ACP Flip Book

ADJUNCT CERTIFICATION PROGRAM
LONE STAR COLLEGE

FINANCIAL
LITERACY:
BUDGETS

Money Management

BY GREGORY STEINBACH



Table of Contents Page 4
Page 6 – 7
What is the ACP at Lone Star College? Page 8
Mini- Syllabus Page 9
Student Prep Strategy
Page 10 – 11
Reading Processing Sheet Page 12 – 13
BOPPPS Lesson Plan Page 14 – 28

Budget Planning Sheet Page 18
Financial Literacy Budgets PPT Page 22

Want-Need Activity Page 30
Budget Spread Sheet Page 32
Formal Assessment Page 34 – 40
Rubric Page 42 – 44
ACP Showcase Portfolio
Reflection Essay



What is the Adjunct Certification Program at Lone Star College?

Purpose: The purpose of the Adjunct Certification Program is to recognize and reward adjunct faculty who
make a commitment to the System and to provide an opportunity to enhance their teaching effectiveness.

Who can participate: Adjunct faculty who have taught at LSC for at least 2 semesters may apply. Participants
are chosen based upon recommendations from their department chair.

Course structure and objectives: The Adjunct Certification Program is structured around 5 components of
successful instruction. After successfully completing this program participants will be able to

Plan for Learning
o Create a syllabus snapshot
o Create a lesson using the BOPPPS lesson planning moel
o Write SMART lesson objectives
o Identify the levels in Bloom’s cognitive taxonomy
o Employ effective strategies to encourage students to prepare for class

Employ a Variety of Teaching Strategies
o Define teacher-centered, interactive, experiential, and independent learning techniques
o Locate online lesson repositories and resources
o Incorporate at least one new instructional strategy in a lesson plan
o Create questions that address various levels of Bloom's cognitive taxonomy

Assess Effectively
o Develop an assessment strategy that aligns with the course outcomes
o Utilize various formative assessment tools that are quick, engaging, and informative
o Create effective subjective and objective tools and processes.
o Cite the principles of effective evaluation.
o Develop an assessment rubric

Use Instructional Technology
o Explain how technology can enhance teaching and learning
o Employ at least one new instructional technology to encourage student engagement
o Locate instructional technology resources

Foster a Positive Learning Environment
o Utilize effective strategies for dealing with various student challenges
o Employ motivational theory to structure classes that foster student motivation to learn

In order to successfully complete the program, participants must:
• Attend ALL 5 face-to-face meetings with the initial cohort and complete all on-line lessons. This occurs
over a nine week period with a time commitment of 26-30 hours.
• Actively participate in online discussion topics.
• Present a 10 minute overview of a completely new lesson
• Complete a reflective essay
• Compile and submit an electronic portfolio of all completed assignments
• Score a minimum of 80% on all required elements of the course



EDUC 1300: Learning
Framework – 1st-Year Experience

Course GoalsCMOUARTSEERUILnASdB2LCe0aBSr1ssIeEe9t(SdaxR2d-Bf2pn3oeo0eNd4qrr2nid3:uni0/e49giSG.n-r7t8(acYe.82edroM-0d,)1u1:na-r93re)t1ri.n9,’-Js.. N., Course section: C301 OOfffGicfPrieceregoLoofHercoysa.ustjori.osrS:n’tse:WiICnneCbdfo2a.1:c19h0@-1lo0n:3e0staamr.edu
Meets Fridays 11:20 – 12:40 pm

08/30 – 12/15
3 credits

The goal of this class is to transform students’ On the road to this goal.
academic behaviors and create a learning
environment to integrate students into a
collegiate environment, ensure college
readiness, enhance overall performance in
college courses, and facilitate successful
completion of a degree or certificate.

Course Projects Studying together is a great idea!

This class meets for one hour, 20 minutes once Major Projects:
a week at LSC-Conroe Center. To be successful Scavenger Hunt Powerpoint presentation
in this course, you must log into the virtual class Academic Advising Activities
and complete additional activities which could College Readiness Assessments
take approximately 4-8 additional hours a Path to Succress Essay
week. Just as in a classroom, these activities Financial Literacy Activities
have deadlines for completion. If you do not Career Exploration Project
have a computer or internet access at your Weekly Schedule Assignment
home, you may use computers at LSC-Conroe Campus Activity
Center or other public use computers at other Career Interview
facilities. Read details in syllabus.
Assorted discussion forums, video and powerpoint
presentations to watch, quizzes for each chapter of
the book, and other minor assignments.

GRADING POLICY Attendance
Grading Point Scale
Students are expected to attend all class
A = 900-1000 sessions. Class attendance/participation is
B = 800-899 defined as arrival to class at the specified time
C = 700-799 prepared to engage actively in learning until the
D = 600-699 class is dismissed by the instructor at the
F = below 600 designated time.

Participation

The college classroom is a place for individuals
to come together with the common purpose of
improving their intellectual and academic skills.
All students deserve a classroom environment
that is free of interruptions or distractions that
impede learning. Because active participation in
class discussions is essential, it is important that
all students are fully prepared for class each
day.

The following policies are listed in the Acadenic Integrity
main syllabus. You should review the
policies. In general, plagiarism means passing off other’s
ADA STATEMENT (2017) ideas as your own or writings of another
CAMPUS CARRY STATEMENT without giving proper credit by documenting
THE FAMILY EDUCATIONAL RIGHTS AND sources. This includes submitting a paper,
PRIVACY ACT (FERPA) report or project that someone else has
EMERGENCY NOTIFICATION INFORMATION prepared, in whole or in part. It also includes
EQUAL OPPORTUNITY STATEMENT inappropriately collaborating on assignments or
TITLE IX STATEMENT tests designed to be completed independently.
GUARANTEED GRADUATE POLICY
SEVERE WEATHER - Watch the website. Important Dates:
SOFTWARE PIRACY Offical Day Roll – XX/XX
Mid Day Role – XX/XX
6th Day – XX/XX
Withdrawal Day – XX/XX
Holiday Week – XX/XX – XX/XX
Final Exam – XX/XX

Student Prep Strategy: Getting them to read!

Having the students read the section material before the class will be helpful, so
that they begin to plan out what will be covered. Creating a reading processing
sheet that follows the SQ3R model will help get students to practice the model for
other courses. The processing sheet, I have created, will hopefully give the class
questions that can be shared at the beginning of class so that the questions can be
addressed in the lecture and/or activity part of the lesson.

Processing sheet is attached.

Managing Your Money
Section 3.3 Pages 65 - 72

Processing Sheet
Steps for doing the reading in your textbook. (SQ3R model)

1. Survey – Skim through the reading. In particular, look at the headings and the charts,
pictures and tables provided in the chapter. Note here what stands out.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. Question – Based on your skimming, come up with 2-3 questons of things you would like
to know more about. Ask some “why,” “how,” or “when” questions.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. Read the section. Make notes as you explore the topics.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

4. Recite the answers to your questions.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

5. Review the reading and your questions to determine if you have adequately
comprehended the material.

BOPPPS LESSON PLAN

COURSE: EDUC 1300 Learning Framework: First-year Experience

Lesson Title: Financial Literacy
Bridge: Greet. Take role. Give instructions as learner arrives. Learner will get out Budget Planning Sheet (BPS) completed for homework. Cell phones out text
####### to ###### connecting to www.Polleverywhere.com. Log into D2L Financial Module. Review what were previous assignments and the common
problem areas on those assignments. Present today’s agenda. Demonstrate in D2L.
5 minutes
Course Student Learning Outcome: Students in the college success course will be able to use financial literacy knowledge and skills to create a personal
money management plan for college success.

Learning Objectives: Objective 1: By the end of this lesson, the learner will be able to organize and construct a monthly budget. (Bloom’s levels – Remembering &
Objective 2: By the end of this lesson, the learner will be able to determine what is the difference between “wants” and “needs” and
Understanding) evaluate budget items to determine what can be adjusted to reach a zero balance for a monthly budget. (Bloom’s levels – Analyzing &

Evaluating)

Pre-Assessment: (Bloom’s Remembering) Pre-Class - What are the monthly income and expenses you are responsible for if you were living on your own with
your new career? Or, if living on your own, currently, what are you responsible for? Learners will move into groups - be mindful of socio-economic issues and
maintain diversity when selecting groups. Introduce each other. One person to report back (Polleverywhere) to larger group. Share the categories on BPS to
see if there are any that someone might have missed. They will decide as a group the top 5 in order of most important expenses to deal with and report back.
(Polleverywhere).

8 minutes

Participatory Learning: Learner Activities Lesson Materials
Time Instructor Activities Learner will have prepared the Budget Planning Sheet (BPS) Financial Literacy Power
(15 min) Prepare room before beginning of class. Post signs given out the previous class period. Point

Open D2l. Upload documents needed.

5 min Discussion: Share financial anxiety concept. Discuss whether this activity caused anyone to be surprised,
anxious, or a revelation. Share. Info back to larger group.
What are the items that cause people the most anxiety?
(Polleverywhere) Brainstorm larger group.

15 min Present Wants-Needs Discussion Activity. Learner will stand and prepare to move to a location in the Wants/Needs/Not Sure
Instructions: Identify 3 locations in the room as a room in answering, “Is this a Want, a Need, or Not Sure?” Signs posted
Want, a Need or Not Sure. Give instructions. List one What are wants/needs? What are the characteristics of Want-Need Activity Sheet
at a time items and have learners move to each?
appropriate location. Discuss as activity progresses.

5-10 Break – Learners will return to their group, take their BPS and Computers – D2L
min Move around to assist as necessary. Personal break indicate W/N. How would you categorize your expenses as
30 min as necessary. “wants” or “needs”? What characteristics determine each?
Instruct learners to enter their information into the (Bloom’s – Analyzing) Discuss. Report back to larger group.
budget form. Explain that only the white cells can be (Polleverywhere) Share one of your wants. Share your least
changed. Explain what a nonmonthly expense might important need. Think to yourself, “Is it a need?”
be. Move around to assist as necessary. Instruct learners to return to their computer that they are
logged into and download the budget form.
Note it should be all zeros.
The learner will then enter their information in the budget Budget Excel File
After most learners have recorded their balance, form already created. How will you organize your (downloaded)
instruct them to now make adjustments to items as information into a budget? (Bloom’s - Understanding) The
necessary to end with a balance of zero. May need to white boxes can be written into. Mark Wants & Needs.
suggest savings as a place for any residual. What is your balance? (Polleverywhere)

Discussion about Activity. Learners will finish until they get to zero. This may take
more time for some. What choices can you make to adjust
your budget to be balanced? (Bloom’s - Evaluation)
(Polleverywhere) How do you decide what items to change?

Learners remain at their computers for discussion.
Discussion from large group feedback.

Post-assessment: Quick Write: On back of BPS answer these questions in at least a couple of sentences each. What was your overall experience with the
activities today? What was the hardest thing to consider changing or cutting? What could you do with this budget? What opportunities or support is available
at LSC? Benefits of a budget? Large group feedback.
10 minutes

Summary: Large group feedback. Share how to relieve some financial stress? Can you download this file for personal use? Review homework assignment.
Learners are assigned the Playspent Simulation Reflection activity during which they should be taking notes about their decisions in the activity. They will also
be asked to write a short essay and give short answers to a few questions. It is found in D2L. The homework should be in an MLA formatted Word document
and put in drop box in D2L. Any final questions? Please log off your computers, and push your chairs in.
2 minutes

See attached:
Budget Planning Sheet
Financial Literacy PPT
Want-Need Activity Sheet
Budget Spread Sheet Excel

Budget Planning Sheet Name _________________

Prior to class!!

Make a list of your income and your expenses. What are the monthly income and
expenses you are responsible for if you were living on your own with your new
career? Or, if living on your own, currently, what are you responsible for? Think of
each item and approximate how much per month it is. You may need to add lines
for additional items.

INCOME EXPENSES

W/N Item Amount W/N Item Amount

Notes:

Budget Planning Sheet Name _________________

NOTES:

11/11/19

HELLO!

Take out Budget Planning Sheet
Log into D2L Financial Module
Text gregsteinbac465 to 22333

This is so you can participate today in the www.Polleverywhere.com activities.

1

Financial Literacy
Budgets

Gregory Steinbach
Lone Star College

EDUC 1300
Spring 2020

2

1

Agenda 11/11/19
2
Ø Introduction & Review
Ø Budget Planning Sheet

Discussion
Ø Financial Anxiety Discussion
Ø Wants-Needs Activity &

Discussion
Ø Break
Ø Budget Spread Sheet Activity &

Quick Write
Ø Lone Star College Resources
Ø Financial Stress Relief
Ø Wrap-up

3

Budget Planning Sheet Discussion

Ø Move into Groups
Ø Introduce yourself
Ø One person to report back
Ø Share what categories you have

listed.
Ø See if any items may be missing

from your planning sheet.

4

11/11/19

Budget Planning Sheet Discussion (continued)

In order of importance, rank the
top 5 expenses to deal with.
1.
2.
3.
4.
5.

5

Financial Anxiety Discussion

Ø Discuss whether this activity caused
anyone to be surprised, anxious, or
have a revelation.

Ø What are the items that cause
people the most anxiety?

Ø What are the results of financial
anxiety?

6

3

Financial Anxiety (continued) 11/11/19
4
A recent survey of more than 1,000 U.S. adults age 18+, Affects On Health – Creates More Stress
conducted by Propeller Insights on behalf of Varo Money,
determined that 85 percent of American adults sometimes Unhealthy coping behaviors: People experiencing
feel stressed out about money, and a full 30 percent feel financial stress may be more likely to numb their anxiety
stressed out about money constantly. by drinking, smoking, overeating, or practicing other
unhealthy coping behaviors.
● About 1 in 5 Americans (19 percent) are living paycheck
to paycheck Less money for self-care: With less money in the budget,
● More than two-thirds of Americans (69 percent) report people who are already under financial stress tend to cut
having had to dip into their savings to make it to the next corners in areas like healthcare to pay for basic
payday at least once in the past two years necessities like food. Small problems can go unchecked
● 55 percent of millennials have dipped into their savings and turn into larger problems.
in the past few months
● About a third (31 percent) of millennials understand Sleep Difficulties: When under financial stress, people
what their finances will look like from month to month often experience trouble sleeping, which can add up to a
only “somewhat” or “not at all” sleep deficit, impairing immune functioning and cognitive
abilities and causing additional moodiness.
According to the survey findings, two-thirds (66 percent)
of American adults—including 71 percent of millennials— Unhealthy emotions: Credit card debt can cause
do not have a three-month emergency fund, and almost unhealthy emotions that can take a toll on your health.
half (46 percent) don’t have any savings set aside for People can experience anxiety, frustration, and a sense of
unexpected expenses. Certain events would throw these hopelessness as the debt piles up and increasing amounts
Americans into financial chaos, particularly job loss (36 of money are needed just to pay the interest. This causes
percent), personal injury (35 percent), car trouble (33 additional stress, which compounds with the stress of
percent), and even a pet care emergency (18 percent). poor coping and self-neglect, to become a menacing
(Ruark 2018) amount of stress. (Scott 2019)

7

Wants-Needs Activity

Move to the location for your answer What are wants?
to this question.
What are needs?
Is this a Want, a Need, or Not Sure?
Want – have a desire to possess or do
(examples) something.
Need – require something because it is
essential or very important.

(Oxford)

8

Want-Need Discussion Activity

Is this a Want, a Need, or Not Sure? Go to the appropriate location for each.

Scenarios Randomize

q Buying a latte q Buying school books
q Grocery shopping q Repairing the roof
q Eating at Whataburger q Buying car insurance

q Eating at Perry’s Stakehouse q Buying the newest Iphone
q Buying a car q Buying Health Insurance
q Replacing tires q Getting nails done every week
q Shopping for work clothes q Getting hair done once a month
q Shopping for clubbing clothes q Buying medications
q Paying rent q Going on a vacation
q Paying a mortgage q Going out for drinks
q Pilot lessons q Putting money in savings
q Buying a soda q Paying for water
q Buying gas q Paying property tax
q Going to the dentist q Paying for streaming service
q Going to the doctor q Paying cell phone bill
q Paying tutition q Buying a new computer

What are wants/needs?
Want – have a desire to possess or do something.
Need – require something because it is essential or very important.
What are the characteristics of each?

NOTES:

Wants-Needs Discussion 11/11/19
5
u Return to your groups.
u How would you categories your

expenses as ”wants” or “needs?”
u Take your Budget Planning Sheet

and enter a W for a want and an N
for a need in the W/N column.
u Discuss any that you may not be
sure about. You must choose W or
N on each item.

9

Wants-Needs Discussion (continued)

Ø Share any revelations or items of
interest.

Ø Share what characteristics
determine each.

Ø Share one of your wants.
Ø Share your least important need.

10

Wants-Needs Discussion (continued) 11/11/19
6
Ø Share any revelations or items of
interest.

Ø Share what characteristics determine
each.

Ø Share one of your wants.
Ø Share your least important need.
Ø Think to yourself
Ø “Is it a need?”

11

BREAK

u When you return to the classroom, go to the computer you
are logged into.

u Go to the Week 8 Module and the sub-module Financial
Literacy.

u Download & open the file Budget Spread Sheet.

12

Budget Spread Sheet 11/11/19
Activity 7

Ø Enter your information from your
Budget Planning Sheet. You may
have made adjustments based on
the discussions.

Ø Write in the white boxes. The
others will calculate themselves.

Ø How would you categorize your
expenses as ”wants” or “needs?”

Ø What characteristics determine
each?

Ø What is your balance? (which is in the

bottom right side of the spread sheet.)

13

Budget Spread
Sheet Activity (continued)

Ø Now, look at your wants and needs.
What choices can you make to
adjust your budget to reach a
balance of zero?

Ø How do you decide what items to
change?

Ø Suggestions:

Ø Text some!

14

Monthly Nonmonthly Yearly Want/Need
Total N/W
ITEM Total Expenses/Savings**

INCOME

Wages/Salary 3000.00 36000.00
13200.00
Financial Aid/Scholarships/Grants** 1000.00 1200.00
2400.00
Other Income 200.00 5400.00
1440.00
TAXES (Approx 15% of Income) 450.00

GIVING (Tithes) 120.00

EXPENSES

HOUSING

Mortgage/Rent 235.00 2820.00
700.00
Repairs/Upkeep** 50.00 100.00 0.00
0.00
Property Tax 0.00 491.00

Home Owners Insurance 2160.00
264.00
Other 0.00 491.00 660.00
720.00
UTILITIES 720.00

Electricity 180.00 0.00
600.00
Water 22.00 2040.00
2400.00
Gas 55.00
900.00
Cell Phone 60.00 0.00

Cable / Internet 60.00 4800.00
129.84
TRANSPORTATION 360.00

Car payment 0.00 8450.00
6200.00
Gas 50.00
0.00
Repairs, Oil, Tires** 170.00 4800.00

Car Insurance/Reg & Tags 200.00 600.00
3645.00
MISCELLANEOUS
300.00
Groceries 75.00 600.00
400.00
Eating Out 0.00 0.00
0.16
Health Insurance 400.00

Disability Insurance/Life Insurance 10.82

Med Co-Pay/RX/Denist 30.00

Tuition** 650.00 650.00

Books** 500.00 200.00

Credit Cards 0.00

Clothing** 400.00

Personal Care/Hair/Gym 50.00

Savings deposit 300.00 45.00

Vacation 0.00 300.00

Fun Money** 0.00 600.00

Other 400.00

TOTALS 4067.82 2786.00

Additional savings per year for other savings or credit card pay off.

** In this column, also include the monthly amount that will need to be saved if the monthly

total includes amounts that aren't necessarily paid on a monthly basis. For example, oil

changes will need to be budgeted for monthly even though they aren't done monthly. The

same is true for repairs, registration, and other types of expenses.

Budget Spread 11/11/19
Sheet Activity (continued) 8

Ø Now, look at your wants and needs.
What choices can you make to
adjust your budget to reach a
balance of zero.

Ø How do you decide what items to
change?

15

Budget Quick Write

u Quick Write: On the back of the u What is the benefit of doing a
Budget Planning Sheet, answer the budget?
following questions in at least a
couple sentences.

u What was your overall experience
with the activities today?

u What was the hardest thing to
consider changing or cut?

u What could you do with this
budget?

u How do you decide what items to
cut?

u How can you save?

16

Lone Star College Resources 11/11/19
9
u What Support is available at LSC?

u Financial Aid
u Scholarships
u FASFA
u Grants
u Work Study

u Food Bank
u Counselors
u New Financial Awareness Initiative

17

How to relieve some Financial Stress?

Here's what you can do to handle your financial situation and feel more in control
of your life, reduce your stress, and build a more secure future:
u Understand the debt cycle. Learning how to understand debt and how we

get into it is the first step to getting yourself out of this trap.
u Know when you need money and how to get it. If you're feeling stressed

about finances, you likely already feel you need more money in your budget.
However, knowing how to increase your financial holdings without creating
significant stress for yourself can be tricky, too.
u Learn to live on less. Getting comfortable with budgeting and living on less
can boost your savings. When you have a plan, you can feel more in control of
your finances, and this can help you to feel less stressed.
u Don't forget general stress management. As you work on improving your
financial situation, you can reduce stress by practicing stress-reducing
techniques and making other changes to create a low-stress lifestyle. (Scott
2019)

18

11/11/19

Wrap-up u Playspent Activity

u Collecting Budget Planning Sheet u Online assignment
u You can use this file now to
u Make sure you take notes about
continue to make budgets. your decisions during the activity.
u Feedback
u Questions? u Write a short essay and give short
answers to a few questions. The
questions are in D2L.

u Answers must be in a Word
document that is in MLA format.

u Drop in Dropbox.

FINAL Questions?

19

Citations

RUARK, HANNAH. “Varo Money Helps Americans Improve Financial Health With
High-Yield Sa.” PRWeb, 8 Mar. 2018,
www.prweb.com/releases/2018/03/prweb15293756.htm.
Scott, Elizabeth. “How to Cope With Financial Stress.” Verywell Mind, Verywell
Mind, 5 Oct. 2019, www.verywellmind.com/understanding-and-preventing-
financial-stress-3144546.

20

10

11/11/19

Log out & put seats back
Have a Great Weekend!!

21

How to FAFSA (Additional slides)

u One way to help with finances while in college is FAFSA.
u Video- “How to FAFSA.” YouTube, University of Nebraska - Lincoln, 10 Oct. 2018,

youtu.be/az9rP7NZ2Hg.

https://youtu.be/az9rP7NZ2Hg

22

11

WANTS 11/11/19
12
23

NEEDS

24

11/11/19

Not Sure

25

13



Formal Assessment

Objective 1: By the end of this lesson, the learner will be able to organize and construct a
monthly budget. (Bloom’s – Remembering & Understanding)

Objective 2: By the end of this lesson, the learner will be able to determine what is the
difference between “wants” and “needs” and evaluate budget items to determine what can be
adjusted to reach a zero balance for a monthly budget. (Bloom’s – Analyzing & Evaluating)

Questions:

1. A monthly budget includes… (Remembering)
a. Expenses
b. Investments
c. Income
d. a & b
e. a & c
f. b & c

2. Which item is clearly a want? (Understanding)
a. A meal at home.
b. A new pair of shoes.
c. A sports car.
d. A doctor’s visit.

3. What is the purpose of adjusting to a zero balance? (Analyzing)

4. What would be the best use of a positive balance? Why? (Evaluating)
a. Just leave it.
b. Add more to vacation fund.
c. Put more in savings.
d. Pay more on credit cards.

Why? ____________________________________________________.

Answers: 1. E
2. C
3. To maximize the use of all your funds.
4. D – Paying off credit before putting into savings is the best use. Unless you are

saving for your Emergency Fund or have no debt, then C.



10/25/2019 Preview Rubric: Path to Success Rubric - EDUC-1300 C301 1 Learning Framework: 1st Year Experience

Criteria Excellent Good Poor /4
4 points 3 points 2 points /4
Paragraph /4
1 Clearly identifies a barrier to Clearly identifies a barrier to Identifies barrier but does
college success & describes college success & describe how not explain how this
Paragraph how this barrier might interfere this barrier might interfere with barrier might interfere
2 with the learner's ability to the learner's ability to reach goals with the learner's ability
reach goals in a well developed in a satisfactorily developed to reach goals
MLA paragraph. paragraph.
Guidelines Only lists one possible
Clearly list two or more Clearly list two or more possible strategy for eliminating or
possible strategies for strategies for eliminating or reducing the effect of the
eliminating or reducing the reducing the effect of the barrier barrier on the learner's
effect of the barrier to the to the learner's ability to reach educational goals.
learner's educational goals in a goals in a satisfactorily developed
well developed essay. paragraph. Learner does not use
MLA Guidelines for a
Learner uses MLA Guidelines Learner uses some of the MLA developed essay. There
for a well developed essay. Guidelines for a developed essay. are numerous spelling,
Spelling, grammar, and Spelling, grammar, and grammar, and/or
punctuation are correct. punctuation are mostly correct. punctuation errors.

Total / 12

Close

https://d2l.lonestar.edu/d2l/common/dialogs/nonModal/blank.d2l?d2l_body_type=1&d2l_nonModalDialog_cb=previewRubric_008332211685653257&d2l_nonModalDialog_cbwin=455453e2290442e6a55ce8145f900e78 1/1



11/11/19

ACP Showcase Portfolio

Gregory Steinbach
EDUC 1300

November 2019

1

Table of Contents

q Student Preparation
Strategy

q BOPPPS Lesson
Ø CAT
Ø Questions
Ø Technology

q Reflection

2

1

11/11/19

Budget Planning Sheet

Prior to class!! Student Preparation
Strategy
Make a list of your income and your expenses. What are the monthly income and
expenses you are responsible for if you were living on your own with your new There are two items that will prepare the leaner for
career? Or, if living on your own, currently, what are you responsible for? Think of the objectives.
each item and approximate how much per month it is. You may need to add lines The learner will be using the SQ3R model: Survey,
for additional items. Question, Read, Recite, Review while reading the
section of the chapter.
INCOME EXPENSES The students will complete the Budget Planning
Sheet. This will get the learner to list their income
W/N Item Amount W/N Item Amount and expenses for a month. This will be used in the
activity in the lesson.
Notes:

3

Bridge 11/10/19

Learners will arrive and do the HELLO!
following.
q Log into D2L Financial Module Take out Budget Planning Sheet
q Text to Polleverywhere.com Log into D2L Financial Module
q Have out the Budget Planning Text gregsteinbac465 to 22333

Sheet This is so you can participate today in the www.Polleverywhere.com activities.
Everyone will vote on the first slide. 1
This assures learners are connected
to polleverywhere.com Financial Literacy
Learners will review the agenda. Budgets

Agenda Gregory Steinbach
Lone Star College
Ø Introduction & Review
Ø Budget Planning Sheet EDUC 1300
Spring 2020
Discussion
Ø Financial Anxiety Discussion 2
Ø Wants-Needs Activity &
1
Discussion
Ø Break
Ø Budget Spread Sheet Activity &

Quick Write
Ø Lone Star College Resources
Ø Financial Stress Relief
Ø Wrap-up

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Objectives

uCourse Student Learning Outcome:
Students in the college success course will
be able to use financial literacy knowledge
and skills to create a personal money
management plan for college success.
uLearning Objectives:
uObjective 1: By the end of this lesson, the
learner will be able to organize and
construct a monthly budget. (Bloom’s levels
– Remembering & Understanding)
uObjective 2: By the end of this lesson, the
learner will be able to determine what is
the difference between “wants” and
“needs” and evaluate budget items to
determine what can be adjusted to reach a
zero balance for a monthly budget. (Bloom’s
levels – Analyzing & Evaluating)

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Pre-Assessment

uThe learners will have completed the
Budget Planning Sheet prior to class.
uThey will break off into groups (mindful
of socio-economic issues and maintain
diversity when selecting groups).
uThe group will decide a group reporter
and their top 5 in order of most
important expenses and the reporter will
Polleverywhere.com their list.
uWhat are the monthly income and
expenses you are responsible for if you
were living on your own with your new
career? (Bloom’s – Remembering)

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Participatory Lesson/1 Financial Anxiety (continued)

Discussion: Share about A recent survey of more than 1,000 U.S. adults age 18+, Affects On Health – Creates More Stress
the experience. conducted by Propeller Insights on behalf of Varo Money,
uWhether doing this determined that 85 percent of American adults sometimes Unhealthy coping behaviors: People experiencing
activity caused anyone to feel stressed out about money, and a full 30 percent feel financial stress may be more likely to numb their anxiety
be surprised, anxious, or stressed out about money constantly. by drinking, smoking, overeating, or practicing other
was revealing? unhealthy coping behaviors.
● About 1 in 5 Americans (19 percent) are living paycheck
uWhat are the items that to paycheck Less money for self-care: With less money in the budget,
cause people the most ● More than two-thirds of Americans (69 percent) report people who are already under financial stress tend to cut
anxiety? having had to dip into their savings to make it to the next corners in areas like healthcare to pay for basic
payday at least once in the past two years necessities like food. Small problems can go unchecked
Brainstorming with ● 55 percent of millennials have dipped into their savings and turn into larger problems.
Polleverywhere in the past few months
● About a third (31 percent) of millennials understand Sleep Difficulties: When under financial stress, people
Then, I present some facts what their finances will look like from month to month often experience trouble sleeping, which can add up to a
about Financial Anxiety. only “somewhat” or “not at all” sleep deficit, impairing immune functioning and cognitive
abilities and causing additional moodiness.
According to the survey findings, two-thirds (66 percent)
of American adults—including 71 percent of millennials— Unhealthy emotions: Credit card debt can cause
do not have a three-month emergency fund, and almost unhealthy emotions that can take a toll on your health.
half (46 percent) don’t have any savings set aside for People can experience anxiety, frustration, and a sense of
unexpected expenses. Certain events would throw these hopelessness as the debt piles up and increasing amounts
Americans into financial chaos, particularly job loss (36 of money are needed just to pay the interest. This causes
percent), personal injury (35 percent), car trouble (33 additional stress, which compounds with the stress of
percent), and even a pet care emergency (18 percent). poor coping and self-neglect, to become a menacing
(Ruark 2018) amount of stress. (Scott 2019)

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Wants-Needs Activity

Move to the location for your answer What are wants? Participatory Lesson/2
to this question.
What are needs? uActivity: Moving about the room to
Is this a Want, a Need, or Not Sure? different locations posted with ”Is this a
Want – have a desire to possess or do Want? a Need? or Not Sure?”
(examples) something. u I will read off a list and the learners
Need – require something because it is will move accordingly to that question.
essential or very important. And, even changing it in a variety of
ways. For example, Is a car a want or
(Oxford) need? In New York City? For a single
parent? Forcing learners to evaluate their
Want-Need Discussion Activity options in a budget.
uThey return to their groups and mark
Is this a Want, a Need, or Not Sure? Go to the appropriate location for each. their expenses as wants or needs on their
Budget Planning Sheet. How would you
Scenarios Randomize categories your expenses as “wants” or
“need”? What characteristics determine
q Buying a latte q Buying school books each? (Bloom’s – Analyzing)
q Grocery shopping q Repairing the roof
q Eating at Whataburger q Buying car insurance 4

q Eating at Perry’s Stakehouse q Buying the newest Iphone
q Buying a car q Buying Health Insurance
q Replacing tires q Getting nails done every week
q Shopping for work clothes q Getting hair done once a month
q Shopping for clubbing clothes q Buying medications
q Paying rent q Going on a vacation
q Paying a mortgage q Going out for drinks
q Pilot lessons q Putting money in savings
q Buying a soda q Paying for water
q Buying gas q Paying property tax
q Going to the dentist q Paying for streaming service
q Going to the doctor q Paying cell phone bill
q Paying tutition q Buying a new computer

What are wants/needs?
Want – have a desire to possess or do something.
Need – require something because it is essential or very important.
What are the characteristics of each?

NOTES:

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Participatory Lesson/3 11/11/19
5
The learners will then discuss the
characteristics of each within the
group. Having discussed it, they
share one of their wants. Then,
they share their least important
need.
On the break, ponder, “Is it a
Need?”
Then, we take a break.
During the break they are asked to
also get onto their computers to
the correct module. And, to
download the budget file.

9

Participatory Lesson/4

How will you organize your
information into a budget? (Bloom’s –
Understanding)
The learners enter their information
from their own budgets and mark
want or need and record their
balance.
Then, they polleverywhere.com their
balance.
How would you categorize your
expenses as “wants” or needs”?
If their balance are not zeros, discuss
why not. Then discuss, what choices
can you make to adjust your budget
to balance to zero? (Bloom’s –
Evaluation) (Polleverywhere).
They get their balance to zero
making adjustments.

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Post-Assessment Assessment will be in the large group
feedback.
Quick Write: On the back of BPS.
Individual assessment will be made off the
Ø What was your overall collected Budget Planning Sheets.
experience with the activities
today?

Ø What was the hardest thing to
consider changing or cutting?

Ø What could you do with this
budget?

Ø How do you decide what items
to cut? Family discussions?

Ø How can you save

Ø What is the benefit of doing a
budget?

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Summary/1 Introduce Homework assignment:

Share Lone Star College resources Ø Online

How to relieve some Financial Stress? Ø Take Notes during activity

Here's what you can do to handle your financial situation and feel more in control Ø Write short essay and give a
of your life, reduce your stress, and build a more secure future: few short answers as well.
u Understand the debt cycle. Learning how to understand debt and how we
Ø Essay must be in a Word
get into it is the first step to getting yourself out of this trap. document in proper MLA format.
u Know when you need money and how to get it. If you're feeling stressed
Ø Drop in box
about finances, you likely already feel you need more money in your budget.
However, knowing how to increase your financial holdings without creating
significant stress for yourself can be tricky, too.
u Learn to live on less. Getting comfortable with budgeting and living on less
can boost your savings. When you have a plan, you can feel more in control of
your finances, and this can help you to feel less stressed.
u Don't forget general stress management. As you work on improving your
financial situation, you can reduce stress by practicing stress-reducing
techniques and making other changes to create a low-stress lifestyle. (Scott
2019)

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Personal Reflection

ü Interested in program for years – hours never worked out.
ü Became overwhelmed with anticipation of the work, but then got into

the swing of things and made it work.
ü Breaking Lesson plan down into disjoint parts was very helpful.
ü BOPPPS was very helpful to organize my lessons.
ü Already made new mini-syllabus for MATH 0232.
ü Have created a rubric for another assignment.
ü Generation Z – Technology – Polleverywhere.com for discussion groups.
ü Have become enthused about my courses.
ü Definitely enhancing my courses.

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7



Gregory Steinbach
Roy Turner
Adjunct Certification Program
November 2019

ACP Reflection

The Adjunct Certification Program (ACP) has interested me for a number of years. My schedule
never worked out with the class schedule and so I was not able to participate. Luckily, it worked
out this time. I knew the work expectation but became overwhelmed looking at the assignments.
This was the first time I really had to study anything since becoming blind in my left eye. I was
always a slow reader as well. However, I put myself out there and shared my anxiety with my
instructor, which is what I would want my students to do with me. Just saying I might need help
was relieving. I was actually able to accomplish the assignments on time.

The ACP program has given me a jump start on developing my courses to be more dynamic. It
was great to break the process of lesson planning down into small steps. I found this of great
value. Developing my courses with intention has always been my focus but I was not quite sure
how to show that in documentation. Organizing my thoughts into a lesson plan helped me
solidify the lesson on budgeting. I often have great ideas but do not know how to articulate them
in writing. So, the ACP program has provided me with a structure to use for other lessons and
provide me the motivation to create something that others could use as well.

I realized that I am really good at lesson planning, which I used to do years ago but got out of
practice. When we completed the BOPPPS lesson plan, all the components were included in my
original plan but not in an organized way. Thus, I have always been a good instructor but have
winged it most of the time. Realizing that creating a lesson plan for the various lessons in the
course will make the course better and I can share them to help others. I plan to do more lesson
plans for other areas of the course. I have already begun creating rubrics for a number of
assignments. I plan on using the mini-syllabus for the course and created a mini-syllabus for my
Math 0232 course.

The discussion on Generation Z was particularly useful. Learning more about the typical Gen. Z
will help me understand more about how they behave and what drives them. Having taught for
many years, it has been quite obvious how the different generations change but I had not realized
we were already in a new generation. So, I need to adjust my lessons in the same way. As is
clear, I have to bring more technology into my class. So, I liked the Polleverywhere.com
resource. I had heard about it before but, the information is presented so fast that it is always
confusing and intimidating. But already I can see how great it will be to help guide discuss.

Having the time to explore different technology tools that have been vetted is more helpful. I
would like to see more professional development on specific technology tools. And, in a small
computer lab so that we could try it out with someone there to give some guidance or instruction.
Technology is an area that has just gotten so fast that it is hard to keep up. I particularly liked
that we could read others’ experiences from class. This was very helpful.

A major benefit of ACP is that I have become enthused about my courses. Many of the course
activities were prescribed by another professor or by the department. Of 1000 points, I only have
control over 200 of them. But I can develop the activity and in particular the rubric, if one has
not already been provided by the department. I have already created additional rubrics. It will
clarify expectations. I am very excited to apply what I have learned.

Finally, I cannot say enough how this course has helped me. I had been in a stagnant personal &
professional space for over a year. I have debated going back to earn my doctorate or another
master’s. I was concerned that I would not be able to handle the work. I know it will be harder,
but I am not afraid of it. Becoming blind has been difficult to adjust to. But now I am energized
and enthusiastic about my courses. Having taught them for a number of years now, sometimes
they seem really dull. I try and change it up some but have not been as motivated or clear
thinking. So, I am very thankful to our instructor, Roy Turner, for guiding me thru this course. I
know I will be a more effective instructor because of this course. Thank you.