Standard+2

= = Home * Standard 1 * Standard 2 * Standard 3 * Standard 4 * Standard 5 * Standard 6 * Standard 7 * Standard 8 * Standard 9 * Standard 10 = Standard 2 = = = **Teachers know how children grow.** The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.

Household Expenses SMART Board Personal Finance
 * Evidence **



A SMART Board lesson was developed to reinforce the types of expenses that are in a household budget. Students had to match images of typical expenditures to its corresponding title: fixed, variable, or periodic expense. Students already knew the definitions from a previous lesson. All types of expenses have to be accounted for in a monthly budget. Periodic expenses, such as birthday gifts, emergencies, and semi-annual insurance premiums are expenses that students have to plan for even if they are not paid every month.
 * Rationale **

The budgeting unit is part of the Personal Finance course, which enrolls sophomores, juniors, and seniors. This lesson was taught as a review for an upcoming test. Students worked in pairs at the SMART Board to interpret the image, classify it and move it to the right heading, and then explain to the class their reason for selecting that heading. Students in the audience could question the pair’s interpretation.

Providing different options for participation in class is one way this exercise aided my development as a teacher. Granting students leadership roles in the classroom inspires alternate ways for students to learn. This exercise gave me a chance to adapt to my role as a facilitator of classroom activities rather than the producer of information.

When students have an active role in gathering and sharing information, they are more likely to take ownership of their education. It was obvious they liked working collaboratively. I believe using a SMART Board in front of the class was more motivating than small group paper-and-pencil questions. Many of the students hadn’t worked at a SMART Board until this lesson. Watching them apply their touch-screen skills to the SMART Board was enlightening, for them and me. For example, I had already learned from previous experience you can touch the interactive whiteboard in one location at a time, as opposed to smart phone technology. Students had to figure out that pinching didn’t work to enlarge images.

Students used SMART Board technology to interpret information by collaboration then confidently presenting their results to their classmates. By pairing students they could consult with each other and not feel singled out based on their abilities with either the content or SMART Board operation. Students applied acquired curricular content and technology skills to this activity.
 * KSD **
 * 2.K.1 **The teacher understands how learning occurs -- how students construct knowledge, acquire skills, and develop habits of mind – and how to use instructional strategies that promote student learning for a wide range of student abilities.

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">This group of students had several hands-on learners. Throughout the semester they did a good job of researching and collecting data using online resources and worked well in group situations. Giving this group an opportunity to work in pairs to decipher the information then share with the class played into their strengths and made learning fun for both the students and myself.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">2.S.1 **<span style="color: #548dd4; font-family: 'arial','sans-serif'; font-size: 13px;">The teacher assesses individual and group performance in order to design instruction that meets learners’ current needs in each domain (cognitive, social, emotional, moral, and physical) and that leads to the next level of development.

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Student comfort levels with technology were evident during this activity. Working with another student can range from reassuring to intimidating. Practicing those skills secure confidence for the next time the student has to present to an audience of his peers and to be a contributor to a collaborative effort.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">2.D.1 **<span style="color: #548dd4; font-family: 'arial','sans-serif'; font-size: 13px;">The teacher appreciates individual variation at each developmental level and shows respect for the diverse talents of all learners, and is committed to help them develop self-confidence and competence.