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Purpose of this Segment

Purpose of this Segment. To provide you with instructions for locating the ELAN Financial Literacy Resources To provide you with an overview of the resources available To provide a rationale for the secondary resources. How to find the resources…. Supporting Secondary Learners.

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Purpose of this Segment

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  1. Purpose of this Segment • To provide you with instructions for locating the ELAN Financial Literacy Resources • To provide you with an overview of the resources available • To provide a rationale for the secondary resources

  2. How to find the resources…

  3. Supporting Secondary Learners Applied / College vs Academic/ University

  4. In order for learning to occur… These four things need to happen in every lesson, every day:

  5. What does it take to make a task engaging andinteractive?

  6. Enough background knowledge to have something to say.

  7. Language support to knowhow to say it.

  8. A topic of interest.

  9. An authentic reason to interact

  10. Expectations of and accountability for the interaction.

  11. An established community of learners that encourage and support each other.

  12. Understanding of the task.

  13. Purpose = Expectations

  14. The established purpose focuses on student learning, rather than an activity, assignment, or task.

  15. Purpose of this Segment • To demonstrate two examples of schema building in resources • For understanding & making connections to financial concepts students will encounter in texts • For interacting with texts (one which you will try!)

  16. Using Social Impact Games to Build Schema http://www.3rdworldfarmer.com/index.html

  17. Start with $50

  18. Make purchases

  19. One season passes…

  20. Then the farmer/ student sees the impact of decisions…

  21. Each year there are events that impacts the end result…

  22. Farmer/ student also has the option to sell previous purchases…at a reduced price

  23. Schema building for interacting with texts

  24. Applying Schema to Text

  25. 1. In your groups, divvy up the text strips2. Each person will select 3 of their strips to share3. Take a few moments on your own to review your strip and decide which of the intensify/ downplay are most predominant 4. In round robin fashion, share a strip and where you feel it belongs; group members will then confirm or challenge this choice 5. Once everyone has shared the group decides which two of the intensify/ downplay strategies were most effective and why

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