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Using Credit Wisely

Using Credit Wisely. Unit Portfolio Presentation Angela Slack. By PresenterMedia.com.

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Using Credit Wisely

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  1. Using Credit Wisely Unit Portfolio Presentation Angela Slack By PresenterMedia.com

  2. Students will investigate the monetary value of an education and collaborate on how educational choices affect earnings potential, in turn, which affects their financial plans. Students focus on credit in two forms, credit cards and installment loans. Students will learn how credit card interest is calculated, and how this affects the final price of a purchase. Finally, students will synthesize information into a powerpoint presentation relating their understanding of the role each person plays in financial responsibility and facts about using credit wisely. Unit Summary

  3. Essential Question Unit Question Content Questions • . • Are you too • big to fail? • When you are shopping how do you determine if an item is right to purchase? • How can you ensure that you will be able to afford the item? • Explain what affects an item’s price. • Is there a difference between a need and a want? • Identify the key components of a credit card account statement. • Describe the credit qualification process. • Complete a credit card application. • Communicate the importance of using credit wisely. • Explain how credit cards affect the economy

  4. Using Credit Wisely • Collaborating with peers. • Analyzing data about using credit and drawing conclusions to answer Unit Questions • Solving problems and making decisions about their financial future. • Communicating with others through a powerpoint presentation.

  5. Gauging Student Needs AssessmentKWL-chart • Purpose of the Assessment • To gather information about what students already know and what they what their questions are concerning credit cards and their finances. • What I want to learn from my students? • I want to find out what they already know about the Unit Questions and what they know about using credit cards. • How I have tried to promote higher-order thinking? • I ask students to find relationships and draw conclusions about using credit and their financial future. • How the assessment information helps me and my students plan for upcoming activities in the unit? • If students have misconceptions about how to establish good credit, I can provide information for them to begin establish a financial foundation. If students have different levels of understanding about the importance of credit, I can provide various resources. We will revisit this assessment throughout the unit for students to add their knowledge. • What feedback or additional ideas I’d like? • I would like help on my assessment. I think I need to elicit more higher-order thinking, but I’m not sure how.

  6. My Goals for the Course Find ways to get my students more interested in learning financial math Learn about different kinds of technology my students and I can use Share ideas with other teachers

  7. Goals for My Students To learn how credit information is collected and think about how their purchasing habits can affect them in the future. To become more independent learners

  8. Request for Feedback Ideas for helping students take more responsibility for their own learning Checklists, Personal Reflections

  9. Angela SlackNorth Webster High School

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