Did not use of factual
substantiate statements data.
economic data reference to some verifiable facts and with data.

published data.

Consistency and The answers given in all questions were Some statements were Answers were
coherence consistent and support each other. stated in contradicting inconsistent.

manner.

Group-effort and Displayed strong teamwork and mutual Some degree of teamwork No teamwork is
teamwork
assistance in completing the report. is displayed. displayed.

Timeliness and Submitted on time with the required Submitted on time but Did not submit on
completeness of time.
report attachment. lacks the attachment.

TOTAL

Ligaya Leal Fall 2019
Reflective Essay on my ACP Experience

I am so grateful that I already qualified to join the Adjunct
Certification Program this year. I started working with LSC in June 2018,
teaching in the Economics program.

I have been teaching back home at the University of the
Philippines, but I did not experience undergoing a similar empowering
training like ACP. This is the first time that I have undergone a 9-week
well-encouraged and enriched instructor. There was so much to learn in
just a little time.

Valuable nuggets of knowledge and insights gained

As a person with neither formal training nor academic units
earned in Education degree, I had no proper background at all on
lesson plan preparation, much less knowing what Bloom’s cognitive
taxonomy is. I was made to follow to deliver the lesson prepared by my
predecessor, answer student’s questions, conduct review sessions, give
regular exams, grade them, and wait for the next semester’s teaching
assignment. And the cycle continues.

When I worked here in LSC, I had twice been observed in class:
first by the department chair and then by the Economics Faculty Lead.
Both their comments were constructive, which mostly revolved around
my ability to engage a lively discussion, that my voice volume and tone
of delivery is very good, I smile in class, etc. I thought I was doing very
well already. But alas, I know I do not have the best moments in class
always. I also see students easily fading their attention, get drawn to
their phones and laptops while I lecture mostly in Powerpoint
presentations, and I feel that they are fed up of the usual lecture-filled

class sessions. I feel that I am doing my best, and it’s up for the
students to catch up if they want to learn.

This 9-week long training is intensive and comprehensive. It
offered a lot of valuable components. It all aimed to improve the
instructor’s successful performance of being more effective in
classroom management.

Below is my outline for these personal insights and learnings I
gained from ACP:

HEAD – I am now encouraged to be more purposeful in preparing for
my lessons. I have to put into primary concern how to be more engaging
in my approach, by incorporating various CATS I learned like SGRQs, 1-
minute paper, 2-column method, concept map, application card, group-
role-playing, and many more.

HEART – I will be more feeling the perspective of a student in my own
class. Did I add some interactive learning activities in my lessons? Will I
not bore them to sleep with my straight lecturing? To this, I will
continue to explore technology tools which are learner centered. I will
also be pro-active on fine-tuning some ways to adopt immediacy
atmosphere in my class.

HANDS – My hands will be busy to adopt, modify and implement the
multitude of strategies and tools from ACP. I will make it a goal that
learning is fun, and my students will look forward to coming to class
every meeting.

Knowledge gained to classroom application

Learning is a real-time, and continuing activity. For every week
that I gained some ideas from attending the ACP, I tried my best to
adapt it immediately in my class. An example is that after the 1st

week, I have added the “What’s Due?” tab in my D2L course page
where I also put what is expected to be done and submitted in every
session.

I have also introduced technology and gaming apps like Kahoot,
Bingo games in my class and some students could not wait but eat
their M&Ms!

I also added bridge and catchy opening lines and questions to
capture their attention. I also designed both formative and
summative assessments to determine the student minds’ absorption,
retention and mastery of the lessons.

What is also striking to me is that I can limit the content of my
lessons. As Prof. Pruden stated, “Content and coverage are not
everything. Choose some only.” This is quite liberating to me, and thus
would allow me more time to focus on the main topic. This means
also that I can really adopt the active learning approach if I have extra
time in class.

In my finale showcase presentation, I was able to use Haiku Deck
in my presentation. I am very happy to finish 1 deck after so many
attempts and edits to make the presentation a bit acceptable. I know I
have invested a lot of time learning this new presentation tool, but it
was worth the explorations. I also added Vibby video, Khan’s
Academy video for my technology tools, and Menti polling.

And the quest continues….

If it’s not too much elating to do a self-evaluation, I would say
that I upgraded my teaching level after I enrolled and applied what I
learned from the ACP course. Now I can say that I am more interactive
in my teaching style, engaging the interest of my students, and

showing and adjusting to their generational learning demands for a
better comprehension.

I also see the excitement in the eyes of my students when I
expose them to new games and assessment techniques. This positive
feedback from my direct clienteles also confirms to me that they
enjoy my continuing quest to become an effective instructor!

As I was attending and grasping in all the new learnings, I could
not help but think that I can also be a version of Prof. Pruden in the
Philippines. My medium-term plan is to go back and serve my country,
along with my Hispanic husband and U.S. born kids. I will propose this
similar certification program to both full-time and adjuncts in our
state university. I want to share to my colleagues the many learnings
and the exciting re-tooling experience I gained from LSC.

Cohort continuing development opportunities

I would suggest that there may be some opportunities for a
reunion of cohorts, like a year after completing the ACP training. This
will bring us in one place together to recollect our experiences and
share what have happened in our teaching improvements after a year
has lapsed. This will also be an occasion to discuss and share latest
technology apps and CATs.

In closing, I would like to express how grateful and appreciative I
am with the ACP experience from the Lone Star College, and foremost
from the excellent teaching and mentoring from Prof. Sunnye Pruden!