The topic this assignment will focus on is Money and Banking. As specified in the leaving certificate economics syllabus the Money and Banking topic covers a large number of subtopics: brief historical survey; functions of money; types of money; banks and the creation of credit; Central banks and the control of money; demand for and supply of money; national and international financial institutions and recent developments in the banking sector.
In order to teach this topic well the teacher needs to be an expert in their subject area and have a wide knowledge of the specific topics they must cover according to the subjects’ curriculum, and how this topic is related to other topics on the economics syllabus or leaving certificate curriculum, referred to as horizon content knowledge by Ball et al. (2007). They must also have a common content knowledge about Money and Banking that will allow them discuss in greater detail the recent developments and changes to the country’s money and banking system over the last decade.
According to Ball et al.’s (2007) model a teacher also needs to acquire pedagogical content knowledge also, this includes knowledge of content and students, teaching and curriculum; being able to make sense of the students work and choosing powerful ways of representing the subject so that it is understandable to students. In other words, a teacher needs to be familiar with their own students’ abilities and plan their class to meet their students’ needs and
Teaching is an extremely important profession as we are responsible for training up the future generations of our community, country and in effect, the world. In order to be a successful and effective teacher there are some basic skills and competencies that one must possess. The experiences that students have inside (and outside) our classrooms, schools and various other institutes will shape and mould their approach to our subjects and to life in general. Therefore, it requires a certain level of skill and training to be deemed professionally fit to enter into this career path and even then, continuous
Facilitating a foundation in academic or philosophical pedagogy can help form a path for the educator, a path to better understanding teaching, education, learning and learners. Often, most of the programs designed for learners and the curriculum is often derived from theories. Understanding theories can help guide a teacher through their education journey. Sometimes, teachers may struggle with classroom organisation or implementing the curriculum in a considerate, all-encompassing and engaging way, especially if you are a CRT or Graduate Teacher - and often these concepts can help inspire and encourage teachers. To be an empowered teacher means your classroom and students will be empowered learners, and that is the best type of learning. There are many theories that have contributed to education as a body and has many of these theories help educational departments plan curriculums to benefit not only teachers but also all students. What makes for a great teacher is considering the characteristics of the local community as well involving students’ families’ in the school body. Influences that help shape a teacher’s identity can include…
b. List three differences you found between the accounts and features this bank or credit union offers and the bank from question 1 above. (1-3 sentences. 1.0 points)
C/D = 0.1; T/D = 2; ER/D = 0.2, [pic], [pic], MB = 1000. Compute the money multiplier, the money supply, the level of currency and checkable deposits, the level of time deposits and excess reserves, and the level of total reserves and required reserves. Use the model of money supply determination discussed in class. Show your work.
Each student is to select research question related to money and banking and develop a well written paper that provides insight into the topic. The goal is to obtain a better understanding of the topic, while relating the identified topic or concept with real world scenarios.
The relationship between the teacher and the student can be associated with two different methods of learning. Paulo Freire suggests the “The ‘Banking’ Concept of Education”, in which the teacher “fills the account” of the student with information and knowledge they have (318). Freire also explains the concept of “problem posing” learning that contradicts the “banking” concept. This way helps the student become more involved with their education, and they are able to become a more well-rounded student. But Freire ignores to add any supporting detail to his points based on how a student feels about each method of education. Determining the best way of an education is all
Being a teacher is one of the most difficult professions in the world. We are responsible for the education of all the future citizens. As teachers, content will always be a major component of what we do but it should not be what drives us. Kottler, Zehm, and Kottler (2005), authors of “On Being a Teacher: The Human Dimension”, believe that the “goal of education is not to teach subject matter but to promote the development of productive and positive human beings.” In order to accomplish that,
In the practice of teaching, it is the responsibility of a teacher not only to teach students subject matter, but to teach students in order to enable them to grow and develop as a person. While it is essential for students to have an understanding of academic material, it is also equally as important that when students finish their education they have skills to use in
In chapter 2, "Learning to Teach," is based on the knowledge. Teachers need three kinds of knowledge: (1) knowledge of self and students- the ability to understand themselves students, and know students' aptitudes, talents, learning styles, stage of development, and readiness to learn material, (2) knowledge of subject- is to modify strategies based upon students' perception of content. In teaching a subject area, teachers should use analogies, metaphors, experiments, demonstrations and illustrations. (3) Knowledge of educational theory and research- enables teachers to
MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. Please place your answers for this section on the answer sheet for Quiz 2 template (see Course Content for the answer sheet).
In order for the teacher to instruct effectively, she has to understand better how his/her students learn and how she will teach them. She needs to know the content knowledge. She needs
Briefly explain the rise and fall of LTCM. What was the moral hazard issue the fed was worried about? How did they try and get around the moral hazard issue? What specifically was the Fed's role in the bailout? What roles specifically did Bear play and not play in the LTCM's life and death?
I believe a teacher optimally teaches by presenting content in a way that is meaningful and relatable for students. This can also be described as pedagogical content knowledge, which combines the mastery of academic content with knowing how to teach the content and how to match instruction to student differences (Woolfolk,
According to Early and Winton educators are better equipped when they have goals, objectives, and understand the challenges in a classroom (2001, p. 287). The objectives I currently possess are: to link state standards to the lessons objectives; to demonstrate my professional knowledge which is essential for a successful classroom; to establish a collaborative relationship between parents and colleagues; and to encourage each child to develop problem-solving and critical-thinking skills. I will also encourage the students to recognize that meaningful learning has them master the information. When new information is linked to the children’s prior knowledge they will comprehend that new information
This reflection paper addresses as a student and counseling professional how I feel as though I have been readily prepared to teach in higher education and areas, concepts, strategies, and thoughts on how I have evolved through this course. This course has made me think more into how the most powerful, durable, and effective agents of educational change are not the policy makers, the curriculum developers or even the education authorities themselves; they are the teachers. It further contends that the quality of the educational changes that teachers have the skills and opportunities to effect will only be as reliable and proficient as the teachers’ individual capacities for reflective practice and the development of self-knowledge (Stepien, 1999). These aspects of teacher development have, historically, been largely overlooked in the preparation and promotion of effective teachers. The emphasis has been more explicitly focused on the development and demonstration of teachers’ understanding of content knowledge and the associated pedagogies and in their capacities to understand their students as individual constructors of knowledge in diverse social contexts (Bosworth, 1999).