This weeks blog reflects on a lesson I delivered a little earlier in the year as part of an enrichment session to level 3 learners.
At the beginning of the academic year, learners were given autonomy over the topics delivered and this week, the session was based on money management.
In preparing for the session, I considered simply investigating the income and expenditure of learners and helping them to plan how they could save income and prioritise and calculate their spending. However, would this approach really engage 16-20 year olds? Possibly not some of them anyway – despite the consensus that this was an area they wished to look at.
So what did I do?… Well I approached the session with the mindset of a child – by playing a game! My favourite board game, monopoly was surely the perfect way to subtly utilise money management skills?…
Of course, I couldn’t just use the traditional monopoly board and let them play, it would have no meaning like this. So I embarked on creating my own monopoly board with items that would resonate with the learners (see board).
I had to ensure that I had differentiated objectives and this could only be achieved by giving some structure to the game, so I made four characters with different likes, dislikes and incomes (which they received when passing go). This meant that learners could prioritise what they spent based on their characters. The characters with more disposable income were strategically given to the less able learners and vice versa with more able, meaning the learners were challenged according to needs. Of course it goes without saying that learners had to keep a record of all calculations on their task sheet. The aim of the game was to finish with more money (inclusive of the value of items bought).
Prior to the game, learners were asked to identify different money management skills using a post-it note approach and questions were posed to ascertain meaning. Although I encouraged learners to utilise these skills, I was hoping to let the use of them occur naturally based on the restrictions imposed (i.e. character likes/dislikes etc), with the intention that reflection would demonstrate an understanding of skills.
During the game, learners were questioned to check understanding such as “what was your last purchase and why?” This was accompanied by the chance and community chest cards which threw in ‘curve ball’ income/expenditure, which learners had to explain what they would do based on the information provided. To end the lesson, learners were asked to reflect on the money management skills that they had used in the session. Peer assessment was utilised to ensure that they were able to justify where each skill was used in the game.
In summary, the session was highly engaging, fun and certainly ‘enriched’ their studies. It may have had more of an impact in a longer session… All of the above was done in an hour! Quite a lot to cram in really. I will certainly be using the method again and am happy to share resources if anyone would like to try? Tweet me @danwilliams1984 for more info.