RTSWS MOBILE APP To download the new RTSWS Mobile App, please follow instructions below. ALL VOLUNTEERS MUST REGISTER USING THE APP. The app can be used to view your RTSWS session schedule workbooks and program surveys , view registered volunteers and important contacts , etc. Have Questions Or Need Help? Email KATIE REYNOLDS at katherine.r@rockthestreetwallstreet.com STEP ONE Scan the QR code to the right or, using your mobile device, or go to app.rockthestreetwallstreet.com STEP TWO Follow the instructions to install on either iOS or Android. Please read instructions carefully. STEP THREE Once you have added it to your mobile home screen, click the LOGIN button. If you don’t have an account click “Sign Up”. STEP FOUR You will be prompted to SELECT YOUR ROLE for the RTSWS Program. Please select I AM A VOLUNTEER. STEP FIVE Complete the VOLUNTEER REGISTRATION. STEP SIX You will see a WELCOME SCREEN. Click CLOSE . If you haven’t submitted a background check form within the last two years with RTSWS, you will see a banner indicating that we will reach out with further instructions. All registrants are now able to explore and use the RTSWS mobile app .
SILVER INSTRUCTOR WORKBOOK • TABLE OF CONTENTS RTSWS Mission and Vision I RTSWS History II RTSWS Locations III The 4 Components of RTSWS IV RTSWS Goals V An Open Letter to Our Volunteers VI Article: Math Anxiety VIII Statistics XI Article: Girls in STEM XII Classroom Management Tips XVI Workshop Sessions Overview XXII Silver Assessment Questions XXIV PRE-SESSION #1 PREP INFO PS1.1 SESSION 1 1 Pre-Assessment 4 Stock Market Review 9 Yahoo! Finance Instructions 14 PRE-SESSION #2 PREP INFO PS2.1 SESSION 2 16 Stock Market Review 26 Project: College Planning for Janella 30 Janella’s College Research Organization Chart 32 Session #2 Bonus Material 41 PRE-SESSION #3 PREP INFO PS3.1 SESSION 3 40 Stock Market Review 41 Project: College Planning for Janella 50 Session #3 Bonus Material 52 PRE-SESSION #4 PREP INFO PS4.1 SESSION 4 54 Stock Market Review 56 Project: College Planning for Janella 66 Session #4 Bonus Material 70 KEY TERMS GLOSSARY 74 PRE-SESSION #5 PREP INFO PS5.1 SESSION 5 78 Stock Market Review 79 Post-Assessment 82 College Financial Planning Presentations 83 Session #5 Bonus Material 86 Article: Best Jobs with Finance Degree 86 RESOURCES 90
OUR MISSION Rock The Street, Wall Street is a fnancial and investment literacy program designed to bring both gender and racial equity to the fnancial markets and spark the interest of high school girls into careers of fnance. Girls learn about saving, investments, budgeting, stock and capital markets and their role in maintaining the welfare of their families, communities and the economy, while simultaneously helping them see the real world application of the math content they learn in the Rockclassroom.TheStreet, Wall Street believes to close the gender gap in the wages, wealth and in the fnancial services sector, we have to inspire girls to pursue the M in STEM and fnance, by exposing them to real life role models. The number one reason why girls are not choosing STEM professions - they don’t see women in those professions. The number two reason - they don’t see their friends choosing those majors in college. We engage female fnancial pros who walk the talk on all matters fnancial. They teach and motivate the next generation. Our students see girls in their RTSWS cohort choosing fnance, economics or a related computational feld as their majors/minors. Whether they choose the profession, or head into another feld, our students are far better prepared for critical decision making on all types of fnancial and career prep matters.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM
ABOUT ROCK THE STREET, WALL STREET SILVER INSTRUCTOR INTRODUCTIONI
OUR VISION Rock The Street, Wall Street hopes to break the cycle of multi-generational fnancial naivete so that girls have a better chance at improving their lives, their households and their communities. Fifty years after the adoption of Title IX, women continue to confront barriers to full equality at all levels; most critically of which is in their fnancial lives. This is even more egregious for women of color, where they earn, save and invest at lower rates. In college fnance and economics classrooms, girls are few in number. As a result, their opportunities in pay, promotion and life are unequal. Equipping girls with fnancial skills is a vital part of ensuring equal opportunity. Financial literacy is The Great Equalizer. Rock The Street, Wall Street is reaching young women at their local high schools. We ofer young women a fight path to a fnancial education through hands-on fnancial projects, workshops, role modeling, mentoring and real-life Wall Street experiences. Girls are introduced to fnancial concepts such as savings, investments, post-secondary and college fnancial preparedness, budgets, stocks, bonds, fnancial analysis, venture capital and private equity.
Established in 2012, this year Rock The Street, Wall Street celebrates 10 years. There is a fnancial and investment illiteracy epidemic. Student loan balances are the highest they have ever been and women own two-thirds of the outstanding college debt. Young people are putting less and less away in their retirement accounts than ever before. Two out of three women state that they know little or nothing about fnance or fnancial products. Seeing that the needle hasn‘t moved in the last 30 years in regard to the number of women in fnance and the lack of women in leadership roles across all investment sectors, it was time to Rock the Street!
IISILVER INSTRUCTOR INTRODUCTION
OUR HISTORY
RTSWS brings together high school girls with female fnancial and investment professionals in classroom and industry settings. At a minimum, RTSWS would like to see girls not be afraid of fnance, so that they can make better informed decisions which will lead to better lifestyles for themselves, their families and their communities.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM
RTSWS conducts programs before and after school, during lunchtime and within school courses. Girls participate in fnancial, hands-on projects while in high school to overcome their fear of math and fnance, and see career opportunities that lie ahead for them should they choose to enter into the fnancial services industry.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM OUR LOCATIONS Since our launch, more than 4,000 girls have graduated from our year-long program. RTSWS ofers its programming in over 60 high schools across 35 cities in the United States, Canada and the United Kingdom. Our current locations are shown below. Atlanta, GA Austin, Nashville,Minneapolis,MenloLondon,Indianapolis,Houston,Honolulu,Greenwich,Gallatin,DesDenver,Dallas,Columbus,Chicago,Charlotte,Boston,TXMANCILOHTXCOMoines,IATNCTHITXINEnglandPark,CAMNTN Newark, NewNewport,NJRIOrleans, LA New York, NY Omaha, Washington,Vancouver,St.SanSanSanSaltRaleigh,Portland,Pittsburgh,Philadelphia,Pasadena,NECAPAPAORNCLakeCity,UTDiego,CAFrancisco,CAMateo,CALouis,MOCanadaD.C. SILVER INSTRUCTOR INTRODUCTIONIII
Our fnancial female professionals ofer a frst-hand, and very often a frst-time view, into the world of business. The mentor provides guidance to the protege about career preparedness, college major and minor choices and life challenges. Mentors fnd ways to spark girls’ interest in being fnancially responsible for themselves. Mentors, too, can serve a dual role as teacher and connector. RTSWS volunteers provide social capital - the critical, yet often missing ingredient in STEM career prep programs, that allows for industry discovery and networking at an early age for our students.
3. SPRING | Mentorship Program
1. FALL | Financial and Investment Hands-On Workshops
How better to inspire young women to work in fnancial services than taking them on an eye opening “Wall Street experience” feld trip? Our students will visit a company in the local fnancial services industry, corporate fnance department or a treasury department. These experiences ofer students an opportunity to see positive female fnancial role models at work, ask candid questions and visualize their own fnancial career paths.
RTSWS ofers fnancial and investment literacy workshops on high school campuses. The workshops are led by volunteer female fnancial professionals. In addition to the curriculum, our instructors rip from the fnancial headlines to bring current events into the classroom, showing their connection to stock and bond market movements. Our students learn about saving, budgeting and investing from women employed by local investment frms, pension funds, banks, accounting frms and treasury departments. Who better to teach fnancial concepts than those individuals who work in the industry on a daily basis?
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM IVSILVER INSTRUCTOR INTRODUCTION
4. ALUMNAE & BEYOND | RTSWS Internship & Job Portal
The RTSWS Internship & Job Portal is a resource for RTSWS students and alumnae seeking internships and job opportunities in fnance, economics and related felds. Firms looking for emerging fnancial talent have access to posting opportunities. Our high school students have completed fnancial project-based activities, which unveil fnancial independence along with the exploration of fnancial careers. We fnd and develop talent early. We make the unfamiliar, familiar. Our students focus on their interest in fnancial careers for one simple reason - because they are aware of them.
THE FOUR COMPONENTS OF ROCK THE STREET, WALL STREET
2. FALL | Wall Street Experience Field Trip
There are three components to the academic year program - fnancial and investment literacy workshops, “Wall Street experience” feld trips to local fnancial frms, and a unique, formalized mentorship program. A fourth component emerges post-graduation, the RTSWS Internship & Job Portal.
• Provide career discovery and preparation by ofering job shadowing and/or industry summer internships.
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Teach girls on how being fnancially independent is key to living a self-determined life.
OUR
GOALS •
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM
• Provide a pathway to better lifetime money management, academic performance and college preparation.
Create the social capital between students and female fnancial professionals that will enable students to get a jumpstart on their personal money management behavior and on their college and work lives.
Open girls’ minds to math-focused felds of study as compatible with a career that has a positive impact on the world.
• Create an early pipeline of female talent so as to increase the number of women who enter into the fnancial services industry.
• Create a longitudinal cohort of girls who can network with each other across cities, states, countries, socio-economic lines and industries. Become the go to internship and job portal for emerging, diverse talent in the fnancial services industry and beyond.
• Increase the number of women studying fnance, economics or related computational business felds.
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• Coach students on resume building.
Close the gender and racial gap in wages, investments and wealth accumulation for all women.
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Spark girls’ enthusiasm for fnance at a critical age and make them aware of the societal benefts personal fnancial knowledge and mathoriented careers can have.
Increase fnancial and investment literacy of girls at a young age so that they are aware of the fnancial responsibilities AND opportunities of post-secondary life, college life, at work, at home and in their communities.
Foster students’ continued growth in fnance through their college years and into the workforce.
Uneven Opportunities: How conditions for wellness vary across the metropolitan Washington region. VCU Center on Society and Health
Creation of easier points of entry into higher paying careers and less barriers for advancement are needed. Rock The Street, Wall Street is providing course work, testing, mentoring, job preparedness, and the social capital and connections into an industry which heretofore was typically recruiting at only elite schools. For the frst time, a consistently diverse population of girls both racially and socioeconomically, are being coached and interviewed for high paying STEM internships and careers in the M of STEM.
Thanks to you, Rock The Street, Wall Street is assimilating more and more girls to their future fnancial selves. Many are joining us, too, on a second journey - that of a career in fnance. The records show we are successful in bringing out an “Investor Identity” in the girls we meet. This fall, we anticipate enrolling well over 1,200 girls in 60+ high schools across 35 cities in the U.S., Canada and the U.K. These students will be provided with the knowledge of how to budget and save, and equally as important, the tools to invest. This exposure as well as portfolio and market tracking is leading to a burgeoning familiarity with the fnancial markets which will lead to their greater participation in the capital markets as they age.
Paying It Forward YOU are creating societal and industrial change.
High school is where students are on the cusp of whether or not to go to college, which college, and which studies they should pursue. If we
Woolf, S., Chapman, D., Hill, L., Schoomaker, H., Wheeler, D., Snellings, L., Hyung Lee, J. (2018, Oct).
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM AN OPEN LETTER TO VOLUNTEERS VISILVER INSTRUCTOR INTRODUCTION
“To have a stable economic future, people need not only income but also the means to build wealth such as savings, retirement funds, and as sets (e.g., a home) to serve as an economic cushion during hard times. All these factors shape health; families who have trouble making ends meet are forced to forego medical care, prescription medicines, and other costly resources needed for their health.”
Changing individuals one at a time is not enough. I knew this ten years ago, when I launched RTSWS. We are successfully bringing together the private and public sectors. To truly mitigate gender and racial discrimination in the capital markets and in the workplace, solutions need to address industrial and cultural stereotypes and practices. Girls need to see, relate and interact with role models in the M of STEM and the industry needs to dip down to the high school level to get BIPOC and low income populations to apply for jobs at their frms.
School year 2021 - 2022 saw our very frst international locationVancouver, Canada. This year, we are thrilled to announce that we will be launching our frst European chapter in London, England. With interest in launching our program coming in from over 100 US cities and international locations such as Mexico City, Singapore and Sydney, we are just getting started in the overseas markets. We can’t wait to meet our London volunteers, students and teachers!
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR INTRODUCTIONVIIwait until they get to college, we have waited too long as the research shows females represent only one in ten students in college math, fnance, economics classes and that number hasn’t changed in over 50 years. Intervention in this existing pattern is key. You are intervening. And guess what? The intervention is having an impact. Our students, on average, have shown a 78% increase in their fnancial and investment literacy. And our alumnae are pursuing fnance, economics and related computational business degrees at 5 times the rate of an average female attending college. RTSWS Vocational and Career Platform/ RTSWS Internship and Job Portal
We are also expanding our alumnae department this year as our students have aged up into college and beyond. We are launching this Fall, the RTSWS Vocational and Career Platform. This will assist students in honing their job searches, identifying and working toward career goals, fnding suitable internship and job openings, securing referrals and connections to employers and boosting networking skills. We are thrilled to organically grow into this next stage of development in our mission.
10th Anniversary It’s been heady.
Hello London!
Maura Cunningham Founder & CEO - Rock The Street, Wall Street
We are changing who we invest in to change what we invest in. And guess what… It’s happening as is evidenced by the outcomes and growth noted above. I couldn’t be more thankful for the growing army of volunteers around the globe who want to change their workplaces and their communities. With your continued involvement, we can accomplish even more. Your version of shine is a search light. Thanks for spreading so much good by helping to create gender and racial equity in the capital markets and in your workplace.
We were blown away by the interest the industry has in getting the next generation of diverse female fnanciers into their ranks as is evidenced by the number of frms that are posting their internship and entry level job positions on our recently launched, (August 2021) RTSWS Internship and Job Portal. Seventy plus world class frms are registered with us and they have posted, to date, close to 300 opportunities. And that directory keeps growing as we hear from an expanding list of frms who want to post their opportunities. Rock The Street, Wall Street is becoming the “go-to” portal for fnding emerging, diverse female talent. (If your frm wants to learn more about how to get their listings published on our site, please contact sarah.s@rockthestreetwallstreet.com.)
I launched RTSWS 10 years ago at three schools in Nashville, Tennessee after completing my masters thesis on how we lose girls in Math at age nine in the U.S. Convinced that all we had to do was lift the veil on how fnancial math is, for the most part, nothing more than 6th grade math and how versatile and rewarding a career in fnance can be, we could reset the image teenage girls have of the fnancial services industry and have them join us at our workplace.
Many Americans sufer from “math anxiety,” which inhibits their ability to solve problems — a potential issue when it’s time to balance a checkbook or save for retirement.
Parker spoke with MarketWatch about her education background, why people are so worried about math and how to mesh the two:
Women Sufer From ‘Math Anxiety’ More Than Men Do - Here’s How To Reverse It
ARTICLE This teacher-turned-fnancial adviser on the diferent ways men and women approach math and life
Girls made up just 30% of the top 5,000 ninth-graders in the American Mathematics Competitions, according to research distributed by the National Bureau of Economic Research in 2017. Just 18% of the top 500 ninth-graders were girls, and only 8% of the top 50. That gender gap worsens as they age — by senior year, only 22% of the top 5,000 are girls (compared with the 30% in ninth grade), followed by just 12% of the top 500. Parker, 30, taught Algebra II and geometry to high-school students before switching to fnancial planning and working with her 76-year-old father, who has his own frm. She also became a Certifed Financial Planner. “I have a math background and the CFP puts me in a good position to do fnancial planning in a way that educates people about the planning and why,” she said. Their age diference also helps them work with clients of all ages and provide their own perspectives, she added.
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Math anxiety may start in the classroom during childhood but it has a way of following students throughout their lives, said Maddie Parker, a fnancial adviser at Parker Financial Group in Overland Park, Kan., who started her career as a high school math teacher before switching to fnancial planning. She has seen people postpone their fnancial plans and refrain from saving for retirement because they don’t want to deal with the possibly complicated equations and complex investing topics.
VIIISILVER INSTRUCTOR INTRODUCTION
A fear of math can be debilitating — and not just because it could result in poor math grades. Many students, especially girls, may avoid careers that include a heavy amount of math, especially those in STEM (Science, Technology, Engineering and Math) felds.
MarketWatch: How exactly would you describe math anxiety? By Alessandra Malito, MarketWatch (October 24, 2019)
MW: There are many people who say women generally are more likely to have math anxiety than men. Is that something you’ve seen?
Maddie Parker: A lot of people would say “I have that” and to a degree, a lot of people do, but it’s more than feeling like you don’t do well on exams. Kids who have math anxiety almost always have a physical inability to respond to being tested or asked to perform on math-related tasks. It is just built up over the years of diferent experiences, and it stops them from being able to learn any further.
Parker: There are great articles and podcasts and TED talks about the same concepts, of how we’re raising our girls to be perfect and raising our boys to be brave. And there was one example at a girls’ coding camp, where they have to learn to do coding and the girls specifcally would type up all this stuf and then if they couldn’t fgure it out they’d erase it all and call the teacher over. The teacher would press undo and show all of this work and that they were really close, but because the girls couldn’t make it work they wanted to tell the teacher to show them from the beginning. They didn’t want to show this not perfect work. It is just a good example that demonstrates that girls are being raised to be perfect and not in the same way as boys, who may say (like in that example) that they don’t care and at least they’ll get partial credit. The only way to learn is by making mistakes, but that gets lost on girls when they feel they have to be perfect.
Parker: In high school, you’re not required to take personal fnance and the math you’re doing is unrelated to what you do in real life. And that real life math in your brain is still tied to calculus so you think, “I couldn’t do that at 16, I probably can’t handle fnances now.” But it is diferent math. It’s not to say it’s simple, but it’s diferent, and it is applicable in such a way that people do fnd it easier to understand. It is not quite as challenging as graphing logarithmic equations. It’s a lot diferent.
MW: How can math anxiety impact personal fnances?
Parker: It is more apparent for women when they are single individuals. They’re more comfortable saying “I don’t get it” or it’s more
MW: Does that concept translate to adult couples in fnancial planning?
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR INTRODUCTIONIX
MW: Is it something adults face?Parker: It translates from kids to adulthood. When you get out of school, you’re less exposed or have less experience being tested so the anxiety may seem like it’s gone away but any time math or that skill is required, the anxiety comes right back. I think it has been perpetuated as a weird acceptance in our country, that it’s OK to be bad at math. Like, “oh, math is hard and it’s OK not to get it.” It defnitely follows into adulthood and afects people dealing with fnances, because they have to do math and they don’t know how to do it, and they’re stressed or embarrassed to ask for help.
MW: How would you say your background as a math teacher benefts you and your clients?
Parker: One of the biggest ways is in my ability to explain things. It’s funny, I majored in math and decided to be a high school math teacher, but when I was in high school, I struggled with math. I had good grades and I didn’t have math anxiety, but I wasn’t some freaky Einstein genius kid who got it all. It made sense when I didn’t get something right and because I liked it so much I worked hard to understand it. I was good at explaining things to my friends. But my own struggle made me good at explaining it. A lot of math teachers are geniuses who understand it, and that makes it hard to explain it to students who are struggling. That ability translates nicely to doing fnancial plans. I can see what is probably going to confuse them and where they’ll get lost.
Parker: It is important that there be no stigma about it. There’s this expectation people have of themselves that they should know more about fnance because it applies to their life. I am a fnancial adviser and I don’t know how to fx my car, so I bring it to be serviced by professionals. I don’t feel stupid because I didn’t focus on that and I know nothing about it.
MW: Is there any way to overcome math anxiety?
evident. They’re not as afraid to ask for help. It’s when they’re with their spouses it is easier to be quiet or let them talk and pretend you understand things because your partner is helping you, but it is still relevant. I always work with most clients together and I will ask them both “do you understand this?” or make sure they’re both on the same page.
It can be scary if you don’t know who you’re going to and unfortunately there are some bad people out there, but if you do your homework to fnd the people to help you, you don’t need to feel ashamed or embarrassed. That’s the whole reason you fnd a professional to begin with — someone who is trained. That’s their job.
XSILVER INSTRUCTOR INTRODUCTION
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Parker: It varies, but one big thing we talk about is infation and compound interest. The need to factor in infation because a dollar today is not going to be a dollar 10 years from now, and that it is a slow climb. People are amazed at how diferent the numbers look when I factor in 2.5% infation.
MW: Are there any math-related topics that clients typically have a hard time understanding?
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR INTRODUCTIONXI IN THE FINANCIAL SECTOR, WOMEN MAKE UP ONLY...INCOME INEQUALITY THE PROBLEMS RTSWS HAS A SOLUTION OUR OUTCOMES
Mathematicians and scientists are socially awkward men who wear glasses—at least, according to children.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ARTICLE
In several studies, when children were asked to draw a mathematician or scientist, girls were twice as likely to draw men as they were to draw women, while boys almost universally drew men, often in a lab coat. I decided to try this out at home with my 12-year-old son, who said, “Really anyone can be a mathematician, but this is your average one,” and promptly sketched a man in a checked oxford shirt with a pocket protector.
The irony is that girls perform as well as boys in math. Nationally, math test scores for girls have been consistently equal to or within two points of boys in fourth and eighth grades over several years; middle school girls pass algebra at higher than boys. In science, girls perform on par with boys and enroll in advanced science and math courses at equal rates as they move into high school. And then something happens: A gender gap in participation starts to appear as girls take fewer of the more advanced STEM courses and tests as they get closer to college. This gap widens the longer girls are in school and is often compounded by issues of race and class.
Researchers don’t know yet if these continuing disparities in STEM refect the slow pace of societal change, childrearing expectations, or something deeper and more entrenched, such as the way we think about girls’ minds. But teachers can play a signifcant role in infuencing or dispelling stereotypes in STEM education. Here are some studies from researchers and educators that may ofer a few insights—and a few solutions. An article from Edutopia by Carly Berwick, March 12, 2019
XIISILVER INSTRUCTOR INTRODUCTION
Stereotypes and cultural norms dampen girls’ interest in STEM, but educators can counter the disparities with small changes to their practice.
As an English teacher at a STEM magnet high school in New Jersey, I see these gender disparities in our engineering and computer science (CS) academies, even as our dynamic, thoughtful girls work hard to dispel stereotypes and recruit younger girls through coding camps and workshops. Our teachers certainly refect the STEM felds of a generation ago: Three of our four CS teachers and engineering teachers are male.
Persistent, subconscious images of male mathematicians and scientists that start at the earliest ages may be one explanation why girls enter STEM felds—science, technology, engineering, and mathematics—at dramatically lower rates than boys.
Keeping Girls in STEM: 3 Barriers, 3 Solutions
Tackling the STEM gender bias can also warrant some self-refection on the part of teachers.
Both teachers and curriculum can inadvertently contribute to these perceptions.
In one striking study from 2015, Israeli researchers divided sixth-grade exams into two sets for grading: One batch was graded by the teachers and included students’ names, and the other contained no student names and was graded externally. In math, teachers graded boys higher, while external graders rated girls higher. Those low teacher grades then dissuaded girls for years to come.
Teachers often harbor these biases about themselves, too. Elementary school teachers are predominantly female, and many are anxious about teaching math, which can lead to lower achievement in math for girls. This persists into high school, where anxious teachers might be overly reliant on textbooks and rote methods of instruction. Images in those same textbooks can subconsciously trigger self-doubt in girls. One study found that when female high school students viewed chemistry textbooks containing pictures of female scientists, they performed better than female students who viewed textbooks containing only pictures of males.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR INTRODUCTIONXIII BARRIER 1: BUILDING A MATH IDENTITY
Stereotype threat—the mere perception that a group one belongs to is not good at a task—has been linked to lower academic performance, according to researchers. When girls become aware through both subtle and overt cultural messages about male superiority in math, it makes each encounter with math and technology more fraught, triggering self-doubt in even the most studious young girls.
The problem: One explanation for the gender diferences in STEM participation may lie with those formative ideas about who a mathematician or scientist is.
“For me, it starts with a belief, these expectations I have for all of my students, that all kids can learn—every teacher doesn’t have that belief,” says Cicely Woodard, a middle school math teacher in Franklin, Tennessee, and the state’s 2018 Teacher of the Year. “When the
Solutions: In response, researchers say teachers can foster a growth mindset in students by emphasizing that practice rather than innate ability improves performance. Other studies show that brief, targeted interventions in which students learn that intelligence is not fxed but can be improved through training and hard work can help them persist through challenges, a trait that, in math and science, should be particularly advantageous for girls.
Adding images of female mathematicians or scientists throughout classroom materials and assigning individual or group work that summarizes or contextualizes women’s achievements in these subjects can also shift perceptions about who belongs.
Additionally, research “has clearly [indicated] that black girls view themselves as outsiders in mathematics and teachers view them as outsiders,” says Nicole Joseph, assistant professor of mathematics and science education at Vanderbilt University. Joseph points to tracking in math, more common in middle and high school than in the humanities, as a key structure infused with bias that restricts access to rigorous math education for black students.
Educators like Norman Alston, a Seattle-based educator, and Patricia Brown, a technology integration specialist in Ladue, Missouri, are fostering mathematical interest in girls through after-school STEM programs. Alston requires middle school graduates of his program to teach younger students, and every speaker or expert Brown brings to talk to her female students is a woman of color, so students can see powerful, successful female mathematicians and scientists who look like them.
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BARRIER 2: THE QUESTION OF
AND
kids walk in the door I immediately believe they will get this content.”
The problem: Our assumptions about who does math well—and the academic and fnancial support that follows— may, in fact, impact performance more than raw aptitude. This has particularly profound implications for low-income students and black and Latino females, who are signifcantly less likely to take advanced STEM courses and pursue STEM professions later in life.
Stanford University professor and researcher Jo Boaler recommends that female teachers avoid phrases that imply their discomfort or dislike of math—like “I’m bad at math” or “This is hard”—and get creative with assignments that show they are truly interested in the topic. They may also want to grade papers anonymously, where possible. RACE CLASS
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A recent study by Sean Reardon at Stanford University revealed that girls often do better than boys on math in racially diverse districts, while boys perform better in afuent white districts. He theorized that in higher-income communities, parents are more able and more likely to invest in enrichment for their children—like robotics camps or theater classes —that adhere to stereotypes. Children in these communities may also be more likely to see men in positions like doctors or engineers that reinforce the narrative about who pursues STEM careers.
Solutions: In a review of 62 studies on the perseverance of black women and girls in math, Joseph and her coauthors found that several measures can help build math identity and interest among black girls. For starters, schools can consider “structural disruptions” to how math instruction usually happens. San Francisco Unifed School District, for example, recently eliminated accelerated math in middle school and allowed all students to take Algebra I in ninth grade—efectively ending tracking—which led to a rise in algebra test scores and a decrease in repeat rates for all students, including black and Latino students.
Joseph also suggests that “community infuences and resilience strategies” from extra- or co-curricular programs, single-sex programs, teacher training in culturally responsive teaching strategies, and black and female role models in STEM can help.
Stanford’s Reardon and his colleagues drew similar conclusions after analyzing 8 million fourth- and eighth-grade national standardized test scores and fnding that gender gaps correlated with multiple choice questions—as opposed to open-ended ones—and attributed to 25 percent of the diference in scores between males and females.
The problem: When it comes to teaching and learning STEM, research shows that the format matters.
Other STEM educators are going beyond traditional STEM instruction in their classrooms to ensure that every child has a fair chance to learn math.
BARRIER 3: IT’S NOT JUST CONTENT—IT’S CONTEXT, TOO
Focusing on the interdisciplinary and problem-focused nature of STEM is key, recommends Dr. Jill Marshall, associate co-director of UTeach at the University of Texas at Austin, a program trying to confront the pipeline problem of STEM teachers from diverse backgrounds.
“I hate when people say kids need grit—they have resilience, but need understanding of how to frame it in the content of the course,” says White, whose students are all African American, half of them girls.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR INTRODUCTIONXV
Solutions: Teachers may want to move away from multiple-choice tests—often a staple in math and science—and place more emphasis on open-ended assessments that allow students, especially girls, to demonstrate their profciency through word problems or writing, where they feel more confdent.
“Project-based instruction just generally draws in more people because it addresses problems that people see as relevant,” said Marshall. She cites a 2008 study from the National Academy of Engineering that asked people if they wanted to be engineers: Girls were twice as likely as boys to say no. But when asked if they would like to design a safe water system, save the rainforest, or use DNA to solve crimes, the girls answered yes.
A recent analysis of the admission tests to elite New York City high schools found that at Stuyvesant High School (considered the most rigorous in the city) girls had better grades in higher-level math, but overall had scored slightly lower on the admissions test, leading to lower admission rates. This is not because girls are worse at math, but may be because they guess less—a disadvantage on a multiple-choice test—and perform better with open-ended answers, according to the study.
As part of a pilot project at Georgia Tech to bring AP Computer Science to Atlanta students, teacher Shana White makes sure to use hands-on activities and real-world examples to supplement the online coursework and provide context and purpose for assignments.
• Come prepared to be a part of RTSWS with your handbook, a writing utensil and a positive attitude.
• Be kind and encourage one another - we are all in this together!
• Ask questions, share your opinions and let the volunteers know when you do not understand something.
We understand that it can be intimidating or nerve-wracking to lead a classroom of high school students. The good news is our students have signed up for our program so they want to be there! However, they are still high school students. Below, we have provided classroom management tips to be able to handle disruptive classroom behavior like a pro.
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In volunteering with RTSWS, if you experience any classroom management issues, please reach out to your RTSWS Program Coordinator. We are happy to help provide additional classroom management support.
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Ensure the RTSWS cohort knows the signifcance of what you are asking them to do. They are helping to establish the tone for how RTSWS will run for the fall sessions! You care about them. You want their ideas. Their voices matter. Including them in the creation process means they will remember these norms and act upon them more regularly.
Set Classroom Norms and Be the Leader
At the beginning of each RTSWS session, students and volunteers will review and discuss the RTSWS cohort norms. Norms are the behavioral expectations or rules of the class. Classroom norms inform us how we are expected to behave towards each other and towards the materials we use. They’re generally positive, inclusive and productive. Here are some classroom norms you can share with students:
Care • Build
During session #1, students and volunteers will come up with the fnal two norms together. We want you and the students to establish the tone for the fall sessions and allow the students to take ownership of their RTSWS cohort.
CLASSROOM MANAGEMENT Set Classroom Norms Be the Leader Your Story You Relationships
• Be Authentic • Share
CLASSROOM MANAGEMENT
• Have Fun! XVISILVER INSTRUCTOR INTRODUCTION
Asking students to help defne the learning environment in a way that supports their own self-advocacy skills is powerful.
• Be honest!
High school students can smell someone being inauthentic from miles away. If you are nervous, let them know you are nervous or if you make a mistake, own up to it. about the things happening in your life (as appropriate, of course) and make connections between your own experiences and what we are learning about in RTSWS. show that students who are having fun learn more efectively. more you share your story, the more students will feel comfortable opening up about themselves and really engaging.
• Tell them stories
Nothing is more valuable for efective classroom management than building genuine relationships with students.
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Telling your story allows students to connect with you over related experiences and to learn from you in the areas that they difer. Often the feedback we get from students is that they love to hear how our volunteers started their careers, what they love about their jobs, what challenges they’ve faced and where they’ve traveled to. Care & Build Relationships
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Pro tip: If a student is talking about a big test they are studying for or a sports game they are looking forward to, remembering this and asking her how it went in the next session always scores major points!
Share Your Story • The
• Be a good listener. Listening to their stories and learning more about who they are shows them that you care and develops a What do you call a liability without any friends? A loan
Show You
While you are there to teach the session, being in high school can be challenging and students’ personal lives can sometimes creep into the classroom. If you see a student who is upset or seems to be dealing with something (if you are comfortable and able to) ask her if she is okay and if she wants to go talk just outside the classroom. If the student is facing something serious please let the RTSWS School Champion or your RTSWS Program Coordinator know and we will take it from there.
relationship.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR INTRODUCTIONXVII Be Authentic • Be yourself!
• Incorporate some comedy! Studies
• It is important to remember that high school students are going through some tough, real-world issues outside of the classroom.
Just because they may look uninterested, bored or not listening doesn’t mean that’s the case
• Students have a range of personalities. Sometimes students are shy and may take a couple of sessions to open up. Somtimes, they may just be tired! If they are showing up they want to be there.
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XVIIISILVER INSTRUCTOR INTRODUCTION
High school students are social creatures so it’s hard for them to resist the urge to talk to their friends or to remember not to have their phones out unless needed for an activity. Please see the next page for some tips on how to deal with these!
Sometimes a reaction they have in the classroom may stem from stress or a situation going on outside of school. Show them grace and presume positive intent.
• The more you are enjoying yourself, the more they will. Our lessons are guidelines so feel free to add your own spin on something or some personal fare.
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Notes:____________________________________________________________________________________
Why did the tightrope walker go to the bank? To check his balance.
If students are talking while you are talking or looking at their phone, you can...
“When I say ferce you say females” - “Fierce” - “Females”
• Flicker the lights.
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Try not to call students out publicly. Often, students fnd this embarrassing and do not react well to this.
• You can set up a call and response with them. Having them ofer suggestions makes it more likely they will do it.
• Countdown 5-4-3-2-1 or 3-2-1.
TEACHING TIPS
• Ask a question out loud
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Just wait! If a student or students are talking while you are, wait them out. Stopping mid-sentence and waiting for students to stop talking will let them know you are waiting on them.
• Walk closer to them. Proximity will often bring attention to this so they will stop.
• Come to the front and begin your greeting.
“Who here currently has a job? Raise your hand.” “Who went to the movies this weekend?” Now that you have their attention you can begin.
• Quietly remind them of the expectations. Try to say it so only they can hear as to not embarrass them.
Make sure to wait until everyone is listening. If you keep talking while they are talking then they will think this is okay.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR INTRODUCTIONXIX
If students are talking at the beginning of the session, to quiet them you can…
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Write the agenda on the board if possible. Students like to know what’s going on.
Greet students at the door so they feel welcome and know that you are excited to be there! It sets a positive tone for the session.
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Turn a blind eye occasionally. High school students sometimes act out for attention or to test you. Try not to be phased by things they are doing just to get a reaction. Ignore what you can and reward the positive.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM •
ADDITIONAL TIPS XXSILVER INSTRUCTOR INTRODUCTION
It’s important to be at the session 5 minutes early. This allows you to be able to get any last thoughts together before the lesson and do any prep work (writing something on the board, passing out name tags, pulling up Yahoo! Finance on the projector). This also helps with management and keeping students orderly.
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HELPFUL TIPS TO KEEP IN MIND •
When you are explaining something new, especially a challenging topic, make sure to go slow, repeat yourself and consistently ask if anyone has questions. There are no dumb questions! Often, you can plan the perfect lesson and it either doesn’t go as expected or the timing is of. We try to make sure there are enough activities, but don’t feel pressure if you don’t get through everything. If you need to have students complete something on their own time or you need to push something to the next session, you can defnitely do that.
If a student looks tired or puts their head down on their desk, ask them if they would like to go get a drink of water. It gets them out of their seat, wakes them back up and shows them you care. Avoid loading time. If there are links you know you want to pull up during the session, have them ready to go before the session starts. Down time will lead to distractions and get students of task.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR INTRODUCTIONXXI • Try to get them involved in the lesson as much as possible. Whether this is by asking questions, having students explain the key term in their own words or sharing their initial thoughts on a topic. No one likes to be talked to for an hour straight so try to involve their voices as much as possible. •
Students like to be positively reinforced so if they are doing something great or had a really thoughtful answer, let them know! more specifc you are, the better so they know exactly what they did well and can do it again. a student is being disrespectful or making you uncomfortable, have one of the volunteers reach out to or fnd the School Champion or reach out to your RTSWS Program Coordinator.
The
• If
Be sure to add these dates to your phone calendar as well to set reminders. The session dates and times are also available in your RTSWS app.
Silver
To understand credit and be able to explain its role and relationship to their personal, fnancial life.
To analyze the costs of college and types of fnancial aid available.
Session Topics and Key Terms: Please write in the day, time and location of each session on the following page.
SILVER INSTRUCTOR INTRODUCTION XXII
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Silver Curriculum Workshop Sessions Curriculum Learning Outcomes:
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SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM
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To defne basic investment terms. To follow the price movements of Apple (AAPL) and the SPDR S&P 500 ETF Trust (SPY).
To understand interest (simple and compound), its benefts and how it can be detrimental.
To play the role of a fnancial advisor for Janella Sims, a 17-year-old college-bound female. Student teams analyze her college costs and her short-term and long-term fnancial goals.
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To become familiar with the various types of careers in fnance.
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To recognize the gender gaps in wages, college debt, home ownership and retirement savings.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR INTRODUCTIONXXIII
Silver Assessment Questions
B) Credit utilization, length of credit history, new credit, types of credit, payment history C) Payment history, credit utilization, length of credit history, new credit, types of credit
The assessments are not graded on an individual basis. RTSWS will use each RTSWS cohort’s pre- and post-assessment data to determine the cohort’s fnancial literacy growth and measure the success of our curriculum.
✔ B) Simple interest is calculated on the principal amount of a loan, where compound interest is calculated on the principal amount and accumulated interest of previous periods.
The questions below relate to topics within this curriculum set. Part of the questions are specifc to the RTSWS curriculum topics and the fnal 5 are determined based upon national FINRA standards.
Curriculum Specifc Questions:
A) Credit utilization, length of credit history, payment history, new credit, types of credit
What is the diference between simple and compound interest?
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E)
In order to measure students’ growth in fnancial and investment literacy over the course of the 5 RTSWS sessions, students will take a pre-assessment during session #1 to establish their baseline. During session #5, students will be tested on the same fnancial and investment literacy questions to measure their progress and growth over the course of RTSWS.
D) Payment history, length of credit history, credit utilization, new credit, types of credit I don’t know
Which of the following lists from greatest to least the factors that afect a credit score?
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A) Simple interest is often used in student loans, where compound interest is used for most mortgages and automobile loans.
Please do not share these questions with students or review answers with them ahead of the pre-assessment. Remind students to just do their best on the assessments. Volunteers should use the questions below to be aware of the topics that students will see during the post-assessment and to take time to review these topics over the course of the fall sessions.
C) Simple interest does not start to accrue until a predetermined date after issuance of the loan, where compound interest is calculated immediately upon issuance of the loan.
D) I don’t know
XXIVSILVER INSTRUCTOR INTRODUCTION
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR INTRODUCTIONXXV
C) The FAFSA only needs to be completed once, during the spring prior to freshman year of college.
C) Subsidized loans are available to undergraduate and graduate students; unsubsidized loans are only available to undergraduates.
C) Scholarships are typically merit based, while grants are typically need based.
✔ D) B and C E) I don’t know What is the diference between subsidized and unsubsidized loans?
A) Colleges, universities, state governments and the federal government use the FAFSA to determine the amount of aid they can award to a student.
A) Grants are typically merit based, while student loans are typically need based.
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D) A and B E) I don’t know Which of the following types of fnancial aid are typically merit based vs. need based?
Which of the following is true of the Free Application for Federal Student Aid (FAFSA)?
D) All of the above E) I don’t know
✔ B) The government does not usually charge interest on subsidized loans while you are in school; the government charges interest on unsubsidized loans from the time the loan is disbursed.
A) Subsidized loans can be issued regardless of income or fnancial need; unsubsidized loans are based on fnancial need.
B) Scholarships are typically merit based, while work study is typically need based.
B) Information entered on the FAFSA determines a student’s Expected Family Contribution (EFC).
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Investment Literacy Questions: The main diference between an ETF (exchange traded fund) and a mutual fund is… A) An ETF is only one stock, while a mutual fund is a group of stocks ✔ B) ETFs can be traded throughout the day, while mutual funds can only be traded once per day C) ETF are traded within the stock market, while mutual funds are not publicly traded D) ETFs and mutual funds are the same. E) I don’t know A symbol in which stocks are identifed. A) Broker ✔ B) Ticker C) Stock acronym D) IPO E) I don’t know The benchmark index that tracks the stock price movements of the largest U.S. publicly traded companies. A) Fortune 500 ✔ B) S&P 500 C) S&P 1000 D) The New York Stock Exchange E) I don’t know XXVISILVER INSTRUCTOR INTRODUCTION
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR INTRODUCTIONXXVII Which of the following is true of stock market volatility? A) Stock market volatility measures fuctuations in stock prices. B) Low volatility can be interpreted as investors being very worried and acting on that fear. C) Low volatility means small fuctuations, investors are not worried. High volatility means large fuctuations, which implies an element of fear in investors’ current attitudes. ✔ D) Both A and C are true. E) I don’t know FINRA SupposeQuestions:youhave$100 in a savings account earning 2 percent interest a year. After fve years, how much would you have? ✔ A) More than $102 B) Exactly $102 C) Less than $102 D) I don’t know Imagine that the interest rate on your savings account is 1 percent a year and infation is 2 percent a year. After one year, would the money in the account buy more than it does today, exactly the same or less than today? A) More B) Same ✔ C) Less D) I don’t know
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM If interest rates rise, what will typically happen to bond prices? Rise, fall, stay the same, or is there no relationship? A) Rise ✔ B) Fall C) Stay the Same D) No Relationship E) I don’t know True or false: A 15-year mortgage typically requires higher monthly payments than a 30-year mortgage but the total interest over the life of the loan will be less. ✔ A) True B) False C) I don’t know True or false: Buying a single company’s stock usually provides a safer return than a stock mutual fund. A) True ✔ B) False C) I don’t know XXVIIISILVER INSTRUCTOR INTRODUCTION
SILVER INSTRUCTOR SESSION x# SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Students will be able to… • Get to know the volunteers that are coming into their classroom for RTSWS. • Understand the concept of interest as it pertains to saving, investing and debt. • Distinguish between simple and compound interest. Pre-Session #1 Prep Info: Lesson Plan: Cohort Norm Building, Getting to Know One Another, Introduction to Interest Date: Session #1 Estimated Time of Lesson Plan: 60 minutes Grade: Grades 9-12 I NSTRUCTOR HANDBOOK • RTSWS Learning Objectives: NOTES SILVER SESSION #1 PS1.1
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM • How should interest and interest rates be analyzed when investing vs borrowing? • What are the primary diferences between simple interest and compound interest? • What are ways in which individuals save for long-term purchases? Understanding: Materials, Resources and Technology: • Student curriculum books (School Champion will have) • Volunteer curriculum books • Technology for pictures, timers and guided discussion questions • Markers or pens for BINGO • Pull up Yahoo! Finance ahead of session to project on overhead (link is available within the RTSWS App under “Resources”) Essential Questions: • When you lend or invest money, a higher interest rate is better because it means you earn more. • When you borrow money, a lower interest rate is better because it means you pay less. • Investing is one way to help grow your money for long-term goals. SESSION #1 AGENDA: 1. Welcome 2. Attendance 3. Human Scavenger Hunt - BINGO 4. RTSWS Cohort Norms 5. Pre-Assessment 6. Simple vs Compound Interest 7. Stock Market Review 8. Refection: Grows and Glows 9. Reminders for Next Session PS1.2
A) Simple interest is often used in student loans, where compound interest is used for most mortgages and automobile loans.
A) More B) Same ✔ C) Less D) I don’t know Why did the bank owner buy cows? To beef up security
# SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Assessment Questions Related to Session A symbol in which stocks are identifed.
Broker
✔ B) Simple interest is calculated on the principal amount of a loan, where compound interest is calculated on the principal amount and accumulated interest of previous periods.
PS1.3
A) ✔ B) Ticker C) Stock acronym D) IPO E) I don’t know What is the diference between simple and compound interest?
C) Simple interest does not start to accrue until a predetermined date after issuance of the loan, where compound interest is calculated immediately upon issuance of the loan.
D) I don’t know Imagine that the interest rate on your savings account is 1 percent a year and infation is 2 percent a year. After one year, would the money in the account buy more than it does today, exactly the same or less than today?
1. 2. 3. 4. 5. Every summer, many employers will welcome college students into their offices and host them for a summer internship opportunity. The internship provides these students with hands-on experiences and a first-hand look at the careers in finance they may be interested in pursuing. It provides college students with an increased clarity into what career path they may want to pursue after college graduation. However, more employers should offer students internship opportunities at the high school level. High school students are eager for discovery opportunities within the industry and can be a major asset to companies looking to get ahead of the competition and launch their talent recruitment sooner TOP 5 REASONS TO WELCOME HIGH SCHOOL STUDENTS AS INTERNS AT YOUR COMPANY: TOP 5 REASONS YOUR COMPANY SHOULD HIRE HIGH SCHOOL INTERNS www.rockthestreetwallstreet.com QUESTIONS? Email info@rockthestreetwallstreet.com RTSWS students are top tier candidates and improve diversity of thought Community partnerships improve company energy & allow employees to share their knowledge Workforce development for your employees and the student They want to learn from YOU! Bridge the pipeline They want to learn from YOU! PS1.4
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM NOTES
• Whole group: Starting with the Lead Volunteer, provide a quick introduction to the team of RTSWS volunteers, what frm(s) you are from and what you do for work. Explain to students that you and your collegues are a tight team who will be teaching for the upcoming weeks.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 1 1 START SESSIONWelcome1
Attendance: (3 minutes) Students
RTSWS Mission: (Share with cohort) Rock The Street, Wall Street inspires and equips girls with skills to succeed fnancially throughout their lives and potentially within careers in fnance. Girls learn about savings and investments, budgeting, capital markets and their role in maintaining the welfare of their families and the economy, while simultaneously seeing the real world application of the math content they learn in the classroom.
• Grab snacks for the session
• Make sure they have their student curriculum books (If each student does not already have them, School Champion will)
& Allow Students to Get Settled: (5 minutes)
Name, grade and favorite emoji.
• Make sure they have a pen, pencil or marker
• Students enter classroom and get settled in their seats
IMPORTANT!share:Volunteers or Student CEO take attendance. This qualifes students for alumnae benefts. The attendance will be taken via a Survey Monkey link. The link has been emailed to your Lead Volunteer and Student CEOs.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 12 Ice Breaker & Getting to Know You Activity: (5 minutes) Both volunteers and students participate! Let’s get active! This will require students to get up and move around! Set a 5 minute timer: Once time is up, let students know that the activity has ended. Did anyone complete a BINGO? Call students back to their seats and begin to discuss the classroom norms. NOTES
“As we begin developing our RTSWS cohort community together, we want to create a safe and productive learning space we will all enjoy. Would you be willing to help come up with 2 additional norms for our fall sessions?”
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Examples:
• Participate constructively
Norms are diferent from classroom rules in that students participate in drafting them. They’re generally positive, inclusive and productive. 3 of the norms to the right are RTSWS norms.
• Be a leader and encourage your RTSWS peers
Today, you and the students will come up with the fnal 2 norms together. We want you and the students to establish the tone for the fall sessions and allow the students to take ownership of their RTSWS cohort. HOW? Ask the students:
Debrief Activity & Discuss Norms for Session: (5 minutes)
Asking students to help defne the learning environment in a way that supports their own self-advocacy skills is powerful.
Ensure the RTSWS cohort understands the signifcance of what you are asking them to do. The students are helping to establish the tone for how RTSWS will run for the fall sessions! You care about them. You want their ideas. Their voices matter. Including them in the creation process means they will remember these norms and act upon them more regularly.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 14 Pre-Assessment: (10 minutes) Read the pre-assessment directions with the students out loud. The pre-assessment will be taken via a SurveyMonkey link. The link was emailed to your lead volunteer and to the students. The link is also available in the RTSWS App: Seeapp.rockthestreetwallstreet.com/frstpageofbookforapp instructions This is a baseline assessment. Please encourage students to answer “I don’t know” where applicable. Set a timer for 7 minutes. • Announce to the class when there are 3 minutes remaining • Announce to the class when there is 1 minute remaining
Introduction to Interest: (10 minutes) Read “Think About It” together.
Guiding Question: How are interest rates calculated and what are the diferences between simple interest and compound interest?
• Money you hold in a savings account may generate a small amount of interest and increase your money over time.
Discussion points:
Talk through the guiding question and agenda as a whole group.
• For larger purchases, you may choose to take out a loan. Interest is paid as a cost of borrowing money.
• Some people choose to invest their money to grow it for long-term goals.
Provide students with 30 seconds to write their answers. Then, ask students to volunteer to share their answers.
Agenda: (3 minutes)
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Students should be aware of what they will be learning about today and what they can expect from the session.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 16 Check students’ prior understanding of interest by asking them to share… • How can interest be benefcial? • In what ways can interest be a burden? • Where do you encounter interest? • Where do college graduates encounter interest? Introduce New Key Term: Interest
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 1 7 Introduce New Key Term: Simple Interest Introduce New Key Term: Compound Interest For simple interest and compound interest, there are 2 practice problems. Complete the practice problems together and talk through the diference between simple and compound interest based on the answers for each problem. Simple Interest Practice Problem & Answers: Interest per year = $2,100 x 0.11 = $231 Total interest (2 years) = $231 x 2 years = $462 Total amount owed after 2 years = $2,100 (principal) + $462 (total interest) = $2,562 Compound Interest Practice Problem & Answers: Interest in 1st year = $2,100 x 0.11 = $231 Total amount after 1st year = $2,100 + $231 = $2,331 Total interest in 2nd year = $2,331 x 0.11 = $256.41 Total amount owed after 2 years = $2,331 + $256.41 = $2,587.41
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 18 Introduce Key Term: Investing Read through the defnition together and discuss why you might choose to invest your money instead of holding it in savings. Example: When you want to grow your money for a long-term goal. Ask students… What are the positives of investing? What are some potential negatives of investing? Discussion Topics: • What is the diference between saving and investing? • Risk vs reward in investing
EXPLAIN: If you bought one stock of Company A, and Company A has 10 shares, then you would own 1/10th of the company or 10%. Fist to 5
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In order to develop a deeper understanding of investing, we will be using Yahoo! Finance to follow the prices of a stock and an ETF over the course of the fall sessions.
Stock Market Review: (14 minutes)
Please note that for some students this may be the 1st time learning about the stock market, while for others they may be familiar with the general concept of stocks. As you introduce stocks, be sure to pause to check student understanding. Example of a method to quickly check student understanding during the lesson:
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 110If you bought one stock of Microsoft and Microsoft had one million shares in total, then you would own one-millionth of the company or 0.0001%. Provide students examples of stock exchanges and briefy discuss: The main stock exchanges in the U.S. are: The New York Stock Exchange (NYSE)—which has a physical trading foor but also handles electronic orders Nasdaq—which is an all-electronic exchange Global stock exchanges: There are 60 major stock markets around the world of which the NYSE is the largest. Some of the other major players include: Tokyo Stock Exchange Japan London Stock Exchange United Kingdom Hong Kong Stock Exchange Hong Kong Shanghai Stock Exchange China Euronext Paris France Bombay Stock Exchange India Frankfurt Stock Exchange Germany
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Throughout the course of the fall sessions, we are going to track Apple (AAPL).
Have Yahoo! Finance pulled up on the overhead screen or projected on the board. If able, students can also pull up Yahoo! Finance on their own devices. (If an overhead projector is not available, have students use their personal devices to pull up Yahoo! Finance and follow along).
https://fnance.yahoo.com/ (This link can also be found in the RTSWS App under “Resources”)
Page 14 has student instructions for creating their own Yahoo! Finance accounts to create a portfolio of stocks they want to monitor. (This is not mandatory. But, it is a helpful resource for students interested in exploring more.)
With Yahoo! Finance pulled up, review and record as a whole group the…
• Company name • Ticker (Key term)
• The 6 month movement of the stock
• Point out the “Sustainability” tab Show students how on Yahoo! Finance under “Chart,” you can view the history of a company stock by diferent date ranges. Today students will be sketching the 6 month chart of Apple Discuss(AAPL). out loud what should go on the x-axis (time frame) and what should go on the y-axis (stock price).
• How much the company is up or down since market open
• Today’s price & date
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 112 Refection: (3 minutes) As a group, brainstorm glows and grows. Volunteers: Snap a picture of the recorded glows and grows and email to your RTSWS Program Coordinator. GLOWS: 1. What went well? 2. What did students like about today’s session? 3. What did volunteers like about today’s session? GROWS: 1. What can be improved on for the next session? 2. What terms or ideas do we need to spend additional time on? 3. How can the students or volunteers come better prepared to make the next session efcient and productive?
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 13SILVER INSTRUCTOR SESSION 1 Reminders for Next Session: (3 minutes) Have students record in their workbooks the date and time of RTSWS session #2. Share with students that after session #5, there will be a RTSWS “Wall Street experience” feld trip.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 114 Yahoo! Finance Instructions During each session, RTSWS volunteers (you!) will have Yahoo! Finance pulled up on the overhead screen or projected on the Ifboard.able, students can also pull up Yahoo! Finance on their own devices. https://fnance.yahoo.com/ Here are student instructions for creating their own Yahoo! Finance accounts to create a portfolio of stocks they want to monitor. This is not mandatory. But, it is a helpful resource for students interested in exploring more.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 15SILVER INSTRUCTOR SESSION 1
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Students will be able to… • Understand the types of expenses related to college and the types of fnancial aid available for college. • Explore the fnancial aid application process and become familiar with FAFSA and expected family contribution (EPC). • Research the cost of tuition, room and board and other basic expenses associated with college. Pre-Session #2 Prep Info: RTSWS Learning Objectives: NOTES I NSTRUCTOR HANDBOOK • Lesson Plan: College Expenses & Financial Aid Date: Session #2 Estimated Time of Lesson Plan: 60 minutes Grade: Grades 9-12 SILVER SESSION #2 PS2.1
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Essential Questions: • What are the primary costs of college and other expenses associated with higher education? • What are the types of fnancial aid available for college? Understanding: • In order to make informed decisions about higher education, it is important to understand the types of fnancial aid available and become familiar with the fnancial aid application process. • Student loans impose a burden on many borrowers and it is critical that students understand the loans they choose to take in order to avoid large amounts of debt. SESSION #2 AGENDA: 1. Welcome 2. Attendance 3. Norms 4. Review Agenda 5. College Expenses & Financial Aid 6. Stock Market Review 7. Project Work Time: College Financial Planning for Janella 8. Whole Group Refection 9. Reminders for Next Session Materials, Resources and Technology: • Volunteer curriculum books • Pull up Yahoo! Finance ahead of session to project on overhead (link is available within the RTSWS App under “Resources”) • Technology for project research time (personal laptops, tablets, phones) • Writing utensils for group projects PS2.2
A) Colleges, universities, state governments and the federal government use the FAFSA to determine the amount of aid they can award to a student.
B) Scholarships are typically merit based, while work study is typically need based.
C) Scholarships are typically merit based, while grants are typically need based.
# SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 2 Assessment Questions Related to Session 2
C) The FAFSA only needs to be completed once, during the spring prior to freshman year of college.
D) B and C E) I don’t know
Which of the following is true of the Free Application for Federal Student Aid (FAFSA)?
A) Grants are typically merit based, while student loans are typically need based.
D) A and B E) I don’t know Which of the following types of fnancial aid are typically merit based vs. need based?
PS2.3
B) Information entered on the FAFSA determines a student’s Expected Family Contribution (EFC).
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM PS2.4
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 216 START SESSION 2
•
• Read aloud the frst three norms from session #1 and instruct students to write in the two norms that the whole group decided from session #1.
The attendance will be taken via a SurveyMonkey link. It will also be emailed to your Lead Volunteer and Student CEOs.
•
•
•
&
Students share out loud: Name, grade and a hobby they enjoy outside of school. Remind students of the agreed upon norms from session #1.
Welcome Allow Students to Get Settled: (5 minutes) Students enter classroom and get settled in their seats Grab snacks for the session Make sure they have their student curriculum books Make sure they have pen, pencil or marker Whole group: Lead volunteer provides a brief introduction to who the team is and introduces any new volunteers.
Attendance: (3 minutes) Review Norms: (3 minutes)
•
• Briefy discuss the agreed upon norms and address what these norms might look like in action during the session today.
IMPORTANT! Volunteers or Student CEO take attendance. This qualifes students for alumnae benefts.
•
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 17SILVER INSTRUCTOR SESSION 2
Today’s Guiding Question: What are the primary costs and expenses associated with college and what types of fnancial aid are available for college?
Agenda: (3 minutes) Talk through the guiding question and agenda as a whole group.
Students should be aware of what they will be learning about today and what they can expect from the session.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 18 SILVER INSTRUCTOR SESSION 2 Introduction to College Costs and Financial Aid: (13 minutes) Provide students with 1-2 minutes to read through the student loan debt statistics. Ask 2-3 students to volunteer to share which were most surprising to them. Have RTSWS volunteers share their answers out loud as well.Stats: • CNBC • Investopedia • Undiversifed
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 19SILVER INSTRUCTOR SESSION 2
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 220
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 21SILVER INSTRUCTOR SESSION 2 Now that students have viewed some of the staggering stats about student loan debt in the United States, it is important for them to understand the diferent types of expenses that contribute to their college cost. Discuss with students the 5 main cost categories: • Tuition and Fees • Room and Board • Books and Supplies • Personal Expenses • Transportation Tip: Do volunteers have personal examples of their own college costs or expenses they did not originally consider if they attended college? If yes, consider sharing these examples with students!
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 222 The “10 Major College Expenses” graphic shares additional expenses that students may consider as a part of their overall cost of attending college. Which of these types of expenses stand out to students? Which of these expenses have they not thought about before? Can students or volunteers think of any additional expenses to consider?
students to not even apply. Fortunately,
Discuss students that paying about how to pay for lead there are various forms of available to help make
fnancial aid for higher education
for tuition, supplies and other costs associated with college can be a daunting process. Concerns
college can
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 2 23
investing in their education fnancially feasible. Discuss each of the main methods of paying for college, their defnitions and examples of each. • Student Loans • Scholarships • Grants Introduce New Key Terms:
with
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 224 Post-Assessment Related Question: Which of the following types of fnancial aid are typically merit based vs. need based? A) Grants are typically merit based, while student loans are typically need based. B) Scholarships are typically merit based, while work-study is typically need based. C) Scholarships are typically merit based, while grants are typically need based. D) B and C E) I don’t know
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 25SILVER INSTRUCTOR SESSION 2 Introduce New Key Term: FAFSA Introduce New Key Term: EFC Post-Assessment Related Question:
C) The FAFSA only needs to be completed once, during the spring prior to freshman year of college.
A) Colleges, universities, state governments and the federal government use the FAFSA to determine the amount of aid they can award to a student.
D) A and B E) I don’t know
B) Information entered on the FAFSA determines a student’s Expected Family Contribution (EFC).
Which of the following is true of the Free Application for Federal Student Aid (FAFSA)?
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 226 Stock Market Review: (12 minutes) In order to further our discussion of how companies are analyzed, we need to continue to develop students’ understanding of the stock market. Please note that for some students this may be the frst time learning about the stock market, while for others they may be familiar with the general concept of stocks. Be cautious as you introduce new concepts to pause to check student understanding. Example of student understanding quick checks: Ask students to display a designated hand signal to indicate their degree of confdence in their understanding of the topic being discussed. GOTIT! GETTINGTHERE! IHELP!NEED
• Today’s price & date
• Company name
• Take note of how the prices have changed since last session - what are some of the reasons the price might have gone up or down?
• Point out the “Sustainability” tab
• https://fnance.yahoo.com/ Page 14 has student instructions for creating their own Yahoo! Finance accounts to create a portfolio of stocks they want to monitor. (This is not mandatory. But, a helpful resource for students interested in exploring more.)
With Yahoo! Finance pulled up, review and record as a whole group the…
• How much the company is up or down since market open
• The 6 month movement of the stock
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 27SILVER INSTRUCTOR SESSION 2
• Ticker
Throughout the course of the fall sessions, we are continuing to track Apple (AAPL). Have Yahoo! Finance pulled up on the overhead screen or projected on the board. If able, students can also pull up Yahoo! Finance on their own devices.
Show students how on Yahoo! Finance under “Chart,” you can view the history of a company stock by diferent date ranges. Today, students will be sketching the 6 month chart of Apple (AAPL). Discuss out loud what should go on the x-axis (time frame) and what should go on the y-axis (stock price).
Most ETFs are “indexed,” which means they try to match the performance of a specifc index (such as the Dow Jones, S&P 500 or Nasdaq) as closely as possible. The fund does this by buying all of the index’s stocks and bonds (or at least a good sample of them) and holding them in the same proportions as the index.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 228 New Investment Key Terms: Mutual Fund
IntroduceETFthe
•
•
two new investment key terms to students. Read through the defnitions out loud and discuss the Napkin Finance graphics.
While that might sound like a great way to make more money, these sometimes come with a few downsides, including:
Higher expenses Greater risk of poor performance More tax bills along the way
Other ETFs are actively managed. Their investment managers try to beat the performance of a market index by picking specifc investments that they think will have above average returns.
•
Talk through the concept of ETFs being passively managed vs. mutual funds being actively managed. Indexed vs. actively managed (Napkin Finance)
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 29SILVER INSTRUCTOR SESSION 2
Share with students that many popular ETFs in the U.S. are based of of the S&P 500. During the next session, we will take a closer look at the S&P 500 and how the stocks within it are chosen.
Have students physically split into ~5 groups (dependent on cohort size). You can let them choose their groups. Pay close attention to students who may need help fnding a group to be a part of and help make introductions to students who may not know each other well.
Once the introduction has been read aloud and discussed, set a timer for 13 minutes. Let students know once there are 10 minutes remaining, 5 minutes remaining and 1 minute remaining in group project time. Project: College Financial Planning for Janella: (15 minutes)
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 230
Once students are in their groups, read the introduction to College Financial Planning for Janella Sims together.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 2 31 As students are analyzing Janella’s background and college information, walk around the room and listen in on diferent groups. For groups that need additional help getting started, you may choose to join that group to help them think through Janella’s decision making criteria. Students may use… • Google or Search Engine • Phones, tablets or laptops • BigFuture — The College •(http://bigfuture.collegeboard.org)BoardCollegeScorecard—U.S.Dept.of Education •(http://collegecost.ed.gov/net-price)USNews.com At the end of time, have students move desks/chairs back to their original place and return to their seats.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 232 NOTES
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 33SILVER INSTRUCTOR SESSION 2
Remind students to begin to study the key terms from sessions #1 and #2. Mention to the students that during session #5, there will be a post-assessment to measure their growth over the course of the RTSWS sessions. Share with students that after session #5, RTSWS will return to their school for the Spring Mentorship.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 234 Whole group refection Call on a few students to share… What surprised you most about the college costs and expenses you learned about today? Refection: (3 minutes)
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 35SILVER INSTRUCTOR SESSION 2 Have the students write down the next session date you will be meeting. Remind students about the upcoming feld trip that will take place after RTSWS session #5. Reminders for Next Session: (3 minutes)
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 2 BONUS36 NOTES
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 2 BONUS 37 NOTES
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 38 NOTES SILVER INSTRUCTOR SESSION 2 BONUS
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 2 BONUS 39 NOTES
SILVER INSTRUCTOR SESSION x# SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Students will be able to… • Explore the concept of credit and why credit is important. • Understand some of the advantages and disadvantages of using credit. • List some of the reasons for establishing a credit history and understand how credit history is built. Pre-Session #3 Prep Info: RTSWS Learning Objectives: NOTES I NSTRUCTOR HANDBOOK • Lesson Plan: Understanding Credit Date: Session #3 Estimated Time of Lesson Plan: 60 minutes Grade: Grades 9-12 SILVER SESSION #3 PS3.1
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Essential Questions: • How might student loans impact a person’s credit score? • Why is building a strong credit history important? • What are the main factors that afect a credit score? Understanding: • Using credit wisely is critical to building a solid credit history and maintaining healthy fnancials. • Your credit is your fnancial reputation and it can be afected by payment history, credit utilization, length of credit history, new credit and types of credit. SESSION #3 AGENDA: 1. Welcome 2. Attendance 3. Norms 4. Review Agenda 5. Stock Market Review 6. Understanding Credit 7. Project Work Time: College Financial Planning for Janella 8. Whole Group Refection 9. Reminders for Next Session Materials, Resources and Technology: • Volunteer curriculum books • Pull up Yahoo! Finance ahead of session to project on overhead (link is available within the RTSWS App under “Resources”) • Technology for project research time (personal laptops, tablets, phones) • Writing utensils for group project SILVER INSTRUCTOR PRE-SESSION 3 PS3.2
# SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR PRE-SESSION 3 Assessment Questions Related to Session 3 Which of the following lists from greatest to least the factors that afect a credit score? A) Credit utilization, length of credit history, payment history, new credit, types of credit B) Credit utilization, length of credit history, new credit, types of credit, payment history C) Payment history, credit utilization, length of credit history, new credit, types of credit D) Payment history, length of credit history, credit utilization, new credit, types of credit E) I don’t know PS3.3
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR PRE-SESSION 3 PS3.4
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 340 START SESSION 3 Welcome & Allow Students to Get Settled: (5 minutes) • Students enter classroom and get settled in their seats • Grab snacks for the session • Make sure they have their student curriculum books • Make sure they have pen, pencil or marker • Whole group: Lead volunteer provides a brief introduction to who the team is and introduces any new volunteers. Students share out loud: Name, grade and a leader you look up to. • Remind students of the agreed upon norms from session #1. • Briefy discuss the RTSWS norms and address what these norms might look like in action during the session today. Attendance: (3 minutes) Review Norms: (2 minutes) IMPORTANT! Volunteer or Student CEO(s) take attendance. This qualifes students for alumnae benefts. The attendance will be taken via a SurveyMonkey link. The link been emailed to your Lead Volunteer and Student CEOs.
Stock Market Review: (14 minutes)
Students should be aware of what they will be learning about today and what they can expect from the session.
Agenda: (2 minutes)
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 3 41
In discussing Yahoo! FInance and stock concepts, be sure to pause to check student understanding as you review the investment literacy key terms and discuss stock market concepts. Quick Check: Have the RTSWS cohort share 3 things they have learned so far about the stock market.
Talk through the guiding question and agenda as a whole group. Today’s Guiding Question: How does credit work and what are the key components that make up a credit score?
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 342Throughout the course of the fall sessions, we are continuing to track Apple (AAPL). Have Yahoo! Finance pulled up on the overhead screen or projected on the board. If able, students can also pull up Yahoo! Finance on their own devices. • https://fnance.yahoo.com/ Page 14 has student instructions for creating their own Yahoo! Finance accounts to create a watchlist of stocks they want to monitor. (This is not mandatory. But, a helpful resource for students interested in exploring more.) With Yahoo! Finance pulled up, review and record as a whole group the… • Company name • Ticker (Key term) • Today’s price & date • Take note of how the prices have changed since last session - what are some of the reasons the price might have gone up or down? • How much the company is up or down since market open • The 1 month movement of the stock • Point out the “Sustainability” tab Show students how on Yahoo! Finance under “Chart,” you can view the history of a company stock by diferent date ranges. Today, students will be sketching the 1 month chart of Apple Discuss(AAPL). out loud what should go on the x-axis (time frame) and what should go on the y-axis (stock price).
Although you can’t invest directly in the S&P itself, you can invest in any of the handful of exchange-traded funds (ETFs) or index funds that track the S&P.
Introduce New Investment Key Term: S&P 500
Read through the defnition out loud and discuss the Napkin Finance Discussgraphic. that during the last session, we introduced ETFs and mutual funds. The S&P is an INDEX, which means it provides an estimate of how the overall market is doing.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 3 43
Share with students that SPY or the SPDR S&P 500 ETF Trust is one popular ETF that follows the S&P 500 companies.
Tip: Recommend that students add SPY to their Yahoo! Finance watchlist. Instruction (5 minutes)
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 344With Yahoo! Finance pulled up, review and record as a whole group SPY’s… • Today’s price & date • How much the ETF is up or down since market open • WHY might the ETF be up or down since market open • The YTD movement of SPY • WHY the YTD movement fuctuates and WHAT might cause SPY to fuctuate • Discuss out loud what should go on the x-axis (time frame) and what should go on the y-axis (stock price)
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 3 45
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Market Review (14 minutes) SILVER INSTRUCTOR SESSION 346
(13
At this time, they will leave the L-column, or LEARN space blank. After students have flled in what they know already and what they want to know about credit, ask students to share out loud some of their answers. Pay close attention to their prior knowledge on credit and the aspects that they are curious about learning.
As you begin the lesson today on credit, do your best to integrate some of their want to know topics into the conversation.
Understanding Credit: minutes)
Read the introduction, “Understanding Credit” out loud with students. Once the introduction is read, direct students to begin flling out the K and W columns within the KWL chart on credit. K-W-L charts are graphic organizers that help students organize information before, during and after a unit or a lesson. They can be used to engage students in a new topic, activate prior knowledge, share lesson objectives and monitor students’ learning.
In the space provided, instruct students to take 1 minute to write down everything they already KNOW (K) about credit and write down what they WANT (W) to know about credit.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 3 47 Introduce New Key Terms: • Credit • Credit Utilization Ratio • Credit Score • Credit Report
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 348 Discussion Points: • Why is it important for individuals to build their credit? • What type of life events will it be important for students to have a credit score? • What are ways in which people improve their credit score? • What types of things would cause a person’s credit score to go down? • How might student loans impact credit scores?
SILVER INSTRUCTOR SESSION 3 49
A)
B)
C)
E) I
D)
Credit utilization, length of credit history, payment history, new credit, types of credit Credit utilization, length of credit history, new credit, types of credit, payment history Payment history, credit utilization, length of credit history, new credit, types of credit Payment history, length of credit history, credit utilization, new credit, types of credit don’t know
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Post-Assessment Related Question: Which of the following lists from greatest to least the factors that afect a credit score?
After reviewing the directions, set a timer for 13 minutes. Let students know once there are 10 minutes remaining, 5 minutes remaining and 1 minute remaining in group project time. As students are working, walk around the room and listen in on diferent groups. Help individual groups for a few minutes at a time. At the end of time, have students move desks/chairs back to their original place and return to their seats.
Once students are in their groups, read steps 1 - 3 of today’s task (as shown under the “TO DO”).
Have students physically split back into groups from session #2. Any new students can either join a group of their choice or you can help introduce them to a group to be a part of.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 350
Project: College Financial Planning for Janella: (15 minutes)
Reminders for Next Session: (3 minutes)
SILVER INSTRUCTOR SESSION 3 51
Have the students write down the next session date you will be meeting. Remind students of the upcoming RTSWS feld trip that will take place after session #5. Share with students that in the spring, RTSWS will return to their school for the Spring Mentorship. During the Spring Mentorship, students will work with their mentors on college and career readiness.
Instruct students to return to page 46 and complete the “L” within the KWL chart.
Complete LEARN (L) in the KWL Chart.
Refection: (3 minutes)
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM
After students have flled in what they have learned about credit today, ask them to share some of their answers out loud.
Give 1 minute to write down what they LEARNED today about credit.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 3 BONUS52 NOTES
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 3 BONUS 53 NOTES
SILVER INSTRUCTOR SESSION x# SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Students will be able to… • Explore the cost of college and return on investment for earning a degree. • Understand the diferences between subsidized and unsubsidized loans and when each type may be utilized within their post-high school journey. • Develop an understanding of the challenges women often face in paying of student loan debt. Pre-Session #4 Prep Info: RTSWS Learning Objectives: NOTES I NSTRUCTOR HANDBOOK • Lesson Plan: Return on Investment, Subsidized Loans and Unsubsidized Loans Date: Session #4 Estimated Time of Lesson Plan: 60 minutes Grade: Grades 9-12 SILVER SESSION #4 PS4.1
SILVER INSTRUCTOR SESSION x SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Essential Questions: • How can return on investment (ROI) data be used efectively when making college choices and degree decisions? • In taking on student loans, when should subsidized loans be utilized vs. unsubsidized loans? Understanding: • Women hold about 2/3 of the outstanding student loan debt, which makes it more imperative than ever that women are educated on loans taken and the ROI of college decisions. • In choosing a college and degree, it is important to evaluate the return on investment. ROI measures the increase in lifetime earnings a student can expect from a given degree, minus the direct and indirect costs of college. SESSION #4 AGENDA: 1. Welcome 2. Attendance 3. Norms 4. Review Agenda 5. Stock Market Review 6. Return on Investment & Student Debt 7. Project Work Time: College Financial Planning for Janella 8. Whole Group Refection 9. Reminders for Next Session Materials, Resources and Technology: • Volunteer curriculum books • Pull up Yahoo! Finance ahead of session to project on overhead (link is available within the RTSWS App under “Resources”) • Technology for project research time (personal laptops, tablets, phones) • Writing utensils for group project SILVER INSTRUCTOR PRE-SESSION 4 PS4.2
D) All
B) The government does not usually charge interest on subsidized loans while you are in school; the government charges interest on unsubsidized loans from the time the loan is disbursed. Subsidized loans are available to undergraduate and graduate students; unsubsidized loans are only available to undergraduates. of the above I know Which of the following is true of stock market volatility?
A) Subsidized loans can be issued regardless of income or fnancial need; unsubsidized loans are based on fnancial need.
C)
don’t
C) Low volatility means small fuctuations, investors are not worried. High volatility means large fuctuations, which implies an element of fear in investors’ current attitudes. A and C are true I don’t know
E)
# SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR PRE-SESSION 4 Assessment Questions Related to Session 4 What is the diference between subsidized and unsubsidized loans?
B) Low volatility can be interpreted as investors being very worried and acting on that fear
D) Both
E)
PS4.3
A) Stock market volatility measures fuctuations in stock prices
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR PRE-SESSION 4 PS4.4
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 454 Attendance: (3 minutes) START SESSION 4 Welcome & Allow Students to Get Settled: (5 minutes) • Students enter classroom and get settled in their seats • Grab snacks for the session • Make sure they have their student curriculum books • Make sure they have pen, pencil or marker • Whole group: Lead volunteer provides a brief introduction to who the team is and introduces any new volunteers. Students share out loud: Name, grade and favorite beverage. • Remind students of the agreed upon norms from session #1. • Briefy discuss the RTSWS norms and address what these norms might look like in action during the session today. Attendance: (3 minutes) Review Norms: (2 minutes) IMPORTANT! Volunteers or Student CEO take attendance. This qualifes students for alumnae benefts. The attendance will be taken via a SurveyMonkey link. The link has been emailed to your Lead Volunteer and Student CEOs.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 4 55 Agenda: (2 minutes) Talk through the guiding question and agenda as a whole group. Guiding Question: Why is the return on investment for earning a degree important to consider when making college choices and decisions?
Students should be aware of what they will be learning about today and what they can expect from the session.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 456 Stock Market Review: (14 minutes) Review Last Week’s Investment Key Terms: S&P 500 Quick Check: Have the RTSWS cohort share out loud 3 things they have learned so far about the stock market. Throughout the course of the fall sessions, we have been tracking Apple (AAPL). Today, we will do a fnal review of the stock and the S&P 500. Have Yahoo! Finance pulled up on the overhead screen or projected on the board. If able, students can also pull up Yahoo! Finance on their own devices. https://fnance.yahoo.com/ With Yahoo! Finance pulled up, review and record as a whole group the… • Company name • Ticker • Today’s price & date • Take note of how the prices have changed since last session - what are some of the reasons the price might have gone up or down? • How much the stock is up or down since market open • The 12 month movement of the stock • Point out the “Sustainability” tab in Yahoo! Finance Show students how on Yahoo! Finance under “Chart,” you can view the history of a company stock by diferent date ranges.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 4 57 Discuss out loud what should go on the x-axis (time frame) and what should go on the y-axis (stock price). Next, let’s review the S&P 500: • Review what it is • How the stocks within the index are chosen • Considered one of the most important measures of how the U.S. stock market is performing • You can’t invest directly in the S&P itself. But, you can invest in exchange-traded funds (ETFs) that track the S&P. We are reviewing an ETF that tracks the S&P today - SPY With Yahoo! Finance pulled up, review and record as a whole group SPY’s… • Today’s price & date • How much the ETF is up or down since market open • WHY might the ETF be up or down since market open • The 12 month movement of SPY • WHY the 12 month movement fuctuates and WHAT might cause SPY to fuctuate
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 458 Introduce New Investment Key Term: Stock Market Volatility Read through the defnition out loud and discuss the Napkin Finance graphic. Post-Assessment Related Question Which of the following is true of stock market volatility? A) Stock market volatility measures fuctuations in stock prices. B) Low volatility can be interpreted as investors being very worried and acting on that fear. C) Low volatility means small fuctuations, investors are not worried. High volatility means large fuctuations, which implies an element of fear in investors’ current attitudes. D) Both A and C are true.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 4 59 NOTES Where do accountants go during a storm? A tax shelter.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 460 Return on Investment: (5 minutes) Read the “Think About It!” question to students: “What are some of the reasons people choose to attend college?” Ask students to take 30 seconds to brainstorm some of the reasons people choose to attend college. Then spend 1 minute sharing answers as a whole group. Possible Answers: • Make friends • Create a long-lasting network • Get a better job after college • Explore career options • Experience independence • Learn new skills and knowledge • Gain fnancial responsibility
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 4 61 Introduce New Key Terms: Return on Investment (ROI) Go over the new key term with the students and mention that you can calculate the ROI of the college they want to attend. Your return on investment is the future value you can expect after putting in money today.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 462During their college fnancial planning for Janella project work time today, students will be asked to analyze the ROI of the two colleges they are researching. Recommend to students that they return to these resources during their project time today.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 4 63 Women’s Student Loan Debt & More on Student Loans: (7 Readminutes)thesummary statistics from AAUW’s “Deeper in Debt: Women & Student Loans” out loud with students. Discuss the diferent charts and statistics with students. What did students fnd surprising about these stats? What ideas do they have for working to close the gender gap in student debt and in pay?
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 464
Women Bear a Growing Economic Burden
Women take about two years longer than men to repay student loans. From the moment women graduate from college, most face a gender pay gap — which widens as they age. This makes it even harder to pay of their larger share of student debt. The global pandemic is also likely to stretch recent grads who rely on side jobs to repay student loans, save for a rainy day or simply make ends meet. As a result, women may put of saving for retirement, buying a home or starting a business.” (AAUW)
“Recent graduates are facing the worst unemployment crisis since the Great Depression — and women are faring worse than men. In the early weeks of the pandemic, women fled nearly 59% of unemployment claims, despite being only half of the labor force. The growing cost of education compounds the problem. While college attendance is at a record high, the price tag of college education has more than doubled over the past generation. At the same time, household incomes have barely budged.
In order to help combat the disproportional impact student loans have on women, we must educate students on the diferent types of student loans. Loan Related Question: What is the diference between subsidized and unsubsidized loans?
B) The government does not usually charge interest on subsidized loans while you are in school; the government charges interest on unsubsidized loans from the time the loan is disbursed.
D) All of the above E) I don’t know
C) Subsidized loans are available to undergraduate and graduate students; unsubsidized loans are only available to undergraduates.
Introduce New Key Terms: • Subsidized Loan • Unsubsidized
A) Subsidized loans can be issued regardless of income or fnancial need; unsubsidized loans are based on fnancial need.
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Post-Assessment
Project: College Financial Planning for Janella: (15 minutes)
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students physically split back into their fnancial planning groups. Any new students can either join a group of their choice or you can help introduce them to a group to be a part of. Once students are in their groups, read steps 1 - 3 of today’s task (as shown under “TO DO”). After reviewing the directions, set a timer for 13 minutes. Let students know once there are 10 minutes remaining, 5 minutes remaining and 1 minute remaining in group project time.
As students are working, walk around the room and listen in on diferent groups. Help individual groups for a few minutes at a time. By the end of today’s session, be sure that students come to a fnal recommendation on where they believe Janella should go to college.
Note:
Some of the information needed to determine Janella’s ROI has been given to students and some they may use their creativity to determine. At the end of time, have students move desks/chairs back to their original place and return to their seats.
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Have the students write down the next session date you will be meeting. During RTSWS session #5, students will take the post-assessment. Remind them to study key terms! One top score from each cohort will win a gift card.
Remind students of the upcoming RTSWS feld trip that will take place after session #5.
Provide RTSWS cohort with 1 minute to quick write on something new they learned today. Then, ask 5 students to share out loud.
Reminders for the Next Session: (3 minutes)
Share with students that in the spring, RTSWS will return to their school for the Spring Mentorship. During the Spring Mentorship, students will work with their mentors on college and career readiness.
TIP: RTSWS volunteers should share too!
Refection: (3 minutes)
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SILVER INSTRUCTOR SESSION x# SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Students will be able to… • Present their college fnancial research and recommendation for Janella Sims. • Understand the benefts of analyzing ROI within the process of choosing a college and college degree. Pre-Session #5 Prep Info: RTSWS Learning Objectives: NOTES I NSTRUCTOR HANDBOOK • Lesson Plan: Wrap Up, Presentations & Looking Ahead to the Field Trip and Spring Mentorship Date: Session #5 Estimated Time of Lesson Plan: 60 minutes Grade: Grades 9-12 SILVER SESSION #5 PS5.1
SILVER INSTRUCTOR SESSION x SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Essential Questions: • What are the primary expenses and fnancial aid options to consider when planning for college? • What is the primary criteria that goes into making college choices and degree decisions? Understanding: • When analyzing the diferent costs of college and options for fnancial aid, there are many aspects to consider including return on investment and the impact student loans have long-term. SESSION #5 AGENDA: 1. Welcome 2. Attendance 3. Norms 4. Review Agenda 5. Stock Market Review 6. Post-Assessment 7. Group Presentation Prep Time 8. Presentations 9. Whole Group Refection 10. Field Trip & Spring Mentorship Reminders Materials, Resources and Technology: • Volunteer curriculum books • Pull up Yahoo! Finance ahead of session to project on overhead (link is available within the RTSWS App under “Resources”) • Technology for project research time (personal laptops, tablets, phones) • Writing utensils for group projects SILVER INSTRUCTOR PRE-SESSION 5 PS5.2
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 578 Attendance: (3 minutes) START SESSION 5 Welcome & Allow Students to Get Settled: (5 minutes) • Students enter classroom and get settled in their seats • Grab snacks for the session • Make sure they have their student curriculum books • Make sure they have pen, pencil or marker • Whole group: Lead volunteer provides a brief introduction to who the team is and introduces any new volunteers. Students share out loud: Name, grade and if they could choose anywhere in the world to live, where it would be. • Remind students of the agreed upon norms from session #1. • Briefy discuss the RTSWS norms and address what these norms might look like in action during the session today. Attendance: (3 minutes) Review Norms: (2 minutes) IMPORTANT! Volunteers or Student CEO take attendance. This qualifes students for alumnae benefts. The attendance will be taken via a SurveyMonkey link. The link has been emailed to your Lead Volunteer and Student CEOs.
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 5 79 GREEN SESSION 5Agenda: (2 minutes) Talk through the guiding question and agenda as a whole group. Guiding Question: What are the primary expenses and fnancial aid options to consider when planning for college? Students should be aware of what they will be learning about today and what they can expect from the session. GREEN SESSION 5Stock Market Review: (10 minutes) Review Last Week’s Investment Key Term: Stock Market Volatility Ask students: How might current world events be afecting stock market volatility today?
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 580Throughout the course of the fall sessions, we have been tracking Apple (AAPL). Today, we will do a fnal review of the stock and the S&P 500. Have Yahoo! Finance pulled up on the overhead screen or projected on the board. If able, students can also pull up Yahoo! Finance on their own devices. www./fnance.yahoo.com/ With Yahoo! Finance pulled up, review and record as a whole group the… • Company name • Ticker • Today’s price & date • Take note of how the prices have changed since last session - what are some of the reasons the price might have gone up or down? • How much the stock is up or down since market open • The 12 month movement of the stock • Point out the “Sustainability” tab in Yahoo! Finance Show students how on Yahoo! Finance under “Chart,” you can view the history of a company stock by diferent date Today,ranges.students will be sketching the 12 month chart of Apple Discuss(AAPL). out loud what should go on the x-axis (time frame) and what should go on the y-axis (stock price).
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 5 81 Next, let’s review the S&P 500: • Review what it is • How the stocks within the index are chosen • Considered one of the most important measures of how the U.S. stock market is performing • You can’t invest directly in the S&P itself. But, you can invest in exchange-traded funds (ETFs) that track the S&P. We are reviewing an ETF that tracks the S&P today: SPY With Yahoo! Finance pulled up, review and record as a whole group SPY’s… • Today’s price & date • How much the ETF is up or down since market open • WHY might the ETF be up or down since market open. • The 12 month movement • WHY the 12 month movement fuctuates and WHAT might cause SPY to fuctuate
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 582 Post-Assessment: (10 minutes) *Please have students take the post-assessment ahead of their presentations. The post-assessment is a key indicator and measure of growth. Read the directions with the students out loud. Encourage students to guess even if they do not know an Theanswer.post-assessment will be taken via a SurveyMonkey link. The link was emailed to your lead volunteer and to the Thestudents.linkis also available in the RTSWS App. Set a timer for 7 minutes. • Announce to the class when there are 3 minutes remaining • Announce to the class when there is 1 minute remaining
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Have students physically split back into their fnancial planning groups. Once students are in their groups, instruct them to use the College Financial Planning Presentation Chart to prepare for their 3-5 minute presentation that they will be doing today.
Group Presentation Prep Time: (5 minutes) What did the nut say when it held up the bank?
As students are working, walk around the room and listen in on diferent groups. Help individual groups for a few minutes at a Remindtime.students to have a plan for which students will present each portion of Janella’s college fnancial recommendations. At the end of the allotted time, have students move desks/ chairs back to their original place and return to their seats.
“Give me all the cashew have!”
SILVER INSTRUCTOR SESSION 5
SILVER INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM SILVER INSTRUCTOR SESSION 584Instruct non-presenting groups to use the chart within their student books to record and take note of other groups’ colleges and research. Encourage students to compare other groups’ decisions to the ones their group made. Presentations: (20 minutes)
Provide RTSWS cohort with 1 minute to quick write on the prompt: From the presentations today, did any colleges stand out to you that you may be interested in looking into?
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Then, ask 5 students to share out loud.
TIP: If applicable, RTSWS volunteers should share which college or university they attended!
Reminders for the Field Trip: (3 minutes)
Remind students that there are more resources at the end of each session if they want to increase their fnancial literacy!
Encourage students to sign up for Spring Mentorship - if you plan to volunteer again as a mentor this spring, let them know you’ll be there.
SILVER INSTRUCTOR SESSION 5
Have the students write down the upcoming feld trip date.
Refection: (2 minutes)
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