The educator encourages students to think critically and weigh the pros and cons of credit cards by utilizing cartoon analysis.
Cartoons can be used in the classroom to introduce new topics, generate discussion, involve students in critical thinking, provide multiple points of view, and reinforce concepts. While cartoons may be used in various ways during instruction, proper cartoon analysis should include the following steps:
Research shows that cartoons can increase student interest and engagement, collaboration, students’ understanding, and transfer of learning (Van Wyk, 2011; Zhang, 2012). Utilizing cartoons may aid those who are English language learners or who are dyslexic (Velez Gea, 2013; Zhang, 2012). Cartoons are also an excellent resource when discussing multiple points of view (Upson and Hall, 2013; Gallavan, 2012).
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 the artifacts submitted for Part 2.
(300-word limit for each):
Submit two completed cartoon analysis worksheets from two students (four document analysis sheets total) that demonstrate how the cartoons were used to learn about pros and cons of credit cards.
Also submit the cartoons that were chosen for the document analysis activity.
Provide two written reflections from students who participated in the activity used for submission of Part 2. Use the following question as guidance (200-word limit for each answer):
Provide a reflection on what you learned, using the following questions as guidance (300-word limit):
Please answer a brief survey about your experience teaching personal finance. Your responses will:
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