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A Financial and Career, ‘Coping’ Life Skills Interdisciplinary Unit for College Freshmen

A Financial and Career, ‘Coping’ Life Skills Interdisciplinary Unit for College Freshmen. Jasmine Scott Instructional Design EDST 6306 Spring 2007. User’s Guide. Tab 1 Power Point Presentation Unit Tab 2 Unit Plan Introduction Tab 3 Audience Description

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A Financial and Career, ‘Coping’ Life Skills Interdisciplinary Unit for College Freshmen

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  1. A Financial and Career, ‘Coping’ Life Skills Interdisciplinary Unitfor College Freshmen Jasmine Scott Instructional Design EDST 6306 Spring 2007

  2. User’s Guide Tab 1 Power Point Presentation Unit Tab 2 Unit Plan Introduction Tab 3 Audience Description Tab 4 Broad Goals Objectives

  3. User’s Guide Tab 5 Lesson Plan #1 Tab 6 Lesson Plan #2 Tab 7 Webquest – *Post Extension Tab 8Standards

  4. User’s Guide Tab 9 Materials Equipment Tab 10 Project Planning/Task/Timeline Tab 11 Assessment Tools

  5. User’s Guide Tab 12 Accommodations for Students Tab 13Rationale for PBL Tab 14Classroom Arrangement Tab 15Bibliography/Web Resources

  6. PowerPoint Presentation Unit Overview

  7. Mathematics Percents Graphs Interdisciplinary UnitMathematics, Economics, Language Arts, Statistics Statistics Mean Median Range Scatter Plots Technology Technology Planning for Financial Well- being, Budgetary, Career and Life ‘Coping’ Skills Technology Economics Budget Surplus Deficit Taxes Language Arts Reading Research Reasoning Writing Technology

  8. University’s General Location

  9. Audience Description • Twenty College Freshmen • Age 18 – 24 years old • 12 young women and 8 young men • Ethnicity • 43% Caucasian • 15% Hispanic • 25% African American • 8% Asian/Pacific Islander • 4% South Indian • 3% African nationals • 2% Native American

  10. Audience Description 30% English as a Second Language 15% Bicultural 29% Equal Opportunity and Employment Education (EOEE) 14% Scholarship recipients 2% Microsoft Scholarship recipients 10% Honor Students

  11. Unit GoalMoney does not Grow on Trees The students will become familiar with the relationship between earnings and education. Gaining the understanding that planning for real financial goals is an invaluable thing; that there is a difference between being poor and being broke. While at the same time learning how to develop a budget, and “learning to use money as a tool, not as an end”. Gain the confidence in solving problems relating to their own personal finance; and control their impulse spending.

  12. Unit Pre –AssignmentActivities • Self-Assessment Instruments • Inventory of Cross-Cultural Sensitivity – ICCS • VARK – (Visual, Aural, Read/Write, Kinesthetic) How do I Learn Best? • Instructor’s Curricular Instrument Bernice McCarthy 4MAT™

  13. Self-Assessment Guidelines Instructions: Students will go online and log onto the self-assessment links. Testing should be done once, save results on USB drive in a folder titled “Self-Assessment,” email copy to professor, and bring hard copies of test results to class for group discussions.

  14. Pre-Assessment – Inventory of Cross-Cultural Sensitivity-ICCS

  15. Students’ Learning Lifestylesa guide to learning styles VARK V - Visual (V)A - Aural (A)R - Read/Write (R)K - Kinesthetic (K)MM- Multi-modal How do I learn best? Links: http://iliad.cats.ohiou.edu/vark/introduction.htm Not only does VARK identify the learning styles of the students but it provides them with Study Strategies specific to their individual learning style.

  16. VARK’s GOALS • Discover your unique talent and gifts • Soar with your strengths • Discover your passion • Express your heart and soul in what you do • Increase self-esteem, creating a positive, clear self-image • Become successful in spite of your fears VARK Students’ rating 40% Visual 10% Aural 30% Read/Write 20% Kinesthetic

  17. Self-Assessment Instruments • Inventory of Cross-Cultural Sensitivity • VARK….hmm Due to the results of the test instruments, the Unit design will be based on the Bernice McCarthy, 4MAT Template for Differentiating Instruction http://www.aboutlearning.com/all-about-4mat.htm4MAT PDF Bernice 4MAT & ESL Learners

  18. These styles are based on the work of Gregorc & Butler (1984) and Kolb (1984). The Index of Learning Questionnaire (ILSQ) developed by Solomon and Felder (Felder, 1993) provides data relevant to this theory. http://chiron.valdosta.edu/whuitt/col/instruct/4mat.html

  19. Learning style Classification Type 1: Innovative Learners Type 2: Analytic Learners Type 3: Common Sense Learners Type 4: Dynamic Learners

  20. Interconnectedness of ILSQ & Bernice McCarthy 4MAT

  21. Interconnectedness of ILSQ & Bernice McCarthy 4MAT

  22. Thinking Abstract ConceptualizationPossible Activities

  23. Journal Writing ActivityRubric After the discussion students will respond by writing in their Journals what they learned about themselves from the profiles developed by the testing. On reflections does this profile gives a ‘true picture’ of themselves; do they see the merit in completing the assessments; did the testing reveal their areas of strengths and weaknesses; do they now have a better understanding of themselves in relation to others. The Professor will now introduce Lesson #1 & Lessons #2 Overview

  24. Connections between Culture and Learning Styles Shade (1989) “Perceptual development differs within various ethno cultural groups. It is therefore, an erroneous assumption in the teaching-learning process to assume children “see” the same event, idea, or object in the same way.”

  25. Grouping - African – Americans Hale-Benson, (1986) Shade (1986) Hilliard (1989) High value on: Oral experience, Physical activity, and loyalty in interpersonal relationship In the Classroom: discussions, collaborative work and active projects

  26. Native – Americans – Shade (1989), More (1990), Bert & Bert (1992) Develop and Value: Imagery, perceive globally, have reflective thinking patterns, and develop acute visual discrimination Learning Environment: Visual stimuli, time for reflection, establish context for new information

  27. Mexican Americans – Cox and Ramirez (1981), Vasquez (1991) Strong value: family and personal relationships In class teaching: allow students to develop relationship with the teacher, classes focus on cognitive generalities and patterns, and not too much on facts and component specific materials

  28. White Americans-Orozco (1998) Value: independence, critical thinking, objectivity and accuracy Learning environment: focus on competitiveness, information, tests and grades and linear logic

  29. Lesson One OverviewWarm-up ActivitiesLanguage Arts – Reading “Marley’s Ghost in Babylon”Jerry Adler with Howard Manly

  30. Exploration The professor will introduce the lesson by leading the students into a discussion about Bob Marley, the cultural icon who is portrayed in the article “Marley’s Ghost in Babylon”. Next, students will discuss the artist. Since many of them may already be familiar with the musicians, the professor will allow them to give as much information about Bob Marley as they can, using the biographical information on the Internet as a means to fill in any gaps in their knowledge. With the aid of the World Map or the Internet they will research about Jamaica and locate the island’s geographical region (is an island of the Greater Antilles situated in the Caribbean Sea; east of Central America and south of Cuba).

  31. Rags to Riches Game They will conclude this activity by testing their knowledge in a Rags to Riches Games about the icon. Click on the Link to play a fun activity about Bob Marley. Let’s see how many millions you can earn! RAGS TO RICHES GAME

  32. Cultural Icon – Exploration Continued • PRE-READING • Bob Marley, the famous reggae singer, was told that he was dying of cancer when he was 36 years old, but he refused to believe the diagnosis and ended up dying and leaving his legal and financial affairs in a terrible mess for his family and heirs to sort out. • Log on to the BlOG and write about what you would do if you were told today that you have a terminal illness. • Who would you want to be with? • What would you want to do?

  33. Exploration Continued Please Log onto the following link, read the instructions provided and post your comments into the Blog: Link: http://learnasyouearn-caribaye.blogspot.com/ Comments and Feedback from the Blog will be the start off for the next section of the lesson.

  34. Instructions • To set the stage for Lesson 1, “Could You Earn A Million Dollars?” students will break into Groups of four (4) and read the article “Marley’s Ghost in Babylon”. • In this article, students will explore and examine the financial legacy of Bob Marley and the legal ramifications that followed after his untimely death. He died intestate. • Critical Thinking ActivityStudents will discuss the following questions: • How much money would you want to earn in a lifetime? • How will you handle your money? • Do you think it would be hard for you to handle the large amount of money that Marley had?

  35. Critical Thinking ActivitySpeculation • This involves assessing what their earning potentials would be based on their present choice of majors. If they are still unsure about their majors … this discussion will allow them to reconsider the issue further. • Having completed the article, students must discuss the following: • How do they feel about having a will? • Do you think a will and life insurance are important?

  36. Writing ActivityNarrative Essay Rubric Narrative Essay Students will now write about what they imagine their lives will be like 30 years from now. Including, family size; marriage possibility, career and scope of accomplishments. Students will use Inspiration Software 7.5/8.0 to create their own Graphic Analyzer and use the Rubric as guide for the format of the essay.

  37. Draft a Will Having imagined and written about what their lives will be like 30 years from now, students will now write their Will. Students will use the Internet to research and gather information; based on the contents of the narrative essay students must now write a Will outlining who will take care of the children, name the estate executrix, and how they would like their personal belongings and money to be handled. Sample Wills Links: http://www.free-legal-document.com/free-will-form.html Now they move into Lesson One!

  38. Lesson Plan #1Could you earn a million dollars? Broad Goals They will also learn how to earn, and be able to form their own opinions about the value of their college education and the key to earning a good living is to improve their human capital. By using an article about the problems involved in settling the estate of a cultural icon; students will see that dying without having a proper will in place can have serious ramifications on your family and that every day, every decision, makes a difference to your future. In addition, students will research about how celebrities go bankrupt and that the issues regarding personal bankruptcy occur across socio-economic levels in society.

  39. Introduction/Exploration • Initially, the professor will introduce the lessons by having the students verbally define the following terms: • The various responses will be discussed. • What is human capital? • Is there a relationship between earnings and education? • What do we mean by the term “learn to earn” • Do you need a college education to be successful? • How do we define success?

  40. Exploration Next, round up the Q&A session by leading students into a discussion about the follies of fame and fortune, by examining the “Riches to Rags” stories of celebrities in the nation. In the “Riches to Rags” special by VH1 the article “Financial Wrecks, Drugs, and Rock ‘n’Roll” counts down the top ten artists who blew their fortunes.

  41. ActivitySense & Dollars Think you know about money? Let’s find out! GO! According to Teenage Research Unlimited, the mall generation has a surprising amount of money, but little money smarts. Kids 12 – 19 spend an average of $104 a week in 2001. Students will now go online and play this fun activity; this activity will prepare them for the next session. http://senseanddollars.thinkport.org/

  42. Groups ‘4’ Math Speculation Do You REALLY Think You Could You Earn a Million Dollars? Students will now be engaged in an activity that involves the calculation of Yearly Earning and computing their Lifetime Earnings. They will have to produce graphical representations of earnings and education zone, using Excel. Students will use their mathematical skills to explore the relationship between earnings and education. And discuss what would it take to move from one level of earning to the next.

  43. EDUCATION EARNINGS ZONE 1, NOT A HIGH SCHOOL STUDENT ZONE II, HS GRADUATE ZONE IV, COLLEGE GRADUATE ZONE 111, SOME COLLEGE

  44. Wrap-up Writing & Gaming Activity Homework Student will write an Informative Essay on the following topic Essay titleAre all occupations created equal? Why not? Inspiration Software Graphic Analyzer Holistic Rubric for Informative Essay

  45. WebQuest Deserted Island If you were stranded on a deserted island, WHOM would you want there with you? Are All Occupations created Equal? Students will learn that not all skills are valued equally in the market place. They will participate in a bidding activity, students are given a budget and instruction to purchase the skills needed to survive on a deserted island. Students will have to create a box and whisker plot for each occupation. Also go to the Blog and respond to a series of questions.

  46. Bidding Activity Task #1 Team ______________ With a partner student will select five people to survive on a deserted island. They will get a budget of $150,000 to spend on these people. There are 24 occupations to choose from and only two persons per occupation. Bidding funds only $150,000 and students cannot exceed the $150,000

  47. Computation Activities Task #1 Selecting the All Star Team Task#2 Record the Box & Whisker Data Summary Task #3 Create a chart showing the box and whisker plot for the top six occupations Task #4 Complete a Table Using the list of occupations based on the situation – “Stranded on a deserted island” (Task 1) to show the Least prized occupation, Most prized occupation, Most valuable skill and Least valuable skill.

  48. Wrap-Up Educational Game Activity “Hot Shot Business”http://www.hotshotbusiness.com Excerpt: As students build a virtual factory making custom skateboards and “market” its products they will learn financial literacy and entrepreneurship skills.

  49. Lesson IICharting a Budget To start off Lesson II, students will read two articles: “How Celebrities Go Bankrupt” and “U CAN’T Touch This” MC Hammer Students will then go to Blogspot.com and enter their responses to the articles. In addition, they should post their comments to the following statements: …“They didn’t stick their heads in the kitchen to see who had his/her hands in the cookie jar” and …“No matter how much we make we will find a way to spend it.”

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