What are Graphic Organizers?

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Content

Pages

Chapter 1: Introduction ... 1

Chapter 2: What are Graphic Organizers? ... 3

Chapter 3: Types of Graphic Organizers ... 5

Chapter 4: Specific Benefits to Students and Teachers ... 7

Chapter 5: How to Use the Graphic Organizers? ... 9

Chapter 6: Thinking Skills and Graphic Organizers ... 11

Chapter 7: Graphic Organizers: Description, Procedures and Exemplars ... 13

Big Question Map ... 14

Characteristics Map ... 18

Circle Organizer ... 22

Compare Map ... 26

Concept Definition Map ... 30

Data Grid ... 34

Discussion Map ... 38

Divergent and Convergent Thinking Web ... 42

Hierarchy Diagram ... 46

K-W-H-L Chart ... 50

Main Concepts Map ... 54

Math Factors Organizer ... 58

Multiple Meaning Map ... 62

Multiple Timeline ... 66

One and All Organizer ... 70

Overlapping Circles Map ... 74

Persuasion Map ... 78

Pie Chart ... 82

Problem-Solving Organizer ... 86

V Map ... 90

Venn Diagram ... 94

Chapter 8: Web Sites for Graphic Organizers ... 99

Chapter 9: References...101

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Introduction

L

earning how to think is not as complicated as some people have believed. Once learned, thinking skills can be readily applied to lessons in all curriculum areas and further to enhance students’ life-long learning. While our knowledge about subjects can change, fade, or become obsolete, our ability to think effectively remains constant. Effective thinking strategies allow students to acquire the necessary knowledge and apply it appropriately.

Graphic organizers, as illustrated by Drapeau (1998), can be used to enhance students’ thinking skills by encouraging

brainstorming, generating new ideas, connecting parts to the whole, drawing sequence, analyzing causes and effects...etc.

These are exactly important traits of economics students to make sense out of economic phenomena and to make effective decisions about economic issues (CDC, 1989).

Prawat (1991) reminds us that thinking skills are most effectively taught within a subject matter context. This allows students to use the skills in a meaningful context and to achieve deeper learning of the subject matter.

The graphic organizers introduced in this book include

description of the thinking strategies, step-by-step suggestions on how to introduce it to students, and exemplars within each content area. In many cases, the ideas will apply directly to the text teachers wish to use. At other times, teachers will need to modify the ideas to meet their needs. While we have provided a number of ideas and strategies, we hope that this book will be a useful guide and resource to stimulate teachers’ own ideas and variations, and will encourage and support the use of graphic organizers to enhance students' thinking skills in the learning of Economics.

Chapter 1 • 1

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What are Graphic Organizers?

G

raphic organizers are visual representation of knowledge that structures information by arranging important aspects of a concept or topic into a pattern using labels

(Bromley, DeVitis & Modlo, 1999). Their main function is to help present information in concise ways that highlight the

organization and relationships of concepts.

Reasons for Using Graphic Organizers

Tools for critical and creative thinking

Graphic organizers help students focus on what is important (Bromley, DeVitis and Modlo, 1995) because they highlight key concepts and vocabulary, and the relationships among them, thus providing the tools for critical and creative thinking.

Tools for organizing information

The human mind organizes and stores information in a series of networks (Ausubel, 1968). Graphic organizers are visual

depictions that resemble networks and allow students to add or modify their background knowledge by seeing the connections and contradictions between existing knowledge and new information.

Tools for understanding information and relationships

Graphic organizers serve as mental tools (Vygotsky, 1962) to help the students understand and retain important information and relationships.

Chapter 2 • 3

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The Use of Graphic Organizers to Enhance Thinking Skills in the Learning of Economics

Tools for depicting knowledge and understanding

Graphic organizers provide an optional way of depicting knowledge and understanding (Sorenson, 1991), so it is particularly beneficial for students who have difficulty with expressing relationship among parts of economic concepts in written word.

Tools for self-learning

Students who use graphic organizers in the classroom develop their ability to use them independently as study tools for note taking, planning, presentation, and review (Dunston, 1992). In other words, graphic organizers are beneficial to students’

learning inside and beyond classrooms.

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Types of Graphic Organizers

A

lthough there are many variations and possible

combinations of graphic organizers used in the classrooms, most of them fall into four basic categories, namely cyclical organizers, conceptual organizers, sequential organizers and hierarchical organizers.

Chapter 3 • 5

Cyclical Organizers

Sequential Organizers

Definition

Organizers showing how a main concept is supported

by facts, evidence and characteristics Definition

Organizers showing the relation between a concept and its subordinate levels of

characteristics

Example

Concept Definition Map Example

Hierarchy Diagram Definition Organizers showing the sequence of events in a

process

Example Circle organizer

Definition Example

Hierarchical Organizers

Conceptual Organizers

Graphic

Organizers

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Specific Benefits to

Students and Teachers

G

raphic organizers enable teachers to show and explain relationships between content and subcontent and how they in turn relate to other content areas. On the other hand, through the use of the organizers, students can make more abstract comparisons, evaluations, and conclusions. In short, graphic organizers allow students an active role in their learning.

For easy understanding, specific benefits to students and teachers are presented in the following organizer.

Chapter 4 • 7

Benefits to Teachers Benefits

to Students

Assist students in prewriting techniques

Motivate students Help visual learners to acquire information more

easily Make your lessons

interactive Show and explain relationships between and

among content

Record relationships

Clarify and organize ideas

Improve memory

Comprehend texts

The Use of Graphic Organizers

Understand the concept of part to whole

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How to Use the

Graphic Organizers?

T

eachers can use the graphic organizers recommended in this book as they see appropriate because the organizers are really flexible tools. Teachers can use them for instruction, review, extension and enrichment, and have their students work in pairs, groups or in whole class to complete them.

In order to help students get the most out of the graphic organizers, the following steps are recommended.

Chapter 5 • 9

Use examples to illustrate the use of some graphic organizers

Familiarize yourself with different types of graphic organizers

Explain to students what graphic organizers are and why they are useful in learning

Present the specific graphic organizer for a topic. Point out its subject and organizational

framework

Assign the graphic organizer as an individual, paired, or group activity

Review students’ work. Generate classroom

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Thinking Skills and Graphic Organizers

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mong the brain’s many functions is the ability to think (Parry and Gregory, 1998), but many students do not have the skills necessary for the more “higher-order” creative and critical thinking needed to thrive both within and beyond the economics lessons.

Generally speaking, there are five different ways in which thinking skills can be used to enhance classroom instruction in economics lessons. First, thinking skills can be used to enhance students’ learning by generating ideas and activating relevant diagrams of economic concepts. This makes it more likely that they can connect new knowledge to their prior knowledge.

Second, thinking skills help students organize ideas and

components of economic concepts by searching for meaningful patterns, organizing information, and putting things in groups or categories in order to understand. Third, thinking skills help students understand the parts of an economic idea to the whole by seeing the structure of a concept or an event. Fourth, by focusing on similarities and differences, thinking skills can be used to help students establish relationships between two or more ideas, concepts and events. Finally, knowing how to use thinking skills in teaching economics will provide teachers with a vast repertoire of activities to use with any unit or lesson.

(Johnson, 2000)

Graphic organizers have a number of attributes that enhance students’ thinking skills. They allow students to make

connections among pieces of information and make information easier to recall. Furthermore, they also allow students to break information into manageable chunks, so that they can easily see

Chapter 6 • 11

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Finally, graphic organizers also provide a structure or framework to display the internal process of thinking in an external, visual form. In other words, they provide a means to observe and assess the students’ thought processes.

Four primary ways of using graphic organizers to enhance students’ thinking skills are compiling information, generating ideas, analyzing or evaluating ideas, and reflecting.

analyzing ideas compiling information

reflecting generating ideas

The use of graphic organizers can enhance students’

thinking skills in……

analyzing ideas compiling information

reflecting generating ideas

The use of graphic organizers can enhance students’

thinking skills in……

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Graphic Organizers:

Description, Procedures and Exemplars

Chapter 7 • 13

I

n this chapter, we’ve included a variety of graphic organizers that can be used in many areas of economics learning. They are accompanied by brief descriptions, step-by-step procedures and exemplars. However, teachers are reminded to modify the ideas to meet their own needs. The modification should depend on students’ developmental level and their experience with graphic organizers. Certainly, the modification itself is a valuable opportunity for critical thinking.

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Big Question Map

Description

This organizer can be used to help students improve their research and problem-solving skills. Students are trained to plan their research and investigation of a topic and thus promote their ability to learn and think independently.

Procedures

1. Identify an authentic question for which there is no easy, pre- existing answer or solution.

2. Brainstorm the procedures and resources required for answering the questions.

3. Record the information in the organizer.

4. Add, delete or change the boxes in the organizer whereas appropriate.

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Chapter 7 • 15

What?

(The Question)

How?

When? Who?

Where? Why?

What?

(The Question)

When? Who?

Why?

How?

Where?

Big Question Map

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Exemplar Exemplar

16 • Graphic Organizers: Description, Procedures and Exemplars

Big Question Map

Topic

Occupational Mobility of Labour

Concepts

1. Referring to a recent research, employees in Hong Kong in general lack loyalty to their employees.

2. Most of the employees are preparing to change their jobs whenever they can find better ones.

3. Most of the companies in Hong Kong are small in size, so that the employers lack experience and funding to provide fringe benefits to the employees.

4. High occupational mobility of labour will bring along high training cost with new employees.

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Exemplar

Chapter 7 • 17

What is the question?

What are the factors leading to high occupational mobility of labour and how it can be minimized?

Who will suffer?

1. The employers will suffer as the experienced employees leave whenever they find better jobs.

2. The employees will suffer as the employers are not willing to spend money in training their

employees.

When did the problem start?

The problem has been existing for a long time. It becomes more serious when employees strongly feel that they are unfairly treated by their employers.

How comes the problem?

1. Employers are inexperienced in improving employer- employee relationship.

2. Employees feel that they are underpaid and poorly treated.

3. The searching cost is relatively low as the access of information of new jobs is easy.

How can we solve the problem?

1. Conduct research and interviews to identify the causes of high mobility of labour.

2. Conduct research and interviews to identify what employers are willing to do to improve labour loyalty to their companies.

3. Encourage communication between employers

Where can we seek help to solve the problem?

1. The Labour Department 2. The Labour Union 3. The Trade Union 4. Research experts

What is the question?

What are the factors leading to high occupational mobility of labour and how it can be minimized?

Who will suffer?

1. The employers will suffer as the experienced employees leave whenever they find better jobs.

2. The employees will suffer as the employers are not willing to spend money in training their

employees.

When did the problem start?

The problem has been existing for a long time. It becomes more serious when employees strongly feel that they are unfairly treated by their employers.

How comes the problem?

1. Employers are inexperienced in improving employer- employee relationship.

2. Employees feel that they are underpaid and poorly treated.

3. The searching cost is relatively low as the access of information of new jobs is easy.

How can we solve the problem?

1. Conduct research and interviews to identify the causes of high mobility of labour.

2. Conduct research and interviews to identify what employers are willing to do to improve labour loyalty to their companies.

3. Encourage communication between employers

Where can we seek help to solve the problem?

1. The Labour Department 2. The Labour Union 3. The Trade Union 4. Research experts Topic :

Occupational Mobility of Labour

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Characteristics Map

Description

This organizer can be used to promote students’ critical and analytical thinking about key concepts and their characteristics.

Students are expected to list the major characteristics of a concept and illustrate with examples.

Procedures

1. Select a concept and write it in the middle of the organizer.

2. Identify the categories belong to the concept and write them in the ‘category’ boxes. You may change the number of these boxes as appropriate.

3. Brainstorm the major characteristics of each category.

Annotate with evidence whereas appropriate and necessary.

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Chapter 7 • 19

Characteristics Map

Characteristic Characteristic

Category

Concept

Category

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Exemplar Exemplar

Topic

Economic Systems

Concepts

1. Economic systems can be distinguished along many lines, but two seem most important:

A. How is economic activity coordinated; and B. Who owns the means of production?

2. Based on the above criteria, there are three different types of economic system using different ways to deal with the three basic economic problems of what to produce, how to produce and for whom to produce.

3. A purely planned economy is one in which the state owns the means ofproduction and all basic economic activities are heavily planned.

4. A purely market economy is one in which the means of production are privately owned and all economic decisions are relied on free markets.

5. In reality, all economies are to some extent mixed. In a mixed economy, there are both public and private sectors working hand in hand so as to ensure economic growth of the state.

Characteristics Map

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Exemplar

Chapter 7 • 21

Both public and private sectors join hand in hand to solve economic problems

Means of production are privately owned

Major economic decisions rely heavily on free market

Purely Market

Economy Economic

Systems

Mixed Economy

Means of production are both state and privately owned

Means of production are state owned

Purely Planned Economy

Major economic decisions are made by the government Topic : Economic Systems

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Circle Organizer

Description

This organizer can be used to help students understand the sequence of events in a process. On a sequence circle there is a consecutive flow of events with the last cycling back to the first event. Sequence circles are appropriate to represent the

relationship of events that are continuous.

Procedures

1. Discuss a cycle process with students and encourage them to retell the sequence of events.

2. Write the concept to be discussed in the middle of the organizer.

3. In clockwise direction write the events in order.

4. Write a brief note to explain the steps in the process under the ‘concept title’.

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Chapter 7 • 23

Circle Organizer

Event 6 Event 1

Event 5 Event 2

Event 4 Event 3

Concept

Explanation

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Exemplar Exemplar

Topic

Multiple Money Creation

Concepts

1. This can be defined as a process of multiple money creation, whereby a small given deposit, will lead to a greater increase in the money supply in the economy.

2. Generally, if the reserve ratio is R (a percentage of the deposit received), meaning that each dollar of deposits requires only a fraction R of a dollar in reserves. The deposit will expand by 1/R for each dollar of new reserves that are injected into the system.

3. Assumes that all the banks in our society hold exactly the 20% required reserves (no excess reserves), and that each loan recipient re-deposits the proceeds in the next bank. The total money supply created (including the initial deposit (D)) will be: D + D(1-R) + D(1-R)²+ D(1-R)³ + D(1-R)⁴ +……= D x 1/R = D/R

Circle Organizer

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Exemplar

Chapter 7 • 25

Bank A

Deposit received = $1,000 Required reserves = $200 New loans = $800

Bank F

Deposit received = $327.7 Required reserves = $65.5 New loans = $262.2

Bank E

Deposit received = $409.6 Required reserves = $81.9 New loans = $327.7

Bank B

Deposit received = $800 Required reserves = $160 New loans = $ 640

Bank D

Deposit received = $512 Required reserves = $102.4 New loans = $409.6

Bank C

Deposit received = $640 Required reserves = $128 New loans = $512

Multiple Money Creation

Assume:

1. There are many banks 2. Required reserve ratio =

20%

3. Initial deposit = $1,000 4. Banks keep no excess

reserves

5. All loans are re-deposited in banks

Assume the new loans from bank F are re-deposited into Bank A and the process goes on and on.

The total money supply thus created (including the initial amount) would be: $1,000 x 1/0.2 = $5,000

Topic : Multiple Money Creation

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Compare Map

Description

This organizer can be used to help students compare two concepts according to a set of criteria. Students can make use of it to record a discussion between two concepts/subjects and as an organizing tool for comparison.

Procedures

1. Identify two concepts/subjects that are to be compared and write them in the ‘concept’ boxes.

2. List the criteria for comparing the two concepts/subjects. Put the criteria in the ‘criteria’ boxes.

3. Discuss the similarities and differences between the two concepts/subjects.

4. Record information on the appropriate lines.

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Chapter 7 • 27

Compare Map

Illustration Criterion

Criterion

Concept Concept

Illustration

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Exemplar Exemplar

Topic

Private and Public Limited Companies

Concepts

1. There are two types of limited companies, they are private limited companies and public limited companies.

2. Both private limited companies and public limited companies enjoy limited liability. Furthermore, they can raise more capital by issuing shares.

3. Under existing regulations, private limited companies cannot have more than 50 shareholders, while the number of

shareholders of public limited companies is unlimited.

4. The shares of public limited companies can be traded in the stock market. On the other hand, private limited companies cannot offer their shares to the public.

5. In order to protect public interest, public limited companies are required by law to provide more information to the public.

Compare Map

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Exemplar

Chapter 7 • 29

Number of Shareholders

Liability

Trading of Shares

Disclosure of Company Finance Private

Limited Company

Public Limited Company

Disclosure is not required

2 to 50 unlimited (min. 2)

Limited liability Limited liability

Shares cannot be traded in the stock market

Shares can be traded in the stock market

Must be disclosed to the public

Topic : Private and Public Limited Companies

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Concept Definition Map

Description

This organizer can be used to help students focus attention on the main components of a definition. These may include categories, properties and illustrations. It not only enriches students’ understanding of a concept, but also encourages them to integrate their own experience with the definition.

Procedures

1. Discuss basic elements related to the definition of a concept, for example, what is it? What are their properties? What are the examples?

2. Choose a concept and tell students discuss the meaning and brainstorm its properties and examples.

3. Ask students to justify the examples they have given.

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Chapter 7 • 31

Concept Definition Map

Example

This is an example because

Example

This is an example because

Example

This is an example because Property

Property

Property Definition

Concept

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Exemplar Exemplar

Topic

Money

Concepts

1. Money is defined as a generally accepted medium of exchange.

2. Besides the function of medium of exchange, money usually performs basic functions of unit of account, standard of deferred payment and store of value.

3. To perform the functions effectively, money should have the qualities of stability (in intrinsic value), durability, divisibility, portability and homogeneity.

4. Paper notes, coins and demand deposit (cheques) are generally accepted as examples of money because they perform most of the basic money functions.

Concept Definition Map

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Exemplar

Chapter 7 • 33 (Functions)

Money

Medium of Exchange

Unit of Account

Store of value

Standard of Deferred Payment Generally accepted medium

of exchange

(Definition)

(Qualities) Stability

Homogeneity Divisibility

Portability Durability Paper notes and coins are

money because they perform all four functions of money

Demand deposit is in general defined as money because the cheque is generally accepted as medium of exchange, and the deposit itself performs the function of store of value.

Topic : Money

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Data Grid

Description

This organizer can be used to help students organize

information into different categories. It allows students compare and contrast information according to various criteria. Students are thus trained to see patterns of information and are able to generate hypotheses.

Procedures

1. Choose a topic to research.

2. List subtopics to be compared and contrasted and write them across the top of the organizer.

3. Brainstorm all criteria for comparing and contrasting and list them vertically down the left side of the organizer.

4. Conduct research on and/or search for the required information and write it in the appropriate boxes.

5. Use the grid to launch a discussion.

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Chapter 7 • 35

Data Grid

Sub-topics

Criteria

Sub-topic 1 Sub-topic 2 Sub-topic 3 Sub-topic 4 Criterion 1

Criterion 2

Criterion 3

Criterion 4

Criterion 5

Criterion 6 Research Topic :

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Exemplar Exemplar

Topic

Market Structure

Concepts

1. Market structure describes the important features of a market, such as the number of firms, type of products, ease of entry, and forms of competition.

2. A perfectly competitive market is a market structure

involving large numbers of fully informed buyers and sellers of a homogeneous product. There are no obstacles to entry or exit of firms. Individual firms have no control over the price.

3. A pure monopoly is an industry with a single firm that produces a product for which there are no close substitutes and in which significant barriers prevent other firms from entering to compete away profits. The firm can raise price without losing all demand for their product.

4. A monopolistic competitive market is a market structure in which there are a large number of firms. None of the firms can influence market price by virtue of size only. Some degree of market power is achieved by firms producing differentiated products. New firms can enter and established firms can exit such industry with ease.

5. An oligopoly is a market involving only a few firms that are each large enough to influence market price by virtue of size.

Products may be homogeneous or differentiated. The behaviour of any one firm very much depends on the behaviour of others.

Data Grid

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Exemplar

Chapter 7 • 37

Perfect Competition Research Topic : Market Structure

Monopolistic

Competition Oligopoly Monopoly

Number of Firms Many Many Few One

Types of Product Homogeneous Differentiated Homogeneous /

Differentiated ----

Forms of Competition

among the Producers

---- Non-price

Competition

Price/Non-price

Competition ----

Availability of Information

Perfect Information

Imperfect Information

Barrier of Entry Free Entry Free Entry Entry Restricted Entry Restricted

Control over Price Price Taker Price Searcher Price Searcher Price Searcher

Market Structure

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Discussion Map

Description

This organizer can be used to help students consider both sides of an issue before drawing conclusion. Students are trained to develop skills in comparing and contrasting points of view from different people.

Procedures

1. Discuss and identify an issue that students are interested in.

2. Students brainstorm the reasons for and against the argument and record their ideas in the appropriate boxes.

3. Having considered all the pros and cons, try to arrive at a class conclusion and write a brief justification to support the decision.

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Chapter 7 • 39

Discussion Map

(Reasons Against) (Reasons For)

Question/Issue

Conclusion

and

Justification

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Exemplar Exemplar

Topic

Protectionism

Concepts

1. Reasons for protectionism:

A. Protection of local infant industries

B. Correcting adverse balance of payment position C. Protecting declining industries

D. Preventing dumping goods from other countries E. Increasing local employment rate

2. Reasons against protectionism:

A. Limiting choices of consumers B. Reduction in world output C. Resource misallocation

D. Retaliation from other countries E. Inefficient use of resources

Discussion Map

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Exemplar

Chapter 7 • 41

Conclusion Justification and

Hong Kong should not impose tariff on imported computer products as this would limit our choice in using high technological

products. In turn, our computer literacy

would then be lowered.

(Reasons Against) (Reasons For)

The variety of computer products is limited

The Issue

Hong Kong should impose a tariff on the import of computer products from other countries.

The local computer industry can develop under the protection

The reduction of import will lead to a reduction of trade deficit

The development of the local computer industry will bring along with an increase in employment rate

Local computer producers are willing to spend more money in researching new products as their market are secured

More local resources are allocated to the production of computer products which are not yet efficient in resource utilization

Total world production of computer products is reduced

The price of locally produced products will be higher than those imported from abroad

Topic : Protectionism

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Description

This organizer can be used to help students brainstorm ideas in such a way as to show the relationship between various topics and subtopics. Students are encouraged to generate as many ideas as possible in relation to a given topic. They are then required to refine their ideas by thinking convergently and finally weave them into a definition.

Procedures

1. Choose a topic to discuss and write it down in the centred box.

2. Brainstorm ideas in such a way as to show the relationship between the subtopics.

3. After discussion, refine the ideas by eliminating certain unrelated/incorrect attributes from the list.

4. Put the critical attributes into the appropriate outer layer boxes.

5. Take the critical attributes and weave them into a definition.

6. Write the definition under the topic title in the centred box.

7. Check the definition by applying it to a wide range of examples and cases.

Divergent and Convergent

Thinking Web

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Chapter 7 • 43

Divergent and Convergent Thinking Web

Topic Title and Definition

Idea Idea

Sub-topic

Idea Idea

Sub-topic

Idea Idea

Sub-topic

Idea Idea

Sub-topic

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Exemplar Exemplar

Topic

Integration of Firms

Concepts

1. An integration of firms occurs when two previously independent firms are combined under a single owner or group of owners, with the main reason to raise their competitiveness in the market.

2. A horizontal integration is the combining of two firms producing similar products. The aims for doing so are to use the resources more efficiently, to enlarge the market shares, and to enjoy the advantages of economies of scale. The integration of two banks is a typical example.

3. A vertical integration is the combining of two firms one of which is the input supplier/market outlet of the other. A backward vertical integration is formed in order to ensure the supply of inputs whereas a forward vertical integration is for the purpose of having an outlet of production. Both

backward and forward vertical integration can enjoy the benefit of economies of scale and more efficient use of resources. The integration of a flour manufacturing firm and a bakery shop is an example of backward vertical integration to the bakery shop, but an example of forward vertical integration to the flour manufacturing firm.

4. A lateral integration is the combining of two firms producing related but not competitive products. The aims of doing so are to have better use of resources and diversity of

production and risks. The integration of two shops selling watches and jewellery is a typical example.

5. A conglomerate integration is the combining of two firms producing unrelated products. The firms are combined together in order to have more efficient use of resources, and to diversify lines of production and risks. The combining of a transport company and a restaurant is an example of

conglomerate integration.

Divergent and Convergent

Thinking Web

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Exemplar

Chapter 7 • 45

Combining of two firms which produce related but not

competitive products

Integration of Firms

Combining of two previously independent firms in order to have more efficient use of resources and to raise the competitiveness

in the market

Horizontal Integration Vertical

Integration

Lateral Integration

Conglomerate Integration

Combining of two firms which produce similar products Combining of two firms which

are at different stages in producing a product

Have a larger market share

More efficient use of resources Enjoy economies of

scale

Backward Vertical Integration

Forward Vertical Integration Enjoy

economies of scale and better use

of resources Ensure

resource supply

Ensure market outlet

Combining of two firms which produce unrelated products Topic : Integration of Firms

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Hierarchy Diagram

Description

This organizer can be used to help students see superordinate and subordinate categories of a concept or topic. It clarifies relationships between and among concepts/topics in different levels.

Procedures

1. Choose a topic and write it in the box at the top of the organizer.

2. Brainstorm a list of the subcategories of the topic.

3. Cluster the ideas into different levels of ranks and levels.

4. Write the first subordinates in the boxes in the second level.

Add or delete boxes whereas appropriate.

5. With materials that have more than two levels, students can add additional levels to the organizer.

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Chapter 7 • 47

Main Topic

Sub-topic 1 Sub-topic 2 Sub-topic 3

Hierarchy Diagram

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Exemplar Exemplar

Topic

Types of firm

Concepts

1. Firms can be divided generally into private and public enterprises.

2. For the private enterprises, there are three different types of firm, namely sole proprietorship, partnership and limited company.

3. Partnership can be further divided into general partnership and limited partnership.

4. There are also two different types of limited company; they are private limited company and public limited company.

Hierarchy Diagram

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Exemplar

Chapter 7 • 49

General Partnership

Firm

Private Enterprise Public Enterprise

Limited Partnership Private Limited Company

Sole Proprietorship Partnership Limited Company

Public Limited Company Topic : Types of firm

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K-W-H-L Chart

Description

This organizer can be used to help students understand the questions of what they know (K), what they want to know (W), how they will learn (H) and what they have learned (L) in relation to a specific topic. This is an effective tool to make students identify their prior knowledge and let them set their own targets and means of learning. Finally students are required to write down what they have learned to show the new

knowledge they have obtained.

Procedures

1. Choose a topic that students are interested in researching.

2. Record the questions the students have about the topic in the ‘W’ column. This establishes a guide for researching.

3. Ask students to share the prior experience on the topic and list them in the ‘K’ column.

4. Help students identify possible ways to research the need information and record them in the ‘H’ column.

5. List the new information and knowledge in the ‘L’ column.

6. Discuss whether students’ prior knowledge listed in the ‘K’

column can be confirmed or denied.

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Chapter 7 • 51

K-W-H-L Chart

K

What do I know?

Topic :

W

What do I want to know?

H

How I will learn?

L

What I have

learned?

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Exemplar Exemplar

Topic

The Stock Market

Concepts

1. The stock market provides people with a way to invest in companies and corporations.

2. People can gain or lose money in the stock market.

3. People make money in the stock market by receiving dividends and/or selling the stock at a price higher than the purchase price.

4. People lose money if they sell the stock at a price lower than the purchase price.

5. The price of stock is affected by many factors.

K-W-H-L Chart

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Exemplar

Chapter 7 • 53

1. Stock market is a mechanism for investing in companies.

2. The price of a stock rises when the demand for it increases, and vice versa.

3. Usually when the stock price in US market increases, the stock price in HK will increase too.

4. People cannot buy and sell stocks directly, but through the brokers.

5. Many people buy stocks of a company without knowing what the company is.

K

What do I know?

Topic :

W

What do I want to know?

H

How I will learn?

The Stock Market

1. How is stock transacted in stock market?

2. Why are stock prices in HK affected by the US stock market?

3. What are bull market and bear market?

4. What are the factors affecting stock price?

5. Why are most people willing to buy more of a stock when its price increases, and vice versa?

1. Referring to Economics textbooks and journals.

2. Reading business and financial news in newspapers.

3. Watching business and financial report programmes.

4. Researching related

information in the Internet.

5. Interviewing people who are experienced in stock transaction.

1. Stock is transacted in the market though brokers.

2. The higher the stock price in US market, the more favourable the future world economy we expect. So people are more willing to pay higher price for HK stocks.

3. Major factors affecting stock prices are the companies’

earning power, world events, investors’

expectation, and so on.

L

What I have

learned?

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Main Concepts Map

Description

This organizer can be used to help students identify the main concepts of a topic. Students are encouraged to give a broad interpretation of the components of a topic and to support their ideas with specific information from relevant source.

Procedures

1. Choose a topic to discuss.

2. Identify main concepts that are important to the understanding of the topic.

3. Research information that illustrates the interrelationship among the main concepts.

4. Quote the source(s) of the information you get.

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Chapter 7 • 55

Main Concepts Map

Main Concept Main Concept Main Concept

Topic

Illustration

Source(s) of Information

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Exemplar Exemplar

Main Concepts Map

HK$ million 2000

STANDARD COMPONENTS 1st Qtr@

Current Account 10,288

Goods -19,344

Services 23,754

Income 9,226

Current transfers -3,347

Capital and Financial Account -3,863

Capital and financial non-reserve assets (net change) -22,038

Capital transfers -1,938

Financial non-reserve assets (net change) -20,100

Direct investment -1,440

Portfolio investment 87,045

Financial derivatives -41,504

Other investment -64,201

Reserve assets (net change) 18,175

Net errors and omissions -6,426

Overall Balance of Payments -18,175

(in deficit) Source: Hong Kong Monthly Digest of Statistics December 2000

Topic

Balance of Payments Account

Concepts

1. A balance of payments account is an integrated statistical statement, for a particular time period, of an economy’s external transactions with the rest of the world. It contains a detailed current account, and an aggregated capital and financial account with net change in reserve assets.

2. In a Balance of Payment Account, every external transaction is presented by two entries, a credit and a debit.

3. In the current account, exports of goods and services, factor income inflows and current transfers from abroad are all credit entries whereas debit entries refer to imports of goods and services, factor income outflows and current transfers to abroad. A positive value for the balance figure in the current account represents a surplus whereas a negative value a deficit.

4. In the capital and financial account, credit entries indicate increases in external liabilities and decreases in external assets whereas debit entries refer to decreases in external liabilities and increases in external assets. A positive value for the balance figure indicates a net capital and financial inflow and a negative value indicates a net outflow.

5. A negative value for net change in reserve assets represents a net increase and a positive value a net decrease.

6. The Hong Kong’s Balance of Payment Account for the first quarter of 2000 is as follow:

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Exemplar

Chapter 7 • 57

Main Concept

Balance of Payments Account = Current Account

+ Capital and Financial Account

Illustration

1. Balance of Payments Account

This is an integrated statistical statement of an economy’s external transactions with the rest of the world. It contains the current account, the integrated capital and financial account a9with net change in reserve assets).

2. Current Account

Credit entries Debit entries

a. exports of goods and services a. imports of goods and services b. factor income inflows b. factor income outflows c. current transfers from abroad c. current transfers to abroad

• A ‘+’ value for the balance figure represents a surplus whereas a ‘-‘ value a deficit.

3. Capital and Financial Account

A. Capital and financial non-reserve assets

Credit entries Debit entries

a. increases in external liabilities a. decreases in external liabilities b. decreases in external assets b. increases in external assets

• A ‘+’ value for the balance figure indicates a net inflow whereas a ‘-‘ value a net outflow.

B. Net change in reserve assets

A ‘-‘ value represents a net increase whereas a ‘+’ value a net decrease.

Source of Information

Census and Statistics Department

Main Concept

Current account consists of imports/exports of goods and services, factor income

inflows and outflows, and current transfers to/from

abroad.

Main Concept

Capital and financial account consists of changes

of external liabilities and assets

Balance of Payments Accounts in Hong Kong

Topic : Balance of Payments Account

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Math Factors Organizer

Description

This organizer can be used to help students understand possible factors that make up a concept. In other words, students are expected to brainstorm all associative properties of the concept.

Procedures

1. Choose and write the concept in the centred box of the organizer.

2. Discuss possible factors contributing to the concept.

3. Brainstorm possible associative property of numbers that make up the same result as stated in the concept.

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Chapter 7 • 59

Math Factors Organizer

Concept

and Idea

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Exemplar Exemplar

Topic

Total Revenue and Price Elasticity of Demand

Concepts

1. Total Revenue(TR) = Price per unit(P) x Quantity sold(Q) 2. If the price elasticity of demand (Ed) is equal to one, any

change in price will result in a same proportional change in its quantity sold. Therefore, the total revenue of the product sold will remain constant.

Math Factors Organizer

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Exemplar

Chapter 7 • 61

P = $100 Q = 60

P = $80 Q = 75

P = $60 Q = 100

P = $20 Q = 300

P = $50 Q = 120 TR = $6,000

(Assume Ed = 1) P = $15

Q = 400

P = $30 Q = 200

P = $40 Q = 150

Topic : Total Revenue and Price Elasticity of Demand

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Multiple Meaning Map

Description

This organizer can be used to help students explore concepts with more than one meaning, definitions, examples and categories. It is an excellent tool to develop students’ skill in creating associations and conceptual links.

Procedures

1. Choose a concept/word with multiple meanings, definitions, examples...etc. and put it in the centre of the organizer.

2. Identify the various meanings (or other categories) of the concept/word and help students make connections. Put these categories in the boxes of the outer level. Adding or deleting the number of boxes as needed.

3. Brainstorm associations to each of the categories.

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Chapter 7 • 63

Multiple Meaning Map

Description Description

Category Category

Concept

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Exemplar Exemplar

Topic

Unemployment

Concepts

1. Fictional unemployment is unemployment that arises because of the time required to match job seekers with job openings.

2. Structural unemployment is unemployment that arises because those who are unemployed do not possess the skills demanded by employers or do not live in regions where the jobs are.

3. Seasonal unemployment is unemployment caused by seasonal shifts in labour supply and demand.

4. Cyclical unemployment is unemployment caused by the decline in the economy’ aggregate production during recessions.

Multiple Meaning Map

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Exemplar

Chapter 7 • 65

Cyclical Unemployment

This arises because of the decline in the economy’s aggregate production during

This arises because of seasonal shifts in labour

Seasonal Unemployment Structural

Unemployment

Fictional Unemployment

This arises because those who are unemployed do not possess the skills demanded by employers or do not live in regions where the jobs are.

This arises because of the time required to match job seekers with job openings.

Topic : Unemployment

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Multiple Timeline

Description

This organizer can be used to help students acquire the skill to look at various aspects of a time period and see the influences they have on one another. For instance, students may trace the relationship between rates of unemployment and inflation in a specific period of time.

Procedures

1. Choose a topic of the multiple timeline and put it at the top of the organizer.

2. Enter the beginning and ending points of time of study in the appropriate blanks.

3. Decide upon what subtopics or aspects to be compared on the left-hand side of the organizer.

4. Research and collect information (data and/or events) that fit the subtopics or aspects, and enter them in the appropriate boxes.

5. Give a brief conclusion of the relationship between/among the subtopics or events at the end of the organizer.

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Chapter 7 • 67

Multiple Timeline

Topic :

Dates

Subtopic/

Aspect

Events/

Data

Conclusion:

Dates

Subtopic/

Aspect

Events/

Data

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Exemplar Exemplar

Topic

Unemployment and Inflation

Concepts

1. Inflation refers to the sustained increase in the general level of prices of goods and services.

2. Unemployment occurs whenever the aggregate demand for goods is less than the aggregate supply of goods in an economy.

3. The higher the level of unemployment rate, the less money spent in consuming goods and services. The decrease in aggregate demand would make the general price levels rise in a slower rate or even drops, so that there will be a decrease in inflation rate.

Multiple Timeline

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Exemplar

Chapter 7 • 69

9/97 11/97 1/98 3/98 5/98 7/98 9/98

Topic : Unemployment and Inflation

Unemploy- ment Rate

Inflation rate

Unemploy- ment Rate

Inflation rate

2.4% 2.5% 3.5% 4.1% 4.8% 5.0% 5.5%

9/97 10/97 11/97 12/97 1/98 2/98 3/98 4/98 5/98 6/98 7/98 8/98 9/98 10/98 5.6% 5.7% 5.4% 5.2% 5.4% 4.7% 4.8% 4.7% 4.5% 4.0% 3.2% 2.7% 2.5% 0.1%

11/98 1/99 3/99 5/99 7/99 9/99 11/99

5.8% 6.2% 6.3% 6.0% 6.1% 6.1% 5.7%

11/98 12/98 1/99 2/99 3/99 4/99 5/99 6/99 7/99 8/99 9/99 10/99 11/99 12/99 -0.7% -1.6% -1.1% -1.7% -2.6% -3.8% -4.0% -4.1% -5.5% -6.1% -6.0% -4.2% -4.2% -4.0%

Source: Census and Statistics Department http://www.info.gov.hk/censtatd

Conclusion:

In general, there is an inverse relationship between unemployment rate and inflation rate. The higher the unemployment rate, the less demand for goods and services. The lower aggregate

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One and All Organizer

Description

This organizer can be used to help students uncover similarities and differences among several items. It is designed to facilitate the development of students’ comparing and contrasting skills.

Procedures

1. Choose a topic to be discussed.

2. Divide the class into several groups and assign each group a subtopic.

3. Have students name a characteristic of their subtopic. Decide whether the characteristic is unique, or if it is shared.

4. Record the shared characteristics in the centered circle, and the unique characteristics in respective subtopic boxes.

5. Ask students to give examples as well as the rationale for their decisions.

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Chapter 7 • 71

One and All Organizer

Subtopic

Subtopic Subtopic

Topic

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Exemplar Exemplar

Topic

Types of Production

Concepts

1. Production is the process by which resources are transformed to satisfy human wants.

2. Primary production refers to activities that directly utilize natural resources in the process of production. Fishing and mining are typical examples.

3. Secondary production refers to production activities that turn raw materials into goods for future production or final consumption. Manufacturing and construction industries are typical examples.

4. Tertiary production refers to the provision of services.

Financial services and social services are typical examples.

One and All Organizer

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Exemplar

Chapter 7 • 73

Production is the process by which

resources are transformed to satisfy

human wants

Primary Production

These are production activities that directly

utilize natural resources.

Typical examples are mining and

fishing.

Secondary Production These are production activities that turn raw materials into goods for future

production or final consumption.

Typical examples are manufacturing

and construction industries.

Tertiary Production

These are production activities that provide services to consumers.

Typical examples are financial and social services

Topic : Types of Production

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Overlapping Circles Map

Description

This organizer can be used to help students develop skill in comparing and contrasting similarities and/or differences. This is specially designed to show the relationship of two concepts of which one is the subset of the other. This organizer may consist of two or more circles.

Procedures

1. Identify and label above each circle the concepts to be compared and contrasted.

2. Discuss and record their similarities and differences.

3. Put the shared characteristics in the appropriate overlapping sectors.

4. Record the unique characteristics of each concept in its own sector.

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Chapter 7 • 75

Overlapping Circles Map

Concept 1

Characteristics

Concept 2

Characteristics

Concept 3

Characteristics

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Exemplar Exemplar

Topic

Money Supply

Concepts

1. Money supply is the total stock of money available in the economy

2. Hong Kong has three measures of money supply 3. Money supply definition 1 (M1)

This is the sum of legal tender notes and coins held by the public plus customers’ demand deposits placed with banks.

4. Money supply definition 2 (M2)

This is the sum of M1 plus customers’ savings and time deposits with banks, as well as the negotiable certificates of deposit (NCDs) issued by banks held outside the banking sector.

5. Money supply definition 3 (M3)

This is the sum of M2 plus customers’ deposits with restricted licence banks and deposit-taking companies, as well as

negotiable certificates of deposit (NCDs) issued by these institutions held outside the banking sector.

Overlapping Circles Map

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Exemplar

Chapter 7 • 77

Topic : Money Supply

M3

M2

M1

➣ legal tender notes and coins held by the public

➣ demand deposits placed with banks

➣ deposits with restricted licence banks and deposits-taking companies

➣ negotiable certificates of deposit issued by the above two institutions held outside the banking sector

➣ savings and time deposits with banks

➣ negotiable

certificates of deposit issued by banks held outside the banking sector

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Persuasion Map

Description

This organizer can be used to help students get familiar with the process of persuasive writing. Students are required not only to identify evidence in support of their argument, but also to acknowledge opposing opinions.

Procedures

1. Choose an issue of interest.

2. Discuss the ideas and facts to support both sides of the controversial issue.

3. List all facts and ideas on the blackboard.

3. Students choose a position on one side or the other.

4. According to their own understanding and choice, write several reasons to support their position in the ‘supporting evidence’ boxes. Opposing evidences should also be identified and written in the ‘opposing evidence’ box.

5. Help students reconsider their position if needed and write it in the ‘conclusion’ boxes.

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Chapter 7 • 79

Persuasion Map

Supporting Evidence 1 Opposing Evidence 1