The educator recognizes the value of constructivist learning and promotes reflective thinking by encouraging students to engage their peers in an online discussion about risk and return.
An online forum allows for the exchange of different ideas and the inclusion of personal experience, and enables students to learn from each other (DeCristofaro, 2014). While reflection is often the “first thing to go” during instruction when time is running out, it helps students solidify their thinking, make connections, synthesize course concepts, and deepen their understanding (Balaji and Chakrabarti, 2010). Online discussions have been proven to increase participation, stimulate engagement, and provide an opportunity for students to gain stronger understanding of course topics (DeCristofaro, 2014; Balaji and Chakrabarti, 2010). With students increasingly using the Internet, teachers of financial literacy can utilize these familiar platforms to engage students.
The items in this following section detail what must be submitted for evaluation. To earn the micro-credential, you must receive a passing evaluation for Parts 1,3, and 4, and a “Yes” for both artifacts submitted for Part 2.
Submit the prompt(s) designed by the educator to begin the online discussion about risk and return.
Also submit one excerpt of the discussion that contains at least four student comments. Of these four or more responses, at least two should show where students directly engaged with the ideas of another student.
Provide two written reflections from students who participated in the activity used for submission of Part 2. Use the following question as guidance:
Provide a reflection on what you learned, using the following questions as guidance:
Please answer a brief survey about your experience teaching personal finance. Your responses will:
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