|
Excellence in Teaching
Economics & Financial Literacy
Teachers Award Program
 EconomicsWisconsin is pleased to announce
the 2009 awards program for excellence in teaching economics and financial literacy. This program recognizes the innovative practices of Wisconsin elementary and secondary school-teachers who make economic concepts and financial literacy
a vital part of their curricula.
The competition is sponsored by Robert W. Baird & Co., an international wealth management, capital markets, asset management, and private equity
firm.
The program symbolizes Baird's interest in Wisconsin 's economic health and its commitment to economic education.
The program is co-sponsored by Economics Wisconsin , the brand name for the Wisconsin Council on Economic Education, an affiliate of the National Council on Economic Education (NCEE), a nationwide network that leads in promoting economic literacy with students and their teachers in the real-life skills they need to succeed: the ability to think and choose responsibly as consumers, savers, investors, citizens, members of the work force, and effective participants in a global economy.
...
Purpose of the Awards Program
Eligibility
Judging Criteria
Awards
Application Requirements
Submission Requirements
Nominations
Deadline
Additional Information
Purpose of the Awards Program
The purpose of the program is to recognize excellent teachers whose innovative teaching concepts improve and stimulate economic and financial literacy.
Back
Eligibility
• Certified teachers employed part-time or more and teaching K-12 students in any subject area for the 2008-09 school year at an accredited school, public or private, in Wisconsin may apply.
• Only programs carried out between June 1,
2008 and June 1, 2009 are eligible for judging.
• Applicants cannot apply for the award in more than one division, (i.e. Junior and Senior).
• Winners of the 2008 Excellence in Teaching Economics and Financial Literacy Teaching Awards are not eligible to enter in 2009.
Judging Criteria
Successful applications will demonstrate the teacher's ability to:
• Teach students basic principles and concepts of economics and personal finance.
• Create classroom experiences that are innovative and engaging for students.
• Clearly outline the goals and objectives of the lesson/unit/project.
• Provide a clear explanation of instructional approaches and why the techniques used
are important.
• Provide evidence of student success.
Back
Awards
• Cash awards for both the Junior and Senior divisions:
- First place: $2,000
- Second place: $1,000
- Third place: $500
• Recognition at an awards luncheon
• Engraved crystal apple
Back
Application Requirements
• Cover Page
Download here
• Applicant Narrative
Describe goals and objectives of the lesson/unit/project, teaching approaches used and why the techniques used are important (not to exceed five (5) one-sided double-spaced 8-1/2 x 11 pages in 12 pt.
Times New Roman font).
• Supporting Documentation
Up to ten (10) one-sided pages of documentation that support the Applicant Narrative. Evidence might include teaching evaluations, examples of student work, newspaper articles, or letters of support.
• Portfolio
Examples of lesson/unit/project plans that were conceived, planned, implemented and measured through learner outcomes (not to exceed fifteen (15) 8 1/2" x 11" one-sided pages).
Back
Submission Requirements
• Two sets of the application materials listed above.
• Each set of application materials should be in a separate three-ring binder that contains subject dividers that identify materials by the application requirement headings listed above.
Review the contents of your submission carefully!
Application materials that are incomplete or that do not meet the established criteria will not be considered. The committee will consider composition, spelling, grammar, etc . in the evaluation process.
Back
Nominations
To nominate a teacher, please send a one-page letter that provides specific documentation and examples of why the individual is being nominated. Nominees will be notified of their nomination and invited to submit an entry.
Back
Deadline
Postmarked by June 30, 2009
Mail entries to:
EconomicsWisconsin
7635 W. Bluemound Road, Suite 106
Milwaukee, WI 53213
Back
Additional Information
For more information on the 2009 Excellence in Teaching Economics & Financial Literacy Teaching Awards Program, contact EconomicsWisconsin.
Back
WINNING ENTRIES
2007 Elementary Division
First Place
Shannon Camlek
Altoona Middle School, Altoona, WI
Shannon Camlek teaches sixth grade social studies/ancient history at Altoona Middle School . Her project entitled, “ Gainers and Losers-Making Connections ,” gives students the opportunity to connect their learning of history, geography, and economics through a simulation of a stock market game. Students manage their own fictional $1,000 portfolio of three stocks and serve as stockbrokers for school staff (including janitors, cooks, teachers, and administrators). Shannon also invites community members from various fields to share their success stories with students in a Lunch and Learn activity.
Second Place
Scott Behnke
Kettle Moraine Middle School, Dousman, W I
Scott Behnke is a seventh grade business teacher at Kettle Moraine Middle School . His project is a twelve-week financial literacy exploratory course entitled “ Money U. ” Scott's four main goals are for students to (1) develop early career awareness, (2) learn basic financial literacy concepts, (3) understand the role of an entrepreneur, and (4) demonstrate the skills necessary for employability. These goals are achieved through many different instructional techniques, including classroom reading, writing, and math skills, as well as parent activities, business community guest speakers, and a class field trip. For their final class project, students could choose to create a personal budget for a career they have analyzed or write a business report on a company of their choice.
Third Place
Randall P. Bergman
St. Croix Central Middle School, Hammond, WI
Randall P. Bergman is a seventh grade mathematics teacher at St. Croix Central Middle School . He developed a six-week “Financial Literacy Exploratory Course.” His main goal is to help students achieve a sense of personal responsibility and global awareness, while improving their critical thinking skills. The course is divided into six units that are aligned with Wisconsin 's eleven middle school economics standards. As the final activity for the course, students work in cooperative groups to complete a business project for their own virtual company.
2007 Secondary Division
First Place
Julie Woletz
Cambridge High School, Cambridge, WI
Julie Woletz is a business education teacher at Cambridge High School . Her entry entitled, “ Buying a Home/Renting an Apartment, ” is one of the units from her personal finance course. Students can take the course in a face-to-face or online format. Julie has students discuss the pros and cons of home ownership and renting, and then they complete several hands-on activities, including living with a roommate, buying insurance, and creating a budget. The final unit activity is a field trip to a local rental property where an area realtor gives the students a tour of the property and answers any questions the students have. The students must fill out a rental application for the property they visited and complete a journal explaining what they learned from this experience.
Second Place
Marc Stanke
Brookfield Central High School, Brookfield, WI
Marc Stanke teaches AP micro and macroeconomics to twelfth graders at Brookfield Central High School . His project, “ The Famous Economist Celebration,” is a concluding activity/assessment after a unit on economic history. Each student must select a famous economist, do research on the economist's background and significant theories, dress to look like their economist, and bring a treat to illustrate the economist's most famous contributions to economic theory. During the 90-minute celebration, students mingle and introduce themselves, take notes on at least eight of their fellow economists, and for extra credit, can engage others in debates about their economic ideas.
Third Place
Ann Scharfenberg
New Richmond High School,
New Richmond, WI
Ann Scharfenberg is an economics and social studies teacher at New Richmond High School . She developed and implemented her project entitled, “ Life is Not a Game, ” after participating in the 2006 NCEE Study Tour to Russia . Ann wanted to illustrate for her students the frustration and confusion felt by the Russian people when their country began its transition toward capitalism. This card game demonstrates the challenges and opportunities for people in transition economies where the “rules of the game” are not clear to everyone and also keep changing. After playing the game, Ann's students were much more interested in understanding the American economic system and its impact on the global economy.
2006 Elementary Division
First Place
Jennifer R. Guenther
Saylesville School, Rubicon, WI
Jennifer R. Guenther is a second grade teacher at Saylesville School in the Rubicon Joint 6 School District. Her project entitled “ Personal Finance Skills in Second Grade ,” focused on the basic principles of earning, spending, and saving. Jennifer integrated these principles across four subject areas: mathematics, literature, education for employment, and technology. She also used seventh grade students as “money mentors” for her second graders.
Second Place
Renae MacCudden
Lincoln Elementary School , Wauwatosa , WI
Renae MacCudden is a fifth grade teacher at Lincoln Elementary School in the Wauwatosa School District . Her project was entitled, “ Business Barons .” Renae's students created their own businesses and determined how to produce, price, advertise, and provide customer service for their products.
Third Place
Brian Markwald
The University School of Milwaukee , Milwaukee , WI
Brian Markwald is a seventh grade Economics and History teacher at The University School of Milwaukee. His course entitled “ An Introduction to Basic Economic Principles and Personal Finance ,” contains seven units that focus on key economic concepts. Brian uses a variety of activities, case studies, and field trips to get students involved and interested in Economics and Personal Finance.
2006 Senior Division
First Place
Kenneth L. Ripp
Eau Claire Memorial High School, Eau Claire, WI
Kenneth L. Ripp is an Economics teacher at Eau Claire Memorial High School . His entry was entitled “ Active Macro Economics: Students and Teachers Constructing an Understanding of the Big Picture. ” Ripp's project illustrates how macro concepts and financial literacy can be taught in unison, complementing each other.
Second Place
Stephen A. Sayles
Clara Mohammed School , Milwaukee , WI
Stephen A. Sayles is a retired business owner who teaches a Financial Literacy course at Clara Mohammed School . His project was part of the Introduction to Entrepreneurship elective course. Students used Clara's New Bronzeville Café, a real coffee shop, as their “Learning Laboratory.”
Third Place
Bruce Rottman
Brookfield Academy, Brookfield , WI
Bruce Rottman is an Economics teacher at Brookfield Academy . His project was entitled, “Real World Economics Mysteries.” Students worked collaboratively to solve a new economics mystery each month.
________________________________________________________________________
2005
Secondary Division
First Place
Daniel Akin
Marshfield Middle School, Marshfield, WI
Daniel Akin is an 8th grade Business teacher at Marshfield Middle School. His Personal Finance Unit for all eighth grade students contains three major components: (1) Career Research Report, (2)Money Assignment, and (3) Spending Plan. The first step requires students to choose a career and write a research paper based on library and Internet sources. Points of emphasis in the Money Assignments component are interest compounding, the time value of money, and "Paying Ourselves First." The largest component of the project is preparing a Spending Plan, based on the Career Research Report. This activity involves many "real life" decisions, such as renting an apartment vs. buying a home. Students are asked to talk to their parents about other expenses, including utility costs, food expenses, and car insurance/car maintenance costs. Ultimately, they need to develop a Spending Plan that does not exceed their net income (and includes at least 5% for savings). Students take a real interest in this project because it gives them first-hand knowledge of how career choice, education, and job skills affect a person's income. They also learn to identify the benefits and costs of spending alternatives and other financial decisions.
For further information, you may email Daniel at akin@marshfield.k12.wi.us.
Second Place
David Rupnow
Kettle Moraine High School, Wales, WI
David Rupnow is a high school Economics teacher at Kettle Moraine high School. His entry, "Using Economic Reasoning to Study Citizenship Issues," involves students writing formal essays on pertinent economic topics. Examples of recent essay questions include: How should the Social Security program be reformed? and Should the U.S. government raise the minimum wage? Students use newspapers, magazines, and web sites to find background information on the topics. The assignments stimulate debate on these economic issues before and after the essays are written. Students learn to use sound economic reasoning to examine possible solutions for these issues. This essay writing project also improves students' critical thinking skills and helps them better understand economic principles and concepts.
For further information, you may email David at rupnowd@yahoo.com.
Third Place
Jason Smogoleski
John Muir Middle School, Wausau, WI
Jason Smogoleski is an 8th grade Mathematics teacher at John Muir Middle School. His "Game of Life" project opens students' eyes to "real world" choices and the decisions hey will need to make after high school. Initially, students discuss basic economic concepts, such as opportunity cost and limited resources, which will help them make informed decisions. During the game, students choose a career, establish family group (single or married with children), decide to rent or buy a home, purchase a vehicle, and determine other monthly expenses. All family expenses must be budgeted and recorded, so they don't exceed a family's net income for the month. By having students take responsibility for a family's welfare, they learn many important life skills. They also gain a better understanding of the importance of making wise financial decisions and getting a good education.
For further information, you may email Jason at jsmogoleski@wausau.k12.wi.us
2005
Junior Division
First Place
Adrianne Schindhelm
St. John Nepomucene School, Little Chute, WI
Adrianne Schindhelm is a 6th grade Mathematics teacher at St. John Nepomucene School. Her entry included two major projects (a Checkbook Project and a Mini-Society Project that her students completed during the year. The Checkbook Project was done online. Students were required to select a job and keep track of their income and spending activities over a three-week period. From this project, students gained a better understanding of how banks operate and became more interested in how they spend their money. The Mini-Society Project requires students to establish their own society, create a government, print money, and open their own businesses. The project culminated with a Parent Night. Parents, other teachers, and visitors from Belarus, could see what businesses the students had selected and purchase some of the students' products. This project definitely gave the students first-hand knowledge of business practices and what it takes to start your own business. It also improved their problem-solving skills and their sense of responsibility.
For further information, you may email Adrianne at aschindhelm@depere.k12.wi.us
Second Place
Carol Mucha,
Electa Quinnney Elementary School, Kaukauna, WI
Carol Mucha is a Cognitive Disabilities teacher at Electa Quinnney Elementary School. The project was entitled, "Adapting Mini-Society to Teach Economics to Students with Cognitive Disabilities." Her 5th grade students created their own Mini-Society, the Funky Monkeys. They elected officials (General Manager, Treasurer, and Monkey Guards), created their own currency, set up individual businesses, and sold their products to classmates. Students learned many valuable lessons from participating in this project. On the Economics side, they acquired a better understanding of scarcity, the need to distribute resources in different ways, and the benefits of earning money to purchase products you want. From a personal perspective, these students gained a great deal of self-confidence. They also discovered their specific strengths and talents and how to share them with other people.
For futher information, you may email Carol at muchac@kaukauna.k12.wi.us
Third Place
Jacalyn Cebertowicz and Kay Reppen
Meadowview Elementary School, Oak Creek, WI
Jacalyn Cebertowicz and Kay Reppen are 5th grade teachers at Meadowview Elementary School. These teachers implemented the "Tri-City National Bank Adopt-A-Classrom Project" with two classes of 5th grade students at the school. The teachers arranged for representatives from Tri-City National Bank to visit their classrooms and make presentations to the students. They also provided students with background information to prepare and enhance the Tri-City presentations. The four main topics were: (1) setting up a checking account; (2) investments; (3) loans and credit reports; (4) careers in banking & professionalism. Student acquired valuable first-hand knowledge of financial operations and day-to-day banking activities. They also developed their problem solving and decision making skills. After the careers in banking & professionalism presentation, students created a resume and professional portfolio. These were reviewed by the Tri-City representatives and the top 3-4 students received job interviews in the classroom.
For further information, you may email Kay at kreppen@oakcreek.k12.wi.us
EconomicsWisconsin
Wisconsin Council on Economic Education
7635 Bluemound Road, Suite 106
Milwaukee, WI 53213
(414) 221-9400
Fax (414) 221-9790
econed@economicswisconsin.org
|
