# Family Economics & Financial Education

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Family Economics & Financial Education
A Collaborative Project Among: Quick introduction of self. Explain how you got involved in FEFE, where you teach, your discipline, etc..

Financial Statistics Puzzle 5.0.18
Prepare puzzle pieces Play activity Type financial statistics using a large font and landscape layout, type one statistic per page Print each statistic on different colored paper Cut each page into 4-7 pieces, creating a separate puzzle for each piece of paper Give each participant a piece of a puzzle Direct participants to find others that have the same color paper Once they find everyone with the same colored paper, the group must put their puzzle together to reveal the financial statistic The statistics are from Jumpstart.org. Go to downloads, then “Making the Case for Financial Literacy” This is a good source because they update their information frequently. Review each statistic and discuss how the stats indicate the need for financial education. Describe that the FEFE project began because of these types of statistics that were getting worse and worse every year. Explain the activity to participants. Following the explanation, have participants participate in the activity.

Facilitation Tips Once the statistics have been formed they can be posted on butcher paper. Give participants the opportunity to walk around and give initial feedback on the statistics Have participants display their statistics in different areas of the school or community Do fact or fiction statistics instead of all fact encouraging discussion among participants Discuss facilitation tips and answer any questions.

Four on the Floor 5.0.7 If a worksheet is in front of a participant, he/she must answer one of the questions and write down the response Then he/she crinkles the worksheet into a ball and tosses it across the room The participant closest to the worksheet must pick it up, answer one of the remaining questions, crinkle it into a ball, and toss it across the room This continues until all questions have been answered on the worksheet or until a certain time limit has been reached; because the questions are open ended, the activity can go on for as long as seems appropriate for the group After the activity is finished, have the last participant answer a question and keep the worksheet Choose one question to discuss first and have the participants read the corresponding responses aloud Discuss the questions and answers Explain the activity to participants. Following the explanation have participants participate in the activity.

Facilitation Tips Create many sheets with many different questions, thus having many different questions being tossed around the room at the same time rather than having the same four questions being tossed around Have participants toss the paper to the center of the room and retrieve a different one than the one they threw Discuss facilitation tips and answer any questions.

Project Mission “Provide educators with no-cost curriculum materials and the skills and confidence to effectively teach family economics and finance” Discuss that FEFE started in 2001 at Montana State University and moved to Tucson, Arizona to be at The University of Arizona in 2006. Stress that absolutely everything FEFE has to offer can be downloaded from our Web site free of charge. And we will describe many of the other program elements throughout the presentation.

Curriculum Development
Curriculum developed by educators for educators. The team of educators developed, taught, and evaluated curriculum materials The educators were part of the project’s Master Teacher program; Educators complete a week-long training, use the curricula in their classrooms and provide continued support to FEFE through evaluation and development of new materials and newly trained family finance educators By educators for educators - This is a key principle of the FEFE program which makes it unique. FEFE has a team of master teachers who help to develop, teach, provide feedback on, and edit every lesson. Once a lesson idea is developed and written, the lesson is taught by 5-10 educators representing a variety of classroom sizes, geographical locations, and experience teaching. They then send us their feedback which we review and make modifications on the lesson, send it out again, receive feedback and continue to make edits. This process is ongoing for FEFE to ensure the ideas we and our educators have are clearly written into the lessons and appropriate for a young audience. Individuals on the FEFE staff have an education background, however, it is difficult to come up with an activity, write directions and know how students will react to them. This is why the curriculum is tested by the Master Teacher Team so that by the time it is added to the website it has already been used on students and revised to fit the needs of a classroom setting. 7

Curriculum Development

Curriculum Types Over 100 Lesson Plans!
Take Charge of Your Finances Approximately 60 lesson plans designed for students grades 10-12 Get Ready to Take Charge of Your Finances Approximately 15 lesson plans designed for students grades 7-9, or those with limited financial knowledge Finance Simulations Applied assessments for both Take Charge and Get Ready curriculums Bulletin Boards Create a positive learning environment Active Learning Tools Quick activities to introduce a lesson, review content learned and/or keep students actively engaged Enhancement Tools Project based learning Workshop Guides The most important content condensed into a 60 min workshop format Discuss some of the other materials that FEFE has available such as pre/post tests, etc… Explain the different resources FEFE has. Highlight Life In and Life Of explaining that they are applied assessments. Also discuss that the grade levels are recommendations. Some educators will use parts of the Get Ready for some topics and the Take Charge for others depending on the needs of their students.

Beach Ball Toss The first time the beach ball is tossed use a red marker to write on the beach ball examples of expenses Continue until the facilitator says stop The second time the beach ball is tossed, use a black marker to write examples of income on the beach ball At the end of the activity have one participant read off the different types of expenses and the different types of incomes indicated on the beach ball Explain the activity to participants. Following the explanation have participants participate in the activity. This activity can be found in the Get Ready to Take Charge of Your Finances lesson plan Diving Into Spending Plans

Facilitation Tips Place masking tape on the beach ball and instruct participants to write on the tape to allow the ball to be used multiple times Use the same color marker to have participants at the end of the activity review expenses and income without reading each based upon the color it was written in Discuss facilitation tips and answer any questions.

Attitudes about money 5.0.2 5 different statements have been hung around the room Instruct participants on their sticky notes to write the first thing that came to mind when they heard the statement Instruct participants to go and hang their sticky note by the appropriate poster Discuss with participants the statements and give some examples of what was written on the sticky notes Explain the activity to participants. Following the explanation have participants participate in the activity.

Facilitation Tips Group Activity Individually Brainstorm sheets
Have groups share with each other what their responses were to the individual questions Individually Hand out an Attitudes About Money worksheet A1 to each participant Brainstorm sheets Can also use butcher paper for the participants to attach their sticky notes to, or they can write directly on the butcher paper Educator led discussion The educator will read the questions and discuss answers aloud with the participants Discuss facilitation tips and answer any questions.

Curriculum Design & Coding
Stress that understanding the coding is important to understanding how the curriculum is combined. It will also greatly assist when downloading lessons and creating a notebook. Curriculum Design & Coding

Lesson Plan Components

Curriculum Coding Designed to identify curriculum materials in each unit and lesson plan Code appears in the upper-right corner of all pages Understanding the coding system is critical to effectively navigating the Web site Helpful when asking the FEFE staff questions to reference the code Refer to Curriculum Coding System document Curriculum Coding Document is located here: Explain that when an educator calls the FEFE office it is much easier to say that they are referring to a worksheet and give the code then to attempt to describe the name of the worksheet, what it looks like, etc…

Curriculum Coding First Number [1.4.3.A1] Second Number [1.4.3.A1]
Curriculum Type 1 = Take Charge of Your Finances 2 = Get Ready to Take Charge of Your Finances 3 = Finance Simulations 4 = Bulletin Boards 5 = Active Learning Tools 6 = Enhancement Tools 7 = Workshop Guides Second Number [1.4.3.A1] Unit Code 1-30 Curriculum coding is incredibly important to understand – used to contact FEFE staff using the coding as a reference point of materials that they are questioning, etc…

Curriculum Coding Third Number [1.4.3.A1]
Lesson Plan Number Lesson Plans are not listed in recommended teaching order Fourth Number (Letter and Number) [1.4.3.A1] Materials Code The number after the materials code differentiates between multiple materials of the same style Examples: 1.4.3.A1 2.4.1.L1

All curriculum is available for no cost!

Activity Based Learning Model
Employed Within Every Lesson Activity Based Learning Model

Part of the Understanding Your Paycheck lesson
Activities Twister Part of the Understanding Your Paycheck lesson The Understanding Your Paycheck Lesson Plan is part of the Take Charge of Your Curriculum It is also an active learning tool

Diving Into Spending Plans lesson
Activities Diving Into Spending Plans lesson Explain that there is the Bean game for an older audience that includes things such as utilities. Diving Into Spending Plans is part of The Get Ready to Take Charge Of Your Finances The Bean Game can be used for older audiences

Multiple boards can be occurring at once
Activities Fly Swatter Facts Multiple boards can be occurring at once Fly Swatter Facts have been added into numerous lessons such as automobile insurance and electronic banking

Family Finance Simulations
Life in… & Life of… Life In… can be downloaded from Discuss that this is a family finance simulation for the Take Charge Curriculum. Life Of… can be downloaded from Discuss that this is a family finance simulation for the Get Ready Curriculum.

Welcome to Life in… Research based ready-to-teach family finance spending plan simulation. Designed to emulate the “real life” constraints households encounter when managing their finances. Designed as a community of 25 individuals in 18 households. Distribute the Life in… for participants view. These are not for them to take home. 26

Life in Objectives Create a spending plan
Provide realistic insights into the costs of living associated with the spending plan process Incorporate the use of the decision making process into daily life Demonstrate the relationship between income, education and career opportunities 27

Boykin Family Personal Profile
Children None Occupation Martrell - Surveyor De’ara - High School Family and Consumer Sciences Teacher Residence Metropolitan Area 2-5 Million Educational Level Martrell - Associate’s Degree De’ara - Bachelor’s Degree Personal Profile Race/Gender/Age Marital Status Martrell - African American Male, Age 40 De’ara - African American Female, Age 35 Married for 8 years Have a cat named Melvin who costs \$56 monthly Recently purchased a home Additional health care expenses for fertility drugs and saving money to adopt a child 28

Spending Plan Process Complete a spending plan for scenario;
Housing; Transportation; Insurance; Food; Average expenditures; Credit and Chance Cards; Goal is to reach zero 29

Sample Life In… Housing Options
House A \$259,900—A 1963 sq. ft. three story fixer-upper home featuring 5 bedrooms, 2 bathrooms, family room, living room, laundry room w/ washer/dryer, porch, fenced yard, and 4 car garage. Mortgage: \$1,246.59/mo. Insurance: \$90.67/mo. Property Taxes: \$405.01/mo. Repairs & Maintenance: \$433.00/mo. Down Payment: \$21,980.00 Total Interest Paid (over lifetime of loan): \$240,850.76 Location: Anywhere House B \$139,900—A 900 sq. ft. condominium featuring 3 bedrooms, 1 bathroom, window air conditioning, extra storage, and pets are allowed. Mortgage: \$671.02/mo. Condominium Association Fee: \$ (covers water/sewer, garbage, and building maintenance) Insurance: \$15.83/mo. Property Taxes: \$218.01/mo. Repairs & Maintenance: \$83.16/mo. Down Payment: \$27,980.00 Total Interest Paid (over lifetime of loan): \$129,646.10 Location: Anywhere 30

Facilitation Methods Facilitator guided Semester course
Throughout or at the end as an applied assessment Workshop (about 3 hours) Independent study Career development Your own creative way Discuss that working through a Life In.. Forces choices to be made by the participants. Often, students end up in the red their first time through this scenario. Their first solution usually is to get rid of Melvin the cat. Then it is an excellent opportunity for educators to discuss if participants could easily get rid of their family pet. 31

Get ready to Take Charge “A Teenager’s Spending Plan”
of Your Finances Life Of….. Pass out Life of…Taylors for participants to view. These are not for them to take home. Discuss that this is a family finance simulation for the Get Ready Curriculum. Taylor B. Jones “A Teenager’s Spending Plan” 32

Snapshot Taylor B. Jones
Attends North Shore High School Participates in motocross competitions Member of the chess club Part time job at Cubby’s Restaurant & Grill 33

Snapshot Taylor’s Income and Expenses
Cubby’s Restaurant & Grill \$7.25/hour 10 hours a week \$75.00/ month for tips Allowance \$20.00/month Gifts \$50.00 birthday gift Taylor’s Expenses Transportation Fuel Other Items

Jones’ Major Family Expenditures Summary
Browse through page 5-7 House Family Size Hobbies Lifestyle Other Family Dynamics Transportation Taylor Get to and from work Taylor must pay for his own fuel expenses Jones Family Neighborhood Car pool

Sample Housing Options
House A A 1963 sq. ft. three story fixer-upper home featuring 5 bedrooms, 2 bathrooms, family room, living room, laundry room with washer/dryer, porch, fenced yard, and 4 car garage. Monthly Payment: \$ Utilities: \$206.20 House B A 1016 sq. ft. single story mobile home featuring 3 bedrooms, 2 bathrooms, fireplace, porch, shed and small lot. Monthly Payment: \$478.65 Utilities: \$170.85

Facilitation & Acquiring
Educator facilitated in minute class periods Life of Monica Erickson, Life of Ben West, Life of Mandy Gonzales, and Life of Carlos Chavez are also available Others will be coming soon!

Activity Board Diagram
MoneyWorld Squares 5.0.8 Choose 9 participants to be the activity board Activity Board Diagram Stand Stand Stand Sit on Chair Sit on chair Sit on chair Sit on Floor Sit on floor Sit on floor Explain the activity to participants. Following the explanation have participants participate in the activity.

MoneyWorld Squares 5.0.8 The first team selects a square
Facilitator reads a question to the person in a square The square answers the question (not the team) After the square answers, the team chooses to agree or disagree with the square’s response The MoneyWorld Squares Activity is located at

MoneyWorld Squares 5.0.8 If the square answers correctly and the team agrees with the answer or if the square answers incorrectly and the team disagrees with the answer, the team gets that square The square then holds the letter, X or O, that corresponds with the team in front of them and the play moves to the next team If the square answers correctly and the team disagrees with the answer or if the square answers incorrectly and the team agrees with the answer, the team does not get that square and play moves to the next team If a team does not get a square, the square is not automatically won by the other team

Facilitation Tips If there are not enough participants to be a activity board the individuals can play the activity by hanging the X and O cards on the board and playing a activity of tic tac toe as they get answers correct If there are enough participants for multiple activity boards designate one individual to be the host with the questions and answers to help facilitation Discuss facilitation tips and answer any questions.

FEFE Web site

Explain that the first slide is showing the home page and where participants can go to log in, create an account, or request their password. Also point out the Forgot Your Password? Link. Stress that we are more than happy to provide their user name and password to them again instead of them having to create a new account.

Personal Profile Explain that we ask for this information strictly for grant funding purposes. We will not be sending them “junk” mail, or giving their information out to anyone. Also tell participants that each blank must be filled in for the profile to be crated properly

Curriculum Main Page Explain that the curriculum is arranged by units in numerical order. Remind participants that the unit number is the second number in the coding system.

Once a unit is selected it will list all of the lesson plans within that unit.

Career Research 1.1.2 Once a lesson plan is selected it will list all of the files (PowerPoint, Lesson Plan, Activity cards (if they are not within the lesson plan), Answer keys, etc… that goes along with that individual lesson plan topic. Remind participants that in order to download anything from the FEFE Web site they must first be logged in

File Download Once a document has been selected your computer should prompt you to either open or save the document.

Professional Development
Indicate that professional development is where to get information about upcoming trainings, grants, etc…

Professional Development
FEFE Newsletter with curriculum updates and important announcements Must have indicated “Yes” on the FEFE Web site log-in National Conference each June in Tucson, AZ A limited amount of grants will be available each January Week-long annual training conference; Provide educators with background knowledge to teach personal finance; Allow educators to experience the lesson plans to feel more comfortable teaching them; Provide educators with all of the printed curriculum and materials necessary to teach the lesson plans; Network with other professionals Explain the FEFE national conference. 50

Educational Support Stress that educational support is where individuals can find information about their individual state, trainings, content standards and benchmarks that FEFE is aligned to, etc… Explain to participants that we will align the curriculum to content standards and benchmarks per request from educators. Request can be sent via to FEFE. Once we have aligned them an will be sent out and it will be posted under the educational support link

Contact Us Discuss how individuals can either call or us with any questions about the FEFE curriculum. Stress that we have 5 full time staff members there for that purpose! Emphasize that FEFE answers hundreds of questions every week. That is why we have a full time staff to support educators using the curriculum. Point out the contact us link and explain that will provide telephone numbers as well as a space to send feedback or questions via .

Contact Information Address: Family Economics and Financial Education The University of Arizona 650 N. Park Ave Room 427 Tucson, AZ 85721 Web site: If you would like to download no-cost curriculum materials, the FEFE bi-monthly newsletter, review training opportunities, etc. visit the FEFE Web site. Questions and feedback regarding the project please .

Any Questions?

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