Period 4 - Tianna Li

[CALIS]

Thank you for participating in TIRP outreach! This folder is for your four session reports. This is a public forum and we encourage your professors and teachers to review your reports for feedback. Make sure your report of classroom activity is appropriate for public viewing.

Remember:
1. Each entry must be submitted within 3 days after each session.
2. Entries need to be at least 500 words. It is your responsibility to save a copy of your report.
3. Your reports should focus on the content of the TIRP session. Spend no more than one paragraph discussing logistics. Include the key IR concepts and specific student responses.
4. Select "Post Reply" not "New Topic" when submitting each entry. This will ensure that all your reports are posted in a way that will be easy for CALIS staff, professors and teachers to read.


A CALIS staff member will review your entry each week and leave a posted message approving it toward your performance evaluation. Thank you for your participation in TIRP!
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Report 1
On time: 0/3
Substantive: 6/6
Student specifics: 6/6
Total: 12/15

This was an excellent first report, Tianna! I'm sorry to hear that some of your students struggled to stay focused, but it sounds like you have some strategies set up to encourage class participation. Thank you for including some student comments and quotes--I enjoyed reading about their insights! - AL on 3/25

Report 2:
On time: 0/3
Substantive: 6/6
Student specifics: 6/6
Total: 12/15

Great second report, Tianna! Once again, you included some excellent student responses that show their understanding of the material. Keep it up! - AL on 3/25

Report 3:
On time: 1/3
Substantive: 6/6
Student specifics: 6/6
Total: 13/15

Awesome first report, Tianna! I'm glad to hear that your session went well You're right--it really is a great strategy to break the students up into smaller groups to discuss. Keep up the good work! - AL on 3/30

Report 4:
On time: 2/3
Substantive: 6/6
Student specifics: 6/6
Total: 14/15

I'm happy this has been a rewarding experience for you, Tianna! It's great that your students were so excited to hear about USC. Thank you for your participation in TIRP this semester, and we hope to see you in the fall!

[Tianna Li]

The main objective of our lesson plan this week was to help the students gain a better understanding of global labor especially regarding the issue of the job market in the free market. First we defined what free trade as a policy in international markets in which governments do not restrict imports or exports. We discussed why the topic of free trade is controversial and the complexities beyond pure economic principles related to free trade in a class. My team explained to the students that free trade affects issues of jobs, safety, health, and the environment, which are issues that the government attempts to protect on behalf of the public. As an example, we showcased how the United States is not a free market because the government intervenes in many economic policies. By providing examples of government interventions like the $11.2 billion General Motors bail out, we were able to illustrate how government interventions affect the market place. This shows the relation between the political-economy and the role of government.
Another key concept we discussed in relation to the global free market was the topic of outsourcing. My team defined outsourcing to the class as when jobs leave one country and travel to another. Usually companies outsource jobs because wages are cheaper abroad.

In order to ensure that the students understood the free market and outsourcing, we provided a case study where the students had to apply the key concepts we discussed as a class. We asked the class for volunteers to act out the transcript for the case study of “NPR: Daniel Pink discusses American IT jobs sent overseas.” By having the class act out the NPR transcript, it allowed for higher participation and interest in the case study. Afterwards, we split the class up into three groups with each TIRP member leading an individual group. Each group had specific questions on the case study that they had to answer. Based off the questions my students asked and their ability to answer the case study questions, my students had an insightful understanding of the concepts of free market and outsourcing. One of my students remarked that he believes that the reason why we do not have a free market is due to the fact that the government cares about the overall wellbeing of the United States and that the free market model will further marginalize the lower class. Another student further commented that that is why it is not in the best interest of society to allow companies to outsource jobs. I explained to them that although it may not be in the best interest of the overall society, many companies outsource because they prioritize maximizing profits over societal wellbeing. Furthermore another student reasoned that it is the companies’ focus on maximizing profits that is pushing blue-collar jobs overseas and now white-collar jobs overseas. Through this structured discussion on the case study of outsourcing American IT jobs overseas, I felt that the students had an excellent grasp of the topics we discussed. By starting as a classroom discussion and then splitting the class into smaller groups, students participated more. Based on the increased participation level, we will be taking the same approach to hopefully further increase participation next week.

[Tianna Li]

With no prior experience with TIRP or JEP, I had no idea what to expect entering the Ms. O’Dell’s classroom. Although I have had experience speaking in front of an audience, I have never had to teach a classroom of high school seniors and felt very intimidated by them at first. Teaching the topic itself was not difficult. However, keeping them engaged throughout the lesson was a much more difficult than I anticipated. The focus of our first lesson was the four worlds of IR. We started the class by writing the four worlds of IR on the white board and having the students take out a sheet of paper and copying the format so they could take notes. We discussed the differentiations between political, economic, social, and cultural worlds and how all these worlds interacted with the environment. We clearly defined the different worlds and gave specific examples of what each world entails. For example, one student was confused about the cultural world because it was a very abstract idea to her. I explained that the cultural world encompasses the customs of specific cultures. This includes a broad range of topics from language to cuisine.

Next, we moved onto our case study “Oil and Wealth in Latin America” so that the students could apply the theories of the four world of IR to a real life scenario. The case analyzed the reverse incursion that occurs when historically marginalized native people take a stance and actively fight back against large oil companies that are exploiting their native lands such as the Peruvian rainforest. The students took turns to read the case study and asked students questions throughout to ensure that the understood the topic at hand. My TIRP team wrapped things up by doing a quick application of the four worlds of IR to the Barbie doll. The students were most interested in this part of the lesson, probably because it is a product that they are familiar with. One student offered that the process of creating Barbie requires labor which means the creation of jobs; therefore, Barbie has an impact on the economy. Another student chimed in that there are certain processes associated with the creation of Barbie that might harm the environment, which affects the political, economic, social, and cultural worlds of IR.

The main concern I had for our first lesson was the lack of participation and overall disinterest in our lesson. I am not sure whether or not we were going too fast and that the topic was too complex to teach in one hour or the students are just not interested in the topic we taught. I will explore different approaches to increase student participation. We should create a different teaching structure too. Perhaps, next week we will teach the theories as a class, like we did this week, then break up the class into smaller groups to discuss the case, and have the students present their findings in front of the class at the end.

[Tianna Li]

The topic of our class lesson this week was the four conditions of efficiency within the capitalist market, what happens when inefficiency occurs in the marketplace, and how certain government interventions help restore balance in inefficient markets. To start off the class lesson, we asked the class what they knew about market efficiencies or the economy. One student answered that the wellbeing of the market is highly dependent on its ability to respond to supply and demand. He continued that a supplier must know when they and where they can meet supply with demand and have to be careful not to have an abundant amount of supply because it will drive down prices. His insights were a perfect segue to our discussion on factors that are necessary for efficient markets. We identified these factors as private property, free entry, perfect information, and perfect supply and demand respond to price signals. We then analyzed the market failure that could occur and what consequences those failures have on the market. Furthermore we discussed what government inventions can take place to correct these market inefficiencies.

After discussing these concepts with the class, we moved onto our case study on “NPR: Seattle's Bag-User Fee Spurs Backlash” so that the students could apply the theories we taught in class to a real-world scenario. The case centered on the introduction of a twenty-five cent charge for plastic bags in grocery stores in the city of Seattle and the community’s reaction to the proposed fee. Since the case had multiple characters involved, we decided that it would get the class more involved if we had them act it out. Most of the class volunteered for the various roles and they seemed genuinely interested in participating. Afterwards we broke the class up into three different groups and assigned three questions on the case to each team to discuss. The students were very engage when we split them up into smaller groups. In my group we discussed whether the plastic bag fee was good change and why people resented the plastic bag fee. Many students agreed that it was a good policy. One student responded that he felt that it was a really good policy however he predicts that it will change the marketplace by creating a shift in the market for substitutes for plastic bags. Because there is suddenly a fee for plastic bags, people will start to look for new substitutes for it. His response reflected his understanding of how market shifts affected free entry in the market. Another student remarked that he thinks the community in Seattle resents the plastic bag fee because the fee has no correlation to the cost of the plastic bag to the environment. The fee for the plastic bag is an arbitrary amount and in reality, the plastic bag costs more than twenty-five cents to the environment as a whole, which is an instance of imperfect information in an inefficient market. Based on the students’ responses to the questions asked I felt that they had a great grasp of the lesson this week. Moreover, I observed that many students who did not participate when we discuss as a whole class participated more frequently when we were in smaller teams. I reason that perhaps it is because they are uncomfortable speaking in front of the class and feel more confident speaking in smaller groups. Based on the all time high participation this week, I think that out strategy of break up the class into smaller groups is working and this success was reflected in Ms. O’Dell’s review of our class lesson. She told us that she thoroughly enjoyed our class and that there were no changes she would make to our lesson. I am very excited that we were able to see such a big difference in class understanding and participation in such a short amount of time.

[Tianna Li]

Since this was our last TIRP lesson, we decided, upon Ms. O’Dell’s suggestion, to dedicate a portion of the class period to talking about our experience at USC and answer questions students might have on college. For our IR lesson plan this week, we decided to bring things full circle and have the students talk about the four worlds of IR, the topic of our very first class. We gave a very brief review of the four worlds of IR to freshen up their memory before we started our activity. Knowing that the students were already familiar with the concepts of the four worlds of IR gave us freedom to have a little fun with this activity. So we asked the students to create a chart for the four worlds of SpongeBob. We had them analyze the political, economic, social, and cultural aspects of SpongeBob’s life. The students really enjoyed this activity and had really interesting responses. Under the cultural world, one of the students responded that SpongeBob was a snail-lover and his obsession with his snail, Gary, was parallel to our current obsession with cats. I found that comment really insightful and that the students understood the topic we taught our very first week of TIRP and were able to retain the knowledge.

Afterwards we moved onto our questions and answers segment. Ms. O’Dell had the students write out questions that they wanted to ask us and put them all in a basket before class started. So my team all went in a circle answering questions they had about college. We received many questions about what it was really like in college. Since each of the members in our group were in different years, Amy is a freshman, Pournami is a sophomore, and I am a junior, we were able to give them a very holistic answer as to what college is like each year and what challenges and experiences were common in the different stages in college. Another student asked us about the financial aspect of college. Since all three of us have received or are currently receiving some sort of funding from USC, whether it be scholarships or summer research grants, we talked about the various scholarship and additional funding opportunities available at USC and that are commonly available at other universities. Because I previously worked for a start-up that created a common application platform for scholarships, I was able to offer the students additional insight into the scholarship search and application process. At the end of the class, we left wrote our emails on the board in case the students had any further questions regarding college or scholarships.

It was a very bittersweet moment as the class and Ms. O’Dell thanked us for our hard work over the past month. Overall, I felt that my participation with TIRP was immensely rewarding. Although it started off a bit bumpy, we were able to see tremendous progress in the students understanding of international relations concepts and their participation in class and in our teaching skills. I had a wonderful experience with TIRP and am grateful to have had the opportunity to make a positive impact of the local high school community.

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