Social and Emotional Based Learning: Comparison Shopping for Big Ticket Items

Educator introduces behavior-based strategies for students to comparison-shop for big-ticket items.
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About this Micro-credential

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*Offer valid until 12/22/2017. To receive a gift card, participant must complete all portions of the micro-credential application including the optional survey. Gift cards will be awarded in the form of Amazon eGift Cards emailed to the account specified by the participant. Each participant can receive maximum one gift card. GFLEC reserves the right to withdraw this offer at any time.

Key Method

The educator employs the social and emotional learning method of self-reflection and self- assessment to introduce behavior-based strategies for students to comparison-shop for big-ticket items.

Method Components

What is Social and Emotional Learning?

Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

What are self-reflection and self-assessment tasks?

Self-reflection and self-assessment are instructional tasks whereby teachers ask students to actively think about their own work, establish goals to improve, and reflect on what was learned.

Components of self-reflection and self-assessment:

  • Students reflect on their own work or decisions
  • Teachers establish goals and priorities with students, and introduce ways to improve their work and resources they can turn to if they need help in the future
  • Students reflect on the learned strategies and resources

Suggested Implementation:

  1. Introduce students to the process of comparison shopping, ideally using a video of a consumer shopping and having a conversation with a salesperson.
  2. Have students reflect on past regrettable spending decisions such as impulsive spending.
  3. Collaborate with students to discuss goals and priorities, such as to how to be thoughtful and disciplined when making spending decisions.
  4. Expose students to a video of a consumer shopping and having a conversation with a salesperson. The teacher pauses the video and points out behavior-based strategies the consumer could use to resist the temptation of an unplanned purchase, or suggest questions consumers could ask to make a more informed decision.
  5. Expose students to impartial resources and government entities they can turn to prior to making purchases of big-ticket items.
  6. Have students reflect on the behavior-based strategies and unbiased consumer resources they plan to use.

Research & Resources

Supporting Research

Comparison shopping is a straightforward concept, but the behavior challenges are not. Decisions must be planned, thoughtful, and not impulsive. Similar behavior challenges are faced when practicing safe sex. The following research cites evidence of how teachers can help students think about how practicing safe sex connects to self-reflection and self-assessment.

  • Wight, D. “From psycho-social theory to sustainable classroom practice: developing a research-based teacher-delivered sex education Programme.” Health Education Research 15.1 (2000): 25-38. Web. 12 Apr. 2016. Pg. 33-34.

  • Wargo, Eric. “Resisting Temptation.” Association for Psychological Science 22.1 (2009). Web. 20 Apr. 16.


Example video of consumer shopping and speaking with a salesperson:

Consumerism resource for teachers

Example real-world consumerism resources for students

Submission Requirements

Submission Guidelines & Evaluation Criteria

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 and 3, and a “Yes” for both artifacts submitted for Part 2.

Part 1. Overview Questions

(300-word limit):

  • Describe the steps you took to expose students to a real-world scenario of a consumer shopping and communicating with a salesperson.
  • When students reflected on their own past regrettable spending decisions and provided examples in the follow-up activity, did the impulsive decision occur because of a lack of self-control?
  • What suggestions did you make while discussing goals and priorities with students as to how to be thoughtful and disciplined when making spending decisions?

Part 2. Work Examples/Artifacts

Submit one video that demonstrates your competence leading to a self-assessment and self-reflection of their own spending behavior, and discussing behavior-based strategies to improve their decisions.

Please also provide one artifact exhibiting two impartial consumer resources introduced to students. Ideally, these resources can be accessed by students on their mobile phones.

Part 3. Student Reflection

Please include reflections from three students who completed the activity submitted in Part 2, using the following questions as guidance for the students (150-word limit each):

  • After reflecting on what you learned, what behavior-based strategies and unbiased consumer resources do you plan to use?

Part 4. Survey (Optional)

Please answer a brief survey about your experience teaching personal finance. Your responses will:

  • help us understand barriers personal finance teachers face;
  • and help us improve the resources being offered to personal finance educators

We appreciate your help.

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)


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