Sample Lesson Plan
Subject / Course:
Family and Consumer Science
Topic:
Financial Literacy
Lesson Title:
What can you afford?
Level:
6th grade
Lesson Duration:
3 class periods
Common Core or State Standard(s):
PA Department of Education Standards
11.1.9.B: Explain the responsibilities associated
with managing personal finances (e.g., savings,
checking, credit, non- cash systems, investments,
insurance). Understand influences and attitudes
that impact financial behaviors.
Objective I:
Explain how goals, decision-making, and planning
affect personal financial choices and behaviors.
Discuss personal values that affect financial choices (e.g., home ownership, work ethic, charity, civic virtue).
Description of Lesson (Learning Task) as currently taught without attention to personalized learning:
- Classmates working with one another during class activities.
- Developing scenarios and financial questions for classmates to solve
- Interaction during problem based learning activities.
- Q & A
Learning Target (Objectives, Student Set Goals, and/or Essential Questions):
Subject Matter & Standards:
Budgeting and saving
- Spending and investing
- Linear functions
- Cost-benefit analysis
- Compound interest
1. Informed responsible choices around mobile plans and use AND/OR pre-paid mobile plans can save you money.
2. You can save money and avoid common issues or 'rookie errors' if you research mobile phone options.
Lesson: (Guided by the attached Power Point)
Explanation:
Explain to students that they will be investigating rate plans for cell phones; that is, they will find out what fees are associated with using a cell phone. As an introduction, explain that they will need to find at least one cell phone rate plan.
Objectives: Analyze the role of cultural, social, and emotional influences on financial
behavior.
Explain how limited financial resources affect the choices people make.
Describe the influence of peer pressure as it relates to purchasing decisions.
Explain how scarcity relates to needs and wants.
Analyze the impact of marketing, advertising, and sales strategies/techniques on purchasing decisions.
Evaluate the role of emotions when making financial decisions.
Learning Task Differentiation Details
Detail the personalized learning opportunities you will include to address each of the following components in the space provided. Remember to support your decision-making with research.
Academics:
Learning Styles: this lesson works with the following learning styles/objectives:
- Visual
- Auditory
- Information Literacy
- Collaboration Literacy
- Solution Literacy
- Creativity Literacy
Providing lessons that are tailored to different learning styles is a way to address and boost an individual student’s cognitive skills. Using multiple intelligences is essential for increasing cognitive skills and provides academic support.
Health and Wellness:
It is long held that movement facilitates cognition. We use movement in the classroom with a ball toss and many brain breaks. Additionally, we talk about financial “health” as part of the equation. Physical health, mental health and financial health. Discussing finances can be stressful for kids, especially in a classroom environment that is of mixed economic backgrounds. I integrate tools from https://extension.psu.edu/bouncing-back-when-your-income-drops-2-working-together-as-a-family that detail how to develop a supportive environment for kids to deal with financial stress.
Social-Emotional Development:
Students each took an online survey through Jump $tart. The survey was designed to help students understand the amount of income they will need to pay their monthly expenses. (survey results attached) TPACK: survey was completed online through Jump $tart. www.jumpstart.org. This lesson was very personal and individualized. This type of personalization addresses a students’ unique social/emotional, cultural and living situation.
Culture and Language:
This addition to the lesson plan allows students to address cultural and linguistic differences by discussing personal and family values attached to financial decisions. Dr. Barbara O’Neill in her presentation, The Culture of Personal Finance, indicates:
Living Situation:
The individualized surveys consider a student’s living situation. Survey questions accounted for household size and household composition.
Cognitive Skills:
The brain breaks, and processing time built into this lesson allow students to process the information in their own ways. 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 wealthiest 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).
Learning Styles to Address Differentiation:
I have used pieces of the following to better explain and address student learning styles. By incorporating pillars of each learning style into my classroom, I can connect to the various components of the differentiated classroom. I completed a learning assessment of my classroom. Below are the findings.
Survey Results:
Out of the 8 intelligences measured in the survey, most of my students were strong in the following intelligences:
Language
Self
Music
Social
The underrepresented areas:
Nature
Spatial
Math/Logic
Body Movement
Intelligences Measured via Survey: http://www.literacynet.org/mi/intro/index.html
Description of Intelligences and Classroom Application
Self:
You have a very good sense of self. You like to spend time by yourself and think things over. You will often take in information from another person, mull it over by yourself, and come back to that person later to discuss it. You like working on projects on your own. You often prefer to learn by trial and error. Effective techniques to enhance your learning include keeping a journal and giving yourself time to reflect on new ideas and information. More ideas:
- Go on "guided imagery" tours.
- Set aside time to reflect on new ideas and information.
- Encourage journal writing.
- Work on the computer.
- Practice breathing for relaxation.
- Use brainstorming methods before reading.
- Listen to and read "how to" tapes and books.
Social:
You like to develop ideas and learn from other people. You like to talk. You have good social skills. Effective techniques of enhancing your learning using your social intelligence include taking part in group discussions or discussing a topic one-to-one with another person. Find ways to build reading and writing exercises into your group activities, such as:
- Reading a dialogue or a play with other people
- Doing team learning/investigating projects
- Setting up interview questions and interviewing your family, and writing down the interview
- Writing notes to another instead of talking.
You enjoy saying, hearing, and seeing words. You like telling stories. You are motivated by books, records, dramas, opportunities for writing. Effective techniques of enhancing your learning using your language intelligence include reading aloud, especially plays and poetry. Another idea is to write down reflections on what you've read. You may also enjoy exploring and developing your love of words, i.e., meanings of words, origin of words and idioms, names. Use different kinds of dictionaries. Other ideas:
- Keep a journal
- Use a tape recorder to tape stories and write them down
- Read together, i.e., choral reading
- Read a section, then explain what you've read
- Read a piece with different emotional tones or viewpoints — one angry, one happy, etc.
- Trade tall tales, attend story-telling events and workshops
Logic/Math
People who are strong in the logic/math intelligence enjoy exploring how things are related. They like to understand how things work. They like mathematical concepts. They enjoy puzzles and manipulative games. They are good at critical thinking.
Here are ways to work with this intelligence in your lessons:
- Arrange cartoons and other pictures in a logical sequence.
- Sort, categorize, and characterize word lists.
- While reading a story, stop before you've finished and predict what will happen next.
- Explore the origins of words.
- Play games that require critical thinking. For example, pick the one word that doesn't fit: chair, table, paper clip, sofa. Explain why it doesn't fit.
- Work with scrambled sentences. Talk about what happens when the order is changed.
- After finishing a story, mind map some of the main ideas and details.
- Write the directions for completing a simple job like starting a car or tying a shoe.
- Make outlines of what you are going to write or of the material you've already read.
- Write a headline for a story you've just completed.
- Look for patterns in words. What's the relationship between heal, health, and healthier?
- Look at advertisements critically. What are they using to get you to buy their product?
People who are strong in the musical intelligence like the rhythm and sound of language. They like poems, songs, and jingles. They enjoy humming or singing along with music.
Here are ways to work with this intelligence in your lessons:
- Use a familiar tune, song, or rap beat to teach spelling rules, or to remember words in a series for a test.
- Create a poem with an emphasis on certain sounds for pronunciation.
- Clap out or walk out the sounds of syllables.
- Read together (choral reading) to work on fluency and intonation.
- Read a story with great emotion — sad, then happy, then angry. Talk about what changes — is it only tone?
- Work with words that sound like what they mean (onomatopoeia). For example: sizzle, cuckoo, smash.
- Read lyrics to music.
- Use music as background while reviewing and for helping to remember new material.
- Use rhymes to remember spelling rules, i.e., "I before E except after C."
People who are strong in the body movement intelligence like to move, dance, wiggle, walk, and swim. They are often good at sports. They have good fine motor skills. They like to take things apart and put them back together.
Here are ways to work with this intelligence in your lessons:
- Go through your wallet and pull out three things to talk about.
- Trace letters and words on each other's back.
- Use magnetic letters, letter blocks, or letters on index cards to spell words.
- Take a walk while discussing a story or gathering ideas for a story.
- Make pipe cleaner letters. Form letters out of bread dough. After you shape your letters, bake them and eat them!
- Use your whole arm (extend without bending your elbow) to write letters and words in the air.
- Change the place where you write and use different kinds of tools to write, ie., typewriter, computer, blackboard, or large pieces of paper.
- Write on a mirror with lipstick or soap.
- Take a walk and read all the words you find during the walk.
- Handle a Koosh ball or a worry stone during a study session.
- Take a break and do a cross-lateral walk.
People who are strong in the spatial intelligence remember things visually, including exact sizes and shapes of objects. They like posters, charts, and graphics. They like any kind of visual clues. They enjoy drawing.
Here are ways to work with this intelligence in your lessons:
- Write a language experience story and then illustrate it.
- Study and create maps, diagrams and graphs.
- Color code words so each syllable is a different color.
- Write a word on the blackboard with a wet finger. Visualize the word as it disappears. See if you can spell it afterwards.
- Take a survey. Put the information in a chart.
- Write words vertically.
- Cut out words from a magazine and use them in a letter.
- Use pictures to stimulate reading or writing.
- Visualize spelling words.
- Use the say-copy-look method of spelling.
- Use colorful newspapers like USA Today.
- Use crossword puzzles.
Nature
People who are strong in the nature intelligence enjoy interacting with the outside world. They are adept at noticing patterns in nature and can easily distinguish between different species of flora and fauna.
Here are ways to work with this intelligence in your lessons:
- Spend time outside noticing patterns in nature.
- Read books and articles about nature and the environment.
- Take hikes or visit tidepools, and record significant features about what you find.
- Compare seeds, seedlings, and adult plants. Mix them up and ask your learners to match each seed to its corresponding seedling and adult.
Facilitating the Underused Intelligences
My student surveys determined that visual/spatial, math/logic, nature and body movement intelligences are underused and undervalued by the students in my classroom. I have uncovered several ways in which they can be incorporated into my classwork.
Spatial/Visual
Note taking can be greatly enhanced when taking notes in picture form.
http://www.visualspatial.org/files/notes.pdf
Provides a visual approach to spelling that can be applied to concepts and vocabulary.
http://www.visualspatial.org/files/app2spell.pdf
Math/Logic
The math/logic intelligence is the most underrepresented in my classroom. The surveys reveal an aversion to this learning format, however combining visual with logic/math using polls, spreadsheets and info graphics can prove to boost the math/logic intelligence in a non-threatening way.
https://teachbytes.com/2013/03/26/8-tech-tools-for-logicalmathematical-learners/
Body/Movement
It is long held that movement facilitates cognition. Many K-12 schools recognize the importance of movement and brain breaks. I work primarily with adult students, however there are resources that can provide brain breaks for adult students.
http://study.com/academy/lesson/brain-breaks-for-adults.html
Nature
Naturalist intelligence is the most difficult to corelate to my classroom activities. However, there are many resources that can help connect the outside world with the classroom.
http://ehlt.flinders.edu.au/education/DLiT/2006/individuality/Web%20Page/Teaching%20strategies%20for%20each%20intelligence.htm#Naturalist%20Intelligence
Assessment:
Students will be assessed on their project presentation using the following rubric:
General Class Participation – While there is no specific grade for this, expectations are provided to better prepare yourself for quizzes and tests.
Unacceptable:
Student does not actively participate in class discussions and/or complete daily lessons. Student rarely, if ever, stays focused on the tasks at hand. Student’s portfolio binder is unorganized and lacks student’s work.
Progressing:
Student sometimes participates in class discussions and/or completes daily lessons; however, student does not always stay focused on the tasks at hand and has included all necessary assignments in his/her portfolio binder.
Proficient: Student actively participates in class discussions and/or completes all daily lessons and includes them in his/her portfolio binder. Student usually, if not always, stays focused on the tasks at hand.
Culminating Projects – 20 points
0 Points: Unacceptable
Student did not submit or complete assignment. Student was unable to apply knowledge gained from previous lessons. Project was missing many key elements and learning objectives.
1-5 Points: Beginning
Student was able to apply some knowledge gained from previous lessons. Project was missing some key elements and learning objectives.
6-10 Points: Developing
Student was able to apply a great deal of knowledge gained from previous lessons. Project was missing few key elements and learning.
11-15 Points: Proficient
Student was able to apply a great deal of knowledge gained from previous lessons. Project was missing few key elements and learning.
16-20 Points: Accomplished
Student mastered the content and displayed critical thinking and application as key elements and applied learning objectives were included.
Students are provided with opportunities to process information during brain breaks, transitions and feedback/goal review. In this lesson students are provided with 10 minutes of instruction on a specific topic relating to financial literacy. After 10 minutes students are given a chance to process the information through a series questions to think about while paired into small groups to discuss the questions. Students are encouraged to use the computers and financial literacy library to provide answers and examples. Students have 15 minutes to discuss and research with their small groups. At this point we will introduce a brain break. In this lesson, the brain break is “fast pass;” a short game where a soft ball is tossed from student to student to encourage response to rapid fire questions. The questions in “fast pass” will be the initial questions the small groups discussed. Students participating in the fast pass need to either answer one of the questions or provide a library/internet resource where they were able to access interesting and relevant information about the topic. After the brain break I will dissect the questions for 15 minutes and allow students another 10 minutes to list (in the “parking lot,” which white board in the classroom for questions, information and interesting facts) the interesting resources is they found while working in small groups. The students will have another 10 minutes to update their weekly goals.
SOURCES: Add a References page at the end of this document for the research/sources you used to determine your strategies above (begin on a new page and follow the APA guidelines in the CSU-Global Guide to Writing and APA).
YOU WILL COMPLETE THE FOLLOWING SECTIONS IN MODULE 4, AFTER THE LESSON IS TAUGHT
Self-Reflection for Continuous Improvement:
Explain what went well in the implementation of your lesson. What changes would you make to improve based on student data and/or evidence? A visual display of the student achievement data must be included (i.e., table, graph, chart, etc.). What are the next steps for the students in your class, a group of students, and/or an individual student to ensure EVERY student is proficient? What are the next steps for you in becoming better at differentiating your instructional approaches for all learners in your classes? Use research (Module content and 1-2 articles from outside sources) to support your choices and ideas.
Self-Analysis:
The TPACK Lesson Plan Template was helpful, as it allowed me to reach my goal of using a problem-based learning component to encourage deeper understanding. The TPACK allowed me to address a variety of ways in which students learn. This lesson was centered around the real-world application of analyzing and deciding on a cell phone plan that would fit into a student’s budget. As part of this process, students used the various components they learned previously to problem solve. The technology used in this lesson was integral to student understanding. It is often said that the destination is more important than the journey. I believe that in education the journey is of equal importance. This lesson illustrates that principle perfectly. While the end goal was to provide the students with enough tools to use what they’ve learned in the real world, I found that the various steps and processes also had merit. The “brain breaks” were very important for reinforcing the learning and achieving the end goal of students applying what they learned. The students reported that the brain breaks were fun, but also re-energized and refocused them to the task at hand. Information overload is a likely consequence of financial education, mainly because the information is complex. There were times during the lesson that the students had difficulty processing the information. After assessment I understood that the information was just too much and because it was not interconnected students were confused. After regrouping I provided more brain breaks and opportunities for self-assessment, which re-engaged the students.
At each topic I allowed students the opportunity to apply their learning through a series of questions, real world scenarios, role play and online financial simulations. Students reported that they retained the information on a much larger scale than in other courses/lessons and were able to continue to process the information after the lesson was completed. A week after completing the lessons I gave the students another assessment and real-life simulation to test how well they retained the knowledge. I found that all three students were able to remember, apply and explain key concepts from the course and relate them to real world situations.
Student Data Analysis:
I used Jump $tart to give the students a “reality check” about financial literacy. Each student took the online quiz that helped determine the amount of money they would need to earn to support their needs, based on the quiz questions. The Reality Check is designed to paint a realistic financial picture. The benefit of this online tool is that it is tailored to each individual and provides specific information related to the education level they would need to attain to access the job that would provide the income needed to sustain their lifestyle. The site has many scenario quizzes that provide realistic pictures of real world costs.
Student engagement in the quiz was high, however it was necessary to find secondary sites that would address the follow up piece. Now that the students know their weaknesses and opportunities, what learning applications can they use to problem solve? I looked to collaborative efforts to support the problem-based learning initiatives that grew from the survey. The site https://www.ngpf.org/blog/ngpf-fellows/creativity-and-collaboration-in-financial-literacy-courses/ provided multiple, creative suggestions to strengthen the problem solving part of the lesson. Students were broken into small groups and given an anonymous scenario that resulted from the survey. Students were required to create a video, a rap a poem or a visual aid that provided real time solutions to the problem/outcome I presented. The students were provided with tools they could use to apply to their own survey results and were given a take home assignment to answer several follow up questions based on their survey results. The follow up questions were designed to use/reinforce the problem-solving skills they learned in their small group work.
After completion of the initial Jump $tart survey, students were surprised by their own results. 80% of the students indicated they expected that they would 1. Know more about budgeting, 2. Would be more realistic about the amount of funds they would need to earn from working to support their expenses. The second-class period focused on introducing the concept of comparing cell phone plans to determine what plan(s) best fit into the information they learned from their Jump $tart surveys. Students were enthusiastic about the research and worked well in groups. Their goal was to research a specific plan and present that plan to the class. After the presentations, the plans were added to a spreadsheet and distributed to the class. The students were graded on their research and completion of the group assignment. All students scored at 80% or above for the assignment. The last class period allowed the students to choose a plan based on the research completed by the class, as well as their own Jump $tart surveys.
Students really engaged in this lesson, and I believe much of that was due to the TPACK used. The technology pieces were successful in addressing multiple learning styles and made a dry subject interesting and engaging. Student achievement in this lesson was much greater than the lesson given the week before. Grades increased by 20% and all homework was fully completed across the board.
Future Application
This lesson provided a very good illustration of how well TPACK can work if used to its fullest potential. The students were fully engaged and able to apply their learning to real world issues. For me, demonstration of understanding is an important key in learning. I learned a great deal about how to best teach this lesson. Paring down the deliverables is important, as is narrowing the topics to focus on an amount of information that can be easily absorbed and applied. The real-world application opportunities worked the best, as did the opportunities for students to teach and learn from each other. Using checklists helped to keep me on track and the students felt empowered by the goal setting exercises. The students report that they will use the information they learned to make smart financial decisions.
The most important piece of this lesson that is often overlooked is choosing the TPACK resources to use! It is critically important to choose the right tools. And these tools may vary depending on the subject matter. It is also crucial to find tools that help develop the learning intelligences not dominant in your classroom. The TPACK framework has often been described as just about the integration of newer digital technologies. However, the TPACK framework is as applicable to older technologies such as the pencil as it is to the iPod. In fact, the TPACK framework is neutral not just about technology but with respect to content and pedagogical goals as well. As a teaching team we have shared TPACK resources and successes, which has been very helpful. We have a google drive where we share documents and resources. There is a challenge in keeping with a standard curriculum set by the district. TPACK resources often need vetting, and that is a challenge. If we could work with the district administration to come up with TPACK standards, that would go a long way in addressing this challenge.
Differentiated Learning: Steps
Using a TPACK curriculum allowed me to address differentiated learning in a successful manner. I was able to address various learning styles and ensure successful delivery considering cultural, language, academic differences and other personalized learning. The delivery methods for this lesson promote problem-based learning. The opportunity to process information promotes active learning. Active learning is an important component of education. By engaging students in the learning process, they are better able to apply the knowledge they gain. It is necessary to provide time for students to process the information they have learned because the brain cannot carry out two cognitive processes at one time (Sousa, 2011, p. 31). Allowing students to respond to what they have learned via various mechanisms (small group discussion, fast past question and answer, etc.) provides the opportunity for students to process the information in a way that best suits their learning style (Cooper, Kiger, Robinson and Slansky, 2011, p.2). Many of the assignments and applications in this lesson provide opportunities to learn through experience. Experiential learning is governed by application of learned concepts in real world settings and is guided by the principles of connection, curiosity and context (Beard and Wilson, 2013, p. 5).
TPACK provides the opportunity to positively impact this curriculum as described above. It creates a student-centred learning and low-structure situations where students are provided with numerous options and a great deal of autonomy. The applications in online learning allow students to focus on the four language skills (listening, speaking, reading and writing). Learning was steered by the students (Ansyari, 2011, p. 1)
SOURCES: Add any additional sources or research you used in this second part of the template to the Reference list you began earlier. (Remember to follow the CSU-Global Guide to Writing and APA).
Sources:
Ansyari, 2011. http:/mfauzanansyari.blogspot.com/2011/10/tpack-and-its-added-values-for-teachers.html.
Beard, C., & Wilson, J. P. (2013). Experiential learning: A handbook for education, training and coaching. Kogan Page Publishers.
Cooper, J. D., Kiger, N. D., Robinson, M., & Slansky, J. (2011). Literacy: Helping students construct meaning. Cengage Learning.
Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. Chesapeake, VA: Society for Information Technology in Teacher Education (SITE).
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054.
Sousa, D. A. (2011). How the brain learns. Sage.
Schroeder, A., Minocha, S., & Schneider, C. (2010). The strengths, weaknesses, opportunities and threats of using social software in higher and further education teaching and learning. Journal of Computer Assisted Learning, 26(3), 159-174.
TPACK:
https://www.myrateplan.com/
http://www.thirteen.org/edonline/lessons/afford/b.html
http://www.thirteen.org/edonline/lessons/m_smartconsumers/index.html
https://www.moneysmart.gov.au/media/441207/mobile-phone-lesson-plan-2.pdf
https://www.youtube.com/watch?v=CDHZIzBfinc
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