Sarah+Ozee

Lesson #1 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson.
 * CTE/Arts Teacher Post-Teaching Report

Date(s) lesson taught: Oct. 14-19, 2009 Title of lesson taught: Understanding Your Salary Total class time, in minutes, spent on this lesson: 140 minutes Total number of classes in which the lesson was taught: 3

1. What CTE/Arts concepts were covered in this lesson? Understanding yearly salary vs. hourly pay rate.

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? Standard 1 - Finance and Economics

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? Overheads for vocabulary, demonstration on board, mini-dry erase boards. Yes, I believe they were effective. Students referred back to vocabulary notes as we went through the lesson to reinforce. Repeated practice on paper and using dry-erase boards allowed ample opportunity to practice using the math taught in the lesson.

4. What did you use to pre-assess your students? Describe the pre-assessment results. Students were given a salary and asked how much that meant in terms of hourly pay. They were then asked about gross pay for weekly, bi-weekly, and monthly pay scenarios. Students did not know how to answer the questions - they made "educated" guesses.

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. The basic math operations are integral to the content of the lesson. You can't calculate any payroll data without using basic math operations.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. 13 of the 16 students who took the quiz at the end of the lesson passed with a 60% or better. 10 of 16 passed with a 70% or better.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. See above in #6.

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? Comfortable - I feel the planning involved this time helped me to teach it better than I have in the past.

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? Yes, but it took longer than planned. This was partly due to adjustments in the school bell schedule on the days we were working on this and partly because the steps involved took longer than planned.

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? Some students had a hard time keeping everything straight. It appears that in most cases, this happened with special education students who had issues with number sense. Use of calculators was not necessarily enough to help them keep things straight. Next time, I will try creating a "job aid" that they can refer to when they are confused about the steps they should follow.

**CTE/Arts Teacher Post-Teaching Report Lesson #2 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson.

Date(s) lesson taught: 10/22/09 - 11/9/09 Title of lesson taught: Understanding your Paycheck Total class time, in minutes, spent on this lesson: 5 hours Total number of classes in which the lesson was taught: 5 classes

1. What CTE/Arts concepts were covered in this lesson? Understand the difference between gross and net pay. Learn to calculate net pay.

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? Standard 1 - Finance and Economics

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? Overhead of a check stub, demonstration on board, mini-dry erase boards. Yes, I believe they were effective. However, I have several students with IEPs that are math-related and they found themselves confused. I created a "cheat sheet" for some of the math concepts that these students could refer to if they go stuck. Repeated practice on paper and using dry-erase boards allowed ample opportunity to practice using the math taught in the lesson.

4. What did you use to pre-assess your students? Describe the pre-assessment results. Students were asked a number of introductory questions and asked to hold up their answers using dry-erase boards. Most students were able to answer basic questions (converting % to decimal, finding percentages, rounding).

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. The basic math operations are integral to the content of the lesson. You can't calculate any payroll data without using basic math operations.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. 10 of the 23 students who took the quiz at the end of the lesson passed with a 60% or better. 9 of 23 passed with a 70% or better.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. I think most students have a general understanding of gross vs. net pay. However, they were confused by the calculations.

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? Comfortable.

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? Lord, no!! Students became very confused and I had to modify some of the things we did, spending more time on some areas and less on others. I finally had to just finish the lesson because I felt we could have been here 6 more months before everyone understood.

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? Stick with just payroll calculations (rather than bringing in sales discounts and tipping). As soon as these concepts were introduced, I lost a lot of kids who had, up until that point been able to follow the lesson. The lesson ended up taking way too long, and I think I lost some just out of boredom.

**CTE/Arts Teacher Post-Teaching Report Lesson #3 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson.

Date(s) lesson taught: 3/5/10 - 3/11/10 Title of lesson taught: The 20-10 Rule (Safe Debt Load) Total class time, in minutes, spent on this lesson: 180 minutes Total number of classes in which the lesson was taught: 3

1. What CTE/Arts concepts were covered in this lesson? Understand the concept of debt and how one can get into trouble with too much debt. How to calculate a safe debt load.

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? Standard 1 - Finance and Economics

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? PowerPoint presentation, mini-white boards (class set)

4. What did you use to pre-assess your students? Describe the pre-assessment results. Students were asked several introductory questions and asked to hold up their answers using dry-erase boards. Most students were able to determine yearly income when given a monthly income amount, but they did not know how much debt is "safe".

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. The basic math operations are integral to the content of the lesson. You can't calculate a safe debt load without using basic math operations.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. 15 of the 22 students who took the quiz at the end of the lesson passed with a 60% or better. 13 of 22 passed with a 70% or better.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. I think most understand the concept of a safe debt load and can do the basic calculations required. When given straight-forward questions that required them to calculate a safe debt load, they were almost all able to calculate them correctly. They struggled with questions that switched up the details and required them to modify their calculations. It appears to be an issue with number sense - I wonder when and how we learn this.

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? Comfortable

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? Yes.

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? When I reinforced the math daily with warm-ups and stressed the importance of THINKING about what the numbers mean, I think it helped them make sense of what the numbers mean.

**CTE/Arts Teacher Post-Teaching Report Lesson #4 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson.

Date(s) lesson taught: March 12-19, 2010 Title of lesson taught: The Cost of Credit Cards Total class time, in minutes, spent on this lesson: 220 minutes Total number of classes in which the lesson was taught: 4

1. What CTE/Arts concepts were covered in this lesson? Understand debt and credit cards, how interest rates work and how much additional cost carrying credit card balances carries.

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? Standard 1 - Finance and Economics

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? PowerPoint presentation, mini-white boards, worksheets

4. What did you use to pre-assess your students? Describe the pre-assessment results. Students were asked several introductory questions about credit and the cost of carrying credit card balances. Most students had a general idea that credit cards cost lots of money, but they didn't have any concrete knowledge to speak of.

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. The basic math operations are integral to the content of the lesson. You can't calculate the cost of using credit cards without using basic math operations.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. All 23 students who took the quiz at the end of the lesson passed with a 60% or better. 18 of 23 passed with a 75% or better.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. I think most understand the idea that credit cards cost money, and most could calculate the cost of carrying balances. Students again struggled with the basic concepts of converting percentages to decimals and rounding to the nearest penny. I spent significant time in class reviewing these items before the quiz at the end to ensure that students would be able to succeed.

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? Comfortable.

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? Yes.

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? I wish students came to high school with the skills they should have...

**CTE/Arts Teacher Post-Teaching Report Lesson #5 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson.

Date(s) lesson taught: March 22-25 Title of lesson taught: Calculating Loan Payments Total class time, in minutes, spent on this lesson: 190 minutes Total number of classes in which the lesson was taught: 3

1. What CTE/Arts concepts were covered in this lesson? Understand loans and how interest rates, payment terms, and principal amounts affect monthly payments.

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? Standard 1 - Finance and Economics

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? PowerPoint slides, mini-white boards, worksheets

4. What did you use to pre-assess your students? Describe the pre-assessment results. Students were asked several introductory questions about buying a car and tried to calculate monthly payments for a given loan scenario. They understood the idea of dividing the principal amount by something, but they didn't know how to factor in the APR.

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. The basic math operations are integral to the content of the lesson. You can't calculate loan payments without using basic math operations.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. All 23 students who took the quiz at the end of the lesson passed with a 60% or better. 20 of 23 passed with a 70% or better.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. Students were able to understand the idea of a monthly loan payment and were able to follow the three-step process to estimate what a loan payment would be. From their post-test results, it looks like they finally can accurately convert a percentage to a decimal. It is unlikely that most would remember the steps to find a loan payment without referring to the three steps we covered in the lesson, but I don't necessarily think that's a problem (I need to re-think those steps every time I do it in real life).

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? Comfortable - I love teaching this stuff!

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? Yes

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? No

**CTE/Arts Teacher Post-Teaching Report Lesson #6 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson.

Date(s) lesson taught: April 5-7, 2010 Title of lesson taught: Calculating Simple Interest Total class time, in minutes, spent on this lesson: 120 minutes Total number of classes in which the lesson was taught: 2-1/2

1. What CTE/Arts concepts were covered in this lesson? Calculating simple interest and understanding the impact/value of savings and investments.

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? Standard 1 - Finance and Economics

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? Overhead of types of investments, mini-white boards, worksheets

4. What did you use to pre-assess your students? Describe the pre-assessment results. I asked several questions about how much money the would earn on investments with different rates of return. The concept of earning interest is similar to that of paying interest (as we covered when we calculated loan payments). Most students made this connection and were close in their calculations.

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. The basic math operations are integral to the content of the lesson. You can't calculate simple interest without using basic math operations.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. All 15 students who took the quiz at the end of the lesson passed with a 60% or better. 11 of 15 passed with a 70% or better.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. Students expressed and demonstrated understanding of this concept and their ability to complete the calculations. It is more simple math than we've done previously (or at least less confusing to students). Several asked about earning more money that the simple interest formula represented, alluding to the concept of compound interest. We discussed this after we completed the lesson so that they could see a "real" picture of returns on investments.

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? Comfortable

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? Yes

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? I think next time I might start the 2nd semester finance unit with this lesson since it's such simple math and a simple concept for students to understand. I will also revise the lesson to include compound interest.