Classroom Activities:
Review activities in the classroom will concentrate of the following:
PP Lecture Review of the most important concepts in Sections 1-4
30 minutes of SSR of Triple A
Tests of diagrams and definitions associated with each section
The Diagrams and Definitions Tests will be graded and included in a portfolio of your review work.
Posted in Assessment, Review Activities.
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– March 3, 2010
IB Course Guide
“The purpose of this section is to identify and explain the importance of markets and the role played by demand and supply. The roles played by consumers, producers and the government in different market structures are highlighted. The failures of a market system are identified and possible solutions are examined.
The concepts learned here have links with other areas of the economics syllabus; for example, elasticity has many applications in different areas of international trade and development.”
Posted in Section 2, Teaching Ideas.
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– March 2, 2010
Sunday 28 February 2010
Theory of the Firm Quizzes for HL Students
Monday and Tuesday 1 and 2 March 2010
Blog LogDue
Posted in Assessment, Section 2.
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– February 26, 2010
You will be given an opportunity to research a topic and respond to open-ended provocative question.
This will provide you with a chance to think critically, analyze multiple meanings in text, and express ideas with clarity and confidence. A seminar is based on dialogue not discussion/debate.
Dialogue is exploratory and involves the suspension of biases and prejudices. Discussion/debate is a transfer of information designed to win an argument and bring closure. While we are often good at discussion/debate, engaging in a dialogue is a harder skill that needs practice. The point is often to pose meaningful questions that stimulate thought than about proving that your answer is “the answer.” This link outlines the differences between dialogue and debate.
As a participants in a Socratic Seminar you will respond to one another with respect by carefully listening instead of interrupting. You should to “paraphrase” essential elements of another’s ideas before responding, either in support of or in disagreement. Members of the dialogue look each other in the “eyes” and use each other names. A seminar should not be divisive but be a team of well intentioned people helping each other understand a question of importance.
Posted in Section 2, Teaching Ideas, Uncategorized.
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– February 25, 2010
Rationale
The 1:1 Laptop Initiative presents an ideal opportunity to equip all CA High School students with a common set of technology skills. Teachers can then select a particular software program or web application that best suits their objectives in the knowledge that students have had at least some practice in its use.
Concept
One or one and half day Tech Fest held on the first days of the new academic year. The Tech Fest could take the form of a conference with keynote addresses attended by all students or particular grade levels and additional signup workshop sessions. Teachers and parents could also attend. All classes would still meet on a shortened schedule on Friday giving teachers the opportunity to discuss course outlines and classroom expectations. There could also be time to address Grade 9 transition issues.
Posted in Technology.
– February 23, 2010
You are to imagine yourself economic policy advisors to the local government of Kobe tasked to deal with one of the following troubling issues plaguing the community:
Posted in Section 2, Teaching Ideas.
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– February 18, 2010
Negative Externalities is defined by the Triple A glossary as “spill over effects that have an impact on ‘outsiders’ that are disadvantageous to them and for which they receive no compensation. The externalities are occurring where the actions of firms and individuals have an effect on people other than themselves.”
View these videos and answer the following questions:
What is the externality, i.e. what are the negative spill over effects that you can identify in these videos?
Identify those who are being disadvantaged?
What solutions have been tried and what other ideas can you offer?
Posted in Section 2.
– February 8, 2010
This article, Microsoft’s Creative Destruction, by a company insider laments the fall from grace of what was once one of the world’s most creative firms. He tries to answer the questions as to why Microsoft now fails to bring the world the future as it once did. Now all excitement has been captured by Apple’s iPad, e-books like Amazon’s Kindle, smartphones like the BlackBerry and iPhone, search engines like Google, digital music systems like iPod and iTunes or popular Web services like Facebook and Twitter. He remains puzzled as to why his company has garners so much antipathy:
“Some people take joy in Microsoft’s struggles, as the popular view in recent years paints the company as an unrepentant intentional monopolist. Good riddance if it fails. But those of us who worked there know it differently. At worst, you can say it’s a highly repentant, largely accidental monopolist. It employs thousands of the smartest, most capable engineers in the world. More than any other firm, it made using computers both ubiquitous and affordable. Microsoft’s Windows operating system and Office applications suite still utterly rule their markets.”
Read the article and analyze it in terms of economies of scale and the characteristics of monopolies. What would you suggest Microsoft do to replace its destructive urges and once again bring us the future?
Posted in Economics in the News, Section 2.
– February 5, 2010
Please comment on their presentation.
Posted in Section 2.
– February 4, 2010
