DAVID ADAMSUNIVERSITY OF SOUTHERN CALIFORNIA

EDUC 541AMARCH 14, 2013DR. LEAH WELTE

INTRODUCTIONSOCRATIC DIALOGUE

TRANSPORTATION INDEX

TRANSPORTATION INDEX

• The Dow Jones Transportation Average (DJTA, also called the "Dow Jones Transports") is a U.S. stock market index from Dow Jones Indexes of the transportation sector, and is the most widely recognized gauge of the American transportation sector. It is the oldest stock index still in use, even older than its better-known relative, the Dow Jones Industrial Average (DJIA).[1] (DISPLAYED ON SMART-BOARD WITH BILINGUAL CAPABILITIES TO ADDRESS DIFFERENTIATION FOR ELL’S.)

• http://en.wikipedia.org/wiki/Dow_Jones_Transportation_Average

Special Considerations: The class holds 6 ELL students with varying level 1-5 proficiency evaluations and differentiation

accommodations must be addressed.

Standard: CALIFORNIA STANDARD FOR 12TH GRADE ECONOMICS: (12.2) Students analyze the elements of America’s market economy in a global setting.Objective: Students must demonstrate economic principalsof the transportation Index.. (T/S): describe economic fundamentals. ( C): Examine causal economic relationships of the U.S. economy (R ) Text, charts, front-loading (P) essays,

ANALYSIS

• Choose the text (written, visual, audio)• • ANALYSIS:• -Purpose• -Inclusion of content• -Teacher roles• • -Skill development• • -Point of View• • -Student roles• • -Utilization of question strategies• • -Philosophical Ideas• Prepare levels of questions• -Assessment

ANALYSIS CONT.

• PURPOSE: The purpose of this exercise is to engage students in pedagogical approaches to help them understand the Economic causal relationships of production influenced by the Transportation Index. The ramifications of cause and effect.

• INCLUSION OF CONTENT: The Economic course text, graphs and financial encyclopedia will be utilized to help present the “Big Idea” through front-loading techniques. In this format, “technical vocabulary” will be previewed along with examination of the Economic interrelationships of the Transportation Index influences on the entire economy.

• TEACHER ROLES: The teacher is forbidden to contribute to the discussion and may only provide clarification for the students to stay on track. Teacher is also the monitor of time.

• The teacher will facilitate the discussion process, asking only questions that redirect, seek clarification, or caution regarding inappropriate discussion practices.

• SKILL DEVELOPMENT: Students will prepare questions based on Socratic dialogue. The current question must be exhausted prior to bringing in a new question. Presented ideas must be expounded upon by agreeing partners by introducing additional facts not simply stating “I agree.” This Socratic process will assist students in comprehensive input and engage their cognitive development through sociocultural theory. The smart-board will also demonstrate the exercise with bilingual verbiage to accommodate ELL’s.

ANALYSIS CONT.

• POINT OF VIEW: By students performing exercises and teacher instruction of the Transportation Index front-loading, they will understand the fiscal ramifications of “what”, “how” and “why” the index is so important. The interrelationships of the Transportation Index and how it affects our economy. Therefore, we will check for prior knowledge during the front-loading exercise (Structured Practice) followed by group interaction exercises for (Guided Practice.)

• STUDENT ROLES: • 1) Set up the fishbowl with inside/outside

circles.• 2) Instruct inside student to initiate a question

and state their thoughts, any agreement must elaborate/extend the question.

• 3) Students must support their responses with evidence from the Economic Encyclopedia or other text.

• 4) All students must read along, reviewing Economic evidence.

• UTILIZATION OF QUESTION STRATEGIES:• All questions must stimulate, evaluate and address the

fiscal ramifications of Economic relationships stimulated by the Transportation Index. In this exercise students are directly engaging the Economic text by comparing/contrasting various Economic scenarios which aligns with the CCSS demonstrating their understanding of Economic principals.

• What happens when the transportation Index rises or decreases? What is immediately affected? How prices of manufactured products react to increased transportation costs? What happens to prices when transportation cost are decreased? What products have students identified in their own homes affected by transportation costs?

ANALYSIS CONT.

• PHILOSOPHICAL IDEAS:

• The philosophical ideas of Socratic dialogue allows for students to engage higher learning through interpretive questioning. Higher level thinking also engages student’s cognitive development leading to Economic understanding of working interrelationships of the CCSS.

• ASSESSMENT:

• The teacher will be able to assess the students by evaluation of the student dialogue. The teacher will also be able to compare and contrast the Socratic dialogue from the initial front-loading components introduced along with analysis of the interpretive questioning.

• Further assessment can be addressed via homework essay assignments to be presented to the teacher the following day (Individual Practice.)

DOW JONES TRANSPORTION INDEX GRAPH6281.24+48.65 (0.78%)As of March 14, 2013

ACTIVITY (Syntax) SCRIPT

• Students will review the Dow Jones Transportation Index displayed on the “smart-board” along with reviewing the Economic Encyclopedia and the Economic text book.

• The front-loading process is introduced and questions will be prompted to produce: Factual (F), Analytical (A) and Valuative (V) inquiry.

• “The Transportation Index is a measurement of various transportation corporations that transport manufacturing product from one entity or state to another entity or state. The cost of this transportation will have tremendous influence on the purchase price of the product once received by the selling corporation. Other factors such as the types of transportation, the distance to the final destination and gasoline cost will also effect the transportation process.

PREPARE LEVELS OF QUESTIONSACTIVITY & SCRIPT

• Create a list of analytical and interpretive questions to guide the discussion.

• I would like the Socratic Dialogue to construct interpretive questions that will examine the following: What happens to transportation prices if the cost of gasoline increases? Why do transportation cost increase if the price of gasoline increases? How does the distance from one destination to another effect transportation cost? What can be done to reduce transportation cost? Why is transportation of manufactured products important?

• I have broken the class up into a large circle and an inner circle. Your assigned partner is in the chair in front of you. I would like you all to engage in Socratic Dialogue pertaining to the questions I have listed on the smart-board or any similar questions that you derive from the “Big Idea” presented. The questions are to be interpretive therefore they are not any “right or wrong” questions merely an extrapolation from the Economic circumstances connected to the Transportation Index. Please take a moment to review your notes from the front-loading illustration then I would like you to work with your partner to produce interpretive questions.

INTRODUCE THE PROCESS TO STUDENTSACTIVITY & SCRIPT

• 1) Set up the fishbowl with inside/outside circles.

• 2) Instruct inside student to initiate a question and state their thoughts, any agreement must elaborate/extend the question.

• 3) Students must support their responses with evidence from the Economic Encyclopedia or other text.

• 4) All students must read along, reviewing Economic evidence.

• 5) New questions will not be introduced until the initial question has been exhausted.

• 6) Teacher will facilitate the discussion process.

• 7) This discussion is NOT a debate and attacking other student commentary will not be tolerated.

• Class I will now present the rules of the Socratic Dialogue that everyone must adhere to within the discussion.

• For clarification purposes we will review each rule carefully and I will provide modeling of the aforementioned rules.

CONDUCT DISCUSSIONACTIVITY & SCRIPT

• WALKING AROUND THE ROOM TO OBSERVE SMALL GROUP INTERACTION. • “OK, CLASS YOU MAY NOW BEGIN!”

EVALUATE DISCUSSIONACTIVITY & SCRIPT

• REVIEW INTERPRETIVE QUESTIONING • VERY WELL DONE, AND YOU ALL CONTRIBUTED SOME VALID POINTS, I ENJOYED HOW THE DISCUSSION WAS CONDUCTED AND HOW IT EVOLVED.

REFLECTION

• I think that Socratic Dialogue is an excellent way to promote higher learning skills and stimulate cognitive development. Particularly when dealing with “technical vocabulary” associated with Economics, Science or Mathematical content. I think that this particular exercise could be made better by handing out Transportation Index diagrams that collaborate with the Smart-board illustrations. Therefore, any student unclear on the concepts will have the information instead of taking notes that may be improperly noted.

• Additionally, a bilingual tutor should be made available in the classroom such as my present high school of observation so that lower level ELL students can engage in their L1 language to successfully transform the Economic information. Lastly, the high school should make available Economic exercises on the school website with interactive games to help students assimilate the Economic information along with demonstrating the concepts to parents of the student at home.

DAVID ADAMS