Friday, September 15, 2017

The importance of financial literacy


Financial and economic literacy is about understanding the importance of making appropriate economic choices on a personal level, as well as understanding the connection that personal, business, and governmental decisions have on individuals, society, and the economy.  

I have blogged about programs that help students develop their financial literacy skills. However, it is important teachers are also knowledgeable about the various aspects of financial literacy, as well as the best way to help students attain the knowledge they need to succeed.


OVERVIEW

There is a comprehensive program that can help educators learn about the aspects of personal finance and allows them to earn micro-credentials upon completion of modules and, in some states, credits or points to use for recertification.

Digital Promise, in partnership with the Global Financial Literacy Excellence Center at George Washington University, has developed twenty financial literacy micro-credentials, appropriate for teachers grades 7-12, that provide open access to professional development resources for use across the content areas. These micro-credentials support educators development of their students’ personal finance skills. (If you want to learn more about the process of micro-credentialing, Digital Promise has published a great overview!)


These twenty, competency-based, micro-credentials cover the following.
  • Discussing risk and return
  • Credit cards
  • Buying or leasing
  • Saving for retirement
  • Learning investing
  • Understanding credit scores
  • Financial decision making
  • Building credit
  • Saving strategies
  • Student loan borrowing
  • Tax basics for teens
  • Protecting identity online
  • Comparing banking options
  • Exploring career options
  • Financial management 
  • Comparison shopping
  • Compound interest 
  • Automobile insurance
The modules in the Digital Promise Financial Literacy program include many different modes of learning to help middle and high school students attain the knowledge they need. These include digital game-based learning, online discussions, graphic organizers, learning-by-doing, simulation based learning, problem based learning, applied learning, and performance based learning.

The modules also target the higher order thinking skills as students reactivate their prior knowledge, compare and contrast, analyze, make decisions, and reflect.

THE MODULES



The content of the personal finance program is separated into manageable chunks as modules. I explored all the modules, and wanted to share one that targets content I am passionate about - identity protection. I signed up for my free account at Digital Promise which brought me to their micro-credentialing platform, BloomBoard.

The introduction to the module included an overview of the method of instruction and links to supporting research for the instructional method for this module which is game-based learning. The introduction also included a suggested implementation of the lesson as well as links to a choice of digital games to use for the lesson.

This was followed by a list of the submission requirements for evaluation and earning of the micro-credential. These are shown below and also included a downloadable document which included the scoring guide rubric.


Once I had read the background material and investigated the included online financial games, I felt confident to teach the lesson about identify theft to the students. I would allow them to complete one of the games and then to collaborate in pairs, and with the class, about their experiences and gained knowledge.

To attain the micro-credential, I needed to go back to the questions above and complete the sections discussing how I introduced the topic, upload two artifacts, and (the most important part) reflect on game-based learning and its impact on student acquisition of content. There was also an optional survey to provide the resource creators with additional information.

I was very impressed with both the content and the platform of the module. The choices included allowed me, as an educator, to determine what was best for my students. The included research information and additional resources made me feel comfortable I had attained enough knowledge to teach the topic in an way to help students learn. The assessments to earn my micro-credential were meaningful and prompted me to think and reflect on both the method of delivery and student learning.

The Digital Promise/GFLEC financial literacy program can be used across the curriculum, and, in addition to helping students attain the financial literacy skills, it provides educators with the time to reflect on methods of instructional delivery, which can help frame practice in any content area!
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This is a sponsored post on behalf of We Are Teachers and Digital Promise
I received compensation for this post, however all opinions stated are my own.




Friday, September 01, 2017

Put the "make" in your makerspace

This article originally appeared in the Discovery Education blog "Kathy Schrock's Katch of the Month" in September 2017 and is re-posted here with permission.
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When my son was in high school, our high school had really old technology. There were no CD/DVD players, just videotape machines. So, when his friends were done creating their great multimedia projects on DVD using their home computers, they would come to our house to move the project from DVD to videotape. We had everything they needed to succeed.
I consider my house  to be a giant makerspace– I have a craft room for jewelry making, basket weaving, and paper crafts; I have a sewing center with all my material and notions. I have a full wood shop at my disposal. I have two desktop computer set-ups, one with a 3-D printer and one with a mic and Adobe’s Creative Cloud for creating. I have a small dye-sublimation printer, two large inkjet/scanners, and two small laser printers. I have all types of gadgets including 360° cameras, a 3D printing pen, digital SLRs, iPads, Android tablets, a Chromebook, a Mac laptop,  and a Windows laptop. I have a slide/photo/negative scanner, a USB turntable, DVD burners, good headphones, and green screens. (The only thing  am still waffling about purchasing is a consumer-grade die cut machine.)
My vision of a makerspace is a room which includes anything a student might need to create. It should give all students access to the low tech materials and the high tech devices. Not every computer has to be a powerful machine, but there needs to be at least one “blinged out” machine with a midi keyboard, scanner, good microphone, and a whole lot of high-end audio and video production software installed on it. Every student does not need that type of computer all of the time, but there is no substitute for it when a students does need it to create and render a 3-model or high-definition video.
Does the equipment in the makerspace area have to directly support the curriculum? I truly believe it does. Does a makerspace have to have Bee Bots, Makey Makeys, fidget spinners, and Raspberry Pi’s? I personally don’t believe so.  I think a makerspace should be more about creating than learning. There are plenty of learning spaces in schools — they are called classrooms. A makerspace should give students access to the materials, hardware, and software  they need to plan, build, create, and produce their project. There should be cardboard, duct tape, glue, and fabric, as well as computers, printers, cameras, and scanners. Makerspaces of this type are sometimes called makerlabs.
How does one decide what this type of makerspace/makerlab should contain? How should it be designed? How do you know what is the best fit for the students in your school? I believe some pedagogical changes may also need to occur before students start using a makerspace. Teachers must be given the time to experiment andsee how items found in the makerspace work.
Once teachers are familiar with the items in the space, this should be followed by developing creative assessments that allow students to create in the way they feel comfortable creating. At EdCamp Cape Cod in August, a high school teacher told the story of a class who came to the makerspace with a rubric, and had to create their own version of the Globe Theater. Several students used SketchUp, some used drawing tablets, others used Legos, one used Minecraft, and one student even baked a Globe Theater cake (at home).  The visualizations of the theater were all different and each student had the opportunity to explain their design process to the rest of the class. But all, except the cake-baker, had access in the makerspace to the materials and technology they needed to create.

Globe Theater models
What about the “space” in makerspace? Brainstorming, iteration, and development sometimes take collaboration or at least a discussion with a peer. A makerspace should have a place for students to move away from the larger group and have a quiet discussion. Chairs and small tables should be moveable to create specialized group work areas as needed. The walls should be covered in traditional white boards for writing and drawing. In addition, students need to understand how to work effectively in small groups, which is a practiced and learned skill. Discovery Education has a series of activities, called Spotlight on Strategies, which can help students learn to work together cooperatively and collaboratively.
Creating is sometimes dirty. There should be areas that have counters and tables with laminate tops and a sink to be able to wash up the paint and glue that will invariably be left behind. Small hand vacuums are great for glitter cleanup and paper shards that are left behind.  The high tech equipment should be kept as far away from the “messy” maker materials as possible.
There should also be a closet with a door (and window) that one or two students can use when recording audio. Too many educational projects are spoiled by loud classroom noise in the background, and students really want their final products to sound professional. Having access to a good microphone, like a Blue Yeti, is also a great addition.
(Updated 11/12/18) If you have limited funds, I suggest you start with items that are low-cost and then, once there is a plan for using that technology or device in a more comprehensive way, the school can move up to the “real” thing. For example, the purchase of a few 3D printing pens, like the 3Doodler  pens, allows teachers and students to easily experience what it is like to create a 3D object. The process is the same as that of a 3D printer– the pen heats up, the filament is fed into the hot pen, and it is extruded out the tip. 3Doodler also offers educational support. When it comes to 3D printers, I believe purchasing a high-quality printer that both is easy-to-use, includes advanced features like a camera to monitor the print jobs when you are not in the room,  and is a workhorse for the many student projects that will be printed, is the best idea. Having multiple lower-cost printers might seem like it would meet the classroom needs better, but access to a shared, full-featured printer would be my choice. I recommend the MakerBot Replicator+ for your 3D printing needs. In addition to it meeting all the requirements I state above, MakerBot offers tons of support to educators with their handbooks and certification programs, as well as Webinars and in-person trainings.

3D printing pen and 3D printer
Students and teachers love die-cutting objects. Traditionally, schools had rather expensive manual die-cutting tools. Each wood block had one letter or decorative object and there was a press that held the block and cut out the letters. The updated version of these die cutters include the Cricut and Silhouette die-cutting machines that are found at craft and hobby stores. They make a wonderful addition to any makerspace. If the use of cut-out shapes and characters become a necessary part of the curriculum for storytelling, letter recognition, or decoration, the next step up would be the Variquest Cutout Maker. This computer-controlled cutter can cut different sizes of the same item (1 to a page or 20 to a page) and is fast and easy to use. The cut-outs from these new die cutters can make any project look professional.

Variquest Cutout Maker
Have you developed a makerspace similar to this model? What other materials or technology do you have for students to use to create? Share your thoughts on Twitter! #kathyskatch

Citations for Globe Theater images