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Decision Trees and Decision Grids V 3-5 V 6-8 II Time, Continuity, and Change VII Production, Distribution, and Consumption Decision trees and decision grids are often used in an economics curriculum. Although each looks a bit different, they serve the same purpose. They provide a concrete visual of the central problem and the decisions that need to be made when limited resources (e.g., money, time, product) meet unlimited wants. When students use these graphic organizers, they are able to clearly illustrate all of the reasons why a certain decision should be made. This clarity is achieved by examining and discussing all of the criteria considered in making an informed decision as well as all of the alternatives available. Trees and grids also allow students to examine broader policy decisions from both historical and current perspectives. Decision trees and decision grids work best in relation to topics involving decision making. For example, in a unit on personal economics, students might be asked to make a decision on what to do with a gift of money. In an immigration unit, students might be asked to examine the criteria on which a nineteenth-century Chinese family bases its decision to immigrate to the United States. PROCEDURAL RECOMMENDATIONS • Once a decision has been isolated for study, direct students to consider all of the issues involved in making the decision. In the immigration example, these issues might include family concerns, economic opportunities, and health. Students determine these criteria by studying primary and secondary sources. Diaries and letters in which the writer ponders difficult decisions provide clues about the issues weighed by individuals in similar situations. • Have students determine reasonable alternatives. They begin by brainstorming all of the ways the problem can be solved or the decision might be made. In the immigration example, one alternative would be not to immigrate; another would be to immigrate to a country other than the United States. Again, examining relevant sources assists students in determining reasonable alternatives. • Have students create a grid or a table listing the alternatives across the top, with each alternative in its own box or cell. List the criteria down the left side of the table, with each criterion in its own box or cell. It does not matter which category is listed across the top and which is listed down the side; just be sure that alternatives are listed with alternatives and criteria are listed with criteria. The size of the table depends on the alternatives and criteria identified. If there are three criteria and six alternatives, then a three-square by six-square grid or table is needed. • Input each criterion and alternative. • Have students match each criterion with each alternative and decide if the result is good (+ ) or bad ( - ). In the immigration example, students may first examine the criterion of family and the alternative of immigrating to the United States. After reflecting on what they have learned from relevant resources, students may decide that immigrating would have negative consequences, as it would cause the extended fa:nily to separate. • After students examine all criteria and alternatives, consider all evidence, and determine which decisions carry positive and which carry negative consequences, have them look holistically at each alternative. Which is predominantly positive? This should be the best alternative. Have students refer to their resources again. Does the decision they reached parallel that made by families in the nineteenth century? • In an alternative approach, have students rank in order the criteria across the alternatives. Instead of assigning a + or -, students accord the best alternative a high number (6 if there are six alternatives, 4 if there are four alternatives, ete.); they assign the worst alternative a 1. Direct students to calculate the alternative with the highest value; this should be the best decision. Teachers should be aware that ties often occur with the +/ - system. After additional research and reflection, students can repeat the process with just the items that tied, or they can try the numeriGal approach. In addition, rarely are the criteria considered absolutely equal in importance. Majorc1ecisions are impacted by human emotion and desire. In the immigration example, the criterion of family may be much more important than that of economic opportunity. On the other hand, an individual with no family ties to his or her homeland may place more weight on economic opportunity. Students might determine that certain criteria carry a double weight. That is, a + would translate to a + +; a score of 4 would translate to 8. Finally, sometimes a decision is made that seems to dety all analyses of criteria and alternatives. Such a decision requires more intense research and discussion to determine why the decision was made. Decision trees are slightly different from decision grids. A decision tree template is featured in Figure 13.1. Decision trees begin with a problem or issue as the root or trunk of the tree. In economic theory, tlle placement of the problem may be at the top, side, or bottom of the page. To help students connect to the tree metaphor, place the problem at the bottom of the page, where they would typically draw the trunk or root system of a tree. Students then add alternative solutions to the problem as primary branches, with consequences of choosing each alternative as secondary branches. Tertiary branches can serve as the positive and/or negative ramifications of each consequence. The decision is noted at the top of the tree. As with the decision grid, decision trees encourage a thoughtful analysis of the solutions to a problem or issue by identitying, examining, and evaluating multiple alternatives. For the teacher wishing to incorporate an economic perspective, decision trees and decision grids lend themselves to discussions of basic economic problems and concepts. Decision grids follow a fairly standard format. There can be as many criteria and alternatives as tlle particular decision requires. For intermediate students unfamiliar with using a decision grid, a fourby- four grid is certainly sufficient. Table 13.1 features a grid that examines the disposition of a birthday gift of $100. There are many different ways to spend the $100, and in this case, the student is trying to make the best TABLE 13.1 EXAMPLE OF A DECISION GRID WHAT SHOULD I Do WITH $tOO? SAVE FOR COLLEGE + Mom and Dad say it's my money Buy THE NEWEST VIDEO GAME DONATE ONE-HALF TO CHARITY AND SAVE THE REST FOR COLLEGE I,Iom and Dad 52_ okay Buy A NEW SKATEBOARD + I can do what I want with it
 * '_-<rmenow - Not so much + Lots of fun now - Might feel good, + Lots of fun now

fun now but not very much fun - -- - r me later + Will help pay for - Probably not; + Saving for + Skateboarding is college there are new college is good; good exercise; I games all of the donating mayor could compete and time; something may not make a make more money; better might come long-term it could keep me along difference healthy-if I don't fall and get hurt - - -'--:-l my - I don't get to + We would have - No opportunity + I could skate with - - do anything with fun playing the to share with my friends friends in this option new games friends together decision. The criteria for making the decision are listed on the left, and the alternatives are listed across the top. In this case, each criterion is of equal value; no one criterion carries more weight than another. Each cell in the grid includes a positive or negative notation, representing the positive or negative of the alternative for each criterion. In the example in Table 13.1, buying a new skateboard has four + signs. That seems to be the best alternative for spending the $100. The personal decision a student makes may not be the one an adult such as a parent or teacher would make; nevertheless, this student's decision was carefully weighed. Other students, when given the same $100, might have different alternatives and different criteria. This is also true in historical and current events. When given the same opportunity to make a decision, different people (e.g., leaders) make different decisions based on the evidence, alternatives, and criteria they weigh. Agency for Instructional Technology, Canadian Foundation for Economic Education, & Joint Council on Economic Education. (1989). Econ and me: Teacher)sguide. Bloomington, IN: Agency for Instructional Technology. This teacher's guide provides a decision tree template. It accompanies a video series on elementary economics instruction; a decision-making lesson is included in the video. National Council on Economic Education. (1997). Voluntary national content standards. New York: Author. Note that many materials produced by the National Council on Economic Education (NCEE) (known as the Joint Council on Economic Education) use various forms of decision trees and decision grids in economics lessons. The NCEE Web site includes many excellent teaching strategies and materials as well as additional links to other helpful resources. www.ncee.net