The educator understands the benefits of active learning and chooses or creates a simulation to engage students in real-world financial decisions to communicate the importance of tax basics.
Simulations are educational tools that replicate real-world situations in a controlled setting in which students are faced with decisions and their consequences in order to develop knowledge or skill sets.
(Adapted from Zapalska, Brozik & Rudd, 2012)
Completing basic tax paperwork is an important financial skill, but is one that is largely unpracticed by teenagers. While many teens earn money and are likely entitled to a refund, only 3% claim they have filled out an income tax form (“Teens and Personal Finance”). Simulations provide students an opportunity to learn about taxes and experience elements of the “real world” within the safety and comfort of a classroom. A large percentage of students view educational games favorably, stating that they believe simulation games can help them better develop their knowledge and skills of class content (Wardaszko & Jakubowski, 2013). It is important to understand that while simulations are enjoyable for students and educators, the most crucial part of implementing a simulation or game is the reflection period after completion, when students can review the lessons learned (Zapalska, Brozik & Rudd, 2012).
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.
Provide a reflection of what you learned, using the following questions as guidance (150-word limit):
Please answer a brief survey about your experience teaching personal finance. Your responses will:
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