DOCUMENT RESUME ED 398 532 AUTHOR Duffy, Thomas; And … · 2014-06-30 · DOCUMENT RESUME ED 398...

DOCUMENT RESUME

ED 398 532 CS 012 547

AUTHOR Duffy, Thomas; And OthersTITLE Cognitive, Social, and Literacy Competencies: The

Chelsea Bank Simulation Project. Year One: FinalReport. [Volume 2]: Appendices.

INSTITUTION Indiana Univ., Bloomington. Center for Reading andLanguage Studies.

SPONS AGENCY Andrew W. Mellon Foundation, New York, N.Y.; RussellSage Foundation, New York, N.Y.

PUB DATE Aug 96NOTE 134p.; For volume 1, see CS 012 546.PUB TYPE Reports Research/Technical (143)

Tests /Evaluation Instruments (160)

EDRS PRICE MF01/PC06 Plus Postage.DESCRIPTORS *Basic Skills; Classroom Research; Computer Assisted

Instruction; *Computer Simulation; Problem Solving;Program Effectiveness; Secondary Education

IDENTIFIERS *Chelsea Bank Simulation Project

ABSTRACT

This supplementary volume presents appendixes A-Eassociated with a 1-year study which determined what secondary schoolstudents were doing as they engaged in the Chelsea Bank computersoftware simulation activities. Appendixes present the SCANS AnalysisCoding Sheet; coding problem analysis of 50 video segments; studentand teacher interview forms; student interviews; and teacherinterviews. (RS)

***********************************************************************

Reproductions supplied by EDRS are the best that can be madefrom the original document.

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Cognitive, Social, and Literacy Competencies:The Chelsea Bank Simulation Project

Year One: Final Report

To the Andrew W. Mellon Foundationand the Russell Sage Foundation

From the Center for Reading and Language StudiesSchool of Education, Indiana University

August 1996

Appendix A:

Appendix B:

Appendix C:

Appendix D:

Appendix E:

Principal Investigators

Thomas DuffyRoger Farr

Beth GreeneLarry Mikulecky

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL

HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

Appendices

SCANS Analysis Coding Sheet

50 Segments Coding Problem Analysis

Student and Teacher Interview Forms

Student Interviews (6/95)

Teacher Interviews (6/95)

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)IrCe)p

04his document reproduced asreceived from the person or organizationoriginating it.

0 Minor changes have been made toimprove reproduction quality.

° Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

BEST COF AVAILABLE

Project Staff

Gladys BrignoniJennifer ConnerCheryl GillilandChandra Hawley

Paul LloydYoung-in Moon

Bruce ToneSheila Van Bree

Appendix A

SCANS Analysis Coding Sheet

3

1

Chelsea Bank Observation FormSubjects TeacherObserver Video Start Time

Student time,: 0 = none/little 1 = about half 2 = most/all

Res's In'p 1 In'p 2 Info 1 Info 2 Info 3 Sys'm Tech Read Write_ Math Oral

Notes:

Res's In'p 1 In'p 2 Info 1 Info 2 Info 3 Sys'm Tech Read Write Math Oral

Notes:


Notes:


Notes:


Notes:

4

Appendix B

50 Segments Coding Problem Analysis

5

Segment Description

13-Aug-96

Segment Data

Segment Number 1 Other Students Yes

School John Jay Tape Number 1

Start Time 11.54 Teacher David Raphael

End Time 14.07 Students' Names Darlene, Laura, Elizabeth

Scenario 1) Fran Friendly Teacher 2.00Involvement

Segment Duration 2.13Segment OverviewWhere in Scenario?Description of Segment

Beginning of new scenario

The teacher is present as the segment begins. We don't know if the teacher was asked by the group orwhether he just dropped in on the group. They are attempting to determine if they should cash acheck. The teacher asks them if they have checked the manual. They reread the manual and theteacher asks whether the information is acceptable. He asks them to make decisions but continues todirect them to the manual. He also asks them to check how they would move to the second page ofthe manual. The students work in response to the teacher questions. They read what is on the screenand answer the teacher's questions. The students respond independently with little collaborationbetween the members of the group. Basically, this is a teacher asking questions and studentsfollowing the leads provided by the teacher. They work independently from each other but notindependently from the teacher.

General Categories: Averages for Two Raters

Basic Skills 3 Collaboration 0 Problem Solving 3 Concepts 2

Problem Solving Strategies: Averages for Two Raters

Focused 3 Recognize Confusion 2.5 Make Predictions 0

Previous Specific 1 Collaborate in 1 Previous General 0.5Learning Problem Analysis Learning

Seek Help 1 Make Changes 0.5

1

Segment Data




End Time 19.12 Students' Names Greg, Alvin, Stan


Segment Duration 2.58Segment OverviewWhere in Scenario?

Description of Segment

Entering consequences

The segment begins with this group having arrived at a decision to cash a check. They ask the teacherwhat they are to do next. He responds by telling them they have to determine the consequences forthe bank, the customer, and themselves. He reminds them to take turns. For the remainder of thesegment the three boys in the group are engaged in discussing the consequences and typing theirresponses. They "seem" to discuss their responses before entering them into the computer. However,the sound is poor due to the fact that the teacher can be overhead talking to another group throughoutthe segment. There is turn taking with the typing of the responses. They help each other with the useof the computer, typing of the responses, and discussing their responses.

General Categories: Averages for Two Raters I

Basic Skills 3 Collaboration 3 Problem Solving 3 Concepts 2.5


Focused 3 Recognize Confusion 2 Make Predictions 0

Previous Specific 3 Collaborate in 2.5 Previous General 0.5Learning Problem Analysis Learning

Seek Help 2.5 Make Changes 0

Segment Data








Reviewing decisions/consequences

The group reads the results of a previous decision and learn that they have made a bad decision. Theyread the decision together from the screen and immediately recognize that the decision has been poor.The teacher directs them to go back to the decision. He tells them to print the copy. He then tells themto go on to the next segment. He (the teacher) asks them what they have learned from the segment.The students discuss the reason they made the decision and briefly discuss the influence of thesituation on their decision.


Basic Skills 3 Collaboration 2 Problem Solving 2.5 Concepts 3



Previous Specific 2 Collaborate in 0.5 Previous General 2Learning Problem Analysis Learning

Seek Help 1 Make Changes 1

3

8

Segment DataI

Segment Number 4

School John Jay

Start Time 23.37

End Time 25.24

Scenario 1) Fran Friendly

Other Students Yes

Tape Number 1

Teacher David Raphael

Students' Names Suzy, Fabiola, Jose

Teacher 2.00Involvement

Segment OverviewI

Where in Scenario?


Segment Duration 1.47


This group is completing the entry of a decision and consequences. The teacher asks what they did toarrive at the decision and one student explains that they used the manual. The teacher watches as theygo to the next screen to determine the simulation response to their decision. The students print outtheir response and then look at the decision results. They read the decision from the screen. Theteacher asks how they feel and the students say they feel good except they lost a friend who may havemissed the bus. The teacher asks if the decision was worth it and they respond that it was since the jobis important to their well being.



Problem Solving Strategies: Averages for Two RatersI


Previous Specific 2 Collaborate in 0 Previous General 2Learning Problem Analysis Learning


Segment Data




End Time 27.41 Students' Names Harold, Toni, Eureka





This segment begins as the teacher is called over and asked how to spell a word they want to type.The students are typing the rules of good banking that they believe should guide their decisionmaking. The teacher observes for about a minute and acknowledges their good responses. For theremainder of the segment, the students suggest other rules of good banking and type them into thecomputer. There is discussion between the students as to the length and appropriateness of theresponses. One student suggests that the responses should be longer. The students do take turnssuggesting responses and one student enters the information.





Previous Specific 2.5 Collaborate in 2 Previous General 1

Learning Problem Analysis Learning


5

10

Segment Data

Segment Number 6

School I.S. 218

Start Time 3.19

End Time 4.32


Other Students Yes

Tape Number 3

Teacher Diana Rodriguez de Arma

Students' Names Kenny, Ramon, Jeffrey


Segment OverviewI

Where in Scenario?Description of Segment


Considering scenario problem

Three boys call to the teacher and announce that a check they are looking at is not good. Theyrespond in unison that the signature is not good. They are told to turn the check over. They continueto say the check is not good. The teacher again asks them to click on the check to turn it over. Theydo so and then recognize that the check is good.





Previous Specific 1.5 Collaborate in 2 Previous General 0Learning Problem Analysis Learning


6

Segment Data


School I.S. 218 Tape Number 3

Start Time 4.45 Teacher Diana Rodriguez de Arma

End Time 6.29 Students' Names Yadhira, Nayris Elizabeth





The girls are discussing how to proceed and they turn to the teacher for help. The teacher directs themby asking whose account should be examined. They told what to enter the Friendly's name and theydo so. The continuously look to the teacher for help. They seem confused about what to do. Theyread from the screen and enter data.







7

12

Segment DataI

Segment Number 8

School I.S. 218

Start Time 17.25

End Time 20.02


Other Students Yes

Tape Number 3

Teacher Diana Rodriguez de Anna

Students' Names Chris, Martin, Gabriel


Segment OverviewI

Where in Scenario?




Three boys are entering the effects of their decision for the scenario. They discuss where theinformation is to be entered, prompt each other with answers, and one boy enters the data. Theteacher is heard in the background prompting them as to where they should be in their work.

General Categories: Averages for Two RatersI






8

13

Segment Data



Start Time 20.29 Teacher Diana Rodriguez de Anna





Three girls are involved in discussing and entering the consequences for a decision they have justmade. The teacher passes by and asks if they are entering the consequences for the bank. They pointout that they are. They then go on to discuss and enter consequences. They seem to be discussingresponses and developing joint responses.







Segment DataI








Three girls are not sure how to interpret the response on the screen. They want to know if they havemade a good decision and are not sure if they have done so. They ask the teacher for assistance. Theteacher directs them to go back in their work to see if they have left out a step. They follow herdirections and discover that they have left out a step.








Segment Data





Scenario 2) John Gumble Teacher 1.00Involvement



Making a choice (answering)

This segment carries through almost the entire scenario in which the customer attempts to depositmoney in the bank. The three girls are very engaged in the task. They help each other, point out errorsin counting and sorting the money, and arrive at common decisions. There is a significant amount ofcollaboration. On two occasions the teacher enters to check on their work and provide some briefassistance. However, in general the three girls work alone. They discuss answer choices, watch andhelp (correct) the person who assembles the money, discuss next steps, and work their way throughthe scenario. Their biggest problems appear to be to follow the simulation procedures as to what to donext.




Previous Specific 3 Collaborate in 2.5 Previous General 1



BEST COPY AVAILABLE

11

is

Segment Data









This short segment shows the teacher interacting with three students who have just completed thesecond scenario. At the beginning of the segment, the teacher is dismissing the rest of the class as thethree girls complete entering the consequences of their decision. They discuss possible responses andenter them in the computer. They then consider what to do to complete the scenario. They ask theteacher what to do when it says to print the report. They review the decision, but do not seem sure ifthey have made a correct decision. The teacher guides them in considering their response. They thenclose down the program and are dismissed from class.


Basic Skills 2.5 Collaboration 3 Problem Solving 2.5 Concepts 1.5




Seek Help 2.5 Make Changes 0.5


Segment Data




End Time 12.45 Students' Names Suzy, Fabiola, Jose



Description of SegmentBeginning of new scenario

The segment starts as the students are confused about how to get the scenario started. They callto theteacher for help and he provides some general advice. They read from the screen to understand theproblem for the scenario. They read the response from the first scenario and read that they have madethe right decision. They then read the problem for the next scenario. They read independently, butone of the students reads aloud. The teacher gives them advice about dragging the mouse with themoney. They discuss how to sort the money so that it can be counted. They work together and helpeach other with the sorting and counting of the money. The segment ends as they begin to fill in atally sheet.

Basic Skills 3 Collaboration 2.5 Problem Solving 3 Concepts 1.5


Focused 2.5 Recognize Confusion 2.5 Make Predictions 0


Seek Help 2.5 Make Changes 0.5

13

18

Segment Data









The three students are completing the tally. They go to the manual to determine if they have done thework correctly. They learn what to do when the tally and the deposit slip do not match. One studentdominates the activity, but the others are intently following her work and seem to offer suggestionsand reinforcement for her work. They go through the process of sorting and counting the money.







Segment Data









The teacher enters the activity and asks if they have used the tally sheet for counting the money. Heshows them how to do that. They then enter the amounts in the tally sheet as the teacher goes off towork with other students. The students work together in completing the tally. They work together andmake suggestions as to how to proceed. They use the manual to determine what procedures to followwhen the amount is not correct. They consider the various options and make a decision. They thenconsider completing the report which causes them to restate the problem and consider theconsequences. They take turns entering data. All of the students are involved in making decisions, butit is the student leader in the group who encourages them to become involved. They discuss theconsequences and enter their responses. It is interesting that more discussion (thinking) occurs as theyconsider the consequences.







15

20


Segment Data









The segment begins when the students are confused because they can't find the customer's name inthe credit check. They are guided by the teacher to look in the account. They then revise their processand enter consequences. The teacher reminds them to take turns. The complete the scenario and printthe report. It is obvious from teacher voice in the background that the teacher is guiding the studentsthrough the segment. The students get in groups after the scenario is completed to discuss theirconsequences.

Basic Skills 3 Collaboration 3 Problem Solving 0.5 Concepts 0.5





16

21

Segment Data




End Time 26 Students' Names Alex, Alvin, Naima

Scenario 4) Jane Smiley Teacher 0.67Involvement



Writing consequences

Three students are working on scenario 4. Their voices cannot be heard for most of the segment sincethe mikes seem to be linked to another group and the teacher. There is discussion in the backgroundas to which scenario students are completing. These students seem to be working intently and there ismouth movement and pointing to the screen. It seems that they are intent, focused, and collaborating.They read from the screen intently. The students seem sure as to what to do. In the second half of thissegment, the mike is brought over to the students and the students can be heard. They discuss theconsequences as they enter them. Students offer suggestions and develop joint responses. The teacherenters and asks a question. The students answer the question and go on with their work. The teacherleaves the group and they continue entering consequences. They then read the results of their decisionfrom the screen. The read the results (consequences). They seem quite adroit at moving through thecomputer simulation and are focused on the consequences rather than merely how to get through thecomputer procedures.





Previous Specific 2.5 Collaborate in 2.5 Previous General 0Learning Problem Analysis Learning


17

22

Segment DataI

Segment Number

School

Start Time

End Time

Scenario

18

John Jay

26.1

30.43

4) Jane Smiley

Other Students Yes

Tape Number 10


Students' Names Alex, Alvin, Naima


Segment OverviewI




The begin working the check cashing segment. They discuss the main problem. They check the mainmenu to check what to do next. They look in the bank records to see if the person has an account.They work together, checking answers with each other, giving quizzical looks to each other, andtalking together. They seek information and think about answers. The teacher asks a question andthey reveal that they know where to look for information.


Basic Skills 3 Collaboration 2.5 Problem Solving 2.5 Concepts 2

Problem Solving Strategies: Averages for Two Raters1




Segment Data




End Time 4.16 Students' Names Alex, Alvin, Naima

Scenario 5) John Beadle Teacher 0.33Involvement




The students are involved in completing the segment by entering the consequences for the scenariothey have just completed. They discuss the responses and enter the consequences. Students talk andexchange information as the consequences are entered. It seems to be a joint activity. The teacher isheard in the background completing the class session. The students check the results of their decisionsand smile as they read the results of their work.



Problem Solving Strategies: Averages for Two Raters I




Segment DataI




End Time 12.32 Students' Names Chris, Martin, Gabriel

Scenario 6) Dooley Teacher 2.00Involvement

3.25Segment Overview Segment Duration

Where in Scenario?

Description of SegmentConsidering scenario problem

During this segment the teacher directs the students as they begin to consider the problem regardingthe depositing of several checks. The teacher seems concerned that the students get started correctly.It may be that this is the first time the three boys are videotaped. The teacher asks them to talk aloud,to explain what they are thinking. She directs them in terms of what they should be looking for asthey decide to deposit the checks. They respond to her questions and she continues to ask themquestions if the responses are not correct. She makes sure that they understand the problem (someonewants to deposit checks) and that they know what to do to check on that process (examine theiraccounts). She then moves off and the students work together.


Basic Skills 2.5 Collaboration 0 Problem Solving 3 Concepts 3

1 Problem Solving Strategies: Averages for Two RatersI

Focused 2.5 Recognize Confusion 0 Make Predictions 2.5



Segment Data





Scenario 7) Mickey Mike Teacher 1.33Involvement



Reading the problem

Three boys are reading and talking about the "problem" in this scenario. They point to screen, look ateach other during discussion. It looks they are counting money. There is a great deal of backgroundnoise, teacher talking to others in class. The teacher arrives and begins questioning: "How're ya doin'?What are you up to -- 7? Did you finish 6 already?" When they tell her yes they got it right she asksquestions about prior scenario (6). They act like they want her to leave so they can get on withscenario 7. They go back to work -- seems pretty routine. they take turns readily: read choices, point,have eye contact with each other. Two of the three do most of talking and typing and oral reading.




Focused 3 Recognize Confusion 1 Make Predictions 1.5



21

26

Segment DataI

Segment Number 23

School I.S. 218

Start Time 22.05

End Time 31.3

Scenario 6) Dooley

Other Students Yes

Tape Number 13


Students' Names Yadhira, Nayris Elizabeth


Segment Overview1

Where in Scenario?


Reading choices


Begins with three girls reading the choices. It is quiet but they speak softly. They take turns to writeconsequences: one writes effect on "you," others "bank" and "???". One of the three (in middle)directs other two most of the time. One corrects other on proper typing -- "capital -- use shift." Theywrite Rules for the Bank. They then read the decisions and the explanations. Girl in middle (leader)says, "Oh man we made the wrong decision." Segment ends with them reading the introduction forthe next scenario.







Segment DataI




End Time 22.28 Students' Names Louis, Ramon, Niurca

Scenario 8) Mr. Smith Teacher 2.00Involvement



Considering choices

Three students are surprised by John Smith's profile in the computer. they cannot believe he doesn'twork or have a phone. They recognize the mismatch between the man's appearance (bum) and hisrights as a customer to cash a check (profile and balance the computer gives for him). They go to themanual to check if they can cash his check without ID. Then the teacher arrives. She pushes themback to review decision choices and why they can or cannot cash it. They reveal that they know therules. They respond to her probing questions; then they have a group conflict over 2 possible choices.She tells them to go back to the manual to see what to do if the customer doesn't have ID. She leavesas this segment ends.




Focused 3 Recognize Confusion 2.5 Make Predictions 1.5

Previous Specific 3 Collaborate in 3 Previous General 1



Segment DataI




End Time 31.05 Students' Names Louis, Ramon, Niurca





Continues scenario on John Smith with them reading the manual about cashing a check without ID.The three boys discuss which choice to make based on what the manual says . They are confusedbecause the manual does not give a clear decision for them. They try to decide by eliminating twochoices and continue to discuss the other options. They make a decision [tape seems to break herebecause the next thing on tape is reading decisions and their consequences -- no problem or writingconsequences or rules for good banking]. They made the right decision; they are elated as they readthe other choices and laugh at how they didn't screw up. They expected to get a promotion but thescreen tells them they didn't get promoted. They are very disappointed.




Focused 3 Recognize Confusion 2 Make Predictions 1.5



Segment Data




End Time 10.12 Students' Names Rhona, Rettick




Begins with girl reading the introduction to scenario 8. She raises a question as to whether somethingis needed. They go to the manual and proceed through the items noted in the manual for cashing acheck. Teacher arrives about 3 minutes into the scenario; they select A and in writing the problemstate there is no problem. Then Dave asks, If there's no problem why were you initially reluctant tocash the check?" The students then identify the mismatch between the way the customer looks andthe data the bank has on this customer. She types in consequences and he monitors what she typesand contributes words. Dave asks if this is a case of "Don't judge a book by its cover." They show thatthey understand by agreeing and stating that the cover is the bum and the book is his large bankaccount. The scenario ends with their correct choice and them reading the other choices. They are notpromoted because they made a mistake on an earlier scenario which they must redo.







Segment Data




End Time 26.35 Students' Names Rhona, Renick



Where in Scenario?



The two students must redo scenario 6 because they made an error on it earlier and therefore did notget promoted after correctly completing scenario 8 (segment 26). Dave remains with the group. Theycheck the checks, front and back, that Janine Dooley wants to deposit. They check the signature,amount, date to verify check, the deposit slip. They decide on choice B. They write the problem, theywrite report, rules for good banking. And, they got it wrong again. They are very unhappy - groan,moan, say "oh no." They then read the correct choice. Dave asks then what they learned from this.The boy says, "Don't jump to conclusions" and the girl says, "You have to read everything over andover until you get it; not to just run through it." This time they got the promotion. Dave congratulatesthem. The segment ends with the girl asking what is a customer service representative. Dave tellsthem they will have a new job next time and suggests they think about what the words customer andservice mean.







26

31

Segment Data

Segment Number 28 Other Students No



End Time 26.27 Students' Names Harold, Toni, Eureka

Scenario 7) Mickey Mike Teacher 0.00Involvement




This segment starts with the 3 students reading the scenario. The students are very engaged andfocused throughout the segment. The students are presented with the customer who wants to make adeposit. Mickey Mike stresses that there is no need for the teller to count the money since he is arich superstar. However, the students decide to count the money as they state that it's a bank policy todo so. Moreover, they discern that they could lose their job if they don't follow the regulations. Thesegment ends as the students read the consequences.







27

32

Segment Data

Segment Number 29

School John Jay

Start Time 26.28

End Time 29.4

Scenario 8) Mr. Smith

Other Students No

Tape Number 19


Students' Names Harold, Toni, Eureka


Segment OverviewI

Where in Scenario?




This segment begins with the students discussing the scenario. It appears that a customer resemblinga bum wants to cash a check. Although he loos very dirty, the students stress that they need to followthe bank's regulations. They state that they shouldn't stereotype people based on their clothes andappearance.








28

33

Segment DataI

Segment Number 30

School John Jay

Start Time 0.47

End Time 4.31


Other Students No

Tape Number 20


Students' Names Harold, Toni, Eureka


Segment Overview1

Where in Scenario?



Considering choices

Continues scenario on Mr. Smith with them discussing the customer's appearance of being a bum.The students have no difficulty in identifying the correct choice. As a result of their wise decision,they're given a promotion.

General Categories: Averages for Two Raters1








Segment DataI

Segment Number 31

School I.S. 218

Start Time 0.5

End Time 17.22

Scenario 9) Slick Guy

Other Students No

Tape Number 23


Students' Names Louis, Ramon, Niurca


Segment OverviewI




The 3 students are shown taking turns in reading the set-up of the scenario in addition to the interviewquestions. The teacher interrupts them as she says that they skipped a step. Moreover, she has themgo back to the application. The teacher tells them to write down some of the customer's information.She also explains that they need to ask all the questions relevant to opening a checking account.Diana consecutively interrupts the students and directs them. Nonetheless, the students are showndiscussing and problem solving throughout the duration of this segment.







Segment Data






0Segment Overview Segment Duration

Where in Scenario?



This segment shows the three students working through the problem regarding the depositing ofchecks. The noise in the background is high and the teacher's voice is heard constantly. However, sheis working with other students and not with this group of three. It is difficult to determine if theteacher can be heard by the three students. It is assumed that they cannot hear her.






31

38

Segment Data




End Time 58 Students' Names Odalys, Leo, Juan




Three students are engaged in writing down information which isn't clear to us. They appear to behesitant in following prodedures. The teacher interrupts them and asks them to read aloud thescreen. She directs the interaction by telling them what to do next. Although the teacher asksquestions and probes them, she truly controls the majority of the segment.







32

37

Segment Data1

Segment Number 33

School I.S. 218

Start Time 30.44

End Time 39.19


Other Students No

Tape Number 25


Students' Names Odalys, Leo, Juan


Segment Overview1



Considering choices

Continues scenario on Mr. Smith with the teacher telling that they need to gather more informationabout the customer. Students are shown checking Mr. Smith's account. They realize that he doeshave money on his account. They then read the choices and discuss which decision is correct. Thesegment ends as the girl from this group explains why she thinks her choice is right.


Basic Skills 1.5 Collaboration 0.5 Problem Solving 0 Concepts 1



Previous Specific 1.5 Collaborate in 1 Previous General 0.5Learning Problem Analysis Learning


Segment DataI

Segment Number 34

School I.S. 218

Start Time 39.2

End Time 43.49


Other Students No

Tape Number 25


Students' Names Odalys, Leo, Juan


Segment Overview1




Continues scenario with Mr. Smith as students are discussing and writing the "rules of goodbanking." Only 1 student is shown typing in the information. Then students read the consequencesto their choice. They selected the correct answer at the end.





Previous Specific 2 Collaborate in 2 Previous General 0.5Learning Problem Analysis Learning


34

39

Segment Data





Scenario 9) Mr. Jones Teacher 0.00Involvement



Considering choices

A particular distraction of this segment is that the teacher is heard the entire time even though he isnot present with this particular group of students. The students seem to be very engaged as they areinvolved in collaboration and problem solving. In addition, they appear to be discussing responses.However, at times they appear confused and hesitant as to what procedure follows. In one instance,the teacher is asked for help as students do not understand the meaning of "overdraft". The teacherexplains the meaning and students proceed in their discussion.





Previous Specific 2.5 rnllahnrot. n 3 Previous General 0.5Learning Problem Analysis Learning


35

40

Segment DataI

Segment Number

School

Start Time

End Time

Scenario

36

John Jay

30.5

36.38

9) Mr. Jones

Other Students Yes

Tape Number 29


Students' Names Greg, Alvin, Stan


Segment OverviewI

Where in Scenario?




Continues scenario on Mr. Jones with the students discussing their responses. Students are faced withopening a checking account for a customer with a bad credit history. The students are shown writingthe "rules of good banking". All of the students are engaged and collaborate in problem analysis. Inaddition, they make their final decision and read the consequences.







36

41.

Segment DataI

Segment Number 38

School John Jay

Start Time 56.27

End Time 58.59


Other Students No

Tape Number 29


Students' Names Alex, Alvin, Naima


Segment Overview1

Where in Scenario?




This segment shows the students being involved in lots of reading. We see Naima reading theintroduction to this scenario. In addition, she reads the teller's story. In contrast, Alex reads thecustomer's "story".







Segment Data




End Time 31.42 Students' Names Alex, Nasser, Naima



Description of SegmentConsidering scenario problem

Continues scenario with Mr. Smith as students are shown reading. The girl (Naima) from the group isreading the customer's side of the story. The segment ends rather quickly as the teacher approachesthe students.




Focused 2.5 Recognize Confusion 0 Make Predictions 0



Segment Data

Segment Number 40

School John Jay

Start Time 31.43

End Time 36.4


Other Students No

Tape Number 30


Students' Names Alex, Nasser, Naima


Segment Overview11111111

Where in Scenario?




The teacher first explains how to narrow down a choice and then he probes the students by askingmany questions: "What seems to be the problem?" "What's your job?" "Why did they (the customerand the teller) come to you?" Each time he asks questions, the students answer them. The teacher'sconsecutive questions were, "Is there another issue that should be resolved here?" "How do youdecide which one is telling the truth ?" While the teacher is asking useful questions for students to getthis scenario done, it does not seem to leave much room for them to discuss or collaborate amongthemselves.




Focused 2.5 Recognize Confusion 1 Make Predictions 0



39

44

Segment DataI

Segment Number 41

School John Jay

Start Time 36.41

End Time 43.4


Other Students No

Tape Number 30




Segment OverviewI

Where in Scenario?







Focused 2 Recognize Confusion 0

Previous Specific 1 Collaborate in 0.5Learning Problem Analysis


Make Predictions 0

Previous General 0Learning

Segment Data

Segment Number 42

School John Jay

Start Time 43.41

End Time 59.22


Other Students No

Tape Number 30




Segment OverviewI



Considering choices

This segment continues with the scenario addressing Mr. Smith. However, the teacher dominatesmost of this segment by asking very direct questions to the students. During this time the studentsare shown writing the "rules of good banking" and "how it affects the bank and you". In the middleof the segment, the teacher probes the learners by asking: "How can you change things so that thecustomer is satisfied?" Students explain that the customers in the bank need to be treated alike. Inthis instance, the learners do collaborate in constructing an answer. Another question which theteacher asks is: "Why does the bank have these procedures?" The students take turns explainingtheir responses and demonstrate their use of previous specific learning. Also, one student states thatthe bank needs to follow certain procedures because there are "crooked people out there"; thusdemonstrating an indication of previous general learning.


Basic Skills 3 Collaboration 2.5 Problem Solving 3 Concepts 2.5






Segment DataI

Segment Number 43

School John Jay

Start Time 30.47

End Time 35.29


Other Students No

Tape Number 31




Segment OverviewI

Where in Scenario?



This segment continues with the scenario Mr. Smith. The three students are working collaboratively.They are shown discussing their decisions. Movreover, they are able to choose the correct decision.At the end of the segment, the students take turns reading the various consequences.







42

4'


Segment Data




End Time 59.52 Students' Names Donny, Amreeta, Amelia

Scenario 11) Ms. Austin Teacher 0.00Involvement




This scenario deals with a customer requesting a loan. The segment begins with one of the studentsreading the scenario. After reading it aloud, they are shown writing bakground information in regardto the customer (i.e. how long she has been working; home address; how much money in heraccount). The students proceed by filling-in a sheet. However, it is uncertain where the sheet camefrom. (Most have been something extra prepared by the teacher.) Most of the remaining time isfocused on two students who talked interactively while the third wrote.






43

48

Segment Data




End Time 42 Students' Names Donny, Amreeta, Amelia





Continues from previous segment. Students are shown looking at the rules from the manual. Theyare discussing which is their fmal decision. All three of them are working together and discussingactively each of their possibilities. In addition, they are shown defining the problem and how itaffects the bank. At the end, they make a good decision.








Segment DataI

Segment Number 46

School I.S. 218

Start Time 30.57

End Time 37.12

Scenario 11) Ms. Austin

Other Students Yes

Tape Number 36




Segment Overview1

Where in Scenario?




Three students are shown reading the background information about the scenario. They are seendiscussing the problem. One of the sutdents is shown giving (correcting) suggestions twice, makingchanges, in regard to what to do next. The audio in this segment is not very good as the teacher isheard on the background. Thus, it makes it difficult to solely listen to the focused group.







Segment DataI




End Time 38.08 Students' Names Kenny, Ramon, Jeffrey




Considering choices

Continues from previous scenario on Ms. Austin. This is a very short segment as it only lastsapproximately 90 seconds. It begins with the teacher approaching the group and asking: "Did you goover the application?" She dominates the brief segment by telling them what to do (i.e. click on thefirst question). All three students answer collaboratively to the teacher.






Seek Help I Make Changes 0

Segment DataI

Segment Number 48

School I.S. 218

Start Time 38.09

End Time 49.47

Scenario 11) Ms. Austin

Other Students Yes

Tape Number 36




Segment Overview1

Where in Scenario?



Considering choices

Continues from previous scenario on Ms. Austin. At the beggining of this segment we see one of thestudents reading the questions while the other two alternate in answering the questions written on thescreen. All three read the decisions and discuss which option is correct. They are shown arguingover the decision as they disagree in their choices. Finally they decide on a choice. On themeantime, they write the effects on the bank. At the end, they have chosen a correct decision. Thesegment ends as the teacher approaches them.







52 47

Segment DataI

Segment Number 49

School John Jay

Start Time 46.49

End Time 60

Scenario 15) Ms. Higland

Other Students Yes

Tape Number 37


Students' Names Phillipe, Toni, Eureka


Segment OverviewI

Where in Scenario?



Considering choices

A customer is applying for a Super Card (credit card). Teacher working with other students isoverheard at times throughout the segment. Stduents are shown writing information needed for creditcard application. In the latter part of the segment, the teacher is present and asks them: "What's yourresponsibility to the bank?" , "What are important things you need to take into account before givingthe customer a credit card?"







48

53

Segment DataI




End Time 36.08 Students' Names Phillipe, Toni, Eureka

Scenario 15) Ms. Highland Teacher 0.67Involvement



Considering choices

Continues scenario on Ms. Highland as students are engaged in discussion. Overall, the students arevery focused and work collaboratively together in order to analyze the problem. Althought the theteacher is present for the majority of the segment, he does not interact much with the learners. Heasks a few questions such as: "What makes her a bad credit list?" Students are able to make a gooddecision, but didn't get a promotion at the conclusion of the scenario.







49

54

Segment DataI

Segment Number 37

School John Jay

Start Time 36.4

End Time 40.4

Scenario 10T) Mr. Smith

Other Students Yes

Tape Number 29


Students' Names Greg, Alvin, Stan


Segment OverviewI

Where in Scenario?


Segment Duration 0


This segment begins with one of the students reading the scenario. The other students also join in bytaking turns reading the screen. The students appear to be discussing the choices and collaboratingin analyzing the problem. The segment ends without any type of conclusion. This segment is alsodifficult to hear as the teacher is overheard while working with another group.

1







5550

Appendix C

Student and Teacher Interview Forms (6/95)

36

STUDENT INTERVIEWS: NOTES AND DATA

Interviewer:

Student's grade:

School name:(where simulation used)

Teacher's name:

Date:

Student's name:

School name:(where student is enrolled)

Date simulation used:

Name of simulationprogram (student used):

Subject matter of class(in which simulation was used):

1. Interviewers' notes regarding things the student remembered about the simulation program andclass. Discuss with the student such issues as: What do you remember about the simulationprogram? Tell me about it. Can you tell me about specific things that happened on the computersimulation program (probe for details)? Tell me about what incident in the simulation you likedbest? What happened? Why did you like it best? What incident did you like least? Why?

2. Interviewers' notes regarding student's reaction to overall simulation to the program andpossible generalizations. Discuss with the student such issues as: What do you think you learnedfrom the simulations? What can you now do better from having worked on the simulations? Haveyou used anything you learned in the simulations in other classes? What do you think is the mostimportant thing about doing the simulations? Do you think you would lie to do more of these kindof simulations? Why? What would they be? (If the student has done another simulation: Whichone? How did having done the first one help/hinder you on the second simulation? Ask for specificsabout what helped or hindered. Ask the student to contrast the two simulations).

3. Interviewers' notes regarding student's response and thought about doing the simulations.Discuss with the student such issues as: How did you like working with other students on thesimulations? Did you like working on the computers? What part was hardest? What did you dowhen the small group worked together at the computer? Did your teacher discuss how thesimulation would work and how to work together? Did your teacher have classes and discussionsabout things you were learning in these simulations?

4. Interviewers' notes regarding student's responses to the simulations and the programs. Discusswith the student such issues as: Did it get boring after awhile? Have you done more of thesesimulations? Have you noticed any similarities between the simulation activities and other school oroutside of school activities? You have talked about your reactions to the simulation activities, buthow do you think other students like them? Do you think they learned from them? What do youthink they learned?

5. Interviewers' notes regarding any other issues or concerns that arose during the interview. It hasbeen interesting talking with you about all the program, but I have one last question. What do youthink I should have asked you or talked with you about to learn about the program? In other words,if you were me what would you have asked?

58

TEACHER INTERVIEWS: NOTES AND DATA

Date: Interviewer:

Teacher's name: Grade/subject taught:

School name: Name of simulation used:

Date of simulation: Class size:

Period of time (length/days per week) Subject matter of classsimulation was used: (in which simulation was used):

1. Interviewers' notes regarding things the teacher remembered about the simulationprogram and class. Discuss with the teacher such issues as: What do you rememberabout the simulation program? Tell me about it? Can you tell me about specific thingsthat happened on the computer simulation program (probe for details)? Tell me aboutwhat aspects of the simulation think worked best? What happened? Why did you think itworked best? Which aspect of the simulation do you think was least effective? Why?

2. Interviewers' notes regarding the teacher's perception of the students' reactions to the simulationprogram. Discuss with the teacher such issues as: What do you think the students learned from thesimulations? What kinds of things (basic skills/problem solving/group interaction) do you believe thestudents can do better from having worked on the simulations? Have you notice anything thestudents applied to other classes? What do you think is the most important outcome(s) for thestudents from doing the simulations? Do you think you would like to have more of these kind ofsimulations for your classes? Why? What would they be?

59

3. Interviewers' notes regarding the teacher's thoughts about teaching the simulations. Discusswith the teacher such issues as: Do you think you were a more effective teacher when you used thesimulation materials? Why? Did you like doing these simulations on the computers? Do you thinkthe computers were essential to the success of the program. Did you, as a teacher, learn things thatyou could use in other classes? Explain. Did you like working with the computers? What part washardest? What did you do when the small groups were engaged in the simulations? Did you have tohelp the students learn how to work together as a team? What other things did you have to teachthe students that was essential to the success of the program?

4. Interviewers' notes regarding the teacher's responses to the simulations and the programs.Discuss with the teacher such issues as: Did it get boring after awhile? Did it get easier for you andthe students? Have you done more of these simulations? Have you notices any similarities betweenthe simulation activities and other school or outside of school activities? You have talked aboutyour reactions to the simulation activities, but how do you think the students like it? Do you thinkthey learned from them? What do you think they learned? Did you have a chance to talk to (ordemonstrate) to other teachers the simulation program? What were their reactions?

5. Interviewers' notes regarding any other issues or concerns that arose during the interview. It hasbeen interesting talking with you about all the program, but I have one last question. What do youthink I should have asked you or talked with you about to learn about the program? In other words,if you were me what would you have asked?

60

Appendix D

Student Interviews (6/95)

6

MII

IMII

IN11

1111

1111

1111

1111

=11

1111

111=

1111

1=11

111=

111M

1111

=

Inte

rvie

ws

With

Stu

dent

s

Dat

e of

Inte

rvie

w

Pre

sent

Gra

de

6/1/

95

12

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

(2)

Rea

ctio

ns

(3)

Tho

ught

s ab

out d

oing

(4)

Res

pons

e to

pro

gram

(5)

Oth

er is

sues

Tue

sday

, Aug

ust 1

3, 1

996

62

Park

side

Hot

el

Eco

nom

ics

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

Thi

s w

as a

tim

ed s

imul

atio

n. Y

ou w

ere

alw

ays

unde

r tim

e pr

essu

re. Y

ou s

tart

in th

e of

fice

. You

hav

e to

ols

to w

ork

with

. At t

his

poin

t,he

prov

ided

a v

ery

thor

ough

des

crip

tion

of th

e pr

oces

s of

wor

king

thro

ugh

the

sim

ulat

ion

pack

age.

He

expl

aine

d th

orou

ghly

wha

t the

who

lesi

mul

atio

n co

vere

d an

d ho

w it

ope

rate

d. H

e em

phas

ized

how

pro

blem

s ke

pt c

omin

g in

and

you

had

to s

olve

them

. He

used

the

exam

ple

ofth

e ho

mel

ess

peop

le in

fro

nt o

f th

e ho

tel a

s on

e ex

ampl

e. H

e ca

refu

lly e

xpla

ined

the

prob

lem

, the

con

sequ

ence

s, a

nd th

e di

lem

ma

that

was

face

d. O

ne a

spec

t of

the

sim

ulat

ion

that

he

did

not l

ike

was

that

he

wan

ted

to g

o ba

ck a

nd c

hang

e de

ciso

ns. H

e m

entio

ned

the

prob

lem

with

the

vaca

tion

requ

est f

rom

the

clea

ning

lady

. He

said

that

he

wou

ld li

ke to

cha

ge th

at d

ecis

ion.

He

said

that

whe

n yo

u ha

ve b

ette

rin

form

atio

n yo

u ca

n m

ake

bette

r de

cisi

ons.

He

conc

lude

d th

at th

e Pa

rksi

de s

imul

atio

n ta

ught

a g

reat

dea

l abo

ut m

anag

ing

peop

le a

ndm

oney

. He

said

the

prob

lem

was

bal

anci

ng h

is c

once

rn w

ith p

eopl

e w

ith th

e bo

ttom

pro

fit l

ine.

He

was

ver

y po

sitiv

e ab

out t

he s

imul

atio

n. H

e sa

id th

at h

e ha

s hi

s ow

n co

mpu

ter,

but

that

he

pick

ed u

p m

any

com

pute

r sk

ills

as h

ew

orke

don

the

sim

ulat

ions

. He

espe

cial

ly li

ked

lear

ning

abo

ut s

prea

dshe

ets.

He

said

som

e st

uden

ts d

idn'

t hav

e co

mpu

ter

skill

s an

d th

is c

ause

d so

me

prob

lem

, but

it d

id n

ot h

inde

r th

e te

am. H

e fe

lt th

at h

is u

nder

stan

ding

of

man

agem

ent s

kills

and

how

to b

alan

ce v

aria

bles

was

ver

yim

port

ant.

He

thou

ght t

he m

anag

emen

t ski

lls w

ould

rel

ate

to a

ny b

usin

ess.

The

sec

ond

thin

g he

em

phas

ized

was

lear

ning

to w

ork

with

othe

rs. "

We

coul

dn't

get t

oget

her

on o

ur d

ecis

ions

som

etim

es. W

e ha

d to

deb

ate,

com

prom

ise,

neg

otia

te."

Bet

ter

to w

ork

toge

ther

than

alon

e so

that

you

get

oth

er p

eopl

es' p

ersp

ectiv

es, v

iew

s, a

nd k

now

ledg

e.

He

said

the

sim

ulat

ion

give

s yo

u a

few

hin

ts, a

cho

ice

of d

ecis

ions

, and

hel

ps y

ou to

fin

d in

form

atio

n. Y

ou h

ave

to th

ink

abou

t wha

tyo

uw

ould

do

if y

ou w

ere

ther

e. H

e pa

rtic

ular

ly li

ked

to c

ompa

re d

ecis

ions

and

pro

fits

with

oth

er g

roup

s. H

e th

ough

t one

of

the

mos

t dif

ficu

ltpa

rts

of th

e si

mul

atio

n w

as le

arni

ng to

com

prom

ise.

He

said

we

need

to lo

ok a

t at w

rong

dec

isio

ns. T

he o

ther

cla

sses

(th

e si

mul

atio

ns w

ere

two

times

a w

eek)

foc

used

on

the

sim

ulat

ion

cont

ent.

He

said

that

ther

e w

ere

very

few

con

nect

ions

bet

wee

n th

e si

mul

atio

n an

d hi

s ot

her

clas

ses.

He

wou

ld, h

owev

er, r

ank

his

sim

ulat

ion

clas

s as

the

mos

t im

port

ant c

lass

he

was

taki

ng. H

e sa

id th

at le

arni

ng c

ompu

ters

and

lear

ning

abo

ut th

e bu

sine

ss w

orld

was

ver

y im

port

ant.

He

drew

a d

iagr

am a

t my

requ

est o

f th

e co

mpu

ter

sim

ulat

ion

clas

s an

d hi

s ot

her

clas

ses.

The

com

pute

r si

mul

atio

n cl

ass

had

a te

ache

r m

ovin

g ab

out t

he r

oom

whi

le in

the

othe

r cl

asse

s th

e te

ache

r w

as s

tatic

or

mer

ely

mov

ed b

etw

een

the

desk

and

the

chal

kboa

rd. T

he f

ocus

in th

e si

mul

atio

n cl

ass

was

on

the

com

pute

r w

hile

the

focu

s in

the

othe

r cl

asse

s w

ason

the

teac

her.

He

clea

rly

artic

ulat

ed th

ese

diff

eren

ces.

He

stat

ed th

at th

e si

mul

atio

ns w

ere

not b

orin

g be

caus

e ev

en th

ough

the

proc

ess

is s

imila

r ea

ch ti

me

the

prob

lem

s ar

e di

ffer

ent.

He

said

they

got h

arde

r an

d m

ore

dem

andi

ng (

com

plex

). H

e sa

id th

at h

e di

dn't

use

the

guid

e in

the

begi

nnin

g bu

t had

to u

se it

for

late

r sc

enar

ios.

The

re w

ere

no a

dditi

onal

issu

es r

aise

d.

63

Page

1 o

f 28

WO

.II

III

MI

=I

MO

MI

MI

I= I

= M

I E

MI

MO

WM

MI

1.11

111

.1.1

111

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

Dat

e of

Inte

rvie

w

Pre

sent

Gra

de

1

It is

impo

rtan

t to

note

that

And

y is

pre

sent

ly c

ompl

etin

g th

e Pa

rksi

de s

imul

atio

n an

d se

ems

to b

e a

seni

or w

ho is

ser

ious

abo

ut h

is s

choo

lw

ork.

And

y is

als

o a

foot

ball

play

er a

nd m

entio

ned

his

stro

ng b

elie

f in

team

wor

k in

spo

rts

as w

ell a

s in

the

sim

ulat

ion

mat

eria

ls. T

hat w

asan

inte

rest

ing

and

impo

rtan

t con

nect

ion.

6/1/

95

6

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

(2)

Rea

ctio

ns

(3)

Tho

ught

s ab

out d

oing

(4)

Res

pons

e to

pro

gram

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

Tue

sday

, Aug

ust 1

3, 1

996

64

Che

lsea

Ban

k

Bus

ines

s

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

She

had

only

wor

ked

on a

few

sce

nari

os. H

owev

er, e

ven

thou

gh s

he h

ad r

ecen

tly w

orke

d on

them

her

rec

all w

as v

ery

vagu

e. S

he c

ould

only

exp

lain

that

the

scen

ario

was

one

in w

hich

she

had

to g

o to

a b

ank

to o

pen

an a

ccou

nt. S

he d

id n

ot s

ee h

erse

lfas

wor

king

in a

ban

k.Sh

e ha

d no

idea

that

the

sim

ulat

ion

was

to p

lace

her

in th

e ro

le o

f a

bank

em

ploy

ee. S

he s

aid

the

Che

lsea

ban

k ac

tivity

was

not h

er b

est

thin

g. S

he s

aid

that

she

like

d "H

ot D

og"

muc

h be

tter.

She

wen

t on

to e

xpla

in in

gre

at d

etai

l the

sim

ulat

ion

in w

hich

the

task

isto

mak

em

oney

by

selli

ng s

oft d

rink

s an

d ho

t dog

s at

bas

ebal

l gam

es. S

he e

xpla

ined

the

scen

ario

ver

y w

ell a

nd d

iscu

ssed

the

vari

able

s th

atin

flue

nced

her

dec

isio

ns in

how

to d

eter

min

e ho

w m

uch

to c

harg

e fo

r ho

t dog

s an

d so

ft d

rink

s.

She

said

she

did

n't l

earn

any

thin

g fr

om C

hels

ea B

ank.

It s

eem

ed th

at tw

o fa

ctor

s w

ere

at w

ork

in h

er r

espo

nse.

The

fir

st w

as th

at s

heha

dco

mpl

eted

ver

y lit

tle o

f th

e C

hels

ea B

ank

activ

ity. T

he s

econ

d se

emed

to b

e th

at th

e C

hels

ea B

ank

conc

epts

wer

e a

bit t

oo d

iffi

cult

for

her.

Hot

Dog

was

a s

imul

atio

n w

hich

she

und

erst

ood

and

was

ent

husi

astic

abo

ut. S

he s

aid

that

Hot

Dog

taug

ht h

er a

bout

pri

cing

and

sel

ling.

She

said

that

if y

ou m

ake

a st

ore

you

have

to k

now

this

stu

ff.

She

said

it w

as im

port

ant t

o w

ork

in a

gro

up o

n th

e C

hels

ea B

ank

sim

ulat

ion

beca

use

othe

r ki

ds c

ould

hel

p an

d I

didn

't kn

ow a

lot o

f th

isst

uff.

She

was

esp

ecia

lly e

nthu

sias

tic a

bout

wor

king

on

the

com

pute

r. S

he s

aid

that

som

etim

es th

ere

are

prob

lem

s. S

he s

aid

that

the

teac

her

wou

ld ta

lk a

bout

the

scen

ario

and

then

we

wou

ld w

ork

on it

.

She

did

say

that

wor

king

with

oth

er k

ids

was

fun

and

it m

ade

it no

t be

so b

orin

g. S

he s

aid

wor

king

on

the

com

pute

rs w

asal

so f

un. S

he s

aid

that

sim

ulat

ions

wer

e lik

e re

al li

fe.

She

reem

phas

ized

that

she

did

n't r

emem

ber

muc

h of

it. I

ask

ed h

er if

she

cou

ld m

ake

a te

st f

or th

e C

hels

ea B

ank

sim

ulat

ion.

Wha

t wou

ldbe

on it

. She

sai

d th

at s

he w

ould

ask

them

wha

t rea

l lif

e w

as li

ke a

nd c

an th

ey w

ork

with

oth

er p

eopl

e. S

he e

nded

by

sayi

ngC

hels

ea w

as h

ard.

I co

uldn

't so

lve

the

prob

lem

s. S

he k

ept s

ayin

g th

at s

he w

as th

e cu

stom

er in

the

bank

.

It w

as c

lear

that

this

stu

dent

had

not

wor

ked

on th

e C

hels

ea B

ank

sim

ulat

ion

very

muc

h an

d ha

d no

t got

ten

muc

h ou

t of

it. T

hem

ater

ials

seem

ed to

be

too

diff

icul

t for

her

. Her

und

erst

andi

ng o

f pr

oble

m s

olvi

ng a

nd o

f co

mpu

ter

sim

ulat

ions

was

not

, how

ever

, the

pro

blem

as

evid

ence

d by

her

des

crip

tion

of th

e H

ot D

og s

imul

atio

n.

65

Page

2 o

f 28

III1

Mil

OM

MI

1111

11IN

N i

INN

IIIN

IM

R M

IMI

MD

NM

MD

MIR

INF

Oil

Dat

e of

Inte

rvie

w

Pre

sent

Gra

de

6/1/

95

12

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

(2)

Rea

ctio

ns

(3)

Tho

ught

s ab

out d

oing

(4)

Res

pons

e to

pro

gram

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

Dat

e of

Inte

rvie

w

Che

lsea

Ban

k

Eco

nom

ics

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

Par

ksid

e H

otel

Gov

enrm

ent

I was

a c

lerk

in a

ban

k, c

ashe

d ch

ecks

, and

mov

ed u

p. W

e ge

t our

ow

n of

fice.

We

help

ed o

ut in

sol

ving

pro

blem

s. F

or e

xam

ple,

som

eone

cam

e in

who

was

ric

h an

d co

uldn

't sh

ow a

ny id

entif

icat

ion.

We

got w

eird

situ

atio

ns th

at y

ou h

ad to

sol

ve. T

hey

didn

't gi

ve u

s an

y or

dina

ryon

es. I

t wou

ld h

ave

help

ed if

we

had

mor

e pr

actic

e on

ord

inar

y on

es. I

did

n't l

ike

coun

ting

the

mon

ey b

ecau

se th

e sc

reen

was

n't b

igen

ough

. It w

as h

ard

to d

o on

the

scre

en a

nd w

aste

d to

o m

uch

time.

I lik

ed th

e in

cide

nt w

ith th

e ho

mel

ess

guy.

You

lear

n no

t to

judg

eso

meo

ne b

y ap

pear

ance

s. T

hey

trie

d to

fake

us.

I lea

rned

abo

ut p

eopl

e re

latio

ns. Y

ou le

arn

how

to tr

eat p

eopl

e. Y

ou le

arn

com

mun

icat

ions

and

rel

atio

ns. I

f you

can

't re

late

to o

ther

peo

ple,

you

can'

t wor

k an

ywhe

re. Y

ou h

ave

to a

void

dis

crim

inat

ion.

As

long

as

thin

gs c

heck

out

, don

't pa

y an

y at

tent

ion

to w

hat t

hey

look

like

or

othe

r th

ings

. I a

lso

lear

ned

abou

t eco

nom

ics,

dea

ling

with

mon

ey, b

alan

cing

acc

ount

s, lo

ts o

f che

cks.

Thi

s w

as ju

st a

n ex

perie

nce.

I di

dn't

lear

n m

uch

from

doi

ng it

that

I co

uld

use

in o

ther

sub

ject

s. I

didn

't le

arn

econ

omic

s ju

st d

oing

stu

ff in

a b

ank.

We

did

it tw

o da

ys a

wee

k or

so.

The

res

t of t

he ti

me

we

did

econ

omic

s. T

he te

ache

r us

ed th

e si

mul

atio

n to

talk

abo

utec

onom

ics.

He

taug

ht s

ome

stuf

f tha

t was

com

ing

up in

the

sim

ulat

ion.

Som

etim

es th

e ot

hers

in m

y gr

oup

wou

ldn'

t do

anyt

hing

. The

oth

ers

in m

y gr

oup

didn

't ha

ve o

pino

ns a

nd I

don'

t thi

nk th

ey le

arne

d an

ythi

ng. T

he c

ompu

ter

part

was

n't d

iffic

ult.

It w

as e

asy

to d

o th

e co

mpu

ter

thin

gs.

The

har

dest

par

t of t

he s

imul

atio

n w

as g

ettin

g ot

hers

to w

ork.

At t

imes

it g

ot b

orin

g. T

here

wer

e to

o m

any

sess

ions

. Par

ksid

e is

har

der

than

Che

lsea

. The

pro

blem

s ke

ep p

iling

up.

I th

ink

ther

e w

ere

too

man

y pr

oble

ms

in P

arks

ide.

The

oth

er tw

o ki

ds in

my

grou

p "s

at o

ut"

and

didn

't ge

t inv

olve

d. T

he te

ache

r ca

n't t

ell w

ho is

rea

lly w

orki

ng. I

n on

e of

my

clas

ses

we

wro

te a

com

mer

cial

and

pra

ctic

ed it

. Tha

t was

fun

and

conn

ecte

d w

ith th

e pr

ogra

m. I

lear

ned

how

to d

eal w

ith p

eopl

e in

doi

ng th

e si

mul

atio

ns.

The

big

gest

pro

blem

wer

e th

e te

am m

embe

rs. I

wan

t mor

e ac

tive

team

mem

bers

. You

lear

n m

ore

that

way

and

get

mor

e pr

actic

e. D

oing

the

sim

ulat

ion

was

not

a b

ig d

eal.

It w

as p

art o

f the

cla

ss a

nd s

o I d

id it

. It w

as to

o lo

ng.

Fab

iola

was

dis

tres

sed

beca

use

of h

er te

am m

embe

rs. S

he is

inde

pend

ent a

nd a

rtic

ulat

e. F

abio

la b

elie

ves

she

is c

ompe

tent

and

see

ms

not t

ow

ant t

o ad

mit

that

any

task

is to

o di

fficu

lt fo

r he

r.

6/1/

95

Tue

sday

, Aug

ust 1

3, 1

996

66

Page

3 o

f 28

6 7

_i M

IN N

S11

1111

OM

MN

Mt I

MO

Ili M

I all

NM

MN

IMP

1111

11M

ID O

S

Pre

sent

Gra

de12

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

(2)

Rea

ctio

ns

(3)

Tho

ught

s ab

out d

oing

(4)

Res

pons

e to

pro

gram

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

Dat

e of

Inte

rvie

w

Pre

sent

Gra

de

Che

lsea

Ban

k

Eco

nom

ics

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

Park

side

Hot

el

Gov

enrm

ent

I di

dn't

like

the

cam

era

and

the

light

s. (

Am

reet

a w

as v

ideo

tape

d fo

r m

uch

of th

e cl

ass.

) I

also

did

n't l

ike

coun

ting

the

mon

ey. Y

ou h

adto

wri

te a

nd f

ollo

w th

e ru

les.

I d

idn'

t lik

e th

e w

ritin

g pa

rt. A

lot o

f w

hat w

e di

d w

as c

omm

on s

ense

. You

cou

ld f

igur

e ou

t the

answ

er b

y us

ing

com

mon

sen

se. G

ettin

g pr

omot

ed w

as th

e be

st p

art.

I le

arne

d ho

w to

ver

ify

chec

ks. Y

ou h

ad to

fig

ure

out s

tuff

whe

n th

e m

anua

l did

n't f

ully

expl

ain

and

that

was

whe

n I

lear

ned

the

mos

t.

I le

aned

abo

ut p

robl

em s

olvi

ng, c

omm

unic

atio

n, a

nd w

orki

ng to

geth

er. W

e le

arne

d ho

w to

wor

k in

gro

ups.

The

teac

her

push

ed s

tude

nts

toge

t inv

olve

d. T

he in

put [

from

oth

ers]

is r

eally

impo

rtan

t. Y

ou c

ould

n't c

ome

up w

ith s

ome

of th

e op

tions

and

som

e of

the

reas

ons

if y

oudi

dn't

have

oth

ers.

I a

lso

lear

ned

abou

t dif

fere

nt k

inds

of

jobs

. It w

as g

ood

voca

tiona

l exp

lora

tion.

We

argu

ed a

bout

our

sol

utio

ns a

nd th

atw

as g

ood.

Doi

ng C

hels

ea h

elpe

d w

ith d

ecis

ion

mak

ing

and

wor

king

with

cus

tom

ers.

We

lear

ned

com

pute

r sk

ills.

Com

pute

r sk

ills

and

tech

nica

l pro

blem

s w

ith th

e co

mpu

ter

wer

e no

t big

pro

blem

s. C

hels

ea w

as m

anag

able

and

we

lear

ned

a lo

t. Pa

rksi

de h

ad to

o m

any

prob

lem

s an

d w

ent t

oo f

ast.

The

teac

her

took

us

thro

ugh

thin

gs w

ith th

e co

mpu

ter

step

-by-

step

.W

e le

arne

d ho

w to

boo

t-up

and

oth

er th

ings

.

We

did

it tw

o da

ys a

wee

k. I

t got

a li

ttle

bori

ng to

war

d th

e en

d. G

roup

s m

ake

a bi

g di

ffer

ence

. The

gro

ups

mak

e it

lots

bette

r. I

t is

mor

ein

tere

stin

g an

d no

t as

bori

ng. W

e ta

lked

abo

ut it

aft

er c

lass

. We

talk

ed a

bout

wha

t we

had

to d

o to

get

pro

mot

ed. Y

ou le

arn

stuf

fab

out

depo

sits

, che

cks,

and

oth

er b

anki

ng th

ings

. I f

eel m

ore

com

fort

able

abo

ut g

oing

to th

e ba

nk. I

use

d to

be

afra

id I

was

mak

ing

mis

take

s in

filli

ng o

ut f

orm

s. I

kno

w h

ow to

do

that

now

.

IMP

If I

was

goi

ng to

ask

kid

s qu

estio

ns, I

wou

ld a

sk if

they

rea

lly e

njoy

ed th

e pr

ogra

m. D

id y

ou?

I en

joye

d C

hels

ea b

ette

r th

an P

arks

ide.

Ith

ink

ther

e sh

ould

be

othe

r si

mul

atio

ns th

at e

xplo

re o

ther

car

eers

.

6/1/

95

12

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

Tue

sday

, Aug

ust 1

3, 1

996

68

Che

lsea

Ban

k

Eco

nom

ics

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

Park

side

Hot

el

Gov

enrm

ent

The

y as

ked

us to

ope

n ac

coun

ts. W

e ha

d to

che

ck th

e cr

edit

line.

The

cre

dit l

ine

was

no

good

and

we

had

to f

igur

e ou

tw

hat t

o do

. We

Page

4 o

f 28

60

mop

NW

NIS

lilt

lilt

INN

IND

MIN

NM

111

111

1111

11M

lleal

ls11

1011

11.

(2)

Rea

ctio

ns

(3)

Tho

ught

s ab

out d

oing

(4)

Res

pons

e to

pro

gram

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

Dat

e of

Inte

rvie

w

Pre

sent

Gra

de

lear

ned

how

to w

ork

as a

gro

up. W

e w

ere

taug

ht to

wor

k to

geth

er. W

e ha

d to

talk

out

the

prob

lem

s an

d m

ake

deci

sion

s. W

e ha

dto

ope

n-up

and

thin

k ab

out t

hing

s.

We

took

turn

s on

the

com

pute

r so

we

all l

earn

ed d

iffer

ent t

hing

s. W

e le

arne

d pr

oble

m s

olvi

ng a

nd c

omm

unic

atio

n. M

ore

info

rmat

ion

shou

ld b

e gi

ven

befo

re a

dec

isio

n is

mad

e. C

hels

ea w

as m

ore

real

istic

than

Par

ksid

e. W

ith P

arks

ide

ther

e w

ere

too

man

y pr

oble

ms.

Iim

prov

ed m

y m

ath

skill

s in

doi

ng th

e si

mul

atio

ns.

It is

inte

rest

ing

to n

ote

that

Del

ila p

rese

ntly

wor

ks a

t the

Che

mic

al B

ank

from

12:

00 n

oon

to 6

:00

PM

eac

h da

y as

an

Adm

inis

trat

ive

Ass

ista

nt. S

he s

ays

that

Che

lsea

is v

ery

real

istic

. She

com

men

ted

that

any

one

who

is g

oing

to w

ork

in a

ban

k sh

ould

do

the

Che

lsea

Ban

kpr

ogra

m. D

elila

is m

ovin

g to

a fu

ll-tim

e po

sitio

n in

the

bank

afte

r gr

adua

tion

in J

une.

Wor

king

in a

gro

up is

impo

rtan

t. S

ome

stud

ents

won

't be

abl

e to

do

the

stuf

f if t

hey

have

to w

ork

alon

e. M

y ba

ckgr

ound

kno

wle

dge

abou

tba

nks

help

ed a

lot.

The

man

ual w

as v

ery

good

--it

was

ver

y re

alis

itic.

Cla

sses

are

nee

ded

to le

arn

the

stuf

f you

nee

d to

lear

n in

ord

erto

do

the

sim

ulat

ions

. We

talk

ed a

bout

it s

ome

afte

rwar

ds. W

e as

ked

othe

r gr

oups

wha

t the

y w

ere

doin

g w

ith it

and

how

they

wer

e do

ing.

Itw

asn'

t bor

ing.

You

nee

d to

lean

mor

e ab

out t

his

stuf

f.

(I to

ok th

is s

tude

nt to

Lar

ry M

ikul

ecky

for

addi

tiona

l int

ervi

ewin

g si

nce

he w

ante

d to

lear

n m

ore

abou

t wor

kpla

ce c

onne

ctio

ns. I

felt

Del

ilaw

ould

be

a go

od s

tude

nt to

inte

rvie

w s

ince

she

was

alre

ady

wor

king

in b

ank.

)

6/1/

95

7

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

(2)

Rea

ctio

ns

Tue

sday

, Aug

ust 1

3, 1

996

70

Che

lsea

Ban

k

Bus

ines

s

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

The

re w

ere

a lo

t of r

eal-l

ife th

ings

. You

wer

e w

orki

ng a

t the

ban

k. Y

ou g

ot to

do

thin

gs. Y

ou h

ave

prob

lem

s--n

ot e

very

thin

g go

es o

k. Y

ouha

ve to

find

pap

ers.

You

hav

e to

find

info

rmat

ion.

You

clic

k on

stu

ff. Y

ou u

se th

e in

form

atio

n to

hel

p yo

u. It

was

goo

d to

do

in a

gro

up.

Who

ever

mad

e th

e be

st s

ense

in o

ur g

roup

, we

chos

e th

at a

nsw

er. T

he h

arde

st s

imul

atio

n w

as w

hen

the

bus

was

wai

ting

for

the

cust

omer

.W

e ha

d to

do

ever

ythi

ng q

uick

ly.

It w

as fu

n ca

use

it w

as r

eal l

ife in

a r

eal b

ank.

I no

w k

now

mor

e ab

out b

anks

whe

n I g

o to

the

bank

with

my

mot

her.

I le

arne

d th

at y

ou h

ave

to tr

eat c

usto

mer

s ni

ce o

r th

ey w

on't

com

e ba

ck. I

t was

fun

to d

o th

e si

mul

atio

ns. I

lear

ned

abou

t ban

king

, how

to d

eal w

ith o

ther

peop

le,

how

to w

ork

as a

team

, and

abo

ut th

e bu

sine

ss w

orld

. We

lear

ned

to s

olve

pro

blem

s to

geth

er. W

e le

arne

d ho

w to

und

erst

and

each

oth

er.

The

com

pute

r w

as e

asy.

We

had

lear

ned

to u

se th

e co

mpu

ter

in a

noth

er c

lass

.

Pag

e 5

of 2

8

71

amN

om

itM

i um

six

MS

CM

Oa

fieag

e m

e m

epm

(3)

Tho

ught

s ab

out d

oing

(4)

Res

pons

e to

pro

gram

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

We

only

did

Che

lsea

Ban

k on

ce a

wee

k. I

wou

ld h

ave

liked

it if

we

did

it ev

ery

day.

It w

as n

ot b

orin

g. T

here

wer

edi

ffer

ent p

robl

ems,

diff

eren

t tas

ks a

nd jo

bs. B

efor

e w

e st

ared

the

gam

e (C

hels

ea),

we

lear

ned

how

to d

eal w

ith p

eopl

e in

our

cla

ss. W

e le

arne

d lo

ts o

f st

uff

from

the

bank

gam

e. I

had

don

e H

ot D

og a

nd C

hels

ea w

as b

ette

r be

caus

e it

was

mor

e lik

e re

al-l

ife.

Thi

s w

ould

't w

ork

if y

ou d

id it

alo

ne. Y

ou le

arn

from

oth

er p

eopl

e. I

f so

meo

ne h

as a

bet

ter

idea

, you

can

lear

n fr

om th

em. T

his

is b

ette

rth

an a

boo

k. I

t get

s yo

ur a

ttent

ion.

Its

rea

listic

. We

look

ed a

t the

pro

blem

s, ta

lked

it o

ut, a

nd th

en c

ame

to a

dec

isio

n. I

f I

was

to m

ake

up a

test

to s

how

wha

t I le

arne

d on

the

sim

ulat

ion,

her

e's

wha

t I'd

do.

I'd

hav

e a

pict

ure

of a

che

ck a

nd th

e st

uden

ts w

ould

hav

eto

fill

it in

. I'd

ask

how

to d

epos

it or

with

draw

mon

ey f

rom

a b

ank.

I w

ould

hav

e th

em ta

ke th

e te

st a

lone

to s

how

wha

t the

y le

arne

d. I

t wou

ldbe

apa

per/

penc

il te

st. B

anki

ng is

wha

t I le

arne

d m

ost a

bout

. I w

ould

mak

e ot

her

prog

ram

s on

jobs

like

air

port

per

sonn

el, s

tore

cle

rks,

and

stu

fflik

e th

at.

Dat

e of

Inte

rvie

w

Pre

sent

Gra

de

6/1/

95

12

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

(2)

Rea

ctio

ns

(3)

Tho

ught

s ab

out d

oing

Tue

sday

, Aug

ust 1

3, 1

996

72

Park

side

Hot

el

Gov

enrm

ent

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

In P

arks

ide

you'

re a

lway

s m

akin

g de

cisi

ons;

it h

as a

man

ager

's g

uide

; I li

ke th

e st

aff

mee

tings

on

the

com

pute

r. W

rong

with

it?

noth

ing;

on

the

tape

- p

art o

f tim

e w

hen

you

go w

alki

ng a

roun

d th

e ho

tel.

Man

ual i

s ke

yed

to th

e pr

oble

m y

ou're

wor

king

on.

You

cou

ld g

oyo

ur "

file

cabi

net"

for

old

info

rmat

ion.

Lik

ed b

est:

mak

ing

deci

sion

s, a

nd it

's f

un. T

ime:

30

min

utes

--

have

5 e

xtra

min

utes

at e

nd. [

Mr.

Rap

heal

--

set u

p gr

oups

and

they

sta

yed

that

way

.] F

avor

ite p

art:

the

prob

lem

whe

n w

e (P

arks

ide)

exp

ande

d --

we

lost

cus

tom

ers,

nee

ded

cash

--

also

prob

lem

: to

co-o

p ho

tel s

uite

s or

turn

into

con

dos.

We

had

to e

valu

ate

to m

ake

deci

sion

; the

re w

as n

othi

ng in

the

man

ual g

uide

for

this

prob

lem

. Gro

ups

wor

ked

wel

l tog

ethe

r. P

robl

ems

enco

unte

red

in g

roup

s: n

o sh

ows,

teac

her's

rul

e to

cha

nge

role

s in

gro

up, p

eopl

e w

hodo

n't d

o th

eir

part

, com

pute

r ho

gs, "

I" to

ok th

e ro

le to

lead

- o

ther

2 g

irls

in m

y gr

oup

very

qui

et.

We

lear

ned

how

a h

otel

wor

ks. W

e le

arne

d ho

w to

hav

e pa

tienc

e w

ith c

usto

mer

s. W

hat i

f yo

u m

ade

all w

rong

dec

isio

ns?

He

said

then

the

teac

her

wou

ld in

terv

ene,

oth

erw

ise

teac

her

left

them

alo

ne. T

each

er to

ok o

ff 5

poi

nts

if la

te, 1

0 po

ints

if a

bsen

t. In

one

gro

up, 1

per

son

ther

e, o

ther

s ab

sent

so

she

(the

one

ther

e) c

ould

n't k

eep

up w

ith th

e cl

ass.

Hiz

am r

eally

like

d Pa

rksi

de. H

e ha

s be

en w

orki

ng in

a lo

cal

(big

)dr

ug s

tore

in d

ownt

own

Bro

okly

n. H

e ha

s be

en p

rom

oted

to m

anag

er o

f a

dept

. and

he

said

he

sees

sim

ular

pro

blem

s: n

ot to

lose

tem

per

with

cus

tom

ers,

be

patie

nt, a

nd li

sten

ing.

Wor

king

with

oth

er s

tude

nts

- ha

d to

--s

omet

imes

it w

as g

ood,

som

etim

es it

was

bad

. At t

he "

Staf

f m

eetin

g" c

lick

on h

eads

of

engi

neer

ing,

hous

ekee

ping

, mar

ketin

g. F

or e

xam

ple,

mar

ketin

g pu

t in

com

pute

rs: a

dver

tisin

g bu

dget

- c

alcu

latio

ns, a

lloca

tions

; bas

ic m

ath

help

ed--

Page

6 o

f 28

73

OM

No

Om

NM

IPS

I --

alls

M. e

aam

on

or a

m

(4)

Res

pons

e to

pro

gram

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

noth

ing

fanc

y. R

eadi

ng a

nd W

ritin

g --

rea

ding

: out

line

read

abo

ut th

e ho

tel i

n in

trod

uctio

n; w

ritin

g: to

ok n

otes

--

lear

n fr

om m

ista

kes.

We

all h

ad a

fol

der

- pr

into

ut a

t end

of

sess

ion.

Som

e di

scus

sion

(s)

in c

lass

abo

ut th

e si

mul

atio

ns.

Bor

ing?

yes

, for

som

e pe

ople

. Eas

ier?

yes

, we

got t

he h

ang

of it

. A lo

t of

peop

le g

ot it

. Peo

ple

liked

it -

- ot

hers

mad

ea

lot o

f w

rong

deci

sion

s. H

e lik

ed th

at it

had

alte

rnat

ives

abo

ut th

e de

cisi

ons

to m

ake

"Mak

es y

ou th

ink

abou

t it."

The

man

ager

's g

uide

did

n't h

ave

"the

"an

swer

s.

You

ask

ed m

e th

e ri

ght s

tuff

like

--

wha

t I li

ked.

Som

e pe

ople

got

bor

ed (

he to

ld m

e th

is b

efor

e I

had

aske

d ab

out t

his.

)T

here

was

the

sam

e th

ing

over

and

ove

r; s

omet

imes

it to

ok to

o lo

ng. M

anag

er is

a m

anag

er w

heth

er h

otel

, ban

k, s

choo

l, et

c.

Dat

e of

Inte

rvie

w

Pre

sent

Gra

de

6/1/

95

12

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

(2)

Rea

ctio

ns

(3)

Tho

ught

s ab

out d

oing

(4)

Res

pons

e to

pro

gram

Tue

sday

, Aug

ust 1

3, 1

996

7 4

Che

lsea

Ban

k

Gov

enrm

ent

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

Park

side

Hot

el

Eco

nom

ics

Park

side

is v

ery

mem

orab

le. C

hels

ea m

ore

visu

al th

an P

arks

ide

-- p

eopl

e co

me

up to

des

k --

you

see

it th

ere,

see

it m

ove.

It h

adre

ally

goo

dvi

sual

s. W

e al

l kne

w h

ow c

ompu

ters

wor

k. M

emor

able

inci

dent

in P

arks

ide:

she

ets

on b

eds

"per

ma

cotto

n" o

r 22

0 co

tton.

Per

mac

otto

n is

leas

t exp

ensi

ve a

nd it

's it

chy;

cho

ose

bette

r sh

eets

. Cho

ose

poor

er s

heet

s, o

ccup

ancy

rat

e w

ent d

own.

Mem

orab

le in

cide

nt in

Che

lsea

: bum

in b

ank;

ree

ked;

dea

lt w

ith h

im li

ke h

e w

as a

rea

l cus

tom

er; S

tanl

ey a

nd A

lvin

agr

eed

to f

ollo

w th

e ru

les

-- s

epar

ate

feel

ings

fro

m th

ejo

b;tu

rned

out

to b

e bi

g gu

y at

ban

k.

Wha

t I le

arne

d: s

epar

ate

feel

ings

fro

m jo

b ru

les.

Rul

es -

- ju

st li

ke W

e C

are

-- a

non

-pro

fit g

roup

aft

er s

choo

l car

e th

at g

oes

to M

aine

insu

mm

er. I

was

a c

ampe

r fi

rst,

then

an

afte

r sc

hool

kid

, the

n a

volu

ntee

r an

d no

w p

aid

empl

oyee

. At C

amp

-- tr

ips,

sai

ling;

like

s th

ete

achi

ngpa

rt. H

e's

goin

g to

Joh

n Ja

y C

olle

ge -

- w

ants

to jo

in th

e FB

I. Y

es, I

wou

ld d

o m

ore

sim

ulat

ions

--

don'

t hav

e to

list

en to

teac

her

all t

hetim

e. M

anag

er's

gui

de: a

ll is

in c

ompu

ter;

no

pape

r -

but w

e ca

n pr

int i

t out

. He

liked

Par

ksid

e be

tter;

gra

phic

s no

t so

good

but

can

mak

elo

ts o

f m

oney

!

I co

uld

do it

by

mys

elf.

Whe

n it'

s 2

agai

nst 1

, you

hav

e to

cho

ose,

you

can

be

wro

ng. I

fel

t goo

d be

ing

lead

er. O

urte

ache

r lik

es d

oing

this

--

chec

ks u

s ou

t. W

hat a

bout

rea

ding

, wri

ting,

com

puta

tions

? L

ots

of r

eadi

ng -

- yo

u ha

ve to

rea

d fa

st; l

ots

of p

ress

ure

to r

ead

fast

.I

wan

t to

stop

the

time

som

etim

es. I

lear

ned

that

thin

gs in

life

hav

e co

nseq

uenc

es.

It g

ot b

orin

g ne

ar th

e en

d --

pro

blem

s do

ne a

nd th

ere

wer

e st

ill a

bout

7 m

inut

es. Y

ou ju

st w

ait.

We

beca

me

mor

e ef

fici

ent i

n us

ing

time.

Wha

t lea

rned

out

of

scho

ol?

how

I p

erso

nally

han

dle

mon

ey. I

n Pa

rksi

de y

ou c

an m

ove

mon

ey a

roun

d --

if y

ou u

se it

up,

it c

uts i

nto

prof

it.In

vest

ors

see

that

the

prof

its g

o up

and

go

dow

n --

they

won

der

why

. Oth

er p

eopl

e's

reac

tions

: Ste

ve, R

amon

mak

ing

mor

e m

oney

; fir

st

BE

V C

OPT

AV

AR

AII

IIE

Pag

e 7

of 2

8

75

SO

NM

I OM

NM

PIS

SO

NM

Im

ori

allg

,lo

sM

Sal

l*I

P, o

wO

mum

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

Dat

e of

Inte

rvie

w

Pre

sent

Gra

de

they

low

ered

pri

ces,

then

rai

sed

pric

es.

Que

stio

ns to

ask

: Did

you

like

it?

How

did

you

fee

l abo

ut it

? W

ant t

o fi

nd o

ut a

bout

it.

It's

one

of

my

favo

rite

cla

sses

; it's

alw

ays

on m

ym

ind.

Why

: 1)

it in

tere

sts

me,

2)

trai

ned

to d

o th

is jo

b, 3

) am

usem

ent,

4) d

eal w

ith p

eopl

e. I

f I

coul

d bu

y it

I w

ould

.I'd

like

mor

e va

riat

ions

.

6/1/

95

12

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

(2)

Rea

ctio

ns

(3)

Tho

ught

s ab

out d

oing

(4)

Res

pons

e to

pro

gram

Tue

sday

, Aug

ust 1

3, 1

996

76

Che

lsea

Ban

k

Gov

enrm

ent

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

Park

side

Hot

el

Eco

nom

ics

Che

lsea

: I r

emem

ber

this

per

son,

this

lady

cur

sing

; she

was

ups

et b

ank

wou

ldn'

t app

rove

loan

.We'

d be

en p

rom

oted

so

we

had

to d

eal w

ithth

e pe

rson

's p

robl

em. I

t was

mem

orab

le a

t the

tim

e -

faci

al e

xpre

ssio

ns; M

r. R

aphe

al h

ad a

spe

cial

ses

sion

s on

how

....

It h

elpe

d us

unde

rsta

ndin

g ho

w to

con

trol

our

tem

pers

; cal

m th

em d

own,

inve

stig

ate

the

prob

lem

. Thi

s is

ext

ende

d in

to r

eal l

ife.

Par

ksid

e: th

ere

wer

e 2

ladi

es a

rgui

ng. T

hey

had

thei

r ha

nds

on e

ach

othe

r an

d w

e ha

d to

dec

ide

whe

ther

to c

all t

he h

otel

sec

urity

or

the

cops

. We

calle

dth

e co

ps.

the

ladi

es g

ot o

ffen

ded;

our

occ

upan

cy r

ate

wen

t dow

n; o

ur g

roup

mad

e th

e w

rong

dec

isio

n.

Lea

rned

to c

omm

unic

ate

bette

r in

you

r te

am. W

e ha

d te

amw

ork

in E

nglis

h (M

r. R

osem

ont)

too

-- q

uizz

es, a

nsw

er q

uest

ions

-- ti

me

is s

hort

.If

usi

ng te

amw

ork

for

som

ethi

ng b

orin

g --

why

bot

her.

Mos

t im

port

ant t

hing

abo

ut u

sing

sim

ulat

ion:

It b

uild

s pr

ide

in w

hat y

ou d

o, b

uild

sco

nfid

ence

and

hav

e co

nfid

ence

in w

hat t

hey'

re d

oing

. I'd

like

to d

o m

ore

of th

ese

sim

ulat

ions

. The

y he

lp y

ou u

nder

stan

d w

hat o

ther

peo

ple

do; f

or e

xam

ple,

in P

arks

ide

you

look

at t

heir

ref

eren

ces;

in b

ank

it he

lps

with

life

. Tea

cher

s ga

ve s

ome

help

- M

r. R

aphe

al g

oes

over

wha

tw

e di

d --

incl

udes

teac

her

and

stud

ent.

Park

side

--

time

limite

d --

one

bad

dec

isio

n af

fect

ed e

very

thin

g. C

hels

ea -

- ha

d al

l the

tim

e in

the

wor

ld.

1 lik

ed th

e gr

aphi

cs. H

arde

st th

ing:

team

did

not

agr

ee, h

ad to

go

back

sin

ce w

e ea

ch h

ad a

n op

inio

n, 2

aga

inst

1; m

y gr

oup

had

one

lazy

pers

on s

o sh

e di

dn't

help

just

ify

opin

ions

. We

othe

r tw

o ha

d to

go

back

and

ret

each

her

. Com

pari

ng o

ne g

roup

to a

noth

er -

how

eac

hha

ndle

d a

give

n si

tuat

ion.

One

gro

up h

ad n

o oc

cupa

ncy

rate

--

bank

rupt

. Thi

s gr

oup

"lea

rned

" fr

om m

y gr

oup

(in

clas

s di

scus

sion

) an

d th

enth

ey d

id b

ette

r. T

he s

imul

atio

ns w

ere

too

long

, too

muc

h re

petit

ion

-- O

h, w

e di

d th

is a

lrea

dy, d

o w

e ha

ve to

do

it ag

ain?

Par

ksid

e--

clo

ckis

run

ning

but

tow

ard

the

end

we

got g

ood

and

had

abou

t 10

min

utes

left

so

we

play

ed w

ith th

e el

evat

or d

oors

; see

how

man

ytim

es w

eco

uld

clic

k th

e m

ouse

and

get

the

door

s to

ope

n an

d cl

ose.

Yes

, it g

ot b

orin

g. B

y th

e 15

th w

eek

it w

as th

e sa

me

thin

g ov

er a

nd o

ver;

sam

e si

tuat

ion;

too

muc

h do

wn

time

espe

cial

ly in

hot

el-

like

Isa

id 1

0 m

inut

es o

pen

and

clos

e th

e el

evat

or d

oors

. Eve

rybo

dy li

kes

the

sim

ulat

ion;

no

one

mad

e fu

n of

oth

er p

eopl

e. W

e ch

alle

nged

ours

elve

s to

mak

e m

ore

mon

ey--

we

com

pete

d. C

ompe

titio

n em

erge

d in

my

clas

s to

mak

e it

inte

rest

ing.

Page

8 o

f 28

OS

WO

SIM

NM

1111

111

1111

1M

S N

W li

la11

111

MID

MI M

D M

I up

rim

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

Dat

e of

Inte

rvie

w

Pre

sent

Gra

de

Ask

: how

to d

evel

op it

bet

ter

to m

ake

it m

ore

inte

rest

ing;

sam

e sc

enar

ios

over

and

ove

r; im

prov

e it

to m

ake

it be

tter.

Rea

ding

and

Wri

ting:

read

ing

- ho

tel -

ther

e w

as a

text

book

with

term

s. W

e ha

d co

mpu

ter

to g

ive

help

but

a p

aper

man

ual w

ould

hav

e be

en g

ood.

6/1/

95

12

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

(2)

Rea

ctio

ns

(3)

Tho

ught

s ab

out d

oing

(4)

Res

pons

e to

pro

gram

Tue

sday

, Aug

ust 1

3, 1

996

78

Che

lsea

Ban

k

Gov

enrm

ent

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

Park

side

Hot

el

Eco

nom

ics

In h

otel

- c

lues

to h

elp

you

unde

rsta

nd, i

.e.,

figh

t bet

wee

n cu

stom

er a

nd h

otel

per

son

- "s

ee a

nd h

ear

box"

- g

o ar

ound

and

look

for

info

rmat

ion.

Che

lsea

: man

ager

's g

uide

boo

k. I

like

d th

e in

vest

igat

ion

aspe

ct, l

ooki

ng f

or in

form

atio

n. T

hat a

lso

mak

es it

fun

and

inte

rest

ing.

At b

ank,

can

go

back

and

run

a c

heck

on

them

. Som

e gr

oups

wor

ked

wel

l, ot

hers

did

n't.

Som

e pe

ople

don

't w

ant g

ood

grad

es.

Ban

k: m

y gr

oup

alw

ays

cam

e to

a d

ecis

ion.

With

3 it

was

2 a

gain

st 1

so

we

alw

ays

mad

e a

deci

sion

- e

ven

if w

em

ade

wro

ng d

ecis

ion.

Ipu

shed

the

grou

p. P

erso

nalit

ies

play

an

impo

rtan

t par

t in

real

life

too.

Lea

rned

: can

hel

p in

oth

er c

lass

es -

- ge

t alo

ng w

ith s

ome

of th

e th

e at

titud

es. H

otel

(te

ache

r) c

an't

yell

back

- n

eed

to s

tep

back

and

stay

calm

. Let

the

cust

omer

yel

l but

you

don

't -

"the

cus

tom

er is

alw

ays

righ

t." R

eadi

ng -

- th

ere'

s a

lot -

- yo

u ha

ve to

rea

d ev

eryt

hing

-- th

ey(c

ompu

ter)

don

't ta

lk to

you

. If

you

don'

t rea

d, y

ou d

on't

know

wha

t's g

oing

on.

Rea

ding

- n

ot h

ard

- in

man

ual o

r gl

ossa

ry a

ndyo

u ca

nac

cess

that

any

tim

e. W

ritin

g --

yes

in b

ank,

no

in h

otel

. Ban

k -

you

have

to w

rite

for

it to

be

acce

pted

as

answ

er.H

otel

- m

ake

choi

ce a

ndth

at's

it. I

f I

mad

e a

new

one

, I'd

com

bine

the

wri

ting

of b

ank

and

spee

d of

res

pons

e in

hot

el. L

iked

bes

t: do

n't h

ave

togo

to c

lass

; it's

not

bori

ng; y

ou're

not

sta

ring

at b

oard

; pla

ying

a p

art l

ike

in a

mov

ie o

r pl

ay (

it's

not r

eal b

ut it

's th

ere)

. Out

of

scho

ol: l

earn

patie

nce;

Iun

ders

tood

str

ess

of c

lerk

s -

cler

ks a

re u

nder

stoo

d.

Eas

iest

: com

pute

r is

eas

y. H

arde

st: m

akin

g de

cisi

ons,

man

ual n

ot s

o cl

ear;

som

etim

es 2

ans

wer

s ab

out t

he s

ame

and

then

you

had

to m

ake

hard

cho

ices

. Nee

d to

use

com

mon

sen

se -

- ne

ed to

use

it; a

s a

grou

p us

ually

com

e up

with

a g

ood

choi

ce. W

e ca

n st

opth

e cl

ock

- bu

t we'

reno

t sup

pose

d to

use

it. T

each

er w

ent o

ver

stuf

f be

fore

you

did

the

com

pute

r bu

t jus

t in

the

firs

t few

wee

ks; t

hen

late

r on

he

only

talk

edaf

terw

ards

. I th

ink

he w

ante

d us

to e

xper

ienc

e it

and

lear

n fo

r ou

rsel

ves.

Oth

er g

roup

s di

d di

ffer

ent t

hing

s.

Som

e pa

rts

got f

rust

ratin

g --

cou

ntin

g m

oney

. Bor

ing

part

in h

otel

whe

n th

ere'

s no

thin

g to

do

-- th

is p

robl

em h

asn'

t com

e up

yet

whe

nno

thin

g go

ing

on. O

ther

stu

dent

s re

actio

ns: s

ome

didn

't ge

t it;

bad

attit

ude

- th

is g

roup

doe

sn't

wan

t to

do it

; gro

up w

ork

is o

nly

part

of it

(gra

de),

als

o cl

ass

wor

k; c

ompu

ter

is li

ke a

bre

ak f

rom

reg

ular

sch

ool.

Oth

er s

choo

l act

ivity

: new

spap

er a

dver

tisem

ent f

or h

otel

; ban

k w

ithM

r. R

osem

ond,

Eng

lish

teac

her.

Som

etim

es y

ou d

on't

get a

long

with

peo

ple

but y

ou h

ave

to -

- le

arn

to u

nder

stan

d ot

hers

, get

alo

ng. M

ost

impo

rtan

t thi

ng le

arne

d: a

lway

s in

vest

igat

e be

fore

mak

ing

a de

cisi

on; g

et s

omeo

ne e

lse'

s op

inio

n; d

on't

act y

ou're

alw

ays

righ

t; le

arn

how

to w

eigh

alte

rnat

ives

; com

prom

ise.

Page

9 o

f 28

79

IS E

LM

Fin

en

lala

NW

IM

P M

I61

111

NS

MI

poi g

m o

r gm

jot

go

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

I'd a

sk: W

hat k

ind

of s

imul

atio

n w

ould

you

des

ign?

I'd

do

a re

stau

rant

sce

nari

o. W

hat a

bout

poo

r st

uden

ts?

this

hel

ps th

em. C

ompu

ter

beat

s lis

teni

ng to

a b

orin

g te

ache

r.

Dat

e of

Inte

rvie

w6/

2/95

Pre

sent

Gra

de6

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

(2)

Rea

ctio

ns

(3)

Tho

ught

s ab

out d

oing

(4)

Res

pons

e to

pro

gram

Tue

sday

, Aug

ust 1

3, 1

996

80

Che

lsea

Ban

k

Bus

ines

s

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

Mos

t mem

orab

le: g

ettin

g st

arte

d. T

hat's

the

easi

est;

the

rest

is h

arde

r. W

hat's

har

d: d

on't

know

wha

t to

do; h

ave

to g

o to

man

ual a

ndso

met

imes

the

answ

er is

not

ther

e. M

y te

am is

3 p

eopl

e: m

e M

arle

ne a

nd M

iche

lle. M

ost f

un: d

epos

iting

was

mos

t int

eres

ting;

too

easy

.T

hen

ther

e w

as th

e fr

iend

who

was

late

for

the

wed

ding

. Fav

orite

: lik

ed c

usto

mer

Mr.

(G

umbl

e) -

ric

h m

an f

rom

Bro

okly

n, d

eman

ded

thin

gs, r

ude

but h

e w

as f

un--

- de

cisi

on: h

e co

unte

d hi

s de

posi

t wro

ng a

nd w

e ha

d to

to it

ove

r. S

o fa

r th

ere'

s no

thin

g I

didn

'tlik

e.

The

re a

re 6

or

7 gr

oups

- w

e do

it M

omda

y an

d T

hurs

day

in B

.E. F

irst

thin

g I

lear

ned:

how

to a

dd c

heck

s--

that

will

help

me

late

r. I

n ot

her

clas

s w

e m

ake

belie

ve a

nd w

rite

che

cks;

use

fak

e m

oney

on

non-

com

pute

r da

ys. C

hels

ea o

n M

onda

y, T

hurs

day

othe

r th

ings

with

Ms.

S...

Mat

h he

lps

us d

o C

hels

ea. M

r. J

osep

h (m

ath

teac

her)

how

to c

ount

mon

ey a

nd s

tuff

; he

has

answ

ered

que

stio

ns a

bout

Che

lsea

stu

ff b

ut h

e's

not s

een

it. M

ost i

mpo

rtan

t thi

ng a

bout

doi

ng th

ese

sim

ulat

ions

: che

ckin

g --

if y

ou w

ant t

o go

to b

ank,

you

get

a c

heck

and

cas

hit

(aft

eryo

u ge

t a jo

b , y

ou n

eed

to k

now

how

to d

o th

at).

I'd

like

to d

o ot

hers

like

it--

it's

fun

. It w

as h

ard

at th

e be

ginn

ing.

Oth

er c

ompu

ter

stuf

fdo

ne: t

here

's a

gam

e -

Typ

e to

Lea

rn -

it's

bor

ing.

Wor

king

with

oth

ers:

one

pro

blem

is e

very

one

wan

ts to

use

mou

se. M

arle

ne h

as a

not

eboo

k an

d ke

eps

trac

k of

who

use

s m

ouse

: 1 u

ses

mou

se, 1

wri

tes

on p

aper

, 1 c

heck

s m

anua

l, 1

read

s al

oud.

We

take

turn

s --

gro

up d

ecid

ed to

take

turn

s an

d ke

ep tr

ack

of tu

rns.

Rea

ding

: on

scre

een;

Mic

helle

usu

ally

rea

ds it

alo

ud; n

ot to

o ha

rd; w

e ca

n re

ad th

e w

ords

but

som

etim

es s

ente

nces

are

har

d to

und

erst

and.

Tea

cher

told

us h

ow to

: lis

ten

to e

ach

othe

r, d

on't

figh

t, ve

ry im

port

ant t

o fo

llow

the

rule

s. S

omet

imes

in c

lass

we

disc

uss

wha

t we

did

in c

ompu

ter.

Oth

er k

ids:

Len

nie,

Add

ie, S

amue

l, R

onni

e --

Len

nie

thin

ks it

's e

asy.

Len

nie'

s 13

- f

aile

d 3r

d gr

ade,

take

s ch

arge

, alw

ays

win

s. T

here

'sal

way

s so

meo

ne w

ho d

oesn

't w

ant t

o w

ork

like

....

It's

not

bor

ing

at a

ll. I

t got

eas

ier

to c

ount

mon

ey (

Mr.

Gum

ble)

; we

got c

onfu

sed

- w

e co

unte

d it

over

and

ove

r; w

e th

ough

t-

we

wer

e su

rew

e w

ere

wro

ng b

ut h

e w

as w

rong

. I li

ke m

ath.

Sim

ilar

to C

hels

ea: o

utsi

de b

ank

ther

e is

alw

ays

a bi

g lin

e, c

ompu

ter

sim

ulat

ion

look

s lik

ea

bank

. Oth

er k

ids:

it's

too

hard

for

som

e ki

ds -

- m

ake

righ

t dec

isio

n -

follo

win

g al

l the

ste

ps is

har

d fo

r so

me

peop

le, m

ight

mis

sa

step

; the

read

ing

is n

ot to

o ha

rd. W

ritin

g: to

cou

nt m

oney

nee

d pe

ncil

and

pape

r cl

ose

to y

ou [

Che

ryl a

nd I

saw

2 g

roup

s as

k fo

r pa

per

and

penc

ilw

hen

havi

ng to

cou

nt M

r. G

umbl

e's

(dep

osit)

mon

ey.]

Ped

ro, A

riel

, Cla

udio

--

only

gro

up a

head

of

us (

we'

re #

2); P

edro

kno

ws

com

pute

r;Pe

dro

does

the

wor

k, o

ther

s ta

lk.

Pag

e 10

of 2

8

81

op u

mdi

mum

WI

1111

1m

ir pm

in a

m a

m a

sSr

iow

ern

PIm

e

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

I'd li

ke to

lear

n m

ore

abou

t ban

ks, g

o vi

sit a

ban

k, h

ave

mot

her

tell

me

thin

gs a

bout

ban

k. A

ny o

ther

way

s to

lear

n ab

out i

t?no

ans

wer

- -

Nee

d m

ore

time

to d

o m

ore

stuf

f.I

wou

ld li

ke to

hav

e a

long

er c

lass

per

iod.

Dat

e of

inte

rvie

w

Pre

sent

Gra

de

6/2/

95

6

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

(2)

Rea

ctio

ns

(3)

Tho

ught

s ab

out d

oing

(4)

Res

pons

e to

pro

gram

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

Tue

sday

, Aug

ust 1

3, 1

996

82

Che

lsea

Ban

k

Bus

ines

s

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

Rem

embe

r: Y

ou lo

ok a

t che

ck; y

ou le

arn

abou

t che

ckin

g, m

ath;

you

are

a te

ller,

cas

h de

posi

t. th

e m

ath

is th

e m

ost m

emor

able

bec

ause

it is

thin

g yo

u th

ink

abou

t the

mos

t. Y

ou th

ink

abou

t it b

ecau

se y

ou g

ot to

mak

e th

e ri

ght d

ecis

ion.

If

you'

re w

rong

, you

get

fir

ed. S

tart

ed1-

2m

onth

s ag

o. W

e're

on

our

4th

cust

omer

.

Yes

, lea

rned

how

to w

ork

as a

telle

r; le

arne

d to

look

at m

anua

l --

to p

lan

wha

t you

hav

e to

do

-- th

e st

eps

you

need

to f

ollo

w. E

ach

cust

omer

has

a n

ew p

robl

em. M

r. G

umbl

e, d

epos

it a

chec

k; u

p to

nex

t cus

tom

er o

n M

onda

y (a

ctua

lly, t

his

boy

was

in th

e cl

ass

we

obse

rved

so

they

did

the

new

cus

tom

er to

day

- Fr

iday

). I

n ot

her

clas

ses

-- m

akin

g tr

ades

--

buyi

ng -

- us

e fa

ke m

oney

and

you

get

som

ethi

ng. T

each

er to

ld u

s: b

e ca

refu

l, m

ake

the

righ

t dec

isio

n, g

et f

ired

, get

yel

led

at -

bos

s ye

lled

at y

ou, d

on't

mak

e w

rong

dec

isio

n. I

lear

ned:

bei

ng a

telle

r is

not

ver

y ea

sy to

do.

I li

ke w

orki

ng o

n co

mpu

ter;

I w

ould

wan

t to

do m

ore

com

pute

r.

My

grou

p ha

d 3

peop

le. T

hey

both

er m

e to

o m

uch;

they

talk

too

muc

h. T

each

er to

ld u

s: w

e ne

ed to

wor

k as

a te

am to

mak

e de

cisi

ons,

tota

ke tu

rns.

We

need

to ta

ke tu

rns

on m

ouse

, on

keyb

oard

; mos

t of

the

time

read

the

man

ual o

ut lo

ud. W

hat w

as h

ard:

cou

ntin

g th

em

oney

--

need

ed to

mov

e th

e ta

lly b

ox a

nd I

cou

ldn'

t do

it --

ask

ed s

ome

one

to h

elp.

Nee

d to

wri

te a

rep

ort a

bout

why

I m

ade

the

deci

sion

;Sa

mue

l did

the

wri

ting,

had

to w

rite

wha

t the

pro

blem

was

. We

talk

ed, a

rgue

d ab

out d

ecis

ion

-- w

e m

ade

the

wro

ng d

ecis

ion

one

time

and

we

felt

bad

-- th

e bo

ss y

elle

d at

us.

Mos

t of

the

time

I to

ld th

em w

hat t

o do

, pic

k th

e ri

ght d

ecis

ion,

wri

te r

epor

t;w

e to

ok tu

rns.

It w

as n

ot b

orin

g, it

was

fun

. I lo

ok f

orw

ard

to M

onda

y. T

here

's th

inki

ng -

abo

ut th

e pr

oble

m -

- th

ink

abou

t wha

t to

do n

ext

-- w

hy d

ecis

ion

affe

cts

you,

the

rule

s to

fol

low

, and

abo

ut th

e cu

stom

er. I

n an

d ou

t of

scho

ol: h

elps

with

mat

h in

and

out

of

scho

ol. W

hat d

oot

her

kids

lear

n? le

arn

mat

h, h

ow to

wor

k as

a b

ank

telle

r. N

o, y

ou d

on't

real

ly le

arn

how

to b

e a

bank

telle

r; a

fter

Che

lsea

ban

k yo

uco

uld

get a

job

as a

ban

k te

ller.

Oth

er k

ids:

yes

, the

y lik

e it,

hav

e fu

n, li

ke to

cou

nt m

oney

, wor

k w

ith c

usto

mer

s.

I w

ould

hav

e as

ked:

Do

you

like

Che

lsea

? D

o yo

u ha

ve a

pro

blem

with

it?

I lik

e co

mpu

ters

a lo

t. I

like

the

gam

es. I

just

got

Seg

a G

enes

is.

Page

11

of 2

8

83

1111

111

1.11

110

1111

110

111

111.

1111

11go

um

tie

NIS

NS

10

SIM

III

1111

1111

111

Dat

e of

Inte

rvie

w

Pre

sent

Gra

de

6/2/

95

7

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

(2)

Rea

ctio

ns

(3)

Tho

ught

s ab

out d

oing

(4)

Res

pons

e to

pro

gram

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

Dat

e of

Inte

rvie

w

Pre

sent

Gra

de

Tue

sday

, Aug

ust 1

3, 1

996

84

Bus

ines

s

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

Rem

embe

r: m

emos

and

stu

ff; p

unch

in; c

usto

mer

s co

me

and

have

pro

blem

s. W

e ha

d 2

cust

omer

s. W

orki

ng in

gro

ups;

my

grou

p w

as 3

peop

le; w

e ta

ke tu

rns,

hel

p ea

ch o

ther

out

. Tea

cher

told

us

how

to w

ork

in g

roup

s: ta

lk it

out

fir

st; i

f w

e st

ill d

on't

get

it as

k te

ache

r; tr

y al

lth

ings

; do

it ov

er, g

o ov

er th

e st

eps.

Can

look

stu

ff u

p in

the

man

ual.

Lik

e be

st: I

like

d th

e co

lor

and

grap

hics

; I li

ked

the

pict

ure

of th

eba

nk; I

like

d it

all.

We

had

to ta

lk a

lot a

bout

it.

Wha

t lea

rned

: lea

rned

the

prob

lem

, go

to th

e pr

oble

m, f

igur

e it

out,

go to

the

next

cus

tom

er. W

e ta

lked

it o

ut in

our

grou

p an

d th

en d

o ov

erw

hat w

e ha

d to

do.

Mak

e de

cisi

on -

- he

sai

d no

-- a

sked

why

; we

nego

tiate

d th

e de

cisi

on. C

an y

ou d

o so

met

hing

bet

ter

now

? Y

es,

go to

stuf

f an

d fi

gure

it o

ut; l

ike

mat

h cl

ass

-- f

igur

e it

out;

hum

aniti

es -

- go

to b

ooks

. Che

lsea

hel

ped

with

Hot

Dog

esp

ecia

lly to

fig

ure

stuf

f ou

tan

d m

ake

deci

sion

s --

by

stuf

f he

mea

ns th

e m

emos

and

man

ual.

Mos

t im

port

ant:

if y

ou w

ant t

o be

a te

ller

in a

ban

k, it

tells

you

thin

gs to

do. I

wou

ld li

ke to

do

mor

e si

mul

atio

ns; I

kno

w a

bout

the

hote

l in

8th

grad

e --

I w

ant t

o do

it.

I lik

ed th

e gr

oup

wor

k; th

ey h

elpe

d m

e if

I h

ad a

pro

blem

; our

gro

up g

ot a

long

. I li

ked

wor

king

the

com

pute

r. H

ard:

the

cust

omer

who

had

to g

o to

the

wed

ding

; we

had

to g

o th

roug

h a

lot o

f th

ings

; it w

as h

ard

beca

use

so m

any

diff

eren

t thi

ngs.

The

wed

ding

cus

tom

erw

as th

efi

rst t

hing

--

yes,

we

got b

ette

r af

ter

that

. Tea

cher

told

us:

if y

ou h

ave

a pr

oble

m, g

o to

the

man

ual,

go to

the

mem

o.T

each

er s

aid:

as

agr

oup,

take

turn

s, f

igur

e ou

t pro

blem

s fo

r se

lves

. If

I'm w

orki

ng b

y m

ysel

f it'

s so

met

imes

eas

ier,

som

etim

es h

arde

r.

It n

ever

got

bor

ing.

Yes

, it g

ot e

asie

r, b

ut th

en it

got

a li

ttle

hard

er (

whe

n a

new

cus

tom

er c

ame

in),

then

it g

ot e

asie

r aga

in. I

n an

d ou

t of

scho

ol: C

hels

ea s

ame

as w

e di

d in

Bus

ines

s; th

ere

was

not

hing

out

of

scho

ol th

at C

hels

ea h

elpe

d w

ith. O

ther

kid

s: s

omet

imes

they

cou

ldn'

tfi

gure

it o

ut; m

ost l

iked

it b

ecau

se it

hel

ps th

em le

arn;

like

d th

e co

lors

and

gra

phic

s; lo

oks

very

rea

l. I'd

like

mor

e so

unds

.

I'd a

sk: W

as it

har

d? W

as it

inte

rest

ing?

I'd

ask

the

sam

e th

ings

you

ask

ed m

e.

6/2/

95

Page

12

of 2

8

int

Ilia

SIN

111i

OM

111

11

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

(2)

Rea

ctio

ns

(3)

Tho

ught

s ab

out d

oing

(4)

Res

pons

e to

pro

gram

(5)

Oth

er Is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

Dat

e of

Inte

rvie

w

Pre

sent

Gra

de

Che

lsea

Ban

k

Bus

ines

s

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

You

're a

ban

k te

ller.

I r

emem

ber

prom

otio

ns, n

ot to

get

fir

ed, a

cou

nter

feit,

is th

e si

gnat

ure

righ

t. Pe

ople

are

com

ing

into

the

bank

- y

our

frie

nds.

The

thin

g th

at r

eally

sta

nds

out i

s: n

ot g

ettin

g fi

red

-- w

ant t

o ge

t pro

mot

ed -

- be

com

e pr

esid

ent o

f th

e ba

nk. O

nce

I go

tfi

red,

onc

eI

got p

rom

oted

. We

did

4 cu

stom

ers.

Wri

ting:

we'

d jo

t dow

n ev

eryt

hing

.

We

lear

ned

to w

ork

it ou

t; no

t alw

ays

righ

t; lo

ok a

t oth

er p

oint

s of

vie

w. S

omet

imes

oth

er p

erso

n w

ante

d to

be

in c

harg

e (o

nly

2in

gro

up),

both

got

som

ethi

ng o

ut o

f it.

Mos

t im

port

ant t

hing

in C

hels

ea: w

orki

ng to

geth

er a

nd n

ot g

ettin

g fi

red.

Mor

e si

mul

atio

ns: Y

es. t

his

year

doin

g H

ot D

og: $

200

and

a tr

uck;

tells

the

wea

ther

- h

ot o

r co

ld. D

on't

set t

he p

rice

too

high

; dec

isio

ns im

port

ant -

- pr

ice

vs.

cost

; "bo

osts

"yo

ur d

ecis

ion

mak

ing.

Che

lsea

hel

ped

re: H

ot D

og; H

ot D

og w

ould

hav

e he

lped

with

Che

lsea

; in

one

you

coul

d ge

t fir

ed; i

n th

e ot

her,

you'

re a

n en

terp

rene

ur -

- lik

e B

usin

ess

Aca

dem

y. S

he p

lays

oth

er g

ames

: Num

ber

Mun

cher

s, W

ord

Mun

cher

s, K

id P

ix

My

grou

p w

as 2

peo

ple.

Oth

er p

erso

n ni

ce to

wor

k w

ith b

ut I

'd r

athe

r w

ork

with

a f

rien

d. I

f w

e di

dn't

agre

e, w

e'd

wor

k it

out.

We

look

edat

--

the

thin

g ab

out c

ount

erfe

iting

--

man

ual (

she

did

not r

emem

ber

wha

t the

"bo

ok"

was

cal

led)

; loo

k at

exa

mpl

es in

com

pute

r to

com

pare

sign

atur

es. H

arde

st th

ing:

Dec

isio

n m

akin

g w

as th

e ha

rdes

t thi

ng -

- ke

pt g

ettin

g fi

red;

why

? de

cisi

on m

akin

g ha

rd b

ecau

se y

ou w

ant t

o be

righ

t. W

e go

t to

pick

our

ow

n gr

oup;

had

a g

roup

gra

de; t

here

wer

e no

test

s. E

very

day

was

a te

st f

or m

e --

we h

ad to

do

new

thin

gs.

Nev

er g

ot b

orin

g; it

kee

ps y

our

brai

n go

ing.

In

scho

ol -

-- O

ut o

f sc

hool

: lik

e a

bode

ga (

groc

ery)

, kno

w th

ings

and

sho

w h

ow th

e bo

dega

wor

ks. O

ther

peo

ple

liked

it; e

spec

ially

the

grap

hics

- th

ey lo

ok r

eal.

We

visi

ted

the

Fede

ral R

eser

ve B

ank

-- w

e sa

w a

ll th

at g

old.

I'd a

sk: D

id y

ou li

ke it

? W

hat d

o yo

u th

ink

abou

t it?

Wha

t wou

ld y

ou h

ave

chan

ged?

I w

ould

cha

nge

noth

ing.

It's

rea

l goo

d. H

otD

og is

old

-- p

eopl

e ar

e st

ick

figu

res.

I li

ked

the

peop

le in

it -

- di

ffer

ent p

eopl

e -

diff

eren

t rac

es; o

ther

gam

es o

ne r

ace

or n

o ra

ce(s

tick

figu

re, n

ope

ople

); I

t was

mor

e re

alis

tic -

- de

velo

pers

did

it o

n pu

rpos

e (d

iffe

rent

rac

es).

6/1/

95

12

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

Tue

sday

, Aug

ust 1

3, 1

996

86

Che

lsea

Ban

k

Gov

enrm

ent

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

Park

side

Hot

el

Eco

nom

ics

Rog

er d

ecid

ed th

at th

e w

atch

ing

the

vide

o w

as a

was

te o

f tim

e so

he

star

ted

to a

sk q

uest

ions

and

we

took

not

es. T

here

wer

e ab

out

8-10

12th

gra

ders

. [N

OT

E: t

oday

was

the

day

of th

e Se

nior

Pro

m]

R: A

nyon

e he

re h

ave

trou

ble

with

com

pute

r? tu

rn it

on;

hit

wro

ng k

eys;

com

pute

r er

rors

. R: D

id y

ou h

ave

any

test

s? N

O!

R: t

hen

you

didn

't le

arn

anyt

hing

. R: W

hat w

ould

you

put

on

the

test

? ba

nk te

rms

-

Page

13

of 2

8

8(

ta.

out e

a an

Nil

1111

1O

M M

ININ

NO

M M

I MO

all

illG

IN11

1141

111

(2)

Rea

ctio

ns

(3)

Tho

ught

s ab

out d

oing

(4)

Res

pons

e to

pro

gram

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

Tue

sday

, Aug

ust 1

3, 1

996

88

defi

nitio

ns; s

ome

situ

atio

ns -

wro

ng, m

ista

kes

mad

e ...

; pro

blem

with

cus

tom

er, w

hy s

hout

ing

at m

e; g

uide

lines

: sig

natu

re, v

erif

icat

ions

-st

eps

to v

erif

y, lo

an -

ste

ps to

ver

ify.

Ask

a q

uest

ion:

How

wou

ld y

our

team

sol

ve it

? A

sk q

uest

ions

abo

ut te

amw

ork

-- w

rite

an

essa

yon

team

wor

k in

oth

er c

lass

es -

sol

ve q

uest

ions

- c

ompr

omis

e w

ith te

am to

anw

er q

uest

ions

. Put

the

test

on

com

pute

r; e

dit d

raft

, the

n on

pap

er.

R: S

houl

d th

e te

st b

e in

divi

dual

or

team

? St

uden

t sai

d te

am w

ork

is im

port

ant;

do b

oth

- in

divi

dual

test

and

team

test

;Pa

rksi

de: R

: Wha

tab

out P

arks

ide?

S: [

a nu

mbe

r of

stu

dent

s re

plie

d to

this

ope

n-en

ded

inqu

iry]

way

dif

fere

nt; s

nap

deci

sion

- k

eep

mov

ing;

mak

e lo

ts o

fde

cisi

ons

fast

. S: 6

00 r

oom

s, w

hat t

o do

; wro

ng d

ecis

ions

, los

e m

oney

; not

eno

ugh

time;

Par

ksid

e is

way

dif

fere

nt f

rom

Che

lsea

; Par

ksid

eis

fas

t, C

hels

ea is

a lo

t of

thin

king

; guy

rea

lly s

mel

ls -

rea

lly b

ank

pres

iden

t; ba

nk m

ore

like

a re

al b

ank.

R: W

hich

one

was

mor

e lik

e m

ybu

sine

ss d

own

the

stre

et?

S: [

I di

dn't

get a

n an

swer

to th

is q

uest

ion]

R: I

hav

e a

busi

ness

dow

n th

e st

reet

. Why

sho

uld

I hi

re y

ou to

wor

k in

my

com

pany

? W

e im

port

/exp

ort -

nee

d so

meo

ne to

dea

lw

ithcu

stom

ers.

S: t

o de

al w

ith b

ank

cust

omer

s, m

ust d

eal w

ith p

eopl

e. R

: Wha

t do

you

know

- y

ou w

orke

d on

a c

ompu

ter!

S: w

e le

arne

dre

spon

sibi

lity

abou

t mon

ey. R

: Tel

l me

one

thin

g yo

u to

ok f

rom

this

cla

ss a

nd u

sed

in a

noth

er c

lass

. S: t

eam

wor

k. R

: You

had

to ty

pein

deci

sion

and

why

- c

onse

quen

ces

S: th

at is

kin

d of

har

d -

we

knew

it w

as th

e ri

ght a

nsw

er b

ut it

was

har

d fo

r us

to h

ave

the

righ

t wor

ds;

expl

aini

ng is

impo

rtan

t - y

ou n

eed

to k

now

why

- "

anyo

ne c

an p

ress

'N a

nd g

o on

; if

you

don'

t thi

nk a

bout

it, y

ou d

on't

get i

t. R

: Did

you

get a

cha

rge

out o

f ge

tting

pro

mot

ed?

S: Y

ES

R: A

re s

ome

peop

le ju

st f

loat

ing

alon

g? S

: dep

ends

on

the

team

- s

ome

team

s w

on't

allo

w it

. R: W

as it

eas

ier

to f

loat

alo

ngth

an in

reg

ular

clas

s? S

: in

a le

ctur

e cl

ass,

you

can

fak

e it

- fl

oat.

R: B

ut d

id e

very

one

get a

cha

nce?

S: w

e ha

d to

sw

itch

-m

ouse

, wri

te, .

.. R

: Wha

t is

the

best

thin

g to

lear

n in

sch

ool?

S: p

robl

em s

olve

. S: d

eal w

ith p

eopl

e. S

: hav

e yo

ur o

wn

opin

ion.

R: D

id D

ave

do s

ome

teac

hing

? S:

term

s;si

tuat

ions

to tr

y; in

put t

o ge

t sta

rted

; stu

ff to

get

rea

dy, o

ff th

e bo

ard,

no

book

s, to

ok n

otes

.... S

: mak

e 3

deci

sion

s at

the

sam

etim

e -

fina

ncia

l man

ager

pop

s up

, pho

ne r

ings

- ;

it's

mor

e re

alis

itic

than

the

bank

. Lar

ry a

sked

: How

did

you

lear

n to

to w

ork?

S: i

nou

r gr

oup

we

coop

erat

ed, w

e sw

itche

d ev

ery

sess

ion;

we

just

did

the

switc

hing

. L: S

omet

imes

you

get

alo

ng, s

omet

imes

you

don

't. S

: you

get

to k

now

the

peop

le; I

don

't lik

e w

orki

ng in

gro

ups;

they

wor

k if

you

get

on

thei

r ta

ils, h

ave

to p

ush

othe

rs to

get

gra

de. L

: Wha

tdi

d yo

u do

whe

nno

t on

com

pute

r? S

: on

non

com

pute

r da

ys w

e ta

lked

aro

und

the

tabl

e ab

out t

he s

imul

atio

n [t

here

is a

sce

ne o

f th

is in

the

vide

o]

R: B

ut th

is k

id s

aid

it w

as b

orin

g. S

: not

pay

ing

atte

ntio

n, d

idn'

t car

e ab

out i

t. R

: "N

ot a

noth

er o

ne o

f th

ese

com

ing

up."

S:

- no

one

sai

dan

ythi

ng li

ke th

at. R

: Kid

s ca

n't d

o th

is v

ery

wel

l - d

on't

know

any

thin

g ab

out b

ank

or h

otel

. S: t

here

's a

boo

k, b

ook

in th

eco

mpu

ter;

we

...;

we

use

com

mon

sen

se. R

: You

're n

ot le

arni

ng s

tuff

- n

ot le

arni

ng c

onte

nt. S

; NO

--

term

s, v

ocab

ular

y; b

oost

, lea

rn a

bout

hot

el; i

n C

hels

eakn

ow a

littl

e so

met

hing

, bac

ks y

ou u

p, in

Par

ksid

e -

know

abo

ut h

otel

but

won

't ge

t a m

anag

er's

job

righ

t aw

ay.

R: I

've

aske

d yo

u qu

estio

ns; w

hat w

ould

you

ask

? S:

sho

uld

ther

e be

mor

e si

mul

atio

ns; n

ot e

very

one

has

a co

mpu

ter.

R: S

houl

d "I

" gi

ve th

em s

ome

mon

ey to

mak

e m

ore

of th

ese?

S: Y

ES.

R: W

hat's

the

mos

t im

port

ant t

hing

if I

mak

e on

e of

thes

e? S

: mak

esu

re k

id le

arns

fro

m it

; mak

e go

od p

robl

ems;

list

en to

cus

tom

ers

but "

shou

ld I

fir

e th

is g

uy b

ecau

se a

cus

tom

er s

aid

to f

ire

him

--n

eed

tohe

ar b

oth

side

s, p

roba

tion;

" w

e pr

int o

ut o

ur d

ecis

ions

- c

an r

evie

w. C

hels

ea--

kee

p go

ing

back

and

try

agai

n un

til y

ou g

et p

rom

oted

.Pa

rksi

de -

- go

es to

o fa

st, m

ake

mis

take

s, n

o w

ay b

ack,

kee

p lo

sing

mon

ey. "

One

boy

just

pre

sses

but

tons

and

is a

lway

s w

rong

!" S

: You

need

a te

ache

r. R

: Let

's s

ay I

'm K

ing

of N

Y -

sho

uld

we

do m

ore

or le

ss?

S: d

o m

ore.

R: W

hat a

bout

ele

men

tary

sch

ool-

this

is to

o ha

rd f

orth

em. S

: pre

para

tory

.

Pag

e 14

of 2

8

89

MI

Mill

OM

III O

a O

W O

M IN

111

111

UP

IIN

SP

IS M

I PO

OM

SIP

OW

lib

III

Dat

e of

Inte

rvie

w

Pre

sent

Gra

de

6/2/

95

6

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

(2)

Rea

ctio

ns

(3)

Tho

ught

s ab

out d

oing

(4)

Res

pons

e to

pro

gram

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

Dat

e of

Inte

rvie

w

Pre

sent

Gra

de

Che

lsea

Ban

k

Bus

ines

s

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

R: L

iked

bes

t? S

: got

to r

ead

wha

t the

y sa

y. R

: Har

d to

do?

S: g

o to

man

ual a

nd it

tells

you

wha

t to

do;

Mrs

. Boy

iatz

is to

ld u

s on

1st

day

wha

t to

do -

- if

stu

ck, s

he'll

hel

p --

she

won

't do

it. S

: 3 in

eac

h gr

oup;

S: s

omet

imes

we

disa

gree

- b

ut g

ood

to c

omm

unic

ate;

if y

ou n

eed

help

- s

omeo

ne w

ill h

elp

you;

bet

ter

to b

e w

ith s

omeo

ne (

in a

gro

up).

...

6/1/

95

12

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

(2)

Rea

ctio

ns

Tue

sday

, Aug

ust 1

3, 1

996

Che

lsea

Ban

k

Gov

enrm

ent

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

Park

side

Hot

el

Gov

enrm

ent

Gra

phic

s: H

e re

mem

bers

and

like

d th

e de

tails

of

the

grap

hics

; the

y w

ere

3-D

and

mad

e hi

m f

eel l

ike

he w

as a

t the

ban

k an

d pa

rtof

the

prog

ram

. Rem

embe

rs w

orki

ng a

s a

grou

p an

d m

ade

deci

sion

s to

geth

er. H

e de

scri

bed

the

gene

ral d

etai

ls o

f th

e ba

nkin

g an

d Pa

rksi

depr

ogra

ms.

Wha

t he

liked

: for

bot

h pr

ogra

ms,

he

liked

the

deci

sion

mak

ing

proc

ess-

-it w

as f

un. T

hey

acco

mpl

ishe

d a

lot m

ore

as a

gro

upth

an if

it w

ere

indi

vidu

aliz

ed s

ince

they

cou

ld d

ivid

e up

the

task

s. L

iked

leas

t abo

ut C

.B.:

not b

eing

a V

.P.;

wan

ted

the

com

pute

r to

sho

whi

m w

alki

ng in

to th

e ba

nk in

stea

d of

a f

ictio

nal p

erso

n. C

.B. p

rogr

am le

ngth

was

per

fect

, it a

llow

ed e

noug

h tim

e fo

r th

e gr

oup

to d

iscu

ssth

e op

tions

and

allo

wed

tim

e to

thin

k ab

out t

he e

ffec

ts o

f th

e ou

tcom

es.

The

mos

t im

port

ant t

hing

in d

oing

the

sim

ulat

ions

is g

roup

wor

k: w

orki

ng a

s a

grou

p ta

ught

him

how

to c

omm

unic

ate

bette

r; le

arne

d m

ore

abou

t eac

h ot

her;

and

how

to d

evel

op w

ell r

ound

ed d

iscu

ssio

ns. H

e al

so le

arne

d a

vari

ety

of p

roce

dure

s th

at a

pply

to d

iffe

rent

situ

atio

ns.

Page

15

of 2

8

91

SIN

1111

OM

MI M

ir O

M O

il M

I OW

MO

VIII

ISO

MIN

Iill

,ow

at e

n on

(3)

Tho

ught

s ab

out d

oing

(4)

Res

pons

e to

pro

gram

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

Dat

e of

Inte

rvie

w

Pre

sent

Gra

de

Lea

rned

how

to r

evie

w a

man

ual w

hich

was

ver

y he

lpfu

l in

the

sim

ulat

ion.

He

lear

ned

how

to h

andl

e ov

erdr

afts

, whi

ch h

e ho

pes

neve

r to

have

hap

pen

in r

eal l

ife.

Ove

rall,

the

grou

p on

ly m

ade

one

wro

ng d

ecis

ion.

He

can

now

org

aniz

e hi

s tim

e be

tter

beca

use

of th

e pr

ogra

man

d it

also

hel

ped

him

bec

ome

mor

e ef

fect

ive.

The

pro

gram

als

o he

lped

him

get

an

inte

rnsh

ip w

ith C

hem

ical

Ban

k (w

orks

with

larg

eac

coun

ts).

It a

lso

help

ed h

im le

arn

how

to b

uild

goo

d re

latio

ns w

ith c

o-w

orke

rs a

nd h

ow to

con

fron

t pro

blem

s in

stea

d of

ove

rloo

king

them

. As

for

scho

ol, t

he p

rogr

am h

elps

him

rel

ate

to b

usin

ess

assi

gnm

ents

bet

ter.

Bus

ines

s cl

ass

reco

mm

enda

tion

(Che

lsea

Ban

k) g

ot h

ima

job

in th

e yo

uth

busi

ness

pro

gram

. He

wou

ld li

ke to

do

mor

e si

mul

atio

ns, h

e fe

lt th

ey w

ere

a go

od o

ppor

tuni

ty f

or k

ids.

Wha

t wou

ldth

ey b

e: h

ow to

get

an

afte

r sc

hool

job;

pro

gram

that

wou

ld h

elp

kids

dec

ide

to s

tay

in s

choo

l; co

llege

life

--w

hat i

t will

be

like,

wha

t typ

esof

dec

isio

ns to

mak

e, e

tc. A

s fo

r Pa

rksi

de, h

e fe

lt it

gave

the

stud

ents

mor

e re

spon

sibi

lity

beca

use

it is

har

der;

not

eno

ugh

time

for

deci

sion

mak

ing-

-qui

ck r

espo

nses

wer

e re

quir

ed.

Gro

up W

ork

(see

que

stio

n 2,

plu

s): h

e ha

d a

good

gro

up s

o th

at m

ade

the

task

eas

ier;

eve

ryon

e kn

ew th

ey h

ad to

be

acco

unta

ble;

itw

ould

be a

goo

d id

ea if

the

grou

p ha

d to

gra

de e

ach

othe

r in

add

ition

to th

e te

ache

r gr

ade.

He

love

s w

orki

ng w

ith c

ompu

ters

. Har

dest

:co

nvin

cing

the

grou

p th

at y

our

idea

is g

ood

and

poss

ibly

rig

ht. H

ow to

con

vinc

e: g

ive

the

grou

p re

ason

s w

hy id

ea is

goo

d; g

ettin

g gr

oup

to r

elax

, the

n in

trod

uce

the

idea

(ge

t the

m in

a g

ood

moo

d), h

ow th

e id

ea c

ould

wor

k, o

pen

the

idea

up

for

addi

tiona

l sug

gest

ions

. Tea

cher

help

: tea

cher

gav

e de

fini

tions

; tho

ught

s on

how

to h

andl

e sp

ecia

l situ

atio

ns; h

ow to

use

the

man

ual;

had

clas

s di

scus

sion

whe

re c

lass

shar

ed id

eas-

-thi

s he

lped

spe

ed u

p th

e de

cisi

on m

akin

g; te

ache

r ha

d 2-

3 bi

g cl

ass

disc

ussi

ons.

Ban

k te

ller

job

not b

orin

g. C

usto

mer

Ser

vice

job

a lit

tle s

low

bec

ause

the

telle

rs w

ere

doin

g a

good

job.

Pro

gram

got

toug

her

as it

wen

tal

ong

beca

use

the

sim

ulat

ions

got

har

der,

how

ever

, our

gro

up d

id g

et m

ore

com

fort

able

with

han

dlin

g th

e pr

oble

ms.

Sim

ilari

ties

with

scho

ol: g

ym c

lass

allo

wed

stu

dent

s to

get

a te

am to

geth

er a

nd d

ecid

e on

a le

ader

; Eng

lish

prov

ided

gro

up w

ork

to c

ome

up w

ith id

eas

for

vari

ous

task

s. H

e th

ough

t som

e st

uden

ts g

ot jo

bs b

ecau

se o

f th

e si

mul

atio

ns. H

e pu

t it o

n hi

s re

sum

e an

d lis

ted

wha

t the

y le

arne

d fr

om th

epr

ogra

m a

nd it

pro

vide

d co

mpu

ter

skill

s.

He

felt

I sh

ould

ask

if th

e pr

ogra

m w

as w

orth

the

inve

stm

ent,

but h

e w

ould

fir

st n

eed

to k

now

how

muc

h th

e pr

ogra

m c

ost a

ndho

w m

uch

itco

st to

mai

ntai

n. H

e w

as a

lso

inte

rest

ed in

kno

win

g w

here

the

$$ c

ame

from

to c

reat

e th

e pr

ogra

ms.

Ove

rall,

he

felt

the

prog

ram

was

on

the

real

istic

sid

e an

d w

as c

ompu

ter

frie

ndly

(ve

ry e

asy

to u

se).

Stud

ent c

ould

gen

eral

ize

abou

t wha

t he

had

lear

ned

from

the

prog

ram

. It w

as c

lear

that

he

lear

ned

a gr

eat d

eal a

bout

pro

blem

sol

ving

, tea

mef

fort

s, a

nd d

ecis

ion

mak

ing.

Stu

dent

acc

epte

d to

Lon

g Is

land

Uni

vers

ity a

nd w

ants

to m

ajor

in B

iolo

gy a

nd g

o on

to b

e a

ped.

sur

geon

.

6/1/

95

12

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

Tue

sday

, Aug

ust 1

3, 1

996

92

Che

lsea

Ban

k

Gov

enrm

ent

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

Park

side

Hot

el

Gov

enrm

ent

Pag

e 16

of 2

8

93

MI

INN

ell N

I O

M N

M O

M I

IIal

l Mr

all

Mil

NO

1111

111

ION

MI

OM

ell

(1)

I rem

embe

red

(2)

Rea

ctio

ns

(3)

Tho

ught

s ab

out d

oing

(4)

Res

pons

e to

pro

gram

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

Dat

e of

Inte

rvie

w

Pre

sent

Gra

de

Rem

embe

r: H

andl

ing

mon

ey, w

orki

ng in

a g

roup

, wor

king

with

the

man

ual.

Hat

ed g

roup

wor

k si

nce

the

grou

p di

dn't

wor

k w

ell t

oget

her.

Sim

ulat

ions

gav

e us

a c

hanc

e to

wor

k on

the

com

pute

r, w

hich

I li

ked.

I li

ked

the

busi

ness

asp

ects

of

the

sim

ulat

ions

, it g

ave

us f

irst

hand

expe

rien

ce o

n ru

nnin

g a

busi

ness

.

Lea

rned

: to

man

age

mon

ey, h

ow to

han

dle

a ch

ecki

ng/s

avin

gs a

ccou

nt b

ette

r, a

lot o

f pa

tienc

e w

hen

deal

ing

with

dif

ficu

lt cu

stom

ers.

Mor

e si

mul

atio

ns: s

he w

as in

tere

sted

in d

oing

mor

e si

mul

atio

ns a

nd d

id th

e ne

xt y

ear

whe

n sh

e us

ed P

arks

ide.

Par

ksid

e go

t her

inte

rest

edin

eco

nom

ics

and

now

she

wan

ts to

maj

or in

eco

nom

ics

duri

ng c

olle

ge. S

he f

eels

mor

e si

mul

atio

ns w

ould

be

bene

fici

al b

ecau

se th

ey a

rere

alis

tic s

ituat

ions

. Wha

t typ

e of

sim

ulat

ions

: any

thin

g in

volv

ing

mon

ey a

nd th

e re

al w

orld

(lik

e in

vest

men

ts, m

anag

ing

your

ow

n m

oney

).

She

hate

d th

e gr

oup

wor

k. H

owev

er, t

oo m

any

mem

bers

wer

e m

issi

ng s

o th

e te

ache

r sw

itche

d so

me

stud

ents

aro

und.

She

hap

pene

d to

be

one

of th

e st

uden

ts w

ho g

ot r

eass

igne

d so

onc

e in

a d

iffe

rent

gor

up th

ings

wer

e fi

ne. S

he li

ked

wor

king

in a

gro

up d

urin

g th

e Pa

rksi

desi

mul

atio

n. T

he id

ea o

f m

akin

g m

oney

dur

ing

the

sim

ulat

ion

got h

er m

otiv

ated

. She

like

d w

orki

ng o

n th

e co

mpu

ter

and

felt

the

sim

ulat

ion

wou

ldn'

t wor

k w

ithou

t a c

ompu

ter.

Dur

ing

grou

p w

ork

she

man

over

ed th

e m

ouse

(w

hich

she

had

pro

blem

s w

ith).

The

teac

her

revi

ewed

the

sim

ulat

ion

befo

re th

e cl

asse

s st

arte

d w

orki

ng o

n th

e co

mpu

ters

. Cla

ss d

iscu

ssio

n re

sulte

d in

: bet

ter

unde

rsta

ndin

g of

the

sim

ulat

ion;

shar

ing

of id

eas;

the

feel

ing

that

the

time

was

put

to g

ood

use.

She

and

her

cla

ssm

ates

talk

ed a

bout

the

prog

ram

a li

ttle

outis

de o

f cla

ss.

She

got b

ored

with

Che

lsea

bec

ause

of

the

grou

p pr

oble

m, b

ut e

njoy

ed th

e Pa

rksi

de p

rogr

am w

hen

the

grou

p w

as r

elia

ble.

Sim

ilari

ties

with

oth

er a

ctiv

ities

: mon

ey s

ituat

ion

is s

imila

r no

w th

at s

he n

eeds

to m

anag

e he

r m

oney

to p

repa

re f

or c

olle

ge. O

ther

stu

dent

s: s

ome

didn

't co

me

to c

lass

so

they

did

n't c

are.

If

they

oth

er s

tude

nts

did

com

e to

cla

sss

they

had

to le

arn

-- n

o w

ay a

roun

d it.

Was

it r

eally

ben

ific

ial.

Are

you

gla

d yo

u ha

d th

e op

port

unity

to p

artic

ipat

e. S

he n

ow w

ants

to o

pen

her

own

busi

ness

.

Wan

ts to

go

on to

gra

duat

e sc

hool

aft

er u

nder

grad

uate

stu

dies

. She

was

not

mot

ivat

ed to

talk

with

me

whi

ch r

esul

ted

in h

er c

ontin

uous

lyre

peat

ing

hers

elf

or ju

st w

ante

d to

com

men

t with

yes

or

no r

espo

nses

.

6/1/

95

12

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss In

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

(2)

Rea

ctio

ns

Tue

sday

, Aug

ust 1

3, 1

996

94

Che

lsea

Ban

k

Gov

enrm

ent

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

Park

side

Hot

el

Gov

enrm

ent

Rem

embe

r: r

ole

of b

ank

telle

r an

d cu

stom

er s

ervi

ce r

ep.,

the

bum

sim

ulat

ion.

He

foun

d th

e bu

m s

imul

atio

n to

be

mos

t int

eres

ting,

and

didn

't lik

e th

e fo

rger

y si

mul

atio

n. B

eing

pro

mot

ed w

as m

ost e

xciti

ng a

nd it

hel

ped

him

sta

y m

otiv

ated

. Mos

t of

all h

e lik

ed th

e co

mpu

ters

and

wan

ted

to k

now

mor

e ab

out t

he p

rogr

am it

self

.

Lea

rned

: the

sim

ulat

ions

are

a lo

t lik

e a

real

job

whi

ch is

a lo

t of

wor

k an

d it'

s a

very

impo

rtan

t job

; mor

e ab

out b

anki

ng;

to w

ork

with

ate

am; h

ow to

res

pect

oth

ers

idea

s; to

not

mak

e de

cisi

ons

imm

edia

tely

but

to w

ait u

ntil

you

hear

all

the

evid

ence

and

arg

umen

ts. T

he

IEST

cop

yA

VE

FAIB

JEA

R

Page

17

of 2

8

9'5

Olt

all

1111

1111

MIN

IV

IAIN

NS

IMal

l11

1111

MI N

O IO

N O

N

(3)

Tho

ught

s ab

out d

oing

(4)

Res

pons

e to

pro

gram

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

Dat

e of

Inte

rvie

w

Pre

sent

Gra

de

teac

her

assi

gned

the

team

s. T

he te

ams

cam

e up

with

the

idea

s on

how

to g

et th

e fl

oate

r to

wor

k. H

e w

as in

tere

sted

in u

sing

oth

ersi

mul

atio

ns a

nd g

ot to

use

Par

ksid

e w

hich

he

foun

d to

be

a lit

tle b

orin

g. T

he s

imul

atio

ns h

elpe

d hi

m b

e a

bette

r te

am m

embe

r du

ring

Eng

lish

and

gym

task

s. O

ther

sim

ulat

ion

topi

cs w

ould

be:

911

ope

rato

r, h

ospi

tal p

ositi

on, r

esta

uran

t man

ager

. The

sim

ulat

ions

giv

e yo

u a

view

to th

e w

orld

pro

blem

s an

d sh

ow y

ou w

hat k

ids

need

to le

arn

to b

e su

cces

sful

He

enjo

yed

wor

king

on

the

com

pute

r an

d fe

lt th

e pr

ojec

t wou

ldn'

t be

inte

rest

ing

with

out c

ompu

ters

. The

com

pute

r gr

aphi

cs/c

hang

es k

eep

the

stud

ents

inte

rest

ed. H

e fo

und

that

bac

king

up

choi

ces

with

wor

ds w

as th

e ha

rdes

t. H

is g

roup

use

d th

e m

anua

l a lo

t (th

ey w

ould

not

mak

e it

with

out t

he m

anua

l). T

estin

g: h

e th

ough

t eve

ryon

e sh

ould

be

give

n a

ques

tion

to a

nsw

er a

nd th

en if

you

giv

e th

e w

rong

ans

wer

itis

you

r ow

n fa

ult -

- no

t the

gro

ups.

He

foun

d C

hels

ea n

ot b

e bo

ring

, but

Par

ksid

e w

as b

orin

g at

som

e po

ints

.

Ran

out

of

time!

Ran

out

of

time!

6/1/

95

12

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

(2)

Rea

ctio

ns

(3)

Tho

ught

s ab

out d

oing

Tue

sday

, Aug

ust 1

3, 1

996

9g

Che

lsea

Ban

k

Gov

enrm

ent

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

Park

side

Hot

el

Gov

enrm

ent

Rem

embe

r: b

anki

ng, w

orki

ng in

gro

ups

of th

ree,

dec

isio

n m

akin

g, r

evie

win

g th

e m

anua

l, w

asn'

t tim

ed, g

roup

dec

isio

n m

akin

g (p

ro a

ndco

n). L

iked

mos

t: he

lpin

g cu

stom

ers.

Spe

cifi

cs: R

emem

bers

the

scen

ario

of

man

ager

as

bum

--

she

pers

uade

d th

e gr

oup

to a

ccep

t him

afte

r 10

min

utes

of

disc

ussi

on. S

he e

njoy

ed a

ll si

mul

atio

ns. A

lway

s ne

rvou

s ab

out m

akin

g fi

nal s

elec

tion

-- g

roup

got

onl

y tw

o w

rong

.T

each

er to

ld th

em to

dis

cuss

the

choi

ce e

ven

if th

ey k

new

the

answ

er im

med

iate

ly.

Lea

rned

abo

ut b

anki

ng: n

o pr

ior

know

ledg

e, v

ario

us w

ays

to h

elp

cust

omer

s, h

ow to

be

resp

ectf

ul, a

nd c

aref

ul, l

earn

ed tr

ust a

nd g

ood

com

mun

icat

ion,

to w

ork

as a

gro

up (

liked

wor

king

in a

gro

up w

hich

was

dif

fere

nt, g

ener

ally

wor

ked

inde

pend

ently

). N

ow k

now

s w

hat i

tta

kes

to b

udge

t mon

ey, o

pen

acco

unts

(a

lot o

f ID

and

info

rmat

ion)

. He

wou

ld li

ke to

do

mor

e. W

orke

d w

ith h

otel

pro

gram

last

yea

r.E

njoy

s th

e ro

le p

layi

ng; E

njoy

ed b

eing

pro

mot

ed a

nd d

oesn

't ta

ke th

ese

type

s of

jobs

for

gra

nted

now

. In

Park

side

, tim

ing

was

a p

robl

em:

it pr

essu

red

grou

p in

to q

uick

dec

isio

n m

akin

g.

Gro

up: l

earn

ed to

res

pect

oth

ers

opin

ion

and

feel

ings

; how

to w

ork

wel

l tog

ethe

r. L

oves

com

pute

rs in

gen

eral

and

wou

ld r

athe

r do

sch

ool

wor

k on

the

com

pute

r, li

ke ta

king

not

es. H

arde

st: h

andl

ing

toug

h si

tuat

ions

(w

ent t

o m

anua

l for

info

rmat

ion)

, dec

isio

n m

akin

g si

nce

hedo

esn'

t lik

e it.

Gro

ups

had

to h

ave

disc

ussi

on d

urin

g si

mul

atio

n. T

hen

next

cla

ss p

erio

d w

e w

ould

dis

cuss

wha

t was

har

d an

d w

hat t

hegr

oups

did

n't l

ike.

He

lear

ned

mor

e id

eas

by d

iscu

ssin

g in

cla

ss. T

each

er d

id n

ot d

iscu

ss a

head

of

time.

Jus

t was

giv

en w

hen

need

ed

Page

18

of 2

8

97

1111

111

111

OM

SIM

SS

UM

MN

1111

111

MI

MI B

IM N

W S

IN O

N IM

O11

1111

WIN

(4)

Res

pons

e to

pro

gram

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

Dat

e of

Inte

rvie

w

Pre

sent

Gra

de

whi

ch p

rovi

ded

us w

ith a

cha

lleng

e.

Dis

cuss

ion

sess

ion

som

etim

es g

ot d

ull b

ut p

rogr

am w

as f

un a

nd k

ept h

er in

tere

st. F

irst

cou

ple

of s

cena

rios

wer

e ea

sy th

en it

got

har

der

beca

use

the

deci

sion

mak

ing

beca

me

mor

e co

mpl

ex. W

hen

wro

ng c

hoic

e w

as m

ade

the

grou

p di

scus

sed

how

they

mad

e th

e w

rong

cho

ice

and

wan

ted

to d

o it

over

but

not

allo

wed

. No

sim

ilari

ties.

Oth

er s

tude

nts

liked

the

prog

ram

. Why

: lot

s of

exc

item

ent i

n di

scus

sing

the

prog

ram

with

oth

er s

tude

nts

afte

r sc

hool

. Loo

ks f

orw

ard

to g

oing

bac

k to

the

prog

ram

inst

ead

of g

oing

to h

isto

ry. S

imul

atio

n to

pics

:la

wye

r po

sitio

n, h

ospi

tal.

She

felt

prog

ram

was

ver

y m

uch

like

a re

al p

ositi

on. S

he c

ould

talk

mor

e in

dep

th w

ith h

er a

unt w

ho is

aba

nkm

anag

er a

nd th

e pr

ogra

m is

like

her

job.

I n

ow h

ave

mor

e re

spec

t for

how

har

d sh

e w

orks

.

She

felt

we

cove

red

all t

he n

eces

sary

que

stio

ns. S

he h

appy

for

the

oppo

rtun

ity to

par

ticip

ate

-- n

ot a

ll sc

hool

s ha

ve th

is p

rogr

am. I

t gav

ehe

r a

good

bus

ines

s in

sigh

t.

6/2/

95

7

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

(2)

Rea

ctio

ns

(3)

Tho

ught

s ab

out d

oing

(4)

Res

pons

e to

prog

ram

Tue

sday

, Aug

ust 1

3, 1

996

98

Che

lsea

Ban

k

Bus

ines

s

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

Rem

embe

r: th

e fr

iend

, the

bum

. He

liked

wor

king

with

the

cust

omer

s. T

hey

wor

ked

in g

roup

s of

2-3

whi

ch h

e re

ally

enj

oyed

. The

com

pute

r ha

d a

few

pro

blem

s, it

fro

ze o

nce.

Lea

rned

: how

to b

alan

ce a

che

ck b

ook;

how

to m

ake

a de

posi

ts/w

ithdr

awal

s; te

rmin

olog

y lik

e pa

yrol

l; ho

w to

han

dle

the

cust

omer

s be

tter.

The

sim

ulat

ions

hel

ped

in h

is m

ath

clas

s an

d w

ith th

e pr

ogra

m H

ot D

og. M

ost i

mpo

rtan

t asp

ect w

as le

arni

ng h

ow to

dea

l with

mon

ey.

Why

: you

nee

d to

kno

w h

ow to

giv

e ex

act c

hang

e; it

teac

hes

you

how

to g

o in

to b

usin

ess

for

your

self

; it t

each

es y

ou h

ow to

do p

ayro

ll;yo

u w

ill h

ave

less

on

the

job

trai

ning

by

doin

g th

is s

imul

atio

n. H

ot D

og: i

t was

fun

; lea

rn n

ot to

was

te m

oney

. He

is v

ery

eage

r to

lear

nPa

rksi

de.

Gro

upw

ork:

Lik

ed w

orki

ng a

s a

grou

p; th

e gr

oup

mos

tly a

gree

d; d

evel

oped

mor

e fr

iend

s an

d le

arne

d m

ore

abou

t the

m; l

iked

rec

eivi

ngfe

edba

ck; e

asie

r to

mak

e de

cisi

ons

with

oth

er th

an in

divi

dual

ly. W

e ro

tate

d th

e ro

les

of r

ecor

der,

mat

h, ty

ping

. Use

d th

e m

anua

l a lo

t for

clar

ific

atio

n. H

arde

st: a

ccep

ting

othe

rs o

pini

ons.

Lik

ed w

orki

ng w

ith c

ompu

ter,

but

har

d to

get

into

the

prog

ram

s. W

e ha

d to

wee

ks o

fpr

e-tr

aini

ng: p

icki

ng p

artn

ers;

how

to o

pen

sim

ulat

ion;

pra

ctic

e; le

arne

d ch

eck

poin

ts. T

each

er a

lway

s as

ked

stud

ents

if th

ey h

ad tr

oubl

e.T

each

er w

ante

d us

to g

et tw

o cu

stom

ers

com

plet

ed in

a c

lass

per

iod.

As

a gr

oup

we

deve

lope

d ou

r ow

n ru

les

and

we

each

had

resp

onsi

bilit

y.

Che

lsea

was

not

bor

ing.

His

gro

up h

ad to

be

care

ful,

beca

use

if y

ou w

ent t

oo s

low

then

you

cou

ld g

et f

ired

. It s

taye

d ex

citin

g. O

ther

Pag

e 19

of 2

8

99

1111

1it

el O

M O

M IN

S M

I NM

SIM

lag

NI e

llIN

S M

I11

1111

111

1111

11_

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

Dat

e of

Inte

rvie

w

Pre

sent

Gra

de

stud

ents

lear

ned:

to th

ink

abou

t the

situ

atio

n be

fore

mak

ing

a de

cisi

on; i

t mad

e us

mor

e co

mpe

titiv

e. W

e co

uld

rela

te b

usin

ess

clas

s to

Che

lsea

: cou

nt o

ut $

; wri

te c

heck

s; h

ow to

obt

ain

nece

ssar

y in

form

atio

n. W

hen

we

won

we

wer

e ha

ppy

and

cong

ratu

late

d ev

eryo

ne. W

ego

t to

have

a p

izza

lunc

h w

ith th

e te

ache

r.

Que

stio

ns: W

e sh

ould

ask

wha

t the

teac

her

and

stud

ents

got

out

of

it.It

pro

vide

s th

e st

uden

t with

bet

ter

busi

ness

mat

eria

ls.

Thi

s st

uden

t bel

ieve

s th

at C

hels

ea is

teac

hing

him

to b

e a

bank

er a

nd w

on't

need

as

muc

h on

the

job

trai

ning

. He

also

fee

ls th

atth

ispr

ogra

m ta

ught

him

how

to g

o in

to b

usin

ess

for

him

self

. He

was

the

mos

t ver

bal 7

th g

rade

r I'v

e ev

er in

terv

iew

ed.

6/2/

95

6

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss In

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

(2)

Rea

ctio

ns

(3)

Tho

ught

s ab

out d

oing

(4)

Res

pons

e to

pro

gram

Tue

sday

, Aug

ust 1

3, 1

996

JOG

Che

lsea

Ban

kP

rogr

am S

tude

nt U

sed

(2)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

Rem

embe

r: w

orke

d in

gro

ups

of th

ree;

rol

e of

ban

k te

ller;

had

to m

ake

deci

sion

s. L

iked

bes

t: cu

stom

er in

a h

urry

for

a w

eddi

ng. T

hede

cisi

on m

akin

g w

as s

omet

imes

too

leng

thy,

so

she

foun

d th

e qu

estio

ns to

be

bori

ng.

Lea

rned

: how

to b

e a

telle

r, h

ow to

cas

h ch

ecks

, abo

ut b

anki

ng in

gen

eral

. She

can

not

ans

wer

que

stio

ns b

ette

r an

d th

e gr

oup

isn'

t get

ting

as m

any

ques

tions

wro

ng. Y

ou le

arn

from

the

mis

take

s yo

u m

ake.

Sim

ulat

ions

hel

p w

ith m

ath

clas

s si

nce

the

teac

her

talk

s a

lot a

bout

mon

ey. G

roup

took

turn

s ty

ping

in r

espo

nses

. Sta

isfy

ing

the

cust

omer

is m

ost i

mpo

rtan

t. E

njoy

s C

hels

ea: f

eels

it is

rea

listic

; lik

esw

orki

ng w

ith o

ther

s. W

ants

to w

ork

with

oth

er s

imul

atio

ns. S

ugge

sted

topi

cs w

ould

be:

typi

ng s

peed

, eff

icie

nt w

ritin

g, m

ath

prog

ram

like

Che

lsea

, mys

tery

sol

ving

.

Enj

oyed

gro

up w

ork,

they

did

n't a

rgue

muc

h --

they

mos

tly a

gree

d. W

hen

they

did

dis

agre

e th

ey w

ent w

ith th

e on

e th

at m

ade

the

mos

tse

nse.

The

y to

ok tu

rns

prov

idin

g th

e w

ritte

n re

spon

se. L

ikes

wor

king

with

the

com

pute

r an

d ha

s us

ed th

e co

mpu

ter

in p

revi

ous

grad

es.

Har

dest

par

t abo

ut w

orki

ng to

geth

er: t

he r

espo

nse

sinc

e th

ey a

ll ha

ve d

iffe

rent

idea

s, b

ut th

ey ju

st c

ombi

ned

thei

r re

spon

se. T

he te

ache

rex

plai

ned

how

to w

ork

toge

ther

as

a gr

oup.

It w

as h

er f

irst

tim

e fo

r gr

oups

wor

k, b

ut e

njoy

ed it

. Bes

t par

t abo

ut g

roup

wor

k: g

ettin

g to

know

oth

ers

bette

r; f

ell s

mar

t whe

n th

e gr

oup

sele

cts

the

righ

t res

pons

e.

A li

ttle

bori

ng d

oing

the

prog

ram

eac

h w

eek,

but

the

teac

her

mak

es it

fun

by

rew

ardi

ng th

em w

ith a

com

pute

r ga

me

if th

e gr

oup

does

wel

l.It

got

eas

ier

beca

use

they

lear

ned

the

prog

ram

and

rep

eate

d th

e pr

oces

s ev

ery

Mon

day

duri

ng f

irst

per

iod.

No

sim

ilari

ties

-- n

otin

g re

late

s.I

coul

d te

ll ot

her

stud

ents

like

d th

e si

mul

atio

n be

caus

e th

ey w

ork

!aug

ht a

nd w

ork

wel

l tog

ethe

r. O

ther

stu

dent

s le

arne

d ho

w to

be

a be

tter

telle

r. T

his

sim

ulat

ion

show

s w

hat i

s lik

e to

be

a te

ller

in th

e re

al w

orld

. I h

ave

a co

mpu

ter

a ho

me

so it

was

n't a

big

deal

to w

ork

with

the

com

pute

r. I

wou

ld li

ke to

wor

k on

mor

e si

mul

atio

ns s

omet

ime,

but

not

all

the

time

beca

use

it ge

ts b

orin

g. E

very

oth

er w

eek

wou

ld b

eid

eal -

- du

ring

the

off

wee

ks w

e co

uld

have

fre

e tim

e. I

dis

cuss

ed C

hels

ea o

utsi

de o

f cl

ass

with

fri

ends

--

we

com

pare

d ch

oice

s, n

otes

, and

aske

d op

inio

ns a

bout

the

cust

omer

. We

used

the

user

man

ual a

lot a

nd it

was

hel

pful

.

Page

20

of 2

8

10

1111

111

1111

1111

1111

1N

D N

S O

M IN

NM

1111

Mk

NI I

NV

IIIN

M N

M W

M

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

Dat

e of

Inte

rvie

w

Pre

sent

Gra

de

Ran

out

of

time!

6/2/

95

7

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

(2)

Rea

ctio

ns

(3)

Tho

ught

s ab

out d

oing

(4)

Res

pons

e to

pro

gram

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

Tue

sday

, Aug

ust 1

3, 1

996

1 02

Che

lsea

Ban

k

Bus

ines

s

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

Rem

embe

r: b

anki

ng, b

eing

a te

ller.

The

fir

st tw

o sc

enar

ios

wer

e a

little

con

fusi

ng b

ut b

enef

icia

l bec

ause

they

taug

ht h

er a

bout

ban

king

.N

othi

ng s

he d

islik

ed.

Lea

rned

: to

com

mun

icat

e be

tter;

to d

iscu

ss th

e pr

oces

s be

tter;

kno

win

g th

at if

the

righ

t dec

isio

n is

not

mad

e th

en w

e ar

e ac

coun

tabl

e fo

rou

r ac

tions

(so

acc

ount

abili

ty is

impo

rtan

t). W

ould

like

to d

o m

ore

sim

ulat

ions

. Sug

gest

ed to

pics

wou

ld b

e: h

ospi

tal,

law

yer

(I s

ugge

sted

thes

e an

d sh

e ag

reed

). S

he w

orke

d w

ith H

ot D

og w

hich

is e

ight

gam

es w

hich

teac

h yo

u ho

w to

han

dle

a ce

rtai

n am

ount

of

mon

ey.

Che

lsea

has

hel

ped

her

with

dec

isio

n m

akin

g. I

don

't us

e it

outs

ide

of c

lass

. Oh,

look

ing

at c

onse

quen

ces

is v

ery

impo

rtan

t now

.

Lik

es w

orki

ng in

a g

roup

, but

not

the

firs

t tim

e. S

he w

orks

in a

gro

up a

lmos

t eve

ryda

y in

som

e cl

ass.

Lik

e th

e co

mpu

ters

. Har

dest

par

t:K

eybo

ard

(not

kno

win

g th

e ke

y st

roke

s). G

roup

: rot

ated

thei

r ro

les;

they

eac

h ga

ve a

rea

son

why

they

wer

e m

akin

g th

e ch

oice

(sh

e ga

vein

mos

t oft

en, s

he u

sed

the

man

ual t

o pr

ove

her

poin

t); g

roup

was

wro

ng 2

-3 ti

mes

; fel

t goo

d to

mak

e th

e ri

ght d

ecis

ion

beca

use

the

prog

ram

adv

ance

d th

em to

the

next

leve

l. T

he g

roup

rev

iew

ed th

e pr

oble

m w

hen

the

wro

ng c

hoic

e w

as m

ade,

then

they

det

erm

ined

the

corr

ect a

nsw

er. T

he g

roup

mad

e th

eir

own

rule

s (t

he te

ache

r in

stru

cted

this

), a

nd th

ey w

rote

them

on

pape

r so

eve

ryon

e w

ould

rem

embe

r.T

hey

wor

ked

in g

roup

s of

2 a

nd p

icke

d th

eir

own

part

ner.

The

y m

ade

com

petit

ion

betw

een

team

s --

the

win

ners

wen

t on

prom

otio

n (l

unch

outs

ide

of s

choo

l with

teac

her)

. The

sim

ulat

ions

wer

e re

alis

tic

Did

n't g

et b

ored

. Got

eas

ier

beca

use

of f

amili

arity

, but

at t

he s

ame

time

it go

t har

der

beca

use

of m

ore

diff

icul

t dec

isio

n m

akin

g.Si

mila

ritie

s: a

fter

Che

lsea

they

pla

yed

gam

es w

ith m

oney

. Oth

er s

tude

nts

liked

it. W

hy: W

e ha

d fu

ns s

o ot

hers

pro

babl

y en

joye

d an

dle

arne

d th

e sa

me.

Wou

ld li

ke to

use

the

prog

ram

aga

in.

Page

21

of 2

8

03

INN

in O

M N

I11

111

ilkII=

1111

1111

111

OM

MI W

O M

I OP

OM

VIII

1101

11IN

N

Dat

e of

Inte

rvie

w

Pre

sent

Gra

de

6/2/

95

6

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

(2)

Rea

ctio

ns

(3)

Tho

ught

s ab

out d

oing

(4)

Res

pons

e to

pro

gram

(5)

Oth

er Is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

Dat

e of

Inte

rvie

w

Pre

sent

Gra

de

Che

lsea

Ban

k

Bus

ines

s

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

Lik

es a

ll si

mul

atio

ns s

o fa

r. L

ikes

usi

ng th

e m

ouse

and

she

lear

ns w

hile

pla

ying

. She

now

bel

ieve

s be

ing

a ba

nk te

ller

is m

uch

hard

er th

ansh

e th

ough

t.

Lea

rned

: how

to w

ork

in a

ban

k, h

ow to

cas

h ch

ecks

, how

to c

ount

mon

ey. O

ther

cla

sses

: wri

ting

in b

usin

ess

clas

s w

hen

a bu

sine

sspr

oble

m is

pre

sent

ed a

nd d

ealin

g w

ith th

e ec

onom

y of

the

othe

r co

untr

ies.

Wou

ld li

ke to

do

mor

e si

mul

atio

ns. T

opic

s: o

ffic

e ty

pesi

mul

atio

ns o

r ho

tel.

She

likes

the

real

istic

asp

ect o

f th

e pr

oble

ms.

Mos

t im

port

ant:

getti

ng th

e m

ost a

nsw

ers

corr

ect -

- I

feel

goo

d w

hen

we

sele

ct th

e ri

ght a

nsw

er. I

t is

som

etim

es h

ard

to p

robl

em s

olve

.

Lik

es w

orki

ng in

a g

roup

. Gro

up o

f 2-

3. N

ot a

s bo

ring

wor

king

in a

gro

up b

ecau

se th

e gr

oup

gene

rate

s be

tter

idea

s. W

e ta

lk w

ith o

ther

grou

ps w

hen

in d

isag

reem

ent.

We

take

turn

s in

the

grou

p. I

t is

som

etim

es h

ard

to w

rite

the

resp

onse

. Lik

es w

orki

ng o

n th

e co

mpu

ters

,bu

t not

the

firs

t tim

e. T

he te

ache

r di

scus

sed

the

scen

ario

with

us

befo

re h

and.

We

wor

k in

gro

ups

duri

ng b

usin

ess

clas

s.

Bor

ing

only

if d

oing

the

sam

e ta

sk a

gain

. Pro

gram

got

eas

ier

beca

use

we

beca

me

fam

iliar

with

the

prog

ram

. The

pro

gram

rel

ates

to m

ath

alit

tle. W

e di

scus

s th

e pr

ogra

m o

utsi

de o

f cl

ass.

Oth

er s

tude

nts

liked

the

prog

ram

. Now

I d

on't

jum

p to

con

clus

ions

, I tr

y to

list

en to

ever

yone

fir

st.

Out

of

time.

6/1/

95

12

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

Tue

sday

, Aug

ust 1

3, 1

996

304

Park

side

Hot

el

Eco

nom

ics

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

We

wor

k on

a s

imul

atio

n ea

ch w

eek.

The

pro

gram

has

a p

robl

em: o

ccup

atio

n ra

te d

rops

100

to 1

no

mat

ter

wha

t you

sel

ect,

mus

t go

thro

ugh

four

ses

sion

s to

get

it b

ack

up, i

t is

happ

enin

g to

eve

ryon

e. T

he g

roup

dec

isio

n m

akin

g is

too

slow

. The

pro

blem

is th

at n

otde

cisi

on is

mad

e at

the

end,

all

the

deci

sion

mak

ing

is u

p fr

ont.

Gro

up m

embe

r A

ndy

turn

s hi

mse

lf o

ff, b

ut is

bac

k no

w. G

roup

did

n'td

o

Page

22

of 2

8

105

IMO

WI

1111

111

111

1111

111

111

INN

1111

11N

O e

ll N

B N

S M

I11

1111

1111

1O

S

(2)

Rea

ctio

ns

(3)

Tho

ught

s ab

out d

oing

(4)

Res

pons

e to

pro

gram

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

Dat

e of

Inte

rvie

w

Pre

sent

Gra

de

anyt

hing

spe

cial

to g

et A

ndy

mot

ivat

ed. N

o gr

oup

eval

uatio

n is

giv

en to

det

erm

ine

grad

e. H

e lik

es th

e co

mpe

titio

n. M

akin

g as

muc

hm

oney

as

poss

ible

sho

ws

you

are

mak

ing

good

dec

isio

ns. S

o fa

r, w

e m

ade

two

wro

ng d

ecis

ions

. I w

ould

n't w

ant t

his

type

of

job

yet,

too

muc

h on

the

line.

We

now

gat

her

as m

uch

info

rmat

ion

as p

ossi

ble

befo

re m

akin

g a

deci

sion

, in

the

begi

nnin

g w

e di

dn't.

We

com

prom

ise

mor

e no

w. N

otr

ansf

er to

oth

er c

lass

es (

onl

y gy

m a

nd w

ork

stud

y). L

ikes

it b

ette

r th

an r

egul

ar c

lass

(ec

onom

ics)

, so

mor

e si

mul

atio

ns w

ould

be

good

.C

ompu

ters

are

the

futu

re s

o w

e ne

ed to

lear

n as

muc

h as

pos

sibl

e. H

e di

dn't

wor

k w

ith C

hels

ea

At f

irst

team

wor

k w

asn'

t our

fir

st c

hoic

e, b

ut n

ow w

e fe

el y

ou n

eed

othe

r op

inio

ns a

nd id

eas

to m

ake

the

righ

t cho

ice.

Lik

e co

mpu

ters

.N

othi

ng s

eem

ed h

ard.

At f

irst

we

rota

ted

on th

e co

mpu

ter,

but

now

who

eve

r si

ts d

own

in th

e fr

ont (

mid

dle)

use

s th

e ke

yboa

rd a

nd m

ouse

.R

isk

taki

ng is

som

etim

es p

art o

f th

e ch

oice

. Tea

cher

gav

e us

dir

ectio

ns to

rot

ate

and

to ta

ke n

otes

but

gro

up d

ecid

ed n

ot to

con

tinue

with

the

dire

ctio

ns. T

each

er e

xpla

ined

wha

t the

sim

ulat

ion

was

abo

ut a

head

of

time.

A d

ay o

r tw

o af

ter

the

grou

p w

ork

the

clas

s di

scus

sed

how

each

gro

up m

ade

deci

sion

s.

Not

bor

ing,

but

kne

w o

f ot

hers

who

got

bor

ed. I

t got

eas

ier

over

tim

e, n

ot th

at it

was

har

d in

the

begi

nnin

g. N

o si

mila

ritie

s. M

ajor

ityof

stud

ents

like

sim

ulat

ions

. Why

: obv

ious

bec

ause

of

the

com

petit

iven

ess

outs

ide

of c

lass

(ho

w m

any

righ

t dec

isio

ns d

id y

ou m

ake?

mig

htbe

a g

uy th

ing!

gir

ls m

ight

not

dis

cuss

it!)

Glit

ch is

bot

heri

ng. F

ix it

! C

ause

s m

oral

to b

e lo

w.

He

was

acc

epte

d to

col

lege

!

6/1/

95

12

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

(2)

Rea

ctio

ns

Tue

sday

, Aug

ust 1

3, 1

996

106

Che

lsea

Ban

k

Eco

nom

ics

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

Lik

ed m

akin

g de

cisi

ons

abou

t whe

ther

to le

nd m

oney

. Rem

embe

red

the

scen

ario

abo

ut th

e ho

mel

ess

man

the

best

. Pro

gram

. Wed

.R

egul

ar g

ov. c

lass

, Thu

r. C

ompu

ter,

log-

out,

talk

abo

ut h

ow y

ou f

ound

ans

wer

s to

que

stio

ns, F

ri. W

ould

thin

k ab

out o

ur o

pini

ons,

exp

lain

reas

ons,

got

bet

ter

as w

e w

ent a

long

. At f

irst

eve

rybo

dy w

ante

d to

go

thei

r ow

n w

ay. W

e pr

actic

ed le

tting

dif

fere

nt p

eopl

e be

in c

harg

eea

ch T

ues.

and

Thu

r. E

very

one

has

chan

ce to

lead

and

get

fee

dbac

k. J

ust t

alki

ng a

bout

it m

e an

d th

e ot

her

girl

sai

d w

e sh

ould

all

take

turn

s w

hen

we

are

in g

over

nmen

t cla

ss. W

e to

ok tu

rns

typi

ng, d

icta

ting,

and

usi

ng th

e m

ouse

. Did

n't g

et a

cha

nce

to u

se th

e sc

anne

r.W

e di

d co

mm

erci

als

abou

t loa

ns. W

e w

rote

a s

crip

t usi

ng th

e ho

mel

ess

situ

atio

n. W

rote

in a

gro

up in

gov

ernm

ent c

lass

. It w

as 2

V2

page

slo

ng. W

e us

ed p

rops

and

pap

ers

we

got a

t the

ban

k.

Ove

rall

reac

tions

: Lea

rned

the

mos

t abo

ut ju

dgin

g pe

ople

and

see

ing

them

as

equa

ls. A

lso

how

to s

urvi

ve in

the

wor

kfor

ce a

nd w

orki

ng

I,) E

OT

CO

TT

AV

AIT

AB

ILE

Page

23

of 2

8

107

1111

IN e

llN

MI

IND

NIS

IIIII

INS

MN

NO

MI M

I r11

111

INN

all

NM

I

(3)

Tho

ught

s ab

out d

oing

(4)

Res

pons

e to

pro

gram

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

Dat

e of

Inte

rvie

w

Pre

sent

Gra

de

with

mon

ey. A

cou

ple

of ti

mes

we

mad

e w

rong

dec

isio

ns w

ith th

is.

Wor

king

with

peo

ple

got b

ette

r. B

efor

e I

liked

taki

ng c

harg

e. I

like

thin

gs m

y w

ay. N

o I

give

oth

ers

a ch

ance

to s

ay th

eir

idea

s.B

efor

eI'd

say

, "T

hat's

stu

pid.

"T

he f

irst

3 ti

mes

we

mad

e er

rors

-- la

ter

mad

e be

tter

deci

sion

s. F

irst

I d

id a

ll th

e w

ork.

Lat

er I

wan

ted

to k

now

wha

t the

y th

ough

t.In

gove

rnm

ent c

lass

they

sai

d ev

eryo

ne s

houl

d ta

ke tu

rns

on m

ouse

, typ

ing,

talk

ing.

Got

mor

e in

volv

ed.

Stud

ents

res

pons

es to

doi

ng s

imul

atio

ns: H

arde

st p

art w

as w

orki

ng w

ith a

gro

up. B

e ca

refu

l--

don'

t com

e do

wn

hard

on

mis

take

s. I

saw

that

it w

orke

d be

tter.

Tea

cher

sai

d, "

Mak

e it

fun.

" Su

gges

ted

how

to w

ork

and

not c

ritic

ize.

The

teac

her

expl

aine

d w

hat w

e w

ere

goin

g to

do. G

ave

the

clas

s a

pep

talk

. Lat

er a

sked

how

did

it g

o? D

id th

e gr

oup

coop

erat

e? W

ere

ther

e ar

gum

ents

? A

lso

aske

d ot

her

grou

ps h

owth

ey h

andl

ed p

robl

ems.

Stud

ent r

espo

nses

to p

rogr

ams:

Not

bor

ing.

Sim

ulat

ions

got

eas

ier.

Cus

tom

er s

ervi

ce e

asie

r be

caus

e gr

oup

wor

king

bet

ter-

- pu

t our

min

dsto

geth

er a

s on

e pe

rson

.T

rans

fer:

Tur

n-ta

king

hel

ps m

e w

ith m

y yo

uth

grou

p. A

lso

now

whe

n I

wor

k at

the

groc

ery

stor

e I

talk

to c

usto

mer

s an

d te

ll th

em w

hat i

son

sal

e. I

n si

mul

atio

ns, c

usto

mer

s to

ld p

robl

ems.

I ju

st p

icke

d up

how

to d

eal w

ith th

is. A

lot l

earn

ed th

e sa

me

attit

udes

as

me.

Eve

rybo

dy a

littl

e be

tter.

Som

e le

arne

d ho

w to

wor

k w

ith c

ompu

ters

bet

ter

and

how

to c

atch

mis

take

s.

You

mus

t kno

w h

ow to

wor

k as

a g

roup

. I'm

her

e to

hel

p gr

oup

mem

bers

-not

take

cha

rge.

It i

s ha

rd w

ork

and

it ta

kes

time

to f

igur

e ou

t.T

ypin

g, m

akin

g de

cisi

ons,

som

etim

es p

eopl

e ar

e ab

sent

. (H

ave

to th

ink

wha

t wou

ld m

y gr

oup

thin

k.)

6/1/

95

12

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

(2)

Rea

ctio

ns

Tue

sday

, Aug

ust 1

3, 1

996

108

Che

lsea

Ban

k

Eco

nom

ics

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

Mat

h pa

rt. C

heck

nam

e-do

you

r lo

g on

. Loo

k at

em

ploy

ee r

ecor

d. P

repa

re. A

t fir

st th

e oc

cupa

ncy

rate

cha

nges

. Dec

isio

n-m

akin

g-ca

nnot

go b

ack

(bad

). S

houl

d be

abl

e to

go.

Lea

rned

: 1)

Bet

ter

with

mat

h an

d co

mpu

ter.

Bef

ore

I ha

d tr

oubl

e w

ith p

erce

nts.

For

loan

ren

ewal

s yo

u m

ust k

now

the

inte

rest

rat

es s

oyo

u kn

ow w

hat y

ou lo

se if

this

isn'

t acc

epte

d. 2

) T

he h

otel

take

s pa

tienc

e. Y

ou m

ust b

e so

ciab

le.

Use

in E

nglis

h: H

elpe

d w

ith c

omm

unic

atio

n in

gro

ups.

I u

nder

stan

d m

y pa

rtne

rs b

ette

r. A

sk q

uest

ions

and

why

they

hav

e op

inio

ns.

Soci

aliz

e-ex

plai

n to

oth

er g

roup

s.U

se in

Gov

ernm

ent:

For

proj

ects

. Exp

ress

pub

lishe

r (p

ictu

re s

imul

atio

n). T

his

wee

k w

e di

d a

proj

ect.

Mad

e a

char

t.

Pag

e 24

of 2

8 109

NM

Intl

IRIII

III11

1111

MR

Int M

R N

M a

ll N

S M

S M

B S

IN IS

MS

OM

INS

(3)

Tho

ught

s ab

out d

oing

(4)

Res

pons

e to

pro

gram

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

Oth

er S

tude

nts:

You

hea

r di

ffer

ent o

pini

ons.

You

hav

e to

exp

lain

you

r op

inio

n. I

t hel

ps u

s co

mm

unic

ate

bette

r. R

apha

el-

Wri

te w

hat y

oulik

e an

d do

n't l

ike.

(O

ne ta

king

ove

r-R

ayfi

eld

sugg

este

d ta

king

turn

s w

ith ta

sks.

Com

pute

rs: I

nev

er u

sed

one

befo

re. P

arks

ide-

eith

er M

icro

soft

or

Exp

ress

. Lot

s of

peo

ple

help

ed. W

ord

perf

ect.

A f

rien

d ta

ught

me

Win

dow

s an

d ho

w to

dra

w, d

urin

g ou

r fr

ee ti

me.

Mr.

Ray

fiel

d as

ked

"Hav

e yo

u lo

oked

in th

e m

ange

rs g

uide

'?"

He

mak

es s

ure

the

grou

psis

doi

ng w

ell.

If w

e ar

e lo

sing

mon

ey, h

e as

ks "

Why

are

you

losi

ng m

oney

?" Y

ou h

ave

to c

heck

how

muc

h yo

u lo

st, w

hat y

oudi

d an

dw

here

did

you

mak

e th

e w

rong

dec

isio

n.T

he f

irst

wee

k yo

u le

arn

how

to r

un th

e pr

ogra

m, a

nd h

ow to

adv

ertis

e. A

ful

l cla

ss is

not

that

com

mon

. If

he h

as a

ques

tion,

he

chec

ks o

nth

e re

sults

and

mar

ks w

hat y

ou d

id w

rong

.

It's

not

bor

ing,

it g

ets

easi

er. A

t fir

st it

was

har

d. I

did

n't k

now

wha

t to

do. I

f yo

u m

ade

good

mon

ey, o

pene

d up

Pla

za.

I ca

n ap

ply

wha

tw

orke

d ea

rlie

r an

d av

oid

mis

take

s.W

orke

r pr

oduc

tivity

and

ser

vice

was

low

, and

now

it is

bet

ter.

I m

ade

rese

rvat

ions

for

roo

ms.

Cus

tom

er s

ervi

ce-c

heck

opi

nion

and

rec

ord

wha

t the

y sa

y. P

ick

4 de

cisi

ons.

Mat

h cl

ass-

It h

elpe

d w

ith p

erce

nts

and

loan

s. I

und

erst

and

term

s lik

e _r

ate

and

form

ula

for

com

putin

g.

Plan

ning

Res

ourc

es: R

oom

s, m

oney

, allo

catio

n.G

roup

s: T

urn

taki

ng, l

iste

ning

, com

mun

icat

ion.

Get

clo

ser

to g

roup

mem

bers

.

Dat

e of

Inte

rvie

wI

6/1/

95

Pre

sent

Gra

de12

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

(2)

Rea

ctio

ns

(3)

Tho

ught

s ab

out d

oing

Tue

sday

, Aug

ust 1

3, 1

996

Che

lsea

Ban

k

Eco

nom

ics

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

2. L

earn

ed: T

he b

asic

s of

ban

king

, the

rul

es. N

ot r

eally

any

thin

g I

coul

dn't

do b

efor

e. 2

) L

earn

ed h

ow to

per

suad

e. B

acki

ng u

p if

dec

isio

nco

rrec

t. ??

3) C

heck

with

the

man

ager

or

man

ual 4

) M

ake

sure

you

are

fol

low

ing

proc

edur

es (

can'

t go

fast

) 5)

How

to d

eal w

ith c

usto

mer

s-th

ey a

re a

lway

s ri

ght.

The

cus

tom

er w

as s

ure

she

was

rig

ht. Y

ou h

ave

to e

xpla

in p

roce

dure

s. I

n re

al li

fe I

wou

ld a

sk m

ore

ques

tions

.K

now

dif

fere

nt??

Off

ice

polit

ics-

goss

ip. K

now

the

peop

le d

ealin

g, k

now

whe

n to

kee

p yo

ur m

outh

shu

t.

3. H

arde

st. T

he m

ost b

orin

g pa

rt w

as w

ritin

g up

why

. It m

ight

hel

p ot

hers

to lo

ok o

ver

prin

tout

s of

oth

ers

and

anal

ysis

.Pa

rksi

de: M

ore

optio

ns, m

ore

fina

ncia

l, le

ss d

evel

oped

gra

phic

s. L

earn

ed m

ore

abou

t run

ning

a h

otel

. Cho

ices

mor

e di

ffic

ult.

Hom

eles

ssi

tuat

ion

is b

ad p

ublic

ity. I

f he

lp k

eep

com

ing

back

. Lea

rned

how

to m

ake

firm

dec

isio

ns, d

eal w

ith c

usto

mer

s, e

mpl

oyee

s, s

tock

hold

ers,

get f

eedb

ack

and

mak

e co

nsum

er d

ecis

ions

abo

ut lo

ans.

Use

d fi

nanc

ial t

hing

s lik

e ba

lanc

ing

a ch

eckb

ook,

cre

dit c

ards

, loa

ns.

Page

25

of 2

8

NIS

all M

B in

MS

In-

NS

INS

MI

fill

MI N

MI I

N

(4)

Res

pons

e to

pro

gram

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

Dat

e of

Inte

rvie

w

Pre

sent

Gra

de

Che

lsea

: Ray

fiel

d -T

alke

d ab

out w

hat w

ould

hav

e ha

ppen

ed th

e ne

xt d

ay, a

dver

tisin

g, a

nd e

xpla

ined

the

com

petit

ion.

Rea

ding

/Wri

ting

insi

mul

atio

n-pr

oble

m s

olvi

ng s

cree

n. T

he g

uide

exp

lain

ed w

hat y

ou w

ould

hav

e to

do.

Wri

ting-

took

turn

s,?

as a

gro

up. M

ore

read

ing

in b

ank

man

uals

.

Dea

ling

with

peo

ple:

Bet

ter

view

of

wha

t the

opt

ions

are

; vie

w te

ller

at b

ank

diff

eren

tly. M

ore

patie

nt w

ith p

eopl

e. S

imul

atio

n ex

plai

ning

how

to b

alan

ce a

che

ckbo

ok.

Oth

ers

wer

e ge

tting

bet

ter

at d

ealin

g w

ith c

usto

mer

s. S

ome

othe

rs s

tart

ed g

athe

ring

mor

e in

form

atio

n. L

ater

we

wer

e m

ore

care

ful i

nch

ecki

ng r

efer

ence

s.

Our

gro

up w

as a

lmos

t alw

ays

able

to c

ompr

omis

e. W

e st

arte

d w

orki

ng th

ings

out

toge

ther

. We

wan

ted

to g

et a

pro

mot

ion.

Ray

fiel

dpl

ayed

a r

ole.

Che

lsea

eas

iest

of

all.

Park

side

was

sho

rt, i

t's n

ot g

oing

any

whe

re. P

arks

ide

gets

bor

ing.

If

you

mis

s, y

ou a

re lo

st. W

hen

not w

aitin

g to

put

out o

f it.

you

are

The

situ

atio

n is

not

like

life

. Mor

e in

volv

emen

t in

bank

, mor

e ch

oice

s. N

eed

to in

tera

ct. I

f it'

s no

t fin

e yo

u ca

n ch

eck

with

col

leag

ues.

The

sim

ulat

ion

was

har

der

than

the

job

at th

e ba

nk w

orki

ng w

ith c

ompu

ters

(da

ta e

ntry

, wri

ting

mem

os).

Hel

p ot

hers

fill

out

app

licat

ions

.

6/1/

95

12

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

(1)

I rem

embe

red

(2)

Rea

ctio

ns

Tue

sday

, Aug

ust 1

3, 1

996 2

sed

(1)

Che

lsea

Ban

k

Eco

nom

ics

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

We

got t

o be

man

ager

s. T

here

are

a lo

t of

push

y cu

stom

ers

in th

e ba

nk. M

ostly

goo

d. H

omel

ess

man

wan

ted

to w

ithdr

aw c

ash,

sho

uld

the

telle

r he

lp?

Ric

h. M

ore

inte

rest

ing.

Lik

ed a

ll of

them

.

Lea

rned

: 1)

How

to d

eal w

ith p

eopl

e. N

ot ju

dge

peop

le b

y th

eir

look

s. B

e pa

tient

and

hel

p as

muc

h as

you

can

. 2)

Prob

lem

Sol

ving

.W

efo

cuse

d on

pro

blem

s. T

hey

gave

the

info

rmat

ion

and

we

need

ed to

mak

e co

nclu

sion

s. W

e st

udie

d pe

rson

aliti

es a

nd a

ttitu

des.

We

got

back

grou

nd in

form

atio

n by

look

ing

in p

ast r

ecor

ds a

nd a

ccou

nts.

3)

It p

repa

red

us f

or th

e re

al w

orld

. It w

as li

ke a

rea

l job

. Kno

w w

hat

todo

, ove

rsee

, hir

e, f

ire.

We

lear

ned

how

to d

eal w

ith c

erta

in p

eopl

e.G

roup

Wor

k H

ow to

cor

rect

oth

ers

and

com

bine

our

idea

s. I

t is

bette

r to

wor

k in

a g

roup

and

hea

r ot

her

idea

s. R

aphe

al a

sked

us

to w

rite

Page

26

of 2

8

113

NS

NIS

NM

I In

NB

IND

NM

NM

IIII

IIIN

S S

W M

I IS

Mill

INN

MI

(3)

Tho

ught

s ab

out d

oing

(4)

Res

pons

e to

pro

gram

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

Dat

e of

Inte

rvie

w

Pre

sent

Gra

de

the

rule

s on

team

wor

k. T

he r

ules

are

: lis

ten,

don

't th

ink

wha

t you

hav

e to

say

is th

e m

ost i

mpo

rtan

t, an

d ex

plai

n w

hy y

ou th

ough

t the

deci

sion

was

rig

ht.

In b

oth

Park

side

and

Che

lsea

we

need

ed to

mak

e de

cisi

ons

that

eff

ect c

usto

mer

s. I

mad

e m

ista

kes

on b

oth,

but

I w

as m

ore

care

ful o

nPa

rksi

de. I

t im

prov

ed d

ecis

ions

mak

ing

and

anal

yzin

g pr

oble

ms.

You

thin

k ab

out t

he e

ffec

t on

othe

r bu

sine

sses

.

Gro

ups

wer

e fu

n.I

lear

ned

othe

r po

ints

of

view

. Com

pute

r-Im

prov

ed s

kills

.I

knew

the

keyb

oard

bef

ore.

I le

arne

d w

hat d

iffe

rent

key

s ar

efo

r.I

lear

ned

how

to ty

pe b

ette

r. I

took

turn

s.Pl

anni

ng: W

ho w

ould

type

and

who

wou

ld m

ake

deci

sion

s. W

e ha

d to

pla

n m

eetin

gs a

t the

hot

el a

nd d

ecid

e w

hat t

o do

if s

omet

hing

wen

tw

rong

.G

roup

s: D

isag

reem

ents

. ? d

isag

reem

ents

. Tal

ked

over

dis

agre

emen

ts a

nd h

ow d

ecis

ions

wou

ld e

ffec

t the

hot

el. W

e ta

lked

abo

ut w

hat i

sbe

st f

or b

usin

ess.

Lea

der-

told

wha

t you

thou

ght,

com

bine

d w

ith m

y ow

n id

eas.

Rap

heal

told

us

"don

't th

ink

you

are

alw

ays

righ

t."G

athe

ring

Inf

orm

atio

n an

d E

xpla

inin

g-G

athe

red

idea

s of

oth

ers.

Loo

ked

in f

iles

and

mad

e no

tes.

Tec

hnol

ogy:

Che

lsea

was

inte

rest

ing.

I w

onde

red

how

to g

et o

n th

e co

mpu

ter.

4. T

rans

fers

: 1)

At h

ome

if w

e w

ere

deci

ding

on

wha

t wou

ld b

e be

st f

or th

e fa

mily

. It i

mpr

oved

com

mun

icat

ion

with

my

pare

nts-

we

wou

ld ta

lk it

out

inst

ead

of y

ellin

g. W

e ta

lked

abo

ut w

here

to g

o fo

r co

llege

. We

com

prom

ised

. 2)

Ban

k m

ath

help

ed m

e to

sol

ve m

ath

prob

lem

s be

tter.

I s

tudi

ed to

see

how

to s

olve

pro

blem

s. 3

) O

pini

ons

of o

ther

peo

ple-

hom

eles

s pe

ople

. I le

arne

d no

t to

judg

e so

qui

ckly

. It

mig

ht h

elp

me

be a

man

ager

.

6/1/

95

12

Pro

gram

Stu

dent

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

Tue

sday

, Aug

ust 1

3, 1

996

Che

lsea

Ban

k

Eco

nom

ics

Pro

gram

Stu

dent

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

Rem

embe

rs c

usto

mer

s an

d m

oney

pro

blem

s-ch

ecks

and

sig

natu

res.

The

ric

h gu

y sm

elle

d ba

d. T

he la

dy w

ith a

n at

titud

e-go

t in

a ba

d m

ood.

SCA

NS

Con

nect

ions

:R

esou

rces

: Mak

e sc

ript

fai

rly

com

mer

cial

. Usu

ally

two

wou

ld w

rite

and

ask

for

opi

nion

s.G

roup

s: L

earn

ed to

sha

re m

ore.

I w

ould

ask

oth

ers

if th

ey w

ant t

o ta

ke o

ver.

If

I di

dn't

know

som

ethi

ng I

ask

ed m

y pa

rtne

r. "

Do

you

wan

t to

take

ove

r?"

Rea

soni

ng. J

ust g

ive

up w

ith it

.In

form

atio

n: H

ad to

rea

d an

d an

alyz

e on

scr

een

and

go b

ack

and

chec

k. H

ad to

che

ck m

anua

l. It

I n

eede

d to

kno

w w

e' a

sked

eac

hot

her

114

Page

27

of 2

8

115

MI

INN

MI

MIN

OM

NIB

=II

1111

11N

M E

llIN

NIN

SM

B a

ll M

S N

IB11

1111

1

(2)

Rea

ctio

ns

(3)

Tho

ught

s ab

out d

oing

(4)

Res

pons

e to

pro

gram

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

or

Obs

erva

tions

Tue

sday

, Aug

ust 1

3, 1

996

's

or R

aphe

al. I

kno

w s

ome

from

Acc

ount

ing.

Bef

ore

he ta

ught

a b

it. T

alk

abou

t thi

s in

Eco

nom

ics

clas

s. S

ome

over

lap.

Syst

em: R

aphe

al ta

ught

abo

ut c

erta

in ti

me.

5 p

ts. o

ff. W

e w

ere

in h

is c

lass

(R

aphe

al).

Thi

nk a

bout

it th

roug

hout

the

day.

Tec

hnol

ogy:

Key

boar

d, ty

ping

spe

ed im

prov

ed, c

ompu

ter

liter

ate.

Hel

ped

with

wor

d pr

oces

sing

bec

ause

I w

as a

frai

d ab

out m

ista

kes.

Gav

e th

e ba

sics

.

Lea

rned

: 1)

Res

pons

ibili

ty. I

use

d to

wor

k in

a g

roce

ry. I

wou

ld m

ake

mis

take

s ad

ding

bef

ore.

Now

I ta

ke it

mor

e se

riou

sly.

2)

How

tofi

ll ou

t a c

heck

. Wha

t to

expe

ct f

rom

man

ager

s-pr

oble

ms

(peo

ple,

pre

ssur

e).

Tra

nsfe

r: O

ther

Cla

sses

. In

Eco

n. a

nd G

ov. I

'm m

ore

com

pute

r lit

erat

e.I

help

teac

hers

-Mis

s E

mor

s. A

t stu

dent

ask

ed h

ow to

log

out s

o I

help

ed th

at s

tude

nt.

Coo

pera

tion:

I kn

ow h

ow to

dea

l with

cus

tom

ers-

be p

atie

nt. S

ome

of th

e th

ings

hap

pene

d w

ith th

e gr

ocer

y. T

he c

ash

regi

ster

was

bus

y,th

ere

wer

e 10

cus

tom

ers

and

the

boss

was

in th

e ba

ck f

illin

g th

e re

frig

erat

or. I

nee

ded

to b

e pa

tient

and

hel

pful

. Nas

ty a

ttitu

de r

emin

ded.

Saw

the

cons

eque

nces

of

not b

eing

pat

ient

-als

o m

anag

ers

guid

e.Pa

rksi

de H

otel

is g

ood:

It in

volv

es m

ore

of b

usin

ess

and

outs

ide.

Get

ting

the

hote

l rea

dy f

or a

fes

tival

. Adv

ertis

ing.

Mak

e C

hels

ea m

ore

like

Park

side

. Onl

y ab

out p

robl

em-

solv

ing

(ow

n op

inio

n) a

nd le

ss a

bout

how

to d

ecid

e. P

arks

ide

give

s m

ore

??It

got

bet

ter

as w

e m

oved

thro

ugh.

I c

ould

han

dle

prob

lem

s be

tter.

I a

sked

que

stio

ns. I

had

to b

e su

re b

efor

e m

akin

g de

cisi

ons.

I c

hang

edw

hen

I go

t bad

res

ults

-mor

e ca

refu

l.C

hels

ea-P

arks

ide:

Had

to ta

ke m

oney

fro

m o

ne a

rea

to c

over

oth

ers.

Nee

d to

be

care

ful w

ith m

oney

-sim

ilar.

Pre

pare

d w

ith h

ow c

ompu

ter

and

prog

ram

s w

ork.

Dec

isio

n m

akin

g-go

od. C

hels

ea-n

o co

mpl

aint

s. P

arks

ide-

Bad

gra

phic

s, m

ore

exci

ting.

Pag

e 28

of 2

8

" 6

Appendix E

Teacher Interviews

8

1111

111

111

111

111

nil U

M N

MI M

N O

MM

N IM

O11

1111

1111

111

111

1111

1

Inte

rvie

ws

With

Tea

cher

s

Dat

e of

Inte

rvie

w

Gra

de(s

) te

achi

ng

Pro

gram

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

6/2/

95

8

Che

lsea

Ban

k

Bus

ines

s

(2)

Stu

dent

s' r

espo

nses

to th

e pr

ogra

m

(3)

Tho

ught

s ab

out t

each

ing

(4)

Res

pons

e to

pro

gram

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

/Obs

erva

tions

Wed

nesd

ay, A

ugus

t 14,

199

6

119

Sch

ool N

ame

(vid

eo c

lass

)

Pro

gram

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

Bus

ines

s A

cad.

IS

Par

ksid

e H

otel

30

Che

lsea

was

rea

l life

to th

e ki

ds. T

he b

usin

ess

sim

ulat

ion

and

role

pla

ying

was

ver

y go

od. T

hey

wer

e ex

pose

d to

diff

eren

tki

nds

of p

eopl

e. T

hey

had

to m

ake

deci

sion

s ba

sed

on s

ituat

ions

and

peo

ple.

The

y le

arne

d a

lot a

bout

follo

win

gpr

oced

ures

, e.g

. app

lyin

g fo

r lo

ans.

I (t

each

er)

liked

it b

ecau

se it

was

not

car

toon

s. T

hey

[stu

dent

s] w

ere

expo

sed

to r

eal

life.

I th

ink

the

stud

ents

wan

ted

mor

e in

tera

ctio

n w

ith th

e co

mpu

ter

[cus

tom

ers]

. It w

as s

low

mov

ing

som

etim

es [d

ue to

the

spee

d of

the

com

pute

r]. O

ne o

f the

pro

blem

s w

as th

at th

e ki

ds r

ushe

d so

met

imes

. The

y w

ante

d to

mak

e de

cisi

ons

with

out

cons

ider

ing

all o

f the

info

rmat

ion

and

all o

f the

pro

cedu

res.

The

y ki

ds li

ked

the

sim

ulat

ions

and

they

wer

e in

volv

ed. T

hey

liked

wor

king

toge

ther

and

lear

ned

to d

eal w

ith th

e pe

ople

in th

e si

mul

atio

ns a

s w

ell a

s th

eir

clas

smat

es.

The

y le

arne

d so

me

prob

lem

sol

ving

. Thi

s co

uld

be in

tegr

ated

with

oth

er s

ubje

cts,

but

it is

not

. I th

ink

it w

ould

be

good

toin

tegr

ate

with

mat

h, e

tc. I

t is

not h

appe

ning

. I d

iagn

ose

by li

sten

ing

to c

onve

rsat

ions

to fi

nd o

ut w

hen

they

are

hav

ing

prob

lem

s. I

try

to g

et th

em to

list

en to

eac

h ot

her,

e.g

. "Li

sten

to w

hat X

is s

ayin

g. I

thin

k sh

e ha

s a

good

idea

."I f

eel I

am

coac

hing

them

to lo

ok fo

r in

form

atio

n an

d to

list

en to

eac

h ot

her.

Six

th g

rade

is th

e rig

ht g

rade

for

Che

lsea

(in

term

s of

diffi

culty

for

the

stud

ents

). I

thin

k P

arks

ide

wou

ld fi

t my

curr

icul

um b

ette

r si

nce

it is

bas

ed o

n so

me

conc

epts

I am

teac

hing

in B

usin

ess.

I th

ink

that

a c

aree

r da

y ki

nd o

f sim

ulat

ion

wou

ld b

e go

od. T

he m

ost i

mpo

rtan

t ski

lls th

ey a

rele

arni

ng a

re c

ritic

al th

inki

ng, p

robl

em s

olvi

ng, a

nd p

rofe

ssio

nalis

m. T

he d

o ge

t a lo

t of m

ath

with

Che

lsea

. The

are

als

ole

arni

ng b

asic

con

cept

s ab

out b

alan

cing

che

ckbo

oks,

cou

ntin

g m

oney

, etc

. The

y ne

ed th

e gr

oup

wor

k! I

let t

hem

cho

ose

thei

r ow

n pa

rtne

rs.

The

re w

ere

a fe

w b

ored

kid

s, b

ut th

ose

wer

e th

e on

es th

at w

ant t

o ge

t out

of e

very

thin

g. M

any

of th

em m

ade

conn

ectio

nsto

hom

e co

ncep

ts, e

.g. b

alan

cing

the

chec

kboo

k. T

hey

said

they

now

feel

mor

e co

mfo

rtab

le in

a b

ank

and

they

kno

w m

ore

abou

t wha

t a b

ank

is a

ll ab

out.

[The

cla

ss h

ad to

lay

out a

ban

k in

a c

lass

exe

rcis

e--s

how

ing

whe

re a

ll of

the

diffe

rent

com

pone

nts

wou

ld b

e.]

Mak

ing

Che

lsea

into

a b

ook

wou

ldn'

t wor

k. T

he in

tera

ctio

n on

the

com

pute

r [h

owev

er m

inim

al] i

s ne

eded

. Non

e of

the

kids

com

ing

to o

ur c

lass

es h

ave

a la

ck o

f kno

wle

dge

of c

ompu

ters

. The

y le

arn

that

stu

ff fr

om g

ames

, exp

osur

e in

sch

ools

,an

d ev

en a

t hom

e.

If I w

ere

to d

esig

n a

test

for

the

sim

ulat

ion

it w

ould

hav

e on

it: I

) m

ath

skill

s; w

hat i

s a

good

che

ck (

conc

epts

); p

roce

dure

sfo

r do

ing

thin

gs in

a b

ank;

and

han

dlin

g pe

rson

al m

atte

rs. I

f I g

ave

them

a p

robl

em (

not w

orkp

lace

) co

uld

they

sol

ve it

?

Page

1 o

f 8

120

1111

1O

NI

1111

111

1111

1111

1In

1111

NM

NS

1111

111

111

SIN

MI

Dat

e of

Inte

rvie

w

Gra

de(s

) te

achi

ng

Pro

gram

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

6/2/

95

Sure

! W

hat p

robl

em o

r w

hat k

ind

of p

robl

em?

Not

sur

e! I

wou

ld te

st th

em in

divi

dual

ly to

see

wha

t eac

h st

uden

t got

out

of

it. N

o gr

oup

asse

ssm

ent.

I th

ink

they

sho

uld

be te

sted

on

ethi

cal i

ssue

s. T

hey

need

to f

ollo

w p

roce

dure

s an

dru

n an

eth

ical

busi

ness

. Wha

t kin

d of

ass

essm

ent d

o I

use

to c

heck

out

com

es?

I do

n't u

se a

ny, b

ut w

hat I

wou

ld d

o w

ould

be

to d

evel

opte

am p

ortf

olio

s. T

his

year

6th

gra

ders

are

imm

atur

e, b

ut n

ot to

o im

mat

ure

for

Che

lsea

. I li

ked

Hot

Dog

bec

ause

of

the

imm

edia

te a

pplic

atio

n. T

here

are

lots

of

skill

s th

at a

re ta

ught

. I d

on't

like

the

cart

oon

aspe

cts

of H

ot D

og.

8

Park

side

Hot

el

Bus

ines

s

(2)

Stu

dent

s' r

espo

nses

to th

e pr

ogra

m

(3)

Tho

ught

s ab

out t

each

ing

Wed

nesd

ay, A

ugus

t 14,

199

6

121

Sch

ool N

ame

(vid

eo c

lass

)

Pro

gram

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

Bus

ines

s A

cad.

IS

I di

d bo

th C

hels

ea a

nd P

arks

ide.

I li

ke C

hels

ea b

ette

r be

caus

e th

ere

is m

ore

mat

h an

d th

is le

vel n

eeds

that

. It f

ocus

eson

mon

ey a

nd th

inki

ng m

athe

mat

ical

ly. T

hey

gain

kno

wle

dge

of b

anks

, man

agem

ent s

kills

, and

thos

e so

rts

of th

ings

. The

bank

is m

ore

fam

iliar

to th

em a

nd th

e ho

tel i

s no

t so

fam

iliar

. The

re is

mor

e im

med

iate

app

licat

ion

for

Che

lsea

. I r

emem

ber

the

Park

side

inci

dent

with

the

mon

ey le

ft in

the

room

and

they

had

to d

ecid

e w

hat t

o do

. It w

as m

oral

dile

mm

a. T

hey

had

to th

ink

abou

t the

con

sequ

ence

s. I

t was

goo

d fo

r th

em to

thin

k ab

out t

hat p

robl

em. W

ith th

e nu

mer

ic d

ecis

ions

they

saw

the

imm

edia

te c

onse

quen

ces.

The

y un

ders

tood

pro

fit a

nd lo

ss. I

use

d bo

th P

arks

ide

and

Che

lsea

two

times

a w

eek.

Dur

ing

the

clas

ses,

I s

pent

abo

ut o

ne h

alf

hour

on

disc

ussi

ng th

e si

mul

atio

n an

d th

en th

ey w

orke

d on

the

sim

ulat

ion

for

abou

t hal

fan

hou

r. O

n th

e ot

her

clas

s da

ys w

e st

udie

d ot

her

topi

cs th

at w

e ne

eded

to c

over

.

The

mos

t im

port

ant t

hing

s th

e st

uden

ts le

arne

d w

ere

1) m

akin

g de

cisi

ons

(und

erst

andi

ng o

ptio

ns, u

nder

stan

ding

fee

dbac

k--

they

wan

t fee

dbac

k; 2

) w

orki

ng c

oope

rativ

ely-

-esp

ecia

lly in

Eng

lish

clas

s w

here

they

pla

y th

e ro

le o

f th

e te

ache

r an

d ha

veto

exp

lain

); th

ey u

nder

stan

d re

latio

nshi

ps. O

ne s

tude

nt a

t eac

h co

mpu

ter

wou

ldn'

t wor

k. T

hey

have

to le

arn

to ta

kedi

ffer

ent r

oles

and

wor

k w

ith o

ther

stu

dent

s. M

ore

sim

ulat

ions

for

oth

er th

ings

I te

ach

wou

ld b

e ve

ry g

ood.

The

yge

t the

kids

ver

y in

volv

ed.

The

re w

as n

ot m

uch

conn

ectio

n w

ith o

ther

cla

sses

. The

mat

h te

ache

r is

doi

ng s

ome

thin

gs w

ith C

hels

ea B

ank

in m

ath

clas

s. I

'm n

ot s

ure

how

we

coul

d ge

t the

inte

grat

ion

with

oth

er s

ubje

cts

goin

g, b

ut I

thin

k th

e in

tegr

atio

n co

uld

be d

one

and

wou

ld b

e ve

ry g

ood.

The

com

pute

r is

ess

entia

l bec

ause

it m

akes

the

sim

ulat

ion

wor

k. T

he k

ids

had

no c

onfu

sion

is u

sing

the

com

pute

rs. T

here

wer

e co

nnec

tions

to m

y ot

her

clas

ses.

We

did

som

e ro

le p

layi

ng a

nd d

id s

ome

sim

ulat

ions

in o

ther

clas

ses.

My

maj

or r

ole

in u

sing

the

Che

lsea

Ban

k si

mul

atio

n w

as h

elpi

ng s

tude

nts

to c

lari

fy p

robl

ems

and

issu

es. W

hen

som

e st

uden

ts c

ould

n't r

ead

Eng

lish

(sec

ond

lang

uage

), o

ther

stu

dent

s re

ad to

them

. The

re w

ere

no o

ther

pro

blem

s in

read

ing

the

info

rmat

ion

off

the

scre

en.

Page

2 o

f 8

122

1111

Ilia

1111

1=

IIIN

Nal

lN

IBO

M

(4)

Res

pons

e to

pro

gram

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

/Obs

erva

tions

Dat

e of

Inte

rvie

w

Gra

de(s

) te

achi

ng

Pro

gram

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

6/2/

95

The

y lik

ed le

arni

ng r

eal l

ife

thin

gs. T

he s

eem

ed to

com

mun

icat

e an

d m

ake

deci

sion

s. T

he s

imul

atio

ns b

roug

ht th

em to

the

wor

k se

tting

. The

y sa

w h

ow a

com

pany

act

ually

wor

ks.

In th

e su

mm

er w

orks

hop

I le

arne

d ab

out h

elpi

ng s

tude

nts

deve

lop

com

mun

icat

ion

skill

s an

d te

achi

ng c

oope

rativ

e le

arni

ngsk

ills.

The

re w

as n

ot m

uch

com

mun

icat

ion

with

oth

er te

ache

rs in

the

scho

ols

abou

t the

pro

gram

. We

shou

ld th

ink

abou

tho

w to

inte

grat

e th

e pr

ogra

m w

ith o

ther

sub

ject

s. T

his

is a

pre

tty tr

aditi

onal

sch

ool.

Eac

h te

ache

r do

es h

is/h

erow

n th

ing

and

not m

uch

wor

king

toge

ther

.

If y

ou a

sk o

ther

teac

hers

abo

ut th

eir

reac

tions

to th

e si

mul

atio

ns, y

ou s

houl

d as

k th

em if

it to

o di

ffic

ult f

or th

e st

uden

ts(e

spic

ially

the

lang

uage

). S

omet

imes

the

lang

uage

is to

o di

ffic

ult.

Som

e of

the

term

s su

ch a

s pr

ofit/

loss

and

oth

er te

chni

cal

busi

ness

topi

cs a

re n

ot f

amili

ar to

them

. I h

ave

to g

o ov

er th

ose

with

them

. Als

o, a

sk th

em w

hat g

rade

leve

l is

best

for

the

sim

ulat

ion.

I th

ink

Park

side

sho

uld

be u

sed

at g

rade

8 a

nd u

p. A

sk th

em, h

ow it

hel

ping

stu

dent

s? A

cade

mic

ally

? So

cial

ly?

I th

ink

they

are

lear

ning

to w

ork

with

oth

ers.

The

y ta

lk w

ith o

ther

stu

dent

s an

d th

ey h

ave

to w

ork

thro

ugh

thei

rdi

ffer

ence

s. S

omet

imes

they

get

ups

et.

7

Che

lsea

Ban

k

Bus

ines

s

(2)

Stu

dent

s' r

espo

nses

to th

e pr

ogra

m

(3)

Tho

ught

s ab

out t

each

ing

Wed

nesd

ay, A

ugus

t 14,

199

6

Sch

ool N

ame

(vid

eo c

lass

)

Pro

gram

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

Bus

ines

s A

cad.

IS

Che

lsea

Ban

k

25

I th

ough

t it w

as v

ery

real

istic

. I th

ough

t the

sce

nari

os w

ere

good

and

the

issu

es th

ey f

ocus

ed o

n w

ere

good

. The

beg

inni

ngsc

enar

ios

wer

e ea

sier

, but

that

was

alr

ight

sin

ce it

hel

ped

the

stud

ents

to g

et s

tart

ed. T

he r

ealit

y or

ient

atio

nw

as v

ery

impo

rtan

t. T

he r

ealit

y or

ient

atio

n w

as im

port

ant,

but t

here

are

som

e st

uden

ts w

ho h

ad n

ot b

een

to a

ban

k. W

e ha

d to

disc

uss

why

the

vari

ous

inci

dent

s m

ight

hav

e ha

ppen

ed. F

or th

e pr

ojec

t, w

e w

ould

spe

nd 2

0 m

inut

es d

iscu

ssin

ga

prev

ious

scen

ario

.

Whe

n th

e st

uden

ts w

ere

havi

ng p

robl

ems

figu

ring

out

wha

t to

do, t

hey

wou

ld c

all m

e ov

er f

or h

elp

and

to a

sk q

uest

ions

.A

rgui

ng w

as a

n in

dica

tion

that

ther

e w

as a

pro

blem

. The

ir v

oice

s go

t lou

der

and

they

arg

ued

abou

tre

spon

ses.

I th

ink

that

wha

t the

y le

arne

d m

ost f

rom

the

sim

ulat

ions

was

team

wor

k (p

robl

em s

olvi

ng a

s a

grou

p). N

ext i

n im

port

ance

was

sha

ring

deci

sion

s, a

nd a

lmos

t im

port

ant b

ut n

ot a

s im

port

ant a

s th

e fi

rst t

wo

was

lear

ning

new

con

cept

s (b

anki

ng, m

oney

).So

met

imes

the

stud

ents

had

dif

ficu

lty p

uttin

g th

eir

deci

sion

s (c

onse

quen

ces)

into

wor

ds. T

hey

seem

ed to

kno

w w

hat t

heco

nseq

uenc

es w

ere,

but

they

had

dif

ficu

lty w

ritin

g w

hat t

hey

thou

ght.

If I

was

to d

evel

op a

test

for

the

sim

ulat

ion

it w

ould

pre

sent

new

ban

k pr

oble

ms

to d

eter

min

e ho

w s

tude

nts

mig

ht s

olve

the

Page

3 o

f 8

124

=I N

MO

MII1

1O

M1E

11I1

111

1111

MS

1E

1 M

NM

I MI

(4)

Res

pons

e to

pro

gram

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

/Obs

erva

tions

Dat

e of

Inte

rvie

w

Gra

de(s

) te

achi

ng

Pro

gram

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

6/1/

95

prob

lem

s. I

thin

k th

ey w

ould

nee

d bo

th in

divi

dual

and

gro

up te

sts

to s

ee if

stu

dent

s ha

d le

arne

d to

wor

k to

geth

er a

nd to

see

if th

ey h

ad in

divi

dual

ly le

arne

d ne

w c

once

pts.

The

ass

essm

ent s

houl

d de

fini

tely

be

adm

inis

tere

don

a c

ompu

ter.

The

big

gest

pro

blem

s st

uden

ts h

ad w

as w

hen

they

cou

ldn'

t dec

ide

who

was

rig

ht. I

wou

ldur

ge th

em to

go

back

and

use

the

info

rmat

ion

sour

ces

and

thin

k th

eir

way

thro

ugh

the

prob

lem

s. S

ome

stud

ents

alw

ays

wan

ted

tosk

ip s

teps

and

just

kin

d of

gues

s w

hat t

he b

est r

espo

nse

was

. I d

on't

thin

k th

e si

mul

atio

ns w

ould

be

as e

ffec

tive

if th

e st

uden

ts w

orke

d al

one.

The

yw

ould

n't h

ave

anyo

ne to

inte

ract

with

and

to le

arn

from

. The

y ne

ed to

che

ck w

itha

peer

and

dis

cuss

thei

r ch

oice

s.

I di

dn't

find

that

com

pute

r lit

erac

y w

as a

pro

blem

for

any

of

the

stud

ents

. Som

e of

the

term

inol

ogy

was

dif

ficu

lt bu

t I tr

ied

to c

over

that

in b

usin

ess

clas

s. I

n th

e Pa

rksi

de s

imul

atio

n th

ere

is a

lot m

ore

read

ing

than

doi

ng. I

thin

k th

ink

ther

e is

enou

gh r

eadi

ng in

Che

lsea

bec

ause

they

hav

e to

wri

te th

emse

lves

(co

nseq

uenc

es).

In

Park

side

they

are

read

ing

mor

e. W

ew

orke

d to

tie

the

sim

ulat

ion

into

thei

r B

usin

ess

Aca

dem

y co

urse

s. P

arks

ide

is s

omew

hat h

arde

r. I

don

't lik

e th

enu

mbe

r of

prob

lem

s in

Par

ksid

e. B

ut it

's n

ot th

e pr

oble

ms

that

mak

es P

arks

ide

hard

er, i

t's th

e re

adin

g an

d re

mem

beri

ng. R

eadi

ngPa

rksi

de g

ot b

orin

g fo

r so

me

of th

e ki

ds. C

hels

ea is

mor

e m

otiv

atin

g. P

arks

ide

is ju

stth

row

ing

prob

lem

s at

you

. Par

ksid

esh

ould

hav

e m

ore

anim

atio

n fo

r ei

gth

grad

e an

d be

low

.

A v

arie

ty o

f si

mul

atio

ns c

over

ing

diff

eren

t car

eers

wou

ld b

e go

od. T

hey

coul

d ha

veba

nkin

g on

e da

y, h

ospi

tal w

ork

anot

her

day,

and

air

line

wor

k an

othe

r da

y. W

e st

arte

d ou

t by

setti

ngup

team

s ra

ndom

ly a

nd th

en I

took

a c

hanc

e an

d le

tth

em u

se f

rien

dshi

p te

ams.

Tha

t wor

ked

out p

retty

wel

l. I

intr

oduc

ed C

hels

ea b

yta

lkin

g ab

out b

anks

and

ban

k ca

reer

s. W

epl

ayed

lots

of

gam

es th

at d

evel

oped

con

cept

s of

team

wor

k. I

f I

wer

e to

dev

elop

a te

st f

or th

e si

mul

atio

n it

wou

ld n

otem

phas

ize

the

bank

ing

conc

epts

. It w

ould

em

phas

ize

team

wor

k, c

aree

rs, a

nd p

robl

em s

olvi

ng. T

radi

tiona

l tea

cher

sw

ould

n't d

o w

ell w

ith th

is p

rogr

am. Y

ou h

ave

to b

e m

otiv

ated

and

will

ing

totr

y ne

w th

ings

. The

re a

re c

erta

in te

ache

rch

arac

teri

stic

s th

at m

ake

the

prog

ram

suc

cess

ful.

Adm

inis

trat

ion

Wed

nesd

ay, A

ugus

t 14,

199

6

25

Che

lsea

Ban

k

Sch

ool N

ame

(vid

eo c

lass

)

Pro

gram

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

John

Jay

H.S

.

Park

side

Hot

el

Firs

t sta

tem

ent w

as "

We

wer

e lo

okin

g fo

r al

tern

ativ

es;"

we

have

a p

artn

ersh

ip w

ith C

hem

ical

Ban

kso

CR

I w

as a

nat

ural

.(I

t was

not

cle

ar to

me

whi

ch c

ame

firs

t - B

GG

). I

look

ed f

or te

ache

rs w

ho c

ould

get

alo

ng: D

ave

was

a na

tura

l bec

ause

he

does

com

pute

rs b

ut h

e's

a hi

stor

y te

ache

r; a

lso

Dan

ny -

Eng

lish,

and

som

eone

els

e in

hist

ory.

Stu

then

pro

ceed

ed to

tell

me

abou

t the

sch

ool a

nd h

imse

lf. H

e w

as a

t the

mai

n bu

ildin

g an

d th

ere

was

ate

ache

r-in

-cha

rge

at th

e an

nex

--di

d no

t wor

k

Page

4 o

f 8

1-X

26A

=I O

aIN

IIIM

OM

I MIN

MI M

IM

I =I M

I

(2)

Stu

dent

s' r

espo

nses

to th

e pr

ogra

m

(3)

Tho

ught

s ab

out t

each

ing

(4)

Res

pons

e to

pro

gram

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

/Obs

erva

tions

Dat

e of

Inte

rvie

w

Gra

de(s

) te

achi

ng

Pro

gram

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

6/2/

95

very

wel

l. H

e re

ques

ted

plac

emen

t at t

he a

nnex

and

has

bee

n th

ere

a co

uple

of

year

s. T

his

year

, 199

5, is

the

firs

tgr

adua

ting

clas

s -

bega

n 4

year

s ag

o w

ith ju

st 9

th g

rade

rs. S

tres

sed

that

we

are

a co

mm

unity

sch

ool.

Stu

rede

sign

ing

the

scho

ol: t

hey

have

Ann

enbe

rg F

und

mon

ey: s

tude

nts

firs

t tak

e "l

iber

al a

rts"

cla

ss, t

hen

they

do

the

sim

ulat

ions

, the

n a

real

inte

rnsh

ip. H

e ta

kes

to s

choo

l-to

-wor

k tr

ansi

tion

seri

ousl

y. H

is g

oal:

go b

eyon

d ch

alk

and

talk

, pen

and

pen

cil,

use

com

pute

rs. W

ants

stu

dent

s to

pre

pare

a v

ideo

tape

of

selv

es to

use

for

col

lege

and

/or

job

inte

rvie

ws:

bui

ld a

sto

ry a

bout

sel

f.

The

y m

ake

deci

sion

s ba

sed

on th

e pr

oble

ms.

It g

oes

beyo

nd th

e su

rfac

e --

WH

Y d

o th

is--

reg

ular

cla

ss d

oesn

't al

way

s do

it. H

elps

kid

s to

und

erst

and

jobs

, are

as f

or th

e fu

ture

; edu

catio

n in

boo

ks is

one

way

, sim

ulat

ions

clo

ser

to r

ealit

y, r

eal

expe

rien

ce. T

he te

am w

ork

is c

ritic

al -

- hi

s re

ason

ing:

in a

gro

up a

poo

r re

ader

(w

ith a

DR

P of

1 o

r 2)

may

be

agr

eat

calc

ulat

or -

giv

e hi

m/h

er a

cha

nce

to p

artic

ipat

e. G

ener

aliz

atio

n: D

anny

doe

s m

ore

wri

ting

-- s

tori

es, r

ules

and

reg

ulat

ions

.I'd

like

to m

ove

into

For

eign

Lan

guag

es e

.g.,

fore

ign

curr

enci

es. M

ajor

out

com

es a

re o

bvio

us: s

choo

l-to

-wor

k tr

ansi

tion;

in s

choo

l, si

mul

atio

n, in

tern

ship

; gro

up w

ork;

por

tfol

io -

- w

ho a

m I

? Se

ll se

lf to

em

ploy

ers.

Oth

er o

utco

mes

are

soc

ial a

ndbu

ildin

g so

cial

ski

lls: s

ocia

l and

gro

up d

yman

ics,

get

ting

alon

g, g

ive

and

take

, be

with

eac

h ot

her,

lear

n ab

out e

ach

othe

r,de

-em

phas

ize

red

or w

hite

or

pink

or

yello

w (

race

and

oth

er s

urfa

ce d

iffe

renc

es).

The

re a

re 3

2 te

ache

rs in

the

scho

ol. W

e ha

ve 2

new

teac

hers

for

nex

t yea

r an

d 2

that

can

't be

rel

ease

d. I

nee

d D

ave

todo

turn

key

-- D

ave

has

trai

ned

som

e te

ache

rs to

use

com

pute

rs f

or a

dmin

istr

ativ

e pu

rpos

es; D

ave

does

as

muc

h as

he

can;

he

coul

d al

way

s do

mor

e --

we

all d

o as

muc

h as

we

have

to -

to g

et th

e jo

b do

ne.

Que

stio

ns to

ask

: How

do

you

see

the

sim

ulat

ions

as

fitti

ng in

to a

tota

l sch

ool c

uric

ulum

? H

ow d

o yo

u se

e le

sson

s us

ed f

orst

uden

ts b

ut a

lso

for

pare

nts?

Im

port

ant t

o he

lp p

aren

ts b

ecom

e in

volv

ed w

ith th

e ed

ucat

ion

of th

eir

kids

. How

do

kids

fee

lab

le to

do

sim

ulat

ions

? K

ids

do o

wn

sim

ulat

ions

, how

they

see

them

selv

es. H

ow d

o yo

u m

ake

it a

turn

key

oper

atio

nw

ithin

the

scho

ol?

At o

ur s

choo

l we

end

at 2

:07

but t

each

ers

here

unt

il 2:

30; w

e us

e th

at ti

me

alre

ady

-- s

hari

ng a

nd h

ow to

do it

.

I'd li

ke to

mov

e be

yond

sim

ulat

ions

to jo

b ex

peri

ence

.

Adm

inis

trat

ion

Wed

nesd

ay, A

ugus

t 14,

199

6

X27

Che

lsea

Ban

k

Sch

ool N

ame

(vid

eo c

lass

)

Pro

gram

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

Bus

ines

s A

cad.

IS

Park

side

Hot

el

Page

5 o

f 8

D28

OM

MI

UN

MO

IIIII

MIN

MB

MI M

NM

I MI

(1)

I rem

embe

red

(2)

Stu

dent

s' r

espo

nses

to th

e pr

ogra

m

(3)

Tho

ught

s ab

out t

each

ing

(4)

Res

pons

e to

pro

gram

(5)

Oth

er Is

sues

(6)

Oth

er C

omm

ents

/Obs

erva

tions

Dat

e of

Inte

rvie

w

Gra

de(s

) te

achi

ng

Pro

gram

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

6/1/

95

I di

d th

e gr

ant w

ritin

g. I

pro

gram

med

it in

to th

e cl

ass

sche

dule

. My

job

was

to d

eter

min

e th

e be

st w

ay to

impl

emen

t it.

Als

o ge

t the

"be

st"

teac

hers

for

it (

fit t

each

ers

to p

rogr

am, n

ot n

eces

sari

ly th

e be

st te

ache

rs).

Sel

enia

---

- an

d D

iana

----

are

the

tech

nica

l exp

erts

. I d

o no

t ser

ve a

s th

e in

term

edia

ry b

etw

een

teac

hers

and

CR

I. W

hat h

as w

orke

d is

ver

y va

luab

le:

colla

bora

tion

with

CR

I, tr

aini

ng o

f st

aff,

sup

port

fro

m C

RI,

qua

lity

of th

e re

sour

ces

and

mat

eria

ls. I

am

als

o pl

ease

d to

say

that

it (

Che

lsea

and

Par

ksid

e) f

its th

e cu

rric

ulum

we

have

. I a

m v

ery

happ

y w

ith th

e pr

ogra

m; a

nd th

e w

ay it

fits

into

acu

rric

ulum

. Evd

a br

ough

t in

Hot

Dog

--

seem

s lik

e a

good

fit

with

Che

lsea

and

Par

ksid

e.

Kid

s ar

e, f

or s

ure,

lear

ning

thin

gs: d

ecis

ion

mak

ing,

team

wor

k, n

egot

iatio

n. D

iana

's c

lass

last

yea

r w

as a

rea

lly to

ugh

grou

p an

d th

ey g

ot it

(I

thin

k th

ese

are

the

TV

kid

s). T

here

is tr

ansf

er to

rea

l lif

e an

d th

e 8t

h gr

ader

s la

st y

ear

stat

edit:

deci

sion

mak

ing,

team

, neg

otia

ted

to r

each

a c

oncl

usio

n. W

hat a

bout

oth

er s

imul

atio

ns?

6th

grad

e =

ent

erpr

eneu

rshi

p; 7

th=

??.

All

our

curr

icul

um is

evo

lvin

g. W

e ar

e bu

ildin

g ou

r pr

ogra

m -

- al

l the

kid

s ar

e in

volv

ed in

bus

ines

s (N

OT

E: F

reda

Car

ter

is th

e A

ssis

tant

Pri

ncip

al a

t IS

218

in th

e B

usin

ess

Aca

dem

y; s

choo

l is

divi

ded

into

sev

eral

uni

ts.

I w

ent t

hrou

gh s

ome

of th

e si

mul

atio

ns e

arly

on

but n

ot f

or a

whi

le. C

oope

rativ

e m

ento

ring

with

JP

Mor

gan

who

link

ed u

sup

with

CR

I. T

eam

ing

is a

sch

ool-

wid

e th

ing:

kid

s te

am, t

each

ers

team

2 w

ays:

kee

p sa

me

kids

or

in c

urri

culu

m te

ams.

We

are

wor

king

on

boos

ting

pare

nt in

volv

emen

t: th

is is

har

d to

do.

Our

pop

ulat

ion

is n

ot tr

ansi

ent -

- it'

s st

able

mos

tly f

rom

Dom

inic

an R

epub

lic.

The

re is

no

bore

dom

fac

tor.

The

re is

a h

igh

leve

l of

invo

lvem

ent -

- no

bor

edom

. Wha

t lea

rned

: con

nect

ed to

cri

tical

thin

king

are

a; lo

ok a

t pro

blem

fro

m g

loba

l and

spe

cifi

c pe

rspe

ctiv

es; t

here

fore

dec

isio

n m

akin

g is

mos

t cri

tical

asp

ect

--ho

w to

dea

l with

situ

atio

ns a

nd m

ake

an a

ppro

pria

te d

ecis

ion

and

to b

e ab

le to

just

ify

that

dec

isio

n; it

enc

oura

ges

met

acog

nitio

n: k

ids

need

to th

ink

abou

t the

pro

blem

, the

dec

isio

n, a

nd th

e re

ason

s.

Oth

er q

uest

ions

to a

sk: c

over

ed m

ost o

f it.

Is

ther

e a

piec

e m

issi

ng?

She

said

eva

luat

ion.

I s

ugge

sted

test

s an

d sh

e in

dica

ted

that

som

e te

stin

g w

ould

be

good

and

nee

ds a

way

to e

valu

ate

wha

t the

kid

s ar

e le

arni

ng. S

he ta

lked

abo

ut tr

ansi

tion

to ?

??I

lost

this

but

it m

ay c

ome

back

to m

e.

I lik

e th

e pr

ogra

m b

ecau

se: k

ids

like

it; it

mot

ivat

es b

oth

the

kids

and

the

teac

hers

. She

did

n't s

ay th

is a

t thi

s po

int b

ut s

aid

it ea

rlie

r: s

he li

kes

the

high

leve

l of

reso

urce

s av

aila

ble

and

CR

I su

ppor

t to

user

s.

I I

Wed

nesd

ay, A

ugus

t 14,

199

6

129

Che

lsea

Ban

k

Gov

enrm

ent

Sch

ool N

ame

(vid

eo c

lass

)

Pro

gram

Use

d (2

)

Cla

ss In

Whi

ch P

rogr

am U

sed

(2)

John

Jay

H.S

.

Park

side

Hot

el

Eco

nom

ics

Page

6 o

f 8

130

INIII

1111

1111

1111

1111

1111

1111

1111

1111

1111

1101

1110

1111

1111

1111

1111

1111

1111

1

(1)

I rem

embe

red

(2)

Stu

dent

s' r

espo

nses

to th

e pr

ogra

m

(3)

Tho

ught

s ab

out t

each

ing

(4)

Res

pons

e to

pro

gram

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

/Obs

erva

tions

[NO

TE

: thi

s w

as a

gro

up in

terv

iew

with

Rog

er a

nd L

arry

ask

ing

mos

t of

the

ques

tions

.]L

: We

coul

d hy

poth

esiz

e th

at th

epr

ogra

m w

orks

bec

ause

of

you.

You

do

mor

e th

an f

ire

up th

e co

mpu

ter.

D: l

augh

ed.

The

se a

re g

ener

al c

omm

ents

fro

m th

e fi

rst f

ew m

inut

es o

f th

e in

terv

iew

. R: t

his

is w

hat i

got

fro

m th

e ki

ds: w

orki

ngto

geth

er, d

on't

jum

p to

con

clus

ions

, pro

be b

efor

e re

spon

ding

, act

ions

hav

e co

nseq

uenc

es, p

robl

em s

olvi

ng. C

: kid

s sh

owre

spec

t. L

: lea

rn to

list

en to

eac

h ot

her.

B: l

earn

pat

ienc

e an

d to

lera

nce

with

oth

er p

eopl

e. D

: I h

ad o

ne b

oy n

o on

e w

ante

dto

wor

k w

ith -

he

got 2

gir

ls to

wor

k w

ith h

im -

- at

mid

-sim

ulat

ion

asse

ssm

ent,

this

gro

up w

orke

d be

st: g

ood

atco

mpr

omis

e, g

ood

coop

erat

ion.

[fr

iend

s m

ay n

ot b

e go

od w

orki

ng to

geth

er]

Lin

ks to

oth

er c

ours

es?

D: t

his

is a

wea

knes

s. P

rogr

amm

ing

can'

t kee

p ki

ds to

geth

er f

or m

ath

- m

ath

is a

n ob

viou

s lin

k to

hote

l - I

wou

ld h

ave

liked

to h

ave

a "r

eal"

mat

h te

ache

r as

a p

artn

er. L

: the

gir

l who

is w

orki

ng a

t the

ban

k in

dica

ted

that

ther

e is

mor

e re

adin

g an

d w

ritin

g on

the

job.

D: w

eakn

ess

of th

e pr

ogra

m-

not e

noug

h re

adin

g an

d w

ritin

g; th

ey n

eed

tota

ke n

otes

; e.g

., m

anag

er's

gui

de: n

ote

wha

t man

ager

's g

uide

say

s, n

ote

wha

t gro

up m

embe

rs s

aid,

kee

pa

cohe

rent

rec

ord,

use

note

s to

info

rm d

ecis

ion

mak

ing.

D: m

y st

yle

is h

ands

off

- w

atch

, int

erve

ne -

- w

alk

them

thro

ugh

it: s

teps

-- g

o to

man

ager

's g

uide

, tal

k to

eac

h ot

her,

ser

ve a

s gu

ider

- c

oach

, not

tell

answ

er, w

alk

away

bef

ore

deci

sion

is m

ade.

L: W

hat

thin

gs d

o yo

u w

atch

for

- r

e: in

terv

enin

g? H

ow d

o yo

u m

ake

thes

e de

cisi

ons?

D: 1

) st

uden

t bod

y la

ngua

ge-

look

ing

arou

nd, 2

) ha

lf-w

ay a

sses

smen

t - w

hat w

as w

orki

ng, w

hat w

as n

ot w

orki

ng: 1

st p

erio

d cl

ass

can'

t mak

e de

cisi

ons

on o

wn,

peop

le c

ome

late

--

solu

tion

dedu

ctio

ns o

ff g

rade

late

, abs

ent;

4th

peri

od c

lass

som

e pe

ople

ove

rbea

ring

,so

me

do s

ame

job

all t

he ti

me,

mad

e th

em s

witc

h ro

les.

D: k

ids

like

to w

ork

the

com

pute

r; d

on't

have

ow

n co

mpu

ters

. D: t

ask

assi

gned

- w

rite

an

adve

rtis

emen

t; th

ey u

sed

desk

top

publ

ishi

ng, b

roug

ht in

gra

phic

s.

R: t

o su

mm

ariz

e: 3

maj

or te

ache

r tr

aini

ng is

sues

: 1)

your

abi

lity

to d

isce

rn w

hen

kids

are

mot

ivat

ed, 2

)yo

ur a

bilit

y to

hav

eth

em te

ll yo

u w

hat w

orks

and

wha

t doe

sn't

wor

k, 3

) di

d th

is c

ome

out o

f th

e te

ache

r tr

aini

ng w

orks

hop?

Is

it th

ew

ay y

oute

ach?

D: w

e ha

d gr

eat s

uppo

rt f

rom

CR

I. H

isto

ry/g

over

nmen

t cla

ss n

ot a

s w

ell l

inke

d to

Ban

kas

eco

nom

ics

was

wel

llin

ked

to P

arks

ide.

My

mai

n pr

iori

ty is

reg

ular

cou

rse

-- to

pas

s th

e R

CT

(R

egen

ts).

Cou

ld li

nk to

Eco

nom

ics;

har

d(i

mpo

ssib

le)

to li

nk to

Am

eric

an H

isto

ry. D

: The

se s

imul

atio

ns p

rovi

de s

choo

l-ba

sed

trai

ning

in c

oput

erus

e, w

ord

proc

essi

ng, W

indo

ws

-- th

ere

is n

o w

ord

proc

essi

ng in

NY

C c

urri

culu

m a

ny m

ore.

L: I

mpl

icat

ion:

Ban

k w

ill le

adto

job

atba

nk; H

otel

will

lead

to jo

b at

hot

el. D

: som

e ki

ds h

ave

infl

ated

opi

nion

of

self

and

wha

t the

y w

ill b

e ab

leto

do

Dat

e of

Inte

rvie

w

Gra

de(s

) te

achi

ng

6/11

951

12

Wed

nesd

ay, A

ugus

t 14,

199

6

13'

Scho

ol N

ame

(vid

eo c

lass

)Jo

hn J

ay H

.S.

Page

7 o

f 8

132

1111

1111

1111

1111

1111

1111

1111

1111

11=

1111

1111

1111

1111

1111

1111

1111

1111

1111

1111

1111

1

Pro

gram

Use

d (1

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(1)

(1)

I rem

embe

red

Che

lsea

Ban

k

Eco

nom

ics

(2)

Stu

dent

s' r

espo

nses

to th

e pr

ogra

m

(3)

Tho

ught

s ab

out t

each

ing

(4)

Res

pons

e to

pro

gram

(5)

Oth

er is

sues

(6)

Oth

er C

omm

ents

/Obs

erva

tions

Wed

nesd

ay, A

ugus

t 14,

199

6

133

Pro

gram

Use

d (2

)

Cla

ss in

Whi

ch P

rogr

am U

sed

(2)

Che

lsea

Ban

k

Eco

nom

ics

Vis

ual.

Freq

uent

nee

d fo

r pe

n to

mak

e de

cisi

ons

coop

erat

ivel

y.N

ow in

com

petit

ion

with

oth

er te

ams.

Oth

er te

ams

are

goin

g to

the

prin

ter,

get

ting

thei

r re

sults

and

com

pari

ng th

em.

Feed

back

eff

ectiv

e. T

hey

knew

if th

ey m

ade

a go

od d

ecis

ion-

wan

ted

to le

arn

mor

e. M

ost o

f th

e tim

e th

ey m

ade

good

deci

sion

s. T

hey

need

ed to

mak

e a

good

impr

essi

on o

n th

e te

am.T

owar

d E

nd o

f?

Cre

ate

radi

o an

d T

.V. c

omm

erci

als.

Ser

vice

s in

mod

ules

take

n.W

orks

heet

s: I

) lo

ans,

2)

_ser

vice

s 3)

sta

tem

ent o

f ac

coun

tM

onth

bef

ore-

kept

sam

e te

ams.

Cho

ose

serv

ices

to b

uild

ing.

SCA

NS:

1)

Mot

ivat

e to

thin

k of

com

mer

cial

2)

Wha

t mad

e th

em g

ood?

3)

Ref

lect

on

task

s 4)

Bra

inst

orm

in g

roup

s.C

onsi

der

Serv

ices

- I

n te

ams

re-c

olle

ct f

rom

wor

kshe

ets

and

sim

ulat

ions

. Wri

tten

repo

rts

requ

ired

aft

er s

imul

atio

ns-

sum

mar

y of

dec

isio

ns.

Cho

ose

Top

ic. W

ork

up a

scr

ipt i

n gr

oups

. Var

iety

of

beha

vior

s. K

ids

mor

e?

forw

ard

ente

rtai

nmen

t mov

ed m

ore

into

it. "

At a

cer

tain

poi

nt th

e do

ers

take

the

rein

s."

"It i

s ha

rd to

pus

h th

e ki

ds b

ecau

se th

ey d

on't

have

the

self

-est

eem

."

Not

eas

y de

cisi

ons.

Tw

o fu

ll pe

riod

s an

d th

en f

ind

the

teac

her

doin

g pr

ep. T

hree

goo

d co

mm

erci

als

(3-4

kid

s). A

s th

ey b

uilt

the

com

mer

cial

-ne

eded

to s

how

them

how

to b

lock

it a

nd d

o th

e sc

ript

. Mee

t dur

ing

prep

. per

iod.

Oth

ers

got s

t?

Did

n't c

oord

inat

e, d

idn'

t get

scr

ipt d

one,

did

n't g

et to

per

form

.In

form

atio

n -

])R

evie

w m

ater

ials

on

prod

ucts

(lo

ans

etc.

) 2)

Col

lect

pri

nt o

uts

on b

ank

serv

ices

.Sy

stem

s -

Kne

w w

hen

Cla

ssro

om, I

nc. r

eque

sted

dea

dlin

e fo

r sc

ript

, pro

ps, r

ehea

rsal

.T

echn

olog

y -

Hir

ed te

am o

f pr

ofes

sion

als.

Res

ourc

es -

Pro

ps d

iscu

ssio

n, m

ade

thin

gs

Pag

e 8

of 8

134

(9/92)

10.

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DOCUMENT RESUME ED 398 532 AUTHOR Duffy, Thomas; And … · 2014-06-30 · DOCUMENT RESUME ED 398...

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