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PDST Accounting National Conference - Sept. 15th, 2018

Join the PDST Accounting National Conference on September 15th, 2018, for a day of learning, teaching, and assessment strategies in accounting education. Explore topics like integrated learning, key skills, and Bloom's taxonomy. Don't miss out!

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PDST Accounting National Conference - Sept. 15th, 2018

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  1. Accounting National Conference Sept 15th 2018 Welcome

  2. Welcome and Introductions • Our team • Cian Sweeney, Caroline McHale, Maura Fehily • Email • business@pdst.ie • ciansweeney@pdst.ie • Twitter • @PDSTBusiness

  3. Registration for updates • Please see link on accounting page of the PDST website.

  4. Outline for today

  5. What we are Teachers and school leaders Teacher Educators Facilitators/Enablers Purveyors of lifelong learning What we are not Evaluators Policy makers Curriculum developers

  6. In-school support www.pdst.ie/schoolsupport School roll number schoolsupport2018 It is essential to fill out the on-line application form in order for your application to be considered

  7. In-School Support School Self-Evaluation (SSE) 2016 – 2020 Investigative Phase 1. Identify focus 2. Gather evidence 3. Analyse and make judgements 4. Write and share report and improvement plan 5. Put improvement plan into action 6. Monitor actions and evaluate impact

  8. www.pdst.ie

  9. PDST Website

  10. Student Performance in 2018 Leaving Certificate Accounting Examination

  11. An Integrated Approach to Learning, Teaching and Assessment • Available at; • PDST website - click here • Array of strategies, tools and ideas to support teaching and learning in the classroom.

  12. Senior Cycle Key Skills

  13. Accounting Syllabus • The accounting syllabus espouses the ideas of: • “Personal initiative and enterprise” being “developed by the problem- solving focus of the programme.” (NCCA) • Differentiating: “It is of particular importance that the accounting education offered in this course to students is appropriate to their abilities, needs and interests and that it reflects the broad nature of the subject and its potential for enhancing student development.” (NCCA) • Developing skills/values/competencies such as “problem-solving and computational skills”, “critical thinking”, “fostering of the concept of accountability”, “knowledge, understanding and skills leading to personal competence”. (NCCA)

  14. Chief Examiners Report • Very valuable document. • 2011 is last report available for accounting - click here

  15. (SEC, 2011, p.25)

  16. All of the methodologies that follow can be used as part of the teaching and learning in the accounting classroom to aid in meeting the needs of all pupils and developing the skills and competencies required by the syllabus.

  17. Flash Cards • Assessment by teacher or peers. • Students defend their choice. • Get students to set tests by picking entries. • Example: Random selection of accounting entries.

  18. Anticipation Exercise • Are advance organisers that can be used to activate and assess students’ prior knowledge, focus reading and motivate reluctant readers by stimulating their interest in the topic. • (Dean, Hubbell, Pitler & Stone, 2012) • Integrated Approach Booklet – page 35,36

  19. Blooms Taxonomy • Aims to engage the higher order thinking skills of pupils. • Could be used for theory sections of the course. • Integrated approach booklet page 23 - 25 Source: https://commons.wikimedia.org/wiki/File:Bloom%E2%80%99s_Taxonomy_Verbs.png

  20. Keywords • Useful in developing the vocabulary of the subject e.g. revaluation reserve. • Can deepen the students knowledge of a topic. • Integrated approach booklet page 28. • Excel example

  21. Active Learning Boards • Can be used to facilitate group work between pupils. • May be used to work out solutions to difficult adjustments. • Can be used in conjunction with graphic organisers, placemat activities etc.

  22. Rubrics • A rubric is a coherent set of criteria for students' work that includes descriptions of levels of performance quality on the criteria. (www.ascd.org)

  23. Can be shared with students at the beginning of an assignment, to help them plan and monitor their own work. • Can be used with many different tasks, focusing the students on the knowledge and skills they are developing over time. • Describe student performance in terms that allow for many different paths to success. • Focus on developing students' learning of skills instead of task completion. • Do not need to be rewritten for every assignment.

  24. References • www.ascd.org – accessed 03/09/2018 - http://www.ascd.org/publications/books/112001/chapters/What-Are-Rubrics-and-Why-Are-They-Important%C2%A2.aspx accessed 03/09/2018 • Dean, Hubbell, Pitler & Stone, 2012 Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Second Edition. • NCCA, Leaving Certificate Accounting Syllabus, https://www.curriculumonline.ie/getmedia/1cc50fb4-90da-428c-83d4-df53c8f49dd9/SCSEC01_Accounting_syllabus_English.pdf accessed 03/09/2018 • SEC, Leaving Certificate Examination 2011 Accounting Chief Examiners Report, https://www.examinations.ie/archive/examiners_reports/LC_Accounting_2011_Chief_Examiners_Report.pdf accessed 03/09/2018 • Urquhart and Frazee, 2012 Teaching Reading in the Content Areas: If Not Me, Then Who?3rd edition.

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