Teacher End of Unit Survey (TEUS) The President's Dilemm

Teacher End of Unit Survey (TEUS)

The President’s Dilemma

Instructions

Thank you, in advance, for completing this survey about your use of The President’s Dilemma in your classroom. In addition to your recollections and notes from the unit, please refer to your grade book or lesson plans if needed to complete the survey. This instrument is being administered as part of a long-term research project by WestEd to understand strategies for improving high school economics. WestEd, a research, development, and service agency, works with education and other communities to promote excellence, achieve equity, and improve learning for children, youth, and adults.

This survey is designed to measure how well you implement the problem-based approach in teaching the unit. We would like you to share with us how you have modified and improved the unit to suit your teaching style, student needs, and classroom environment. It will take you about 10 minutes to complete it. All your answers will remain confidential and will be used only for statistical purposes.

1. Please generate a unique identification number by following the example, and filling in the blank boxes below:

Month of birth date (November = 11) + Last 4 digits of home phone (5432) + First letter of last name (S)

Example:	1	1	+	5	4	3	2	+	S
YOUR ID:

2. Your email address:

3. Please read each question and indicate the response choice (see example 1) or the point on the scale (see example 2) that best represents your position. Select only one response (unless otherwise specified) for each statement. A couple of questions require you to fill in the blank.

Example 1:

Never

A few times a semester

Once or twice a month

Once or twice a week

Almost everyday

How often do you read the economics-related news……...

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Example 2:

Not At All Very Much

I enjoy teaching economics………………………………..

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Teacher End of Unit Survey The President’s Dilemma
1.	Today’s Date (e.g. 9/3/06): _____ / _____ / 06.
2.	How many class periods did you spend on this unit, including test and debrief? ____ class periods spent.
3.	How many nights did you assign homework (including weekends) for this unit? ____ nights
4.	How much did you focus on the following concepts during The President’s Dilemma unit?	Did not cover					Major focus
a.	Scarcity								
b.	Opportunity Costs								
c.	Economic Incentives (prices, wages, profits, taxes, etc.)								
d.	Gross Domestic Product								
e.	Employment & Unemployment								
f.	Inflation								
g.	Fiscal & Monetary Policy								

5.	How much time did you spend using these benchmark lessons provided in The President’s Dilemma booklet?	Did not teach	15 minutes or less	About ½ an hour	Almost an hour	More than an hour
a.	Lesson on general overview of monetary policy					
b.	Lesson on tight (contractionary) monetary policy					
c.	Lesson on easy (expansionary) monetary policy					
d.	Lesson on general overview of fiscal policy					
e.	Lesson on tight (contractionary) fiscal policy					
f.	Lesson on easy (expansionary) fiscal policy					

			I used with students and I….
6.	How did you or students use the following problem log entries suggested in The President’s Dilemma booklet? (Check ALL that apply for each Problem Log)	Did not use with students	Checked for completion only -- did not read	Read to give feedback or to plan instruction	Read and graded
a.	Problem Log: “What do you think are major issues raised in the President’s memo?”				
b.	Problem Log: “Can you explain the terms that are important in understanding The President’s Dilemma?”				
c.	Problem Log: “How has information from the expert groups helped you better understand the issues?”				
d.	Problem Log: “Can you explain the theories that are important in developing policies to solve an economic crisis?”				

7.	How much did you emphasize each of the following in the President’s Dilemma unit?	Did not use	Used, but did not emphasize	Emphasized a little	Emphasized moderately	Emphasized a lot
a.	Reviewing the memo from the President with the class					
b.	Developing the problem statement					
c.	Developing the list of “knows” and “need to knows”					
d.	Discussing the newspaper article					
e.	Revising the list of “knows” and “need to knows”					
f.	Forming students into expert groups to research information					
g.	Having expert groups report information learned to the class					
h.	Discussing the statistics table with the whole class					
i.	Dividing students into Economic Consultant Teams (economic advisors) to develop policy					
j.	Distributing letters and discussing the information each contains					
k.	Giving students the memo from Leo Sloan with guidelines for their speech					
l.	Collecting and giving feedback on visuals and speech					
m.	Having students deliver final products or presentations					
n.	Having students answer questions from “lobbyists” and the President					
o.	Using the rubric to evaluate speeches					
p.	Having students take the unit test					
q.	Having wrap-up and debriefing sessions on the unit					
r.	Using the textbook or other reading assignments					
s.	Assigning homework					

8.	As students worked to develop their policy speech, how much did you emphasize each of the following:	Not at all				A lot
a.	They have to stay focused on Economics, not political issues					
b.	They will not be given answers and will have to make their own decisions					
c.	There is no single “correct” answer, but several possibilities					
d.	It will be impossible to fully satisfy everyone’s interests					
e.	They have to deal with the situation as defined in the unit and cannot make up easier scenarios for themselves					

9.	To what extent did your DEBRIEF of student solutions…	Not at all				A lot
a.	address incorrect knowledge or statements					
b.	provide additional lectures, readings or assignments					
c.	discuss the underlying tradeoffs and opportunity costs of the solutions					
d.	discuss the process by which students worked together as a group					
e.	discuss the skills students exhibited in making their presentations					
f.	revisit the circular flow diagram from Running in Place					

10.	Please rate the challenge level for the following in teaching The President’s Dilemma unit:	Not a challenge					A major challenge
a.	The unit has too much content							
b.	The unit content is difficult							
c.	The unit takes up too much time							
d.	The unit is difficult to manage							
e.	Too many students in my class(es)							
f.	Difficult to grade or assess							
g.	Students lack skills in reading or writing							
h.	Students lack skills in math							
i.	Students lack self-management skills							
j.	Students have difficulty working together							
k.	Students have difficult solving complex problems							
l.	Students lack motivation or interest in the problem							
m.	Student absences							
n.	Disruptive student behavior (besides absences)							

11.	Please provide any other information about teaching this unit that you think would be useful. Use the back of the page if necessary.

Thank You For Completing This Survey!