Standard+7

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** Standard 7 ** **Teachers are able to plan different types of lessons.**

The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.

__**Evidence 1: [|JA Finance Park]**__

Rationale 1: We all need to be accountable for our financial future and as educators, it’s our responsibility to teach students how to own their own financial success. JA is a nonprofit organization dedicated to inspiring and preparing young people to succeed in a global economy.

I am taking part in the JA Finance Park program, a month-long economics education program that introduces personal financial planning and career exploration to the middle and high school grade students. The goals of the program are to help students think creatively, analyze tasks, and solve problems.

Junior Achievement provides the curriculum that we may use as a guide throughout the program, outlining the skills the students will need to have a successful experience at the JA Finance Park. At the culmination of the program, we will visit the JA Finance Park in Milwaukee where students will put into practice what they have learned about economic options and the principles of budgeting.

**__KSD__**

**7.K.2** The teacher knows how to take contextual considerations (instructional materials; individual student interests, needs, and aptitudes; and community resources) into account when planning instruction that creates an effective bridge between curriculum goals and students’ experiences.

Throughout the units, I included activities to help the students better relate to the subject being discussed. Because my students are too young to have checking accounts, I needed to create lessons that would take the concept of checking accounts and emphasize the importance of accurate record keeping and responsibility. I needed to translate the curriculum into an 8th grader’s perspective so that they can realize the value of the curriculum. If students do not see the relevance, they will not be engaged in the learning process.

**7.S.1** As an individual and a member of a team, the teacher selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g. that activate students’ prior knowledge, anticipate preconceptions, encourage exploration and problem-solving, and build new skills on those previously acquired.)

For this curriculum to engage the student’s interest and not be repetitive, it was important that I learn what the academic teachers had already covered in their units so that I could reinforce those skills they’ve already been taught. One example was the concept of supply and demand. I introduce the basic concept to my 5th graders, but I don’t have the opportunity to address it again until 8th grade. I work with the 6th and 7th grade teachers to learn when and how they cover this topic in their classes so that I have a good idea of where the student’s level of understanding is. I can then build upon those existing skills and introduce new topics to enhance their financial background.

**7.D.2** The teacher believes that plans must always be open to adjustment and revision based on student needs and changing circumstances.

My initial introduction to the Park was at the training seminar in October. While presenting the curriculum to the students over the next month, I found it necessary to make many adjustments and additions to the curriculum provided by JA. They fully expect a teacher to do this, as they only offer their curriculum as a platform or foundation for us to as we deem appropriate or effective. I added more visuals to help students understand certain topics, and I adjusted some of the activities to try to make it more engaging for the student. It’s pretty obvious when I’m loosing the students during a topic they don’t feel they can relate to, so I reel them in by taking the concept and applying it to them personally. For example, when talking about credit, the students did not understand why companies would deny a person credit. I did a short but simply activity in which some students borrowed a pencil, notebook, etc. from other students. They were told to return them before the end of class. At the beginning of the next class, I asked which students did NOT get their pencil or book back. Those students that did not were then asked if they would lend another pencil or book to that same student again. They then understood the value of being responsible and the consequences of not being responsible.