Standard+2

=Standard 2=

The teacher:

 * ====a. Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area.==== || * Intro to Business students researched a product, gathered demographic data, and coffee drinking statistics to help develop a business plan. Students made decisions and implemented these decisions such as what design to use, what style of mug to order, number to order (inventory), amount of profit (pricing), and how to get the message out (promotion).
 * While learning about the history of law, students learned the impace of the Declaration of Independence on the development of law in this country. Instead of memorizing facts about the content of the document, business law students were assigned to research who signed the Declaration of Independence for one of the colonies and tell the audience about themselves and their opinion about signing. This project showed the controversy and implications of this document on a more personal basis. Business Law project
 * Managed TreynorFan web site, where students learned first-hand how to market the site through selling ads (Marketing), uploaded stories they wrote and pictures to web site (Web Design, Multimedia), filmed home events, edited video, and uploaded on web site (Multimedia), and kept financial records (Accounting). ||
 * ====b. Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student.==== || * Intro to Business students researched a product, gathered demographic data, and coffee drinking statistics to help develop a business plan. Students made decisions and implemented these decisions such as what design to use, what style of mug to order, number to order (inventory), amount of profit (pricing), and how to get the message out (promotion).
 * Managed TreynorFan web site, where students learned first-hand how to market the site through selling ads (Marketing), uploaded stories they wrote and pictures to web site (Web Design, Multimedia), filmed home events, edited video, and uploaded on web site (Multimedia), and kept financial records (Accounting). ||
 * ====c. Relates ideas and information within and across content areas.==== || * Business law students delved into Social Studies and history by researching who signed the Declaration of Independence. The students represented one of the 13 colonies and told the audience about themselves and their opinion about signing.Business Law project
 * Involved students from various classes to work on TreynorFan web site, where students learned first-hand how to market the site through selling ads (Marketing), uploaded stories they wrote and pictures to web site (Web Design, Multimedia), filmed home events, edited video, and uploaded on web site (Multimedia), and kept financial records (Accounting).
 * Personal finance students use math equations such as percent change, interest from a loan (i = P x r x t) and present value of money. [|Choosing_to_Save_Lesson_Plan.pdf] ||
 * ====d. Understands and uses instructional strategies that are appropriate to the content area.==== || * Project-based learning in Multimedia. Students learn brainstorming, storyboard development, filming, editing, and finalizing a project while developing a multimedia project.
 * Self-paced learning in Web Design. Students have a wide array of computer knowledge. This class is self-paced so students are not held back (especially those who are excited about Web design) and students are not hurried through lessons they do not understand.
 * Modeling in Accounting. Each lesson has a new concept. We discuss the chapter then go through an example on the projector with the class. The class follows with a similar assignment for practice, then completes one for grading. ||