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help student familiarise our students for exams, check our students' synoptic understanding and monitor and motivate our students' learning?

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help student familiarise our students for exams, check our students' synoptic understanding and monitor and motivate our students' learning?

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Slow down our SOW:
JC2: Especially for international trade and BOP

JC1: The gaps between the lecture and tutorial were quite big.
The lecture was on market failure and the tutorial was on elasticity.

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- Learning Journeys to draw connections/relevance across topics (e.g. visits to firms/companies to learn about strategies, how they operate in a globalised world) & increase motivation.

- Problem-based learning, incorporate real-world issues to introduce economic theory; motivate them as it simulates curiosity.

- Quizzes & Debates (to train EV - advantage & limitations), more student directed, take ownership.

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- Use innovative pedagogies for engagement and learning: role-playing / debate
- IBL & experiential learning thru Learning Journeys and problem-based scenarios (cinemas / ice-cream) to bring in the authentic learning. Example: ACJC and MI - Carnival to let students set up stalls (market structure concept applications)
- Students will consolidate their learning via reflection and report writing (scaffolded if necessary) --> practice essay writing and check for understanding

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FAs, smaller assessments are integral to monitor students' learning and understanding. To consider regular topical FAs and/or another FA after each theme is completed. These FAs should be consistent and remain as mini assessments, the only difference is the coverage. These FAs ought to be in-class time trials as much as possible. Can use lecture and tutorial slots interchangeably.

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1. WWP must continue, slow down SOW to go through with them.

2. Though there is no MYE, students still need to be trained so that they have stamina. E.g. To have a mock paper in Term 3.
This also give the opportunity for a reality check

3. Economics week - as a way for formative assessment

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Portion more time to teach difficult topics, eg, asymmetric info, have special tutorials focused on graphical/technical analysis, esp for JC1. For JC2, to focus on BOP and International Trade.

Have a special individual assignment (article critique) where students can undertake some research on an RQ. Can pitch as a mid year project.

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- Lecture Notes: include exemplars to complement the content on how essays / answers look like. Application of the content.

- Lecture Notes trim down on less important segments; more concise so students focus on the content area.

- SDL should be pre-reading / learning then lecture has to revisit a bit first.

- Slow down the progress in SOW. Lecture and Tutorial need to sync, can even do tutorials in lecture.

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- Use the current MYE period for the various learning journeys and experiential learning experiences
- For H1: use MCQs to test conceptual understanding progressively / lower BTEs

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HOD, SH and ST

But the whole team will support!

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Have a mid year check point where papers are marked and graded but students don't get a result slip. If exam conditions are not allowed, we can have it like a 2 hour timed assignment in the classrooms. 

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Have a mid year check point where papers are marked and graded but students don't get a result slip. If exam conditions are not allowed, we can have it like a 2 hour timed assignment in the classrooms. 