Provide Brain Breaks. A brain break is designed to provide an activity, physical movement, or sensory experience that gives the brain a break from the “heavy lifting” done in the classroom. Creative teachers are using brain breaks in ways that not only provide
for that respite, but also surreptitiously provide connections and reinforcements to classroom materials. Brain breaks take information off the page and the blackboard and bring it to life in the minds of students (Kaufeldt, 2009, p. 12).
Offer Students A Choice. Providing students with choice helps to re-engage them with the classroom materials and also fosters autonomy in the classroom. In addition to classroom activities, teachers provide personal and instructional supports meant to facilitate the developing sense of student autonomy. Autonomy support can be manifested in the classroomin at least 3 distinct ways: organizational autonomy support (e.g., allowing students some decision-making role in terms of classroom management issues), procedural autonomy support (e.g., offeringstudents choices about the use of different media to present ideas), and cognitive autonomy support (e.g., affording opportunities for students to evaluate work from a self-referent standard) (Stefanou, Perencevich, DiCintio and Turner, 2004, p. 97).
Use Experiential Learning. Example: Because it is difficult for young adults to understand and evaluate complex financial instruments providing students with hands on application of learned materials becomes crucial. I provide many opportunities for students to apply what they have learned, from analysis of case studies to computerized simulations of real money situations. Additionally, we spend time during the semester talking about the newsworthy current issues related to money. For example, we talk about people, places and things. We have had discussions regarding some of the most wealthy individuals in the United States (sports figures, entertainers, CEO’s), discussions about places where there are shifts in financial issues (Greece, the European Union) and things (everyday items that can be costly, like the $1,000 cheeseburger).
for that respite, but also surreptitiously provide connections and reinforcements to classroom materials. Brain breaks take information off the page and the blackboard and bring it to life in the minds of students (Kaufeldt, 2009, p. 12).
Offer Students A Choice. Providing students with choice helps to re-engage them with the classroom materials and also fosters autonomy in the classroom. In addition to classroom activities, teachers provide personal and instructional supports meant to facilitate the developing sense of student autonomy. Autonomy support can be manifested in the classroomin at least 3 distinct ways: organizational autonomy support (e.g., allowing students some decision-making role in terms of classroom management issues), procedural autonomy support (e.g., offeringstudents choices about the use of different media to present ideas), and cognitive autonomy support (e.g., affording opportunities for students to evaluate work from a self-referent standard) (Stefanou, Perencevich, DiCintio and Turner, 2004, p. 97).
Use Experiential Learning. Example: Because it is difficult for young adults to understand and evaluate complex financial instruments providing students with hands on application of learned materials becomes crucial. I provide many opportunities for students to apply what they have learned, from analysis of case studies to computerized simulations of real money situations. Additionally, we spend time during the semester talking about the newsworthy current issues related to money. For example, we talk about people, places and things. We have had discussions regarding some of the most wealthy individuals in the United States (sports figures, entertainers, CEO’s), discussions about places where there are shifts in financial issues (Greece, the European Union) and things (everyday items that can be costly, like the $1,000 cheeseburger).
GAME CHANGERS * BEST PRACTICES * HELPFUL HINTS