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Infusionomics TM

Infusionomics TM. Year 1 – Infusing Keystone Economic Principles Staff members learn concepts Teachers integrate concepts/principles into content area curricula Year 2 – Financial Literacy Continue Year 1 activities Implement Financial Literacy lessons Implement student economy

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Infusionomics TM

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  1. InfusionomicsTM Year 1 – Infusing Keystone Economic Principles • Staff members learn concepts • Teachers integrate concepts/principles into content area curricula Year 2 – Financial Literacy • Continue Year 1 activities • Implement Financial Literacy lessons • Implement student economy Year 3 – Entrepreneurship and Skills • Continue Year 2 activities • Skills for the 21st Century MarketplaceTM • School and classroom businesses Details: infusionomics.com

  2. Keystone Economic Principles Keystone Economic Principles (KEP) KEP 1 - We all make choices KEP 2 - There Ain’t No Such Thing As A Free Lunch KEP 3 - All choices have consequences KEP 4 - Economic systems influence choices KEP 5 - Incentives produce “predictable” responses KEP 6 - Do what you so best, trade for the rest KEP 7 - Economic thinking is marginal thinking KEP 8 - Quantity and quality of resources impact living standards KEP 9 - Prices are determined by the market forces of supply and demand and are constantly changing

  3. Skills for the 21st Century MarketplaceTM Skills for life, learning, innovation, career Examples: • Critical thinking • Contextual Learning Leadership Development • Global Awareness • Financial Management • Digital Skills • Communication Skills

  4. InfusionomicsTM Key implementation and program components • Whole-school adoption • Lead teacher facilitator • Professional development • Teacher tools • Networking tools • Assessments

  5. InfusionomicsTM Main findings: • Implementation – varied with other school factors • Students – impacted behavior and decision-making, investment and pride in accomplishments, increased understanding of finances (own and family) • Teachers – fostered best practices, increased awareness of content curriculum and pedagogy • School – impacted culture, increased common focus and language, increased staff discussions (pedagogy, expectations for students, behavior management)

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