Towards Independence: Types of Accommodation

Syllabus outcomes: From the Commerce Syllabus: 5.5 evaluates options for solving commercial and legal problems and issues 5.9 works independently and collaboratively to meet individual and collective goals within specified timelines

Indicators of learning: Students describe a range of accommodation options Students evaluate and match types of accommodation to particular situations and needs including budget constraints

Assessment: Students brainstorm possible types of accommodation, and scenarios for accommodation types, offering both verbal contributions and a written summary. Teacher to assess verbal and written contributions and provide verbal feedback to students. Students evaluate types of accommodation, by researching and writing pros and cons lists, then sharing verbally with class. Teacher to assess the research process by observing behaviour and by assessing student’s verbal summaries, providing verbal feedback.

Resources required: Whiteboard or Smart Board and markers. Students workbooks and pens and laptops (with internet access). Commerce textbook eg: Commerce.dot.com (Farr Books), New Concepts in Commerce, 3rd Edition (Jacaranda Plus) or similar.

Lesson Content Class Instruction: Management Plan: Teacher asks students to imagine they are moving out of home and will be working and/or studying, they want to move toward being independent and will need a place to live. Teacher asks class to suggest options for living arrangements they might choose, thinking about what kind of accommodation options might they have available to them? Students respond orally in class discussion. Teacher to ask class if anybody knows someone, a young person (eg: an older sibling, cousin or neighbour), who has moved out of home, what did they do? What have students seen on television, in movies, in books as options for young people moving out of home? Class to offer verbal responses again, offering verbal contributions and teacher to write ideas up on the whiteboard. Management Plan: Teacher to give students some time to think before asking for responses from class, giving each student a chance to formulate ideas and come up with something to contribute to discussion. By providing prompting scenarios and allowing them to use creative thinking or reflect on personal experiences to contribute, the Teacher may encourage a broader response from class. Teacher should aim to call on a range of students, to ensure many voices are heard. This may also ensure all students feel included, as well as encourage students to remain on task.

Lesson Content Cont. Class Instruction: Management Plan: Teacher to instruct students to write down the list of types of accommodation created through class brainstorming (from the board) and create a sentence describing each. Students to complete work either in their books, or on laptops, working individually. Teacher to explains students will work in pairs to come up with pros and cons list for each option in their list. Students may develop their own ideas and do further research on laptops or in textbooks (as available). Students will record their pros and cons lists in written form. Teacher to ask students to share some of their pros and cons for different accommodation types and encourage students to write down any additional pro/con points during class discussion. Management Plan: Teacher to ensure all students involved by providing options for recording (ie: written in books or on laptops) and monitoring work being done by moving around the class to provide supervision and assistance wherever required. Teacher might help progress by engaging with students who seem to be struggling and providing some prompting questions or suggestions, or offering feedback where appropriate. Teacher to again facilitate class discussion by asking for volunteers and calling on different students to ensure a range of student’s opinions are heard.

Lesson Content Cont. Class Instruction: Teacher to ask students to choose one of the accommodation options in their list and again work in pairs to come up with an example scenario including a hypothetical person for whom this option might be most suitable. Students will work in pairs to determine a hypothetical scenario and justify their reasoning in written response. Teacher to ask for volunteers to share about the scenario their pair came up with and the reasons why this scenario and accommodation are suited. Management Plan: Teacher may stimulate discussion by providing an example from their own thinking if students are unsure or hesitant.

Differentiation Ideas: ESL Students Teacher may accommodate for ESL students by asking all students to describe the housing options they suggest and use examples or pictures particularly where slang terms are used (Baecher, 2011). Teacher may additionally differentiate for ESL students by allowing these students to use a dictionary as needed and providing them with some key words to use for online research. Working in pairs may further aid ESL students progress in the lesson, as it can be of benefit to the students to both speak and read language repeatedly. Teachers may further assist by repeatedly using key words viocally and writing them on the board to support literacy (Baecher, 2011). Gifted and Talented Students Teacher may differentiate for G&T students by recommending they additionally list any ideas they can come up with to overcome the cons identified in their pro/con lists, in order to employ a deeper level of critical thinking (NSWDET, 2004). Teacher may additionally pair G&T students together and differentiate by asking them to come up with an example scenario suited to each accommodation type, instead of just one.

References: Baecher, L. (2011). Differentiated Instruction for English Language Learners. Wisconsin English Journal, 53 (2), 64-73. Retrieved from: http://journals.library.wisc.edu/index.php/wej/article/viewFile/378/479 Chapman, S., & Freak, M. (2013). New Concepts in Commerce (3rd ed.). Milton, Australia: Jacaranda Plus. DelliCarpini, M. (2006). Scaffolding and Differentiating Instruction in Mixed Ability ESL Classes Using A Round Robin Activity. The Internet TESL Journal, 12 (3). Retrieved from:http://iteslj.org/Techniques/DelliCarpini- RoundRobin.html Kleeman, G., Adnum,J., Farr, R., Hamper, D., Hartley, S., Lane, R., & O’Connor, T. (2004). Commerce.dot.com; Concepts and Skills. Wilston, Australia: Farr Books. State of NSW, Department of Education and Training (2004). Policy and Implementation Strategies for Gifted & Talented Students: Curriculum Differentiation. Retrieved from: http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/ polsuppcd.pdf