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  • 1. Hands on Banking® WORKSHOP LEADER’S GUIDE Kids (4th & 5th grade) Jeff Sanson Indiana Council for Economic Education The Council for Economic Education wishes to acknowledge Richard MacDonald and Elizabeth Webbink, the authors of the first edition of this guide, for their contributions This publication was made possible through funding from Wells Fargo Bank, N.A.
  • 2. Hands on Banking® – Kids (4 & 5th grade) th The Hands on Banking® / El futuro en tus manos® financial education program is made available as a free public service by Wells Fargo The program is non-commercial; no products will be offered for sale. All materials are available in both English and Spanish. Your local Wells Fargo Community Development Officer* is ready to provide you with assistance. Note to Workshop Leaders: Please contact your local Wells Fargo Community Development Officer* early in your program planning process for assistance and to request a document indicating how the program aligns with your state’s education standards * Wells Fargo/Wachovia Community Banking States are: Alabama, Connecticut, Delaware, Florida, Georgia, Kansas, Maryland, Mississippi, New Jersey, New York, North Carolina, Pennsylvania, South Carolina, Tennessee, Virginia and Washington, D.C. * Wells Fargo already has a Community Banking presence in Alaska, Arizona, California, Colorado, Idaho, Illinois, Indiana, Iowa, Michigan, Minnesota, Montana, Nebraska, Nevada, New Mexico, North Dakota, Ohio, Oregon, South Dakota, Texas, Utah, Washington, Wisconsin, and Wyoming. If Wells Fargo does not have operations in your state or community, you may request assistance by emailing HOBinfo@wellsfargo.com. www.handsonbanking.org www.elfuturoentusmanos.org
  • 3. Workshop Leader’s Guide – Hands on Banking® TABLE OF CONTENTS The Workshop I. Overview of the Hands on Banking program II. How to Navigate the Program III. Technology Requirements for Your Workshop IV. Frequently Asked Questions V. Sample Agenda for a Three-Hour Workshop VI. Sample Lessons to Demonstrate in Your Workshop VII. Teacher Resources Additional Materials Handout for Workshop Attendees Workshop Attendee Information Workshop Evaluation Wells Fargo’s Hands on Banking Teacher Evaluation Sample Workshop Bulletin Sample Letter Confirming Attendance Copyright 2006, 2010, Council for Economic Education, New York, NY
  • 4. Hands on Banking® – Kids (4 & 5th grade) th Hands on Banking® Workshop Leader’s Guide Kids (4th & 5th grade) I. An Overview of the Hands on Banking program The Hands on Banking program is a fun, innovative financial education program appropriate for students from grades 4 through adults. It was developed by Wells Fargo as a free community service. There are four levels of the Hands on Banking program: Kids (4th & 5th grade), Teens (6th to 8th grade), Young Adults (Ages 15-21), and Adults. This workshop leader’s guide is designed to assist those who will conduct training programs for teachers on how to use Hands on Banking for Kids (4th & 5th grade). The entire program is also available in a Spanish version, El futuro en tus manos®. Here are some key components of Hands on Banking for Kids (4th & 5th grade). 1. It is available free online, on CD-ROM, and in print curriculum. 2. All components—online, on the CD-ROM, and in print—are available in English and Spanish; you can toggle between English and Spanish from within the program. 3. Online the program may be accessed in English at www.handsonbanking.org, and in Spanish at www.elfuturoentusmanos.org. The sites do not require any teacher or student login and no data are collected. 4. The accompanying Instructor Guide contains lessons and activities that complement and extend the online program. It can also be used separately as a standalone unit. This guide is available in PDF format on the Instructional Resources page linked from the Hands on Banking program home page. 5. The program is aligned to each state’s educational standards for language arts and social studies as well as the national standards for mathematics, economics, and personal finance, and language arts found in: • Council for Economic Education, Voluntary National Content Standards in Economics (1997). For details, see www.councilforeconed.org. • Jump$tart Coalition for Personal Financial Literacy, National Standards in K-12 Personal Finance Education (2008). For details, see www.jumpstartcoalition.org 4 Copyright 2006, 2010, Council for Economic Education, New York, NY
  • 5. Workshop Leader’s Guide – Hands on Banking® • National Council of Teachers of Mathematics, Principles and Standards for School Mathematics (2000), Grades 3-5. For details, see www.standards.nctm.org. • The National Council of Teachers of English (NCTE) and International Reading Association (IRA), Standards for the English Language Arts (1996); Grades K-12. For details, see www.ncte.org. 6. The menu-driven program is designed to be simple to navigate for all ages. (See Section II) 5 Copyright 2006, 2010, Council for Economic Education, New York, NY
  • 6. Hands on Banking® – Kids (4 & 5th grade) th II. How to Navigate the Program The Hands on Banking program is all menu-driven, so whether you access it online or by using the CD-ROM, navigating the program is designed to be simple for all ages. In addition, the CD-ROM can be used with either a Windows® or Macintosh® operating system, so it will not matter what type of computer you have. Simply follow these easy steps: 1. Launch the Hands on Banking program online from www.handsonbanking.org / www.elfuturoentusmanos.org or from the CD-ROM. 2. The program runs in Adobe Flash and users may be prompted to download this free program to run the online version. 3. When you launch the program, you have four options: Click on the “English” or the “Español” button in the header at the top of the page to toggle between English and Spanish from anywhere in the program a b Select a Hands on Banking level Adults Young Adults (Ages 15-21) c d Teens (6th to 8th grade) Kids (4th & 5th grade) Click on “Access the Instructional Resources” to download the accompanying Instructor Click on “We want your input” to complete the Guide user survey 6 Copyright 2006, 2010, Council for Economic Education, New York, NY
  • 7. Workshop Leader’s Guide – Hands on Banking® II. How to Navigate the Program (cont.) 4. To access the Kids level, select the image on the right and click it to enter the program. 5. This takes you to the introduction screen for Hands on Banking for Kids. Navigate the program by clicking on the icons on the screen. Home Page Language Options User Options — click on the Hands on click on the “English” or the “Español” button click and toggle to access Banking icon to return to the navigation features and to toggle between English and Spanish from Hands on Banking home page tools at anytime anywhere in the program throughout the program Index Closed Caption Sound Calculator Dictionary ATM Help Explore the Lessons lessons in the program can be accessed by clicking on the “Index” button under“User Options” the icon for the instructional unit the “Site Index” button Site Tour this button explains each of the navigation features of the website Replay Button (only available on introduction screen) click to replay the lesson click out of Site Tour to launch the program 7 Copyright 2006, 2010, Council for Economic Education, New York, NY
  • 8. Hands on Banking® – Kids (4 & 5th grade) th II. How to Navigate the Program (cont.) 6. At any point in the program, clicking on “User Options” will open a graphic that is designed to look like a remote control. On this remote control graphic, you will find additional navigation controls. The remote control includes buttons with the functions listed below. Lesson Navigation Control Index button—allows you to navigate the program units and lessons a CC button—turn closed captioning on and off b Sound button—turn sound on and off c Calculator button—contains basic, credit, and earnings d calculators e Dictionary button—defines the financial terms in the program f. ATM button—practice using a simulated Automatic Teller g 7. The Kids program has 33 lessons across 4 primary units, plus introduction and assessment sections. The complete list of lessons is accessed by clicking on the “Index” or “Site Index” buttons. These units include: a. Introduction b. You and Your Money - 6 lessons c. Budgeting-7 lessons d. Savings and Checking Guide - 14 lessons e. Credit and You – 6 lessons f. Assessment 8 Copyright 2006, 2010, Council for Economic Education, New York, NY
  • 9. Workshop Leader’s Guide – Hands on Banking® 8. Once a lesson begins, additional features are enabled. Lesson progress keep track of your progress within each unit by lesson Progress toggle the “Note” to reveal further explanation of a concept Captions each lesson displays the narrated text b click the “CC” button to open this Lesson navigation box Previous lesson a c b click the “x” to Play/pause lesson close this box 9 Copyright 2006, 2010, Council for Economic Education, New York, NY
  • 10. Hands on Banking® – Kids (4 & 5th grade) th III. Technology Requirements for Your Workshop Workshops may be conducted in computer labs, classrooms, or community room. However, a lab will provide the workshop participants with the opportunity to navigate the program on their own while sitting at their own computer (or sharing it with another attendee). If such a lab is not available, then, at a minimum, it is recommended that you conduct the workshop using a computer hooked up to a projection unit. The program is narrated, so the workshop leader will need to be sure the audio system is working. Conducting a Hands on Banking program workshop with neither a computer lab nor a projection unit is possible, but participants will miss out on the fun, interactive nature of the program. If the workshop is conducted without access to computers, you may wish to focus on examples of student worksheets, teaching tips and simulations that are in the Instructor Guide, discussed further in Section VII. The Instructor Guide for Kids is located on the Instructional Resources page (http://www.handsonbanking.org/en/instructional-resources.html) The program is available online, CD-ROM, and in print. Internet access is not necessary, however, when it is available, we recommend accessing the program online to ensure that you have access to the most up-to-date content. Also, if you are using the internet, the first time you access the program you may be asked to download Adobe Flash which is free.* Of course, if teachers are working at computer stations from which the internet is not accessible, then you will want to make sure that each teacher has a CD-ROM and that each computer has a CD-ROM drive. Be sure to check with the computer lab technician before the day of the workshop to determine whether there are any rules and restrictions on the use of the lab that would prevent you from accessing the internet or using the CD-ROM drives. * Workshop leaders will want to check to see that Adobe Flash has been installed on the computers to be used for their presentation or by the participants. If possible, you may want to access the program on the computer you plan to use for presenting ahead of time to ensure no other configuration is necessary, such as screen resolution. The Hands on Banking program may work on mobile devices that have Adobe Flash enabled on them. 10 Copyright 2006, 2010, Council for Economic Education, New York, NY
  • 11. Workshop Leader’s Guide – Hands on Banking® IV. Frequently Asked Questions Why don’t I see many references to Wells Fargo in the program? Wells Fargo developed the Hands on Banking program as a free community service to make financial education both fun and informative. This innovative program was specifically designed to contain no commercial content and is solely intended for educational purposes. How do I arrange to have a Wells Fargo Community Development Officer attend my workshop? The state council that arranged the workshop will provide the name and contact information. Am I required to have a Wells Fargo Community Development Officer attend? No, although it is strongly encouraged. These officials have useful information about the Hands on Banking program and will certainly serve as important contacts for teachers as they implement the program. What should I cover in the workshop introduction? It is a good idea to: • introduce yourself • give the Wells Fargo Community Development Officer, if one is in attendance, an opportunity to make a few welcoming remarks • ask teachers to introduce themselves—along with what subjects, where, and what grade level they teach—to encourage professional and social connections that can be very valuable to teachers • deal with any housekeeping items at this time as well. What teachers should I recruit for my workshop? While many elementary teachers may not have specialized in the areas of economics, business, or personal finance, the topics found in the Hands on Banking program are likely to be of interest to them. Candidates for recruitment for the “Kids” workshop include: • elementary teachers • learning resource specialists • teachers of language arts including teachers of English as a Second Language, and • career counselors 11 Copyright 2006, 2010, Council for Economic Education, New York, NY
  • 12. Hands on Banking® – Kids (4 & 5th grade) th IV. Frequently Asked Questions (cont.) Can pre-service teachers come to my workshop? Yes, but make sure in-service teachers are also in attendance. How long should the workshop be? There is no need for the workshop to be any longer than 2-3 hours. The time required largely depends on how much time you allocate for teachers to navigate the program on their own. Your main objective is to familiarize teachers with how to use the Hands on Banking program so they can understand how to integrate it into classroom segments and adapt it to students’ needs. The program is totally flexible, allowing you to go to any segment and use any available timeframe. What handouts should I provide to workshop attendees? Each teacher participating in the workshop should receive the following materials: • A free copy of the Hands on Banking CD-ROM or brochure (as regionally defined) • From the Instructor Guide:  the cover page  table of contents (located at the beginning the guide)  the Introduction and How to Use This Guide pages (four pages), and  a print copy of the lesson(s) you are demonstrating • A copy of the Wells Fargo document indicating the alignment between the Hands on Banking program and your state standards. This can be obtained by:  contacting your local Wells Fargo Community Development Officer, or  emailing HOBinfo@wellsfargo.com • A workshop agenda (a sample agenda can be found in Section V) • The Workshop Handout, found at the end of in this guide, with background information on the Hands on Banking program, and key contact information • A signed letter for each participant, found at the end of this guide, indicating the name of the workshop and the organization providing it, as well as when, where, and the length of the workshop 12 Copyright 2006, 2010, Council for Economic Education, New York, NY
  • 13. Workshop Leader’s Guide – Hands on Banking® IV. Frequently Asked Questions (cont.) • A copy of the Wells Fargo Hands on Banking Teacher Evaluation form, found at the end of this guide, that teachers may fill out and return to Wells Fargo after implementing the program in their classrooms • Any information you wish to make available about yourself or your programs In addition to the materials I distribute to workshop participants, what other materials should be made available at my workshop? • You should have one complete copy of the Instructor Guide for teachers to look through if they wish. It is not necessary for you to have a copy of the Instructor Guide for each attendee. The procedures for teachers to follow in order to receive their own guide are outlined in the Workshop Handout. How can teachers get materials related to the Hands on Banking program? • CD-ROM: Small quantities of the CD-ROM are available to teachers free of charge. Both the English and Spanish versions are on the same CD-ROM. Teachers can request free CD-ROMs for their classroom by emailing HOBCD@wellsfargo.com. • Instructor Guide: Complete Instructor Guides are more than 100 pages in length. You may view it online or from the CD-ROM, or print the entire guide or selected segments or pages. The guide is available (in PDF format in a ZIP file). If teachers prefer to have a print version of any of the Instructor Guides, but are unable to print it out on their own, they can request a copy by emailing HOBinfo@wellsfargo.com. This information is also available by clicking on the Instructional Resources link on the Hands on Banking program home page. 13 Copyright 2006, 2010, Council for Economic Education, New York, NY
  • 14. Hands on Banking® – Kids (4 & 5th grade) th IV. Frequently Asked Questions (cont.) How can the Hands on Banking program be used most effectively in the classroom? • An ideal way to implement the Hands on Banking program is to use a computer lab in which each student has his or her own computer. • If the classroom has a computer with projection capabilities, it is possible to project the program for students. • Since the audio portion of the program is an important element of the program, but could be somewhat disruptive to fellow students, it would be helpful if each student had their own headphones. • Alternatively, the sound can be turned off by clicking the sound button. • The program is highly flexible; teachers can choose which lessons to introduce, and how to introduce them to best suit their curriculum and their students’ needs. • Finally, encourage students to use the Hands on Banking program at home either by going to the website or using a CD-ROM. Students may wish to demonstrate the Kids level of the program for their parents as well as share the other applicable programs with their family (teens, young adults, and adults). Do the various lessons need to be used in sequence? The program is designed to be presented in the given sequence of lessons. However, depending on what is appropriate for your students, you may wish to establish your own sequence, or introduce lessons from other levels. How long does it take to complete each lesson? This varies by lesson, but in general each lesson takes only a few minutes to complete. What is the Wells Fargo Hands on Banking Teacher Evaluation form? This evaluation is to be filled out by teachers who have used the Hands on Banking program. As indicated, these forms are to be returned to Wells Fargo, not to the workshop leader. This form allows teachers to communicate with the developers of the program on their experiences with implementing the program. A copy of the Wells Fargo Hands on Banking Teacher Evaluation form can be found at the end of this guide. Completing and returning this evaluation form is optional. 14 Copyright 2006, 2010, Council for Economic Education, New York, NY
  • 15. Workshop Leader’s Guide – Hands on Banking® V. Sample Agenda for a Three-Hour Workshop 9:00 A.M. Registration and Completion of Workshop Attendee Information Form 9:15 A.M. Introductions 9:30 A.M. An Overview of the Hands on Banking Program 10:00 A.M. Demonstration of Sample Lessons 10:30 A.M. Time for Teachers to Navigate the Program 11:00 A.M. Using the Instructor Guide 11:30 A.M. Questions and Comments from Teachers 11:45 A.M. Workshop Wrap-up and Completion of Workshop Evaluation Form Noon Adjourn 15 Copyright 2006, 2010, Council for Economic Education, New York, NY
  • 16. Hands on Banking® – Kids (4 & 5th grade) th VI. Sample Lessons to Demonstrate in Your Workshop Before demonstrating a lesson, you will want to show workshop attendees the “Instructional Resources” area of the program found on the home page. Next, show participants the basic navigation functions and the “User Options”, “Calculators”, “Dictionary” and “Index” features to give them a sense of the depth of the materials in the program. You may now demonstrate any lesson(s) you wish in your workshop. There are four instructional units in the “Kids” curriculum. You can probably demonstrate “You and Your Money” in its entirety in approximately 20-25 minutes. This unit has somewhat of an introductory feel to it, so it is a nice place to begin. If you are in a computer lab, teachers will be able to explore parts of the other three units on their own later on in the workshop. Following are overviews from the Instructor Guide for each unit and a “suggested” demonstration lesson from each unit. These lessons were selected to be representative of the types of activities and strategies found in each of the six topics. It is unlikely that you will demonstrate each one in a workshop, but these can be helpful starting points if you choose to focus on a specific topic. Note the icons beside each lesson; these are used in the Instructor Guide to identify the type of activity featured. You and Your Money - 6 lessons Students are introduced to money, and the concept that money is earned and used to buy things. Students are also introduced to the basic purposes of banks and banking. At the end of these lessons, students will be able to identify the basic concepts of money, how money is earned, how money is used, and the essential role of banks. Section 2: Earnings Student Worksheet – “Earning Power”, (p. 11-14). This Student Worksheet accompanies Lesson 3, which includes an interactive where students identify ways to earn money and determine earning power. Review the printed student activity and Teacher’s Copy for comparison to the online interactive activity. Budgeting - 7 lessons Students are introduced to a basic personal budget. Students will also perform calculations involving 10% sales tax. At the end of the lessons, students will be able to identify basic budget concepts. Section 2: Budgets Student Worksheet – “Build Your Own Budget”, (p. 31-35). This Student Worksheet accompanies Lesson 6, which allows students to build a personal budget. Note that the interactive version calculates the budget total for the student. 16 Copyright 2006, 2010, Council for Economic Education, New York, NY
  • 17. Workshop Leader’s Guide – Hands on Banking® Saving and Checking Guide - 14 lessons Students investigate savings and checking accounts. Students study the concept of interest and learn how to balance a checkbook. At the end of this unit, students will recognize how savings and checking accounts work. Section 2: Saving Withdrawals Student Worksheet – “Saving Withdrawal”, (p. 44-46). This Student Worksheet accompanies Lessons 6 and 8, where students practice making deposits and withdrawals using the simulated ATM. Review the Key Points of the section to introduce the ATM interactive and the worksheet activity. Students can compare the process of how people make a withdrawal at the bank or at the ATM. Credit and You – 6 lessons Students investigate the concepts of credit and credit cards. At the end of the lessons, students will identify the benefits and costs of consumer credit and recognize the importance of responsible use of credit. Section 1: Credit and Interest Teaching Tips, (p. 70-71). These Teaching Tips offer six problems and tasks for students to apply and extend the concepts learned in the Credit and You lessons. Note the language arts connection in problem six, which provides two writing prompts. Following the four instructional units is an assessment where students can measure their knowledge gain. If they score 70% or greater a completion certificate will appear on the screen. Students may enter their name and print out the certificate if they have printer access. This data is not stored and is automatically deleted when the user exits the page. The assessment is also available in hardcopy with the answer sheet in the Instructor Guide for teachers. A copy of the certificate is also in the guide should teachers opt to distribute it to their students. 17 Copyright 2006, 2010, Council for Economic Education, New York, NY
  • 18. Hands on Banking® – Kids (4 & 5th grade) th VII. Teacher Resources The Instructor Guide is a highly valuable resource for teachers who have decided to implement the program. It is available for downloading (in PDF format in a ZIP file) on the website (see www.handsonbanking.org) or on the CD-ROM. Teachers can print out the entire Guide, individual Units or selected pages in English or Spanish. The guide is more than 100 pages in length, so if your teachers wish to have a print version of the guide, but are unable to print it out on their own, they can email HOBinfo@wellsfargo.com. This information is also available on their handout or by clicking on the “Access the Instructional Resources” link on the introductory screen of the program. Key Features of the Instructor Guide For each of the four primary units in the program, the Instructor Guide has the following: • Unit Overview (across multiple sections) • Learning Objectives • Alignment with Educational Standards. Note that a document aligning Hands on Banking to your state standards can be obtained by:  contacting your local Wells Fargo Community Development Officer* prior to the workshop, or  emailing HOBinfo@wellsfargo.com Each of the five primary units of the program is split into multiple sections. Each section has some or all of the following features: • Opening Questions • Key Points • Student Activity • Student Worksheet • Teacher’s Copy of Worksheet • Teaching Tips • Assessment (Print and Online/CD-ROM) Other resources found in the Instructor Guide are: • Additional Student Activities • Additional Financial Literacy References • Hands on Banking Dictionary • Hands on Banking Certificate * If Wells Fargo does not have operations in your state or community, you may request assistance using the email contact listed above. 18 Copyright 2006, 2010, Council for Economic Education, New York, NY
  • 19. Workshop Leader’s Guide – Hands on Banking® Hands on Banking Workshop Handout Kids (4th & 5th grade) Key features of the Hands on Banking program: • It adheres to national standards found in:  Council for Economic Education, Voluntary National Content Standards in Economics (1997). For details, see www.councilforeconed.org.  Jump$tart Coalition for Personal Financial Literacy, National Standards in K-12 Personal Finance Education (2008). For details, see www.jumpstartcoalition.org  National Council of Teachers of Mathematics, Principles and Standards for School Mathematics (2000), Grades 3-5. For details, see www.standards.nctm.org.  The National Council of Teachers of English (NCTE) and International Reading Association (IRA), Standards for the English Language Arts (1996); Grades K-12. For details, see www.ncte.org. • It is aligned to each state’s educational standards for mathematics, language arts, social studies, economics, and personal finance. For information on how the Hands on Banking program is aligned to your state’s standards  contact your local Wells Fargo Community Development Officer*, or  email hobinfo@wellsfargo.com • It is accessible  online in English at www.handsonbanking.org and in the Spanish version, El futuro en tus manos®, at www.elfuturoentusmanos.org  by using a CD-ROM (compatible with either a Windows® or Macintosh® operating system) available by emailing HOBCD@wellsfargo.com. • All online, CD-ROM and print materials are available in English and Spanish • The Hands on Banking program is for fourth grade through adults. * If Wells Fargo does not have operations in your state or community, you may request assistance using the email contact listed above. 19 Copyright 2006, 2010, Council for Economic Education, New York, NY
  • 20. Hands on Banking Workshop Handout Kids (4th & 5th grade) (cont.) For an overview of the Hands on Banking or El futuro en tus manos program simply follow these easy steps: 1. Launch the Hands on Banking program online from www.handsonbanking.org / www.elfuturoentusmanos.org or from the CD-ROM. 2. The program runs in Adobe Flash and users may be prompted to download this free program to run the online version. 3. When you launch the program, you have four options: Click on the “English” or the “Español” button in the header at the top of the page to toggle between English and Spanish from anywhere in the program a b Select a Hands on Banking level Adults Young Adults (Ages 15-21) c d Teens (6th to 8th grade) Kids (4th & 5th grade) Click on “Access the Instructional Resources” to download the accompanying Instructor Click on “We want your input” to complete the Guide user survey 20 Copyright 2006, 2010, Council for Economic Education, New York, NY
  • 21. Workshop Leader’s Guide – Hands on Banking® II. How to Navigate the Program (cont.) 4. To access the Kids level, select the image on the right and click it to enter the program. 5. This takes you to the introduction screen for Hands on Banking for Kids. Navigate the program by clicking on the icons on the screen. Home Page Language Options User Options — click on the Hands on click on the “English” or the “Español” button click and toggle to access Banking icon to return to the navigation features and to toggle between English and Spanish from Hands on Banking home page tools at anytime throughout anywhere in the program the program Index Closed Caption Sound Calculator Dictionary ATM Help Explore the Lessons lessons in the program can be accessed by clicking on the “Index” button under“User Options the icon for the instructional unit Site Tour the “Site Index” button this button explains each of the navigation features of the website Replay Button (only available on introduction click to replay the lesson screen) click out of Site Tour to launch the program 21 Copyright 2006, 2010, Council for Economic Education, New York, NY
  • 22. II. How to Navigate the Program (cont.) 6. At any point in the program, clicking on “User Options” will open a graphic that is designed to look like a remote control. On this remote control graphic, you will find additional navigation controls. The remote control includes buttons with the functions listed below. Lesson Navigation Control Index button—allows you to navigate the program units and lessons a CC button—turn closed captioning on and off b Sound button—turn sound on and off c Calculator button—contains basic, credit, and earnings d calculators e Dictionary button—defines the financial terms in the program f. ATM button—practice using a simulated Automatic Teller g . 7. The Kids program has 33 lessons across 4 primary units plus introduction and assessment sections. The complete list of lessons is accessed by clicking on the “Index” or “Site Index” buttons. These units include: a. Introduction b. You and Your Money - 6 lessons c. Budgeting- 7 lessons d. Savings and Checking Guide - 14 lessons e. Credit and You – 6 lessons f. Assessment 22 Copyright 2006, 2010, Council for Economic Education, New York, NY
  • 23. Workshop Leader’s Guide – Hands on Banking® 8. Once a lesson begins, additional features are enabled. Lesson progress keep track of your progress within each unit by lesson Progress toggle the “Note” to reveal further explanation of a concept Captions each lesson displays the narrated text click the “CC” button to open this Lesson navigation box Previous lesson a c b click the “x” to Play / pause lesson close this box 23 Copyright 2006, 2010, Council for Economic Education, New York, NY
  • 24. b Teacher Evaluation Thank you for using the Hands on Banking program with your students or adult audience. We would like to ask you to take a few minutes to complete this evaluation form. General Information: Name (optional) School/District or Other Location Grade level(s) or adults using Hands on Banking Average length of lesson Which format did you use (check all that apply) Online CD-ROM Printed Instructor Guide Which language did you use (check all that apply) English Spanish Content: • Which lessons did you teach? Did you use these lessons as a stand alone or as part of another subject application? • Did these lessons work well with your students? Yes No (if "yes," please describe what worked especially well; if "no" please let us know what specifically did not work) • Which activities (math problems, etc) did you use with your students or Adult audience? • Did you find these activities at the appropriate level for your students or Adults (math and reading)? If not, please explain in what ways they were either too easy or too hard. Recommendations: Wells Fargo is continuing to assess and evaluate the Hands on Banking program. We would very much appreciate your feedback on the following: • What other content areas would you suggest we consider for this program? • What other math, reading or social studies skills would you like to see incorporated with this program? Important question! • Other comments you would like us to consider for the next version? Please fax this completed form to Angel Zapata at (760) 789-8989 or provide your feedback to him via email at angel.zapata@wellsfargo.com. Thank you again for your time – we value your feedback! 24
  • 25. Sample Workshop Bulletin The Center/Council for Economic Education at <center’s location> in collaboration with the Council for Economic Education and Wells Fargo presents ® Hands on Banking A Financial Education Program for Kids (4th & 5th grade) <Date> <Time> This special workshop program introduces teachers to a free, innovative financial education program that can be used in a variety of classes. WHERE: <Your university or other location, city, building and room number.> Directions, parking information and maps are available at <Web site with map, directions and parking information>. WHEN: <Day(s) of the week, month, day and time.> Refreshments will be served. INSTRUCTORS: <Name, title and other distinguishing information about instructor(s)> REGISTRATION: There is NO registration fee. To enroll, please fill out the form on the next page and mail it to: <Name and complete address.> Your registration is requested by <date>. 25 Copyright 2006, 2010, Council for Economic Education, New York, NY
  • 26. FOR MORE INFORMATION: <Contact name, title, address, phone number, email address> <Your Council/Center logo> 26
  • 27. Sample Letter Confirming Attendance <Your Council/Center/University Letterhead> <Date> To Whom It May Concern: This letter will certify that ___________________________ has successfully completed a _________ hour workshop entitled Hands on Banking®. The workshop took place at <location> on <date> from <beginning time> to <ending time>. The workshop was sponsored by <your Council or Center>, Wells Fargo and the Council for Economic Education. Attendance at this workshop is evidence of the dedication of teachers to keep apprised of topics in economic choices and personal finance. Please contact me if you need further information. Sincerely, <Name> <Title> Copyright 2006, 2009, Council for Economic Education, New York, NY

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