Standard+3

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 **Teachers understand that children learn differently.** The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.

 Prioritizing Your Portfolio Project (Grant) Personal Finance Class 
 * Evidence **

Based on several studies, students are leaving high school without the skills to prepare for their financial futures. Teaching students about cash flow, their own spending habits, finding a career that fits their interests, and getting into a habit to invest at an early age are the goals of this project. Students form households to track cash flow and investments using iPads and applications. By working in households, students can build on their strengths and get support from others on tasks on which they struggle. Input from other students may encourage better real life financial habits.
 * Rationale **

This project is a semester-long project in the Personal Finance course, which is available to high school sophomores, juniors, and seniors. Students can build good financial practices under the guidance of parents before living on their own. The exercises were conducted in an abbreviated version using Microsoft Excel instead of iPad apps like Expenses Under Control, Yahoo! MarketDash, and Bloomberg. The grant proposal was not awarded. The school does not have iPads to use as the project was designed. At this point the school does not allow students to use their own devices in school. If it had been implemented, I believe the students would’ve enjoyed using the iPads for tracking their cash flow instead of using a notebook. The push-a-button-and-done approach would’ve given students instant feedback on spending habits and see how their portfolios were affected by economic activity. For example, gas prices in March/April 2012 have skyrocketed to take a bigger part of the budget.

Giving students opportunities to learn practical tasks that apply to real life is an important focus of this class. The students who struggle can get guidance from the teacher or from other group members. Those who have an interest in money management can read articles and listen to podcasts of financial advice. The research data says that students don’t know enough about financial decisions when they leave high school. Providing a way for students to build good financial skills by seeking (or designing) good webquests and simulations prepares students for financial responsibility that can affect the whole economy. For example, the housing market collapse was due in part to people not knowing their limits for a home loan based on their income and obligations. Many of the foreclosures are by people buying “too much house” for their means. Not all mortgage lenders are going to be honest and tell someone they shouldn’t buy that big of a house.

What I learned from this project is that students could learn more about their habits and why they make choices if iPad apps could’ve been used. Getting students ready for their personal money management would’ve been better if they could’ve been shown how to use the technology they have or will soon have. In the abbreviated version, students found that small impulsive purchases and frivolous buying add up to large unintended spending. Many of them were surprised how much they spent compared to the amount of money they brought in. I think with the iPad apps the data could’ve been made into charts and “suggested” adjustments to help balance the cash flow. By doing this exercise, students could talk with each other about stocks they were tracking and which websites they used to make a portfolio. Student technology skill levels vary; students working together might take some of the apprehension away from learning something new.

Personal Finance students bring different experiences with money to the classroom. Drawing from parental guidance, personal interests, peers, and community programs (at banks, primarily), students form good financial practices. They are encouraged to share practices they have learned outside the classroom and seek additional sources for financial information. A parent supported the curriculum of the class by commenting that it is good for students to hear about money management from someone other than their parents.
 * KSD **
 * 3.K.4 **The teacher understands how students’ learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family and community values.

Students either are or soon will be earning money. Planning how to use that money to meet short- and long-term goals is an important life skill. Applying technology skills to develop savings habits and track money is a necessity. Apps can track data in list form or pictorially to suit the learner’s preference.
 * 3.S.1 **The teacher identifies and designs instruction appropriate to students’ stages of development, learning styles, strengths, and needs.

I gave students opportunities to succeed based on their own abilities. Every student needs to understand the fundamentals of money management; otherwise they will be paying fees on overdrawn accounts or overused credit cards. I often spoke to students individually to check for comprehension. For students who struggle, I sought the help of the learning resources teacher, other teachers, or the guidance counselor. <span style="display: block; font-family: arial,helvetica,sans-serif; text-align: left;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">3.D.1 **<span style="color: #548dd4; font-family: 'arial','sans-serif'; font-size: 13px;">The teacher believes that all children can learn at high levels and persists in helping all children achieve success.