Strand: Personal Finance

Element: Exploring business

Learning Outcome:

Students should be able to:

1.7 Distinguish between and appreciate their rights and responsibilities as consumers

From the learning outcome above we devised the following learning intentions:

1. We will know our rights as consumers and the responsibilities of retailers when selling goods and services

2. We will be able to write a letter of complaint and apply our rights

Once the students have identified what makes a good letter of complaint in their groups, the students, guided by the teacher will collate and summarise the success criteria.  An example of the final success criteria for the learning intention “We will be able to write a letter of complaint and apply our rights” can be seen below:

Effective questioning can provide teachers with information about the students they teach, allowing them to ascertain where they are with their learning.  Questioning can reveal evidence of existing knowledge, gaps in knowledge and any misconceptions that students may have.  

The careful planning of a mix of higher and lower order questions in advance, the use of student response systems (SRS), e.g. Socrative, Mentimeter, WizerMe, Google Forms, Microsoft Forms can increase student engagement and allow for improved feedback both for the teacher and by the teacher.  

When planning effective questioning it helps to focus on why you are asking the question in the first place (NCCA, 2015). 

The questions below from each level of Blooms Taxonomy can be used to stretch students in their thinking and prepare them for the assignment. 

In the example below, the assignment is distributed to the students using the 'Assignment' option in the 'Classwork' tab in Google Classroom.  

The teacher decided to use the rubric feature to scaffold the assignment for the students.  

The teacher based the rubric on the success criteria that were shared with students as part of the assignment.  

The rubric is visible to students as they are completing their assignment and can act as a guide to improve the standard of the work submitted.  

The student views the assignment which has been shared by their teacher and clicks on the attachment to begin work.  Once he or she has completed the assignment it can be submitted to the teacher by clicking the 'Turn in' button to the right hand side of the image below.  

The example below shows effective feedback from the teacher (or a peer) can be shared using online comments.  The comments are structured using an example, scaffold and reminder prompts (Clarke, 2005).

Example prompt

An example prompt can be successful with all students, but particularly those who require additional support, e.g.:

• Although you have the correct use of capital letters here, the closing isn't correct, given that you started the letter with "Dear Sir/Madam".  Hint: The correct closing should be "Yours f..."

Scaffold prompt

A scaffold prompt scaffolds the learning for students who need more support than a simple reminder, e.g.:

• Check how capital letters are used here (Hint: look at how this law is written in your textbook)

Reminder prompt

A reminder prompt is most suitable for able learners, e.g.:

• Check your spelling here please

General feedback can also be provided to the student in the 'Private comments' section on the right hand side of the screen.  Below is an image showing how this private feedback is viewed by the student.  In addition, the teacher used voice/oral feedback for the student using the Mote Chrome extension.  

In addition, the student can view the rubric which the teacher selects when grading the assignment to receive further feedback and identify areas for improvement in the next draft of the assignment.