The educator values students’ previous experiences and uses an anticipation guide to activate students’ prior knowledge about insurance at the beginning of the lesson.
Use of prior knowledge promotes active learning, helps teachers correct knowledge not backed by evidence, and aids students in making connections to what they have learned through their own experiences (Christen, 1991). Activating prior knowledge can also increase engagement and motivation (Swiderski, 2011). In addition, research shows that learning environments should incorporate familiarity and stability (Christen, 1991; Swiderski, 2011). Since students bring both correct and incorrect personal finance and economics knowledge into class, activating prior knowledge should be used as a springboard to build upon, and when necessary, debunk misconceptions.
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 the artifact submitted for Part 2.
Submit one video that demonstrates your competence with the anticipation guide strategy and shows how your use of the strategy activated students’ prior knowledge.
Also submit one sample of student work that shows the correct calculation of compound interest from a word problem.
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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