Bring Personal Bring Personal Finance to “Life” and Finance to “Life” and Increase Increase Accountability Accountability OutcomesOutcomes

Karon L. Tomerlin, Aurora High SchoolKaron L. Tomerlin, Aurora High School

MBEA/MO-ACTE Summer 2007MBEA/MO-ACTE Summer 2007

ktomerlin@yahoo.comktomerlin@yahoo.com

Is there actually a problem in

education today?

Are you tired of low student achievement and their lack of motivation?

Benefit of Rigor and Relevance

• Increase the impact of personal finance by planning activities using the rigor and relevance framework.

• Prepare your students for life and for testing.

Why bother?

• Significant literacy deficit overall impacts ability to learn and master critical skills

• Personal financial literacy deficit impacts both personal and national economic effectiveness

Why are We Dragging Our Heels?

• No Time for Planning

• Little Time for Implementation

• Unclear Strategy

• Low Student or Teacher Initiative

• Not a Clear Understanding of Rigor

• No Consistency

Facts

• For every 100 ninth graders (Center for Higher Education Management Systems, 2003)– 67 graduate from high school– 38 enter college– 26 still enrolled after their sophomore year– 18 graduate from college in six years

• 82 percent of students reported that they would have worked harder if a teacher would have required it.

Graduate HS

Attend College

Continue College

Graduate College

Financial Facts

“The Truth about Credit Card Debt,” Liz Pulliam Weston, Moneycentralmsn.com

• The average American carries more than $8,000 in credit card debt.

• In reality, most Americans owe nothing to credit card companies.

• Most households that carry balances owe $2,000 or less.

• Only about 1 in 20 American households owes $8,000 or more on credit cards.

• These figures are from the Federal Reserves 2001 Survey of Consumer Finances, one of the most comprehensive assessments of what Americans own and owe.

www.moneycentralmsn.com

Future TrendsFuture Trends

Today’s ninth graders will graduate in 2011.Today’s ninth graders will graduate in 2011.

What trends will affect the world they will enter ?What trends will affect the world they will enter ?

What will the educated student look like in the year What will the educated student look like in the year 2030 ?2030 ?

How much time have you spent How much time have you spent considering these questions ?considering these questions ?

Ask Me.....“How will I

ever use what I’m learning

today?”

What changes can we What changes can we make?make? Keep it “fresh”Keep it “fresh” Update for relevance to student Update for relevance to student

lifestyles/backgroundslifestyles/backgrounds Encourage social-appropriateness for Encourage social-appropriateness for

career success (networking)career success (networking) Look at what you do: “ real world?” versus Look at what you do: “ real world?” versus

“it’s on the test!”“it’s on the test!”

““Bottom Line” LiteracyBottom Line” Literacy Results from relevance of Results from relevance of

content/strategy to lifestyle, background, content/strategy to lifestyle, background, and future needsand future needs

Emphasizes process learningEmphasizes process learning

Leads to independent learningLeads to independent learning

What can we do?What can we do?

Provide access to a variety of materialsProvide access to a variety of materials

Use instructional strategies to stimulate interest in Use instructional strategies to stimulate interest in more complex materialmore complex material

Implement high quality assessments to show Implement high quality assessments to show strengths/weaknesses of students and professional strengths/weaknesses of students and professional learning needs of teacherslearning needs of teachers

Model and teach reading and math competencies and Model and teach reading and math competencies and study strategies across the content areasstudy strategies across the content areas

Team stronger readers with struggling readers for one Team stronger readers with struggling readers for one on one on one

What Is Rigor?What Is Rigor?

Deep Immersion in SubjectDeep Immersion in Subject Uses Sophisticated Texts, Tools and LanguageUses Sophisticated Texts, Tools and Language Real-World SettingsReal-World Settings Complex, Messy ProblemsComplex, Messy Problems Experience is Reflective and IntimateExperience is Reflective and Intimate Active LearningActive Learning Observe and Maintain InformationObserve and Maintain Information Challenge AssumptionsChallenge Assumptions Learning and Work Never CompletedLearning and Work Never Completed

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

Teacher Teacher WorksWorks

StudentStudentThinksThinks

Student Thinks Student Thinks and Worksand Works

StudentStudentWorksWorks

High

HighLow

Low

Rigor & Relevance Rigor & Relevance FrameworkFramework

Focus on the Right StandardsFocus on the Right Standards What is on the Standard/National TestsWhat is on the Standard/National Tests What Matters in LifeWhat Matters in Life

Trim Down CurriculumTrim Down Curriculum What Must They KnowWhat Must They Know What They Need to KnowWhat They Need to Know ……All of the RestAll of the Rest

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

AcquisitionAcquisition ApplicationApplication

AdaptationAdaptationAssimilationAssimilation

Rigor/Relevance FrameworkRigor/Relevance Framework

Knowledge Taxonomy

1. Recall Knowledge1. Recall Knowledge2. Comprehension2. Comprehension 3. Application3. Application 4. Analysis4. Analysis 5. Synthesis5. Synthesis 6. Evaluation 6. Evaluation

Application ModelApplication Model

5 Application to real-world unpredictable situations

4 Application to real-world predictable situations

3 Application across disciplines

2 Application within discipline

1 Knowledge of one discipline

How can we get it How can we get it together?together?

Work with what you already useWork with what you already use Determine where it fits inDetermine where it fits in Look at adjustments that will move it from Look at adjustments that will move it from

it’s current quadrant to the next level.it’s current quadrant to the next level.

Planning Instruction

Students can do no better than the assignments they’re given

McREL – Marzano McREL – Marzano ResearchResearch

3,093 benchmarks on national standards3,093 benchmarks on national standards X average 5 hours per standardX average 5 hours per standard = 15,465 hours to teach all skills= 15,465 hours to teach all skills

K-12 IF a student misses NO days and takes K-12 IF a student misses NO days and takes NO lunch, he/will have 9,042 hours at school.NO lunch, he/will have 9,042 hours at school.

Joanna Kister, SREB Consultant, Dallas, TX, January 18-20, 2007Joanna Kister, SREB Consultant, Dallas, TX, January 18-20, 2007

Heidi Hayes Jacobs

Given the limited time you have with your students, curriculum design has become more and more an issue of deciding what you won’t teach as well as what you will

teach. You cannot do it all. As a designer, you must choose the essential.”

Joanna Kister, SREB Consultant, Dallas, TX, January 18-20, 2007

ResourcesResourcesMagazines• Money• SmartMoney• Kiplinger Personal Finance• Fortune

Web Sites• www.dese.mo.gov/divcareered• www.mcce.org• www.practicalmoneyskills.com• www.KansasCityFed.org/TEN• www.jumpstart.org

Books•Personal Financial Literacy (SW)•Managing Your Personal Finances (SW)•Personal Finance (Glencoe)•Financial Planning Program (NEFE)•Choice Chance Control (State Farm)

Rigor/Relevance?

The “R”s of R-Factor Learning

Relationships- Why do I need to know this? Will it be on the test?

Rigor- How challenging is it for students?

Relevance- How real? Connections?

Responsibilities- Who does what?

Current Practices

Lecture

Reading

Audio Visual

Demonstration

Discussion Group

Practice & Application

Teach Others

5%

10%

20%

30%

50%

75%

90%

Example Multiple Performances for Single Standard Reading - H.S Level

A Read science experiment and identify necessary materials to perform experiment.

B Locate and read a current article on biotechnology.C Read and analyze three original newspaper articles

from World War II and identify reasons for opposition to US entry into the war.

D Research pertinent information related to the El Nino weather pattern and propose possible family vacation destinations.

Standard: Identify, collect and/or select pertinent information while reading

R/R Quadrant Student Performance

Example Multiple Performances for Single Standard

Personal Finance/Reading - H.S Level

R/R Quadrant Student Performance

A Read chapter on types of investments and identify necessary terms related to each.

B Locate and read a current article on a selected type of investment instrument.

C Read and analyze three original magazine articles identify strategies for investing.

D Research pertinent information related to a given case and propose possible investment options for the situation.

Standard: Identify, collect and/or select pertinent information while reading

A Calculate mean, mode, median on a set of data.

B Collect data on braking distance of automobiles at various speeds and determine averages.

C Select the best measure of central tendency and calculate data to support a specific intent.

D Develop a statistical sampling plan for determining number of products which do not meet quality standards.

Standard: Use statistical measures, including central tendency, to describe and compare data

R/R Quadrant Student Performance

Example Multiple Performances for Single StandardMath - M.S Level

Example Multiple Performances for Single StandardPersonal Finance/Math - HS Level

R/R Quadrant Student Performance

A Calculate current balance on a check book register.

B Collect data on transactions for one month and determine current balance.

C Complete a reconciliation for a bank statement.

D Audit a bank reconciliation case before completing all transactions and reconciliation for a second month.

Standard: Use real numbers to solve problems.

Decision TreeIs it Application?

If NO If YES - Is it real world?

If NO and one discipline If NO and interdisciplinary

If YES - Is it unpredictable? If NO If YES

Application Model

Level 1Level 1

Level 2Level 2Level 3Level 3

Level 4Level 4

Level 5Level 5

Relevance ConnectionRelevance Connection

Critique your “assignments” and Critique your “assignments” and begin to tweak them for higher levels begin to tweak them for higher levels of rigor and relevance.of rigor and relevance.

Self-Reflect: who is doing all the Self-Reflect: who is doing all the work? (Flat line teachers)work? (Flat line teachers)

Strategies for Increasing Strategies for Increasing Rigor?Rigor?Washor and Mojkowski, Educational Leadership, 2007Washor and Mojkowski, Educational Leadership, 2007

Work with Passions and InterestsWork with Passions and Interests Connect Learning to Real-World Connect Learning to Real-World

ContextsContexts Build RelationshipsBuild Relationships Address the Head, Hand, Heart, and Address the Head, Hand, Heart, and

HealthHealth Assess RigorouslyAssess Rigorously

Quadrant A Strategies

• Guided Practice

• Lecture

• Memorization

• Games

• Recognition & Rewards

• Review/Re-teach

C D

A B

Quadrant B Strategies

• Community Service• Demonstration• Instructional

Technology• Simulation/Role Play• Internship• Total Physical

Response• Video

C D

A B

Quadrant C Strategies

• Brainstorming• Compare/Contrast• Literature• Research• Socratic Seminar• Teacher Question• Writing

C D

A B

Quadrant D Strategies

• Community Service• Comparative Learning• Inquiry• Instructional Technology• Internships• Presentations/Exhibitions• Problem-Based Learning• Project Design• Work-Based Learning

C D

A B

Rigor & Relevance Rigor & Relevance Framework WorksheetFramework Worksheet

On this worksheet think about the On this worksheet think about the “assignments” you ask your students or “assignments” you ask your students or teachers to complete. Try to write a few teachers to complete. Try to write a few assignments in each of the framework assignments in each of the framework boxes. Consider how you might alter the boxes. Consider how you might alter the assignment for a higher level of assignment for a higher level of learning. learning.

Student Learning

Student Learning

Rigorous and Relevant Instruction

Instruction

Assessment

ExpectedStudent

Performance

ActualStudent

Performance

Rigor/Relevance Rigor/Relevance

FeedbackReflection

What How How Well

Rigor & Relevance Framework:Rigor & Relevance Framework:A Useful Tool to EvaluateA Useful Tool to Evaluate

CurriculumCurriculumInstructionInstructionAssessmentAssessmentActivitiesActivities

To Learn About Additional To Learn About Additional Training in Rigor and Training in Rigor and Relevance (R-Factor Relevance (R-Factor Learning) Contact:Learning) Contact:

Dr. Barbara Harrison, DirectorDr. Barbara Harrison, Director

Missouri Center for Career EducationMissouri Center for Career Education

1-660-543-87681-660-543-8768

Willard WirtzWillard Wirtz

There aren’t two There aren’t two worlds -- education worlds -- education and work, there is one and work, there is one world -- life.world -- life.