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BEHAVIOURAL APPROACH TO MONEY Financial literacy curricula

Workshop number 11 Name of the institution: Institut Carles Vallbona Date: March 2017 Goal of the workshop: Students will reflect on their attitudes towards money and will learn how to avoid misbehaviours linked to a wrong use of money and savings. Learning outcomes: At the end of the lesson the student will be able to:

1. The cognitive domain (knowledge-based):

◦ Understand better how money affects his/her life, from own approach to society rules and strategies.

◦ Create a board game simulating the real life expenses.

2. The Affective domain (emotive-based):

◦ Provide strategies for identifying emotions related to money.

◦ Understand the relationship between emotions and situations.

◦ Coaching skills for expressing feelings and needs associated with them.

◦ Provide guidelines for accepting positive and negative emotional states and provide control techniques to regulate emotions.

◦ Evaluate his/her own motivation to earn and save money.

◦ Evaluate his/her own behaviour when consuming.

◦ Recognize their own vulnerability financially speaking.

◦ Learn personal abilities to cope with adversity: resilience, negotiation.

◦ Apply some strategies to avoid personal financial crisis and stress.

◦ Improve self-esteem and emotional autonomy. Teacher qualifications:

• general professional knowledge and skills (teaching, psychological development, sociological, financial awareness, business knowledge, legislative-legal).

• knowledge and use of the learning and teaching processes (cross-curricular and subject-planning, programming, learning and teaching focused on learning and student achievement).

• knowledge and application of new methods of learning and teaching (ICT), knowledge and application of methods of evaluation and self-evaluation.

Anticipated age of participants: From 14 to 18 years old. Class methodology: Didactic type of class: A class has the following structure:

1. Most of the ideas will be worked out throughout debates and examples to create empathic connections.

2. The teacher explains the theory and poses situations to arise questions.

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3. The students will interact between themselves to learn that may be other opinions than theirs.

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Sociological form of class:

The teacher switches between explaining the content and giving examples and allowing the students to interact and discuss about what they think and feel.

Working methods:

• working in groups

• debate and self-criticism,

• gamification. Class resources and supplies:

• Teacher computer with Internet access and projector.

• Students will need access to Internet.

• Prezi presentation.

• Extra activity: cardboard, scissors, dices, game board pieces, colour pencils, glue. Estimated cost:

• For the extra activity described in the last section (Personal financial stress) and for each team of 5-6 students:

◦ A big cardboard approx. 50Cm X 50 cm. Students can propose new shapes and sizes.

◦ Recycled game board dices and pieces.

◦ Scissors, colour pencils, glue... Time schedule: The estimated time for this lesson is around 135 minutes. Courses:

1. Secondary school: Tutorials, and civics and ethics classes, Sociology and Economy in Baccalaureate. 2. Vocational training and Short Cycles in Higher Education: Tutorials, International Trade, Human

Resources, Commercial Activities. Evaluation: There will be both self-evaluation and peer-evaluation.

Literature:

For the students:

• Consumerism: https://www.youtube.com/watch?v=3i21my22C8I

• The Lie we Live: https://www.youtube.com/watch?v=ipe6CMvW0Dg

• Movie: Captain Fantastic: https://en.wikipedia.org/wiki/Captain_Fantastic_(film)

• Movie: The Big Short; McKay, Adam; Bale, Christian, Carell, Steve, Pritt, Brad; Paramount Pictures; 2015; https://en.wikipedia.org/wiki/The_Big_Short_(film)

• Movie-documentary: Demain (Tomorrow); Dion, Cyril & Laurent, Mélanie; Co-produced by Move Movie, Mars Films, Mely Productions, France 2 Cinema; 2015. https://en.wikipedia.org/wiki/Demain

• Movie: https://en.wikipedia.org/wiki/The_Corporation_(film)

• Movie: https://es.wikipedia.org/wiki/Concursante_(pel%C3%ADcula)

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• DINERO, Revista de Poética Financiera e Intercambio Espiritual nº 0-1-2; Miguel Brieva e Industrias GLISMÓN; May, 2004

For the teachers:

• Luna-Arocas, R & Tang, T. LP; The love of money, satisfaction, and the Protestant work ethic: money profiles among university professors in the USA and Spain; Journal of Business Ethics, 50 (2004), pp. 329–354.

• Lea, SE & Webley, P; Money as tool, money as drug: The biological psychology of a strong incentive; Behavioural and Brain Sciences; 29 (2) (2006), pp. 161–209.

• Ruiz, Eugenio and others; Recursos humans i responsabilitat social corporativa [Human resources and Corporate Social ]Responsibility; Ed. Mc Graw Hill; 2014.

• Book about the financial crisis of 2007–2008 : The Big Short: Inside the Doomsday Machine; Lewis, Michael; 2010.

• Giraudo, Alessandro; Cuando el hierro era más caro que el oro [When the iron was more expensive than the gold]; Ed. Ariel; 2016.

• Por el bien del imperio. Una historia del mundo desde 1945 [For the good of the empire. A history of the world since 1945]; Fontana, Josep; Ediciones de Pasado y Presente; 2011.

• The world without us; Weisman, Alan; Thomas Dunne Books, 2007.

• Colapso (Historias) [Collapse (Stories)]; Diamond, Jared; DEBATE, 2006.

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WORKSHOP STRUCTURE

INTRODUCTION: Time: 20 minutes. Goal of the activity: Becoming aware about our thoughts, feelings and attitude towards money. Content: Money is a tool in our society. Without money it would be more difficult to acquire some goods. Otherwise,

how would you buy your bread and other daily expenses? Do you know other means? Possible answers the

students could come up:

• Bartering, bargaining, haggling

• Stealing

• Time bank (which is another mean of having a currency)

But society needs some rules, doesn't it? A survey could be run with the following questions:

Do you think that money makes us more free?

Do you think that money is a false need generated by current society?

Arguments for both opinions can be given:

1. Think of an Indian in the Amazon forest. Would he be more free with or without money?

2. Think of a slave-miner in Africa searching for diamonds. Would he be more free with money if he

wants to run away?

3. Think of the economical, ecological, ethical and social crises that our world is going through.

Capitalism, consumerism, wars...what else?

Money is also related to power and happiness. The next links can amaze and sparkle debate:

• Britain's teen claims that wining the lottery ruined her life : http://metro.co.uk/2017/02/12/britains-youngest-euromillions-winner-wants-to-sue-lotto-for-ruining-her-life-6442874/

• The lie we live: https://www.youtube.com/watch?v=ipe6CMvW0Dg

HIGHLIGHTS

We must not lose sight of the fact that emotions are processed in the brain at the same area where ethical and moral values are processed. This means that when debating we all could get out of bounds easily.

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DEVELOPMENT

Time: 40 minutes. Goal: Understanding your own attitude towards money. An individual survey will be run to assess how much money is important for everyone. We can use plickers (https://plickers.com/): an online tool that combined with the smartphone is fun to use. It is also interesting if the students ask each other.

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A presentation on Prezi follows: https://prezi.com/lbsl71e5ryym/personal-approach-to-money/

1. PERSONAL ATTITUDE TOWARDS MONEY The Love of Money Scale (LOMS) (developed by Luna-Arocas and Tang) has been tested in several cultures, languages and religions. It is stated that we all relate with money according different five factors:

1. Budget, 2. Success, 3. Motivation, 4. Equity, 5. Evil

Using these factors, the authors performed a cluster analysis and identified four profiles of people in relation to money:

1. Apathetic Money Managers 2. Achieving Money Worshippers 3. Careless Money Admirers 4. Money Repellent Individuals.

The Apathetic Money Managers are more intrinsically satisfied, have internal locus of control, are

more self-determined and therefore do not perform activities for the money but for the satisfaction that they provide. In Bhutan it is believed that the economic approach of western countries dehumanizes the development process. For this reason the government of Bhutan measures the success of the country by its remaining citizens' happiness. The index used is called Gross National Happiness (GNH) and is pursued by limiting access to foreign culture.

The Achieving Money Worshippers consider money a symbol of success and status and they also manage their money carefully. Thereby, they are more motivated by money than the other groups and best performed within a system of rewards for job performance. Individuals classified as Careless Money Admirers are extrinsically satisfied, have external locus of control and are less self-determined. Individuals in this group are concerned with extrinsic rewards which lead to less intrinsic satisfaction. Money is an important motivator for these individuals and there is a possible implication, highlighted by more recent studies, that these individuals may be tempted to engage in unethical behaviour inside their organizations. The strive for money is quite strong for these people. Everybody has a price!

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Finally the Money Repellent Individuals present more negative attitudes towards money. Individuals in this group characterize money as evil, they consider it not a reflection of success and it does not function as reinforcement for them. Activities:

1. After this explanation everyone will evaluate by him/herself his/her own results of the previous survey.

2. Try to guess the profile of someone of the class you think you know very well. Talk to him/her. Did you guess it?

3. In groups of 3 select the 5 top questions of the previous survey that according to you define a profile. The teacher will assign one profile to each group. When the teams finish their selection they will have to explain to the other groups.

4. There will be several labels previously prepared with the names of the profiles. In teams of 5 students will target at least 3 well known people. Papers or padlet.com (the digital wall) can be used. The teacher can use the photos given in the attachments or students can search them on the internet.

In short, the motto discussed here is:

Can money buy happiness?

Considering these four profiles, it is important to know that some organizations establish different strategies in order to motivate their employees as a whole and individually. Related to this, it is worthwhile mentioning the famous Maslow Pyramid of needs which describes the pattern that human motivations generally move through. The most fundamental levels of needs are at the bottom of the pyramid and the need for self-actualization at the top.

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If the 4 bottom layers are not met one feels anxious and tense. Maslow's theory suggests that the most basic level of needs must be met before the person focus on higher level needs.

Activity:

• Work in group of 3 people. Imagine you are the responsible of the Human Resources department in your enterprise and design rewards for the profiles given. Use a shared on-line tool (https://padlet.com) to write your ideas. Look at the problem from two or three perspectives: the employer's, the workers', the moral aspects, the productivity concerns, etc.

• Do you manage to think of a reward that satisfies all the profiles?

• Have you thought of a reward that you cannot buy with money?

• Connect to the url https://answergarden.ch/446366 and answer the question. (Which needs do you think you have fulfilled?) Choose the words in the pyramid (food, water, warmth...). For each need press enter.

• Which is the need most fulfilled?

• And the least one?

• Do you think your answers can change along your life? Which ones?

Western culture tend to link happiness with extrinsic and material aspirations such as:

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• cars, motorbikes

• money, high salary, being a wealthy person

• a countryside house

• fame, being admired

• self-image However Asian culture which has influenced some movements in the west, focus on intrinsic aspects:

• deep and enduring relationships

• helping others, community engagement

• physical health

• inner growth

• learning new things Researches show that even though people with extrinsic motivation may achieve their goals they do not become happy and worst, increase anxiety and depression when attaining their goals. On the opposite side close relationships, community involvement, personal growth and physical health related posivitely to basic pyschological need satisfaction and psychological health. So here we have the answer:

Money can not buy happiness

Activity:

Secretly students will write down their top intrinsic motivation on a paper and fold it so that no one could read it. The teacher will keep all them in a bag. At the end of the class every student will take one randomly as a gift to think about it at home.

TO KNOW MORE

https://en.wikipedia.org/wiki/Gross_National_Happiness

https://en.wikipedia.org/wiki/Maslow%27s_hierarchy_of_needs

http://www.bbc.com/news/business-38499883

https://en.wikipedia.org/wiki/Predictably_Irrational

Time: 30 minutes. Goal: Understanding society approach to money.

2. SOCIAL ATTITUDE TOWARDS MONEY We will watch this video (2'12''):

https://m.facebook.com/story.php?story_fbid=10154753529999411&id=201612129410

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It cannot be denied that the corruption cases, financial and real-state speculation, food intoxication,

environmental disasters, lack of truthfulness of advertising and politicians and their power abuse have led

to citizens to demand that both enterprises and government act according to ethical principles and values:

honesty, transparency, responsibility and commitment with the environment and the society.

Not only the problems listed above have contributed to this demand but also the boom of the globalization

which has meant a growth of corporate power and besides the delocalisation of most companies. In this

way the local laws have become insufficient and inadequate and thus the local government power has

diminished. Besides the decisions of these companies affect millions of people (Google, Facebook,

Microsoft...) therefore most people demand more responsibility of their actions.

Nowadays enterprises and politicians make an effort to bind themselves to ethical values and gain the

confidence of consumers and voters. Moreover employees' satisfaction and motivation grows, raising also

their productivity, improving attitude and drawing more qualified staff to the company.

Let's see some examples:

(1) In 1.982 the American company Johnson & Johnson detected that one of its products (shampoo

Extra Strength Tylenol) provoked harmful effects on health and even death. After paying hundreds

of millions of dollars to face the damage caused, 31 millions of jars where retired and other

thousands tested, showing the results to the public. All customers were able to replace their

products and even the production and packaging processes were remodelled. Thanks to all these

measures the credibility level increased and so the company profits.

(2) Martin Shkreli has been entitled as the greediest man in the world and the most hated as well.

Why? (Let the students google up a little bit before showing the answer). He has earned an

immense wealth buying irreplaceable drugs against cancer and AIDS multiplying for 300 its price

without reason. For instance a pill which cost $13.50 now costs $750. The problem is that it is legal;

so the problem is his or ours' society?

Activity:

a) Work in groups of 2. Between the previous cases 1) and 2) choose with which one would

you like to work with and try to think one reason why. Compare with another team your

reasons and think of one way for the society to avoid that individuals' actions can effect the

rest of the population so easily.

b) Great Place to Work (https://www.greatplacetowork.com/) is a consultant specialised in

measuring the working environment of companies. They set which are the most important

values that help to build a confidence environment between employers and employees.

Visit its website and check which enterprises are the best to work with in your country,

Europe and the world.

c) We will watch another video: https://connectere.wordpress.com/2016/03/26/consumerism-capitalism-exploitation/

Do you buy products of enterprises that do not follow ethical principles and values? Check the website: https://www.fairphone.com/en/ What do they do? Do you check the origin of the raw material and the providers of the product you buy?

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d) Every year the institute Ethisphere (https://ethisphere.com/) publishes the ranking of the

most ethical enterprises in the world. Check which are they and whether there is some in

your country.

e) Would you work in an enterprise that does not follow ethical principles and values?

Research why this company is an example of success: http://www.fageda.com/es/yogures/

f) Would you buy rather products of companies that do not follow ethical principles and

values?

(3) Governments also practice power abuse from ever. Balancing accounts has led Economy Ministry to

unusual measures throughout the history:

Beard taxes was introduced in Britain back in 1.535 by King Henry VIII making facial hair a

status symbol. His daughter Queen Elizabeth updated the tax so that men with a beard over

two weeks had to be taxed. The Russian Emperor Peter the Great also forced to pay men

with beard in order to modernise the country's society.

Windows, doors and chimneys were also burdened by taxes in France and Britain for years

(c. XVIII-XX). People walled them to hide them from the government inspectors. As a side

effect, the houses were worse ventilated and sadly the diseases spread more.

At the end of the XIX century the Canada government created the Chinese Head Tax as a

means of controlling Chinese immigration.

Nowadays Portugal has created the Sun tax: houses facing the sun will have to pay 20%

more in property tax.

Candles, bricks, salt, wigs also have become subject of taxes. Even some taxes provoked the wrath of the population and ended up with the French Revolution or the Independence of India. As the saying goes: in life there are two sure things: One is death, the other is paying taxes.

g) How would you feel if you were forced to pay unfair taxes? Would you pay them? List the

main taxes you have to pay in your country. Do you think they are unfair or necessary?

HIGHLIGHTS

What is the Left Wing or Right Wing?

https://www.youtube.com/watch?v=9BVp2EgwXEA (3'15)

h) Do you recognise yourself in the following video?

https://www.youtube.com/watch?v=fIl_Lr5Rf5A&t=5s . Do you buy products that you do

not need?

HIGHLIGHTS

What is Planned obsolescence?

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https://www.youtube.com/watch?v=N2KLyYKJGk0 (3'19)

https://www.youtube.com/watch?v=PgRMelr06tI

https://www.youtube.com/watch?v=9GorqroigqM

We need to be aware that nowadays financial sector moves more capital than other economic sectors. It is

recommended to watch the movie: The Big Short (https://en.wikipedia.org/wiki/The_Big_Short_(film) in

which complex financial instruments are explained in an unconventional way. Speculation is based on the

hope that something will become more valuable at a future date. The world economy is based on an unreal

value!

Regarding the crisis which burst in 2007-8, it is also worthwhile mentioning that there are countries such as

Iceland and Norway which governments own and invest in health funds, leaving the country to a high level

of exposure.

On the other hand governments normally buy debt of other countries as an investment: think of the

senseless sentence: “to buy debt”. Do you think that investing in debt makes any sense? German banks lent

money to the Spanish and Greek bankers who could not pay them back due to the bubble created. And now

German bankers buy their debt.

In this context of globalism we must not forget about tax havens and other loopholes that help not only

individuals but big corporations to save millions in taxes. Not only corrupted people but even terrorists take

the advantage of its anonymity. The world is changing in pursue of this Mafia, drug dealers, terrorists:

Colombia, Panama..

Researches show that the international trade effects endangered species around the world. For instance,

the exportation of coffee implies destruction of forests by increasing the area of cultivation. And this harms

species which are already at risk.

And what do you think about the refugees and the smugglers? Some refugees have paid thousands of Euros

to arrive to Europe on unsafe and dangerous boats.

Last, globalization and collaborative economy also have changed the economy game rules in the world.

Think of Uber (https://www.uber.com/en-ES/) and Blablacar (https://www.blablacar.com/), both companies

have ignited the anger of taxis in most cities and even are forbidden in some countries. Airbnb

(https://www.airbnb.com) has provoked the same in the hotel sector. All these new on-line companies help

contact individuals who do not pay taxes for their services. Nor the consumers neither the providers. This

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makes “old” companies compete at a disadvantage and even though at short time it may be seen as a good

thing for individuals it will bring a new economy without social insurance and other services paid thanks to

the taxes. This “workers” will not have holidays, nor sick or maternity leave, accidents insurances...

Activity:

a) For homework: choose one of the following movies and select the best scenes. Use

the website http://clipchoose.com/clipchoose/ to upload the scenes and create a poll with

the best ones. To chop the scenes you can use: https://www.tubechop.com/

“The Big short” https://en.wikipedia.org/wiki/The_Big_Short_(film)

“Tomorrow” https://www.demain-lefilm.com/en/film

b) In Ireland the company tax is around 12,5% and in Spain is 30%.

Where do you think a multinational enterprise would choose to set their tax

office?

Search the tax offices of HP, Amazon, Google, Apple, Faebook...

Can you find the list of tax haven countries? Would you keep your savings

there?

c) Watch the video

https://www.youtube.com/watch?v=Jk2nccG701s&feature=youtu.be and find some cause-

effect.

d) What do you think of the smugglers of refugees? Which Maslow's needs do you

think the refugees and other immigrants pursue?

e) Would you offer your services with Blablacar or Airbnb? Would you use their

services? Why (not)?

TO KNOW MORE

http://www.ethicalconsumer.org/ethicalcampaigns/taxjusticecampaign/taxhavenlist.aspx

https://en.wikipedia.org/wiki/Bitcoin

Time: 30 minutes. Goal: Learn personal abilities to cope with adversity.

3. PERSONAL FINANCIAL STRESS It is important to mention that we are going to talk about a serious emotional situation and we have to take care of the students' reaction throughout this activity. Students will be shown some pictures of homeless people and will be asked about how they feel:

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Activity: Work in groups of 3 people and ask yourselves the following questions. When you are done, search for another group and join them. Compare your conclusions.

a) Questions: 1. How do you feel when watching these pictures? Uncomfortable/Pity/Sad 2. Do you personally know someone with financial problems? 3. Has he/she asked for help? How? 4. Do you think you could end up asking for help in your life? 5. What would you do in such situation? 6. What consequences do you think this situation could bring in anyone's life?

Possible answers to the last question could be:

• physical illness,

• divorce rates,

• domestic violence,

• suicide attempts and suicide rates,

• poor cognitive decisions,

• decrease in productivity in the workplace.

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When people are in crisis, they may seek help and resources through:

• family,

• friends,

• community,

• military,

• faith-based programs. The focus is often on addressing the immediate need for food, shelter, medical care and safety. But then what? People who have received help may then find themselves in a similar situation again even. This is true even if they had been lucky enough to receive training on financial management skills: how to budget, get out of debt, shop wisely and save. Knowledge, alone, may not be enough. Today there is more awareness that emotional money triggers have tremendous influence on our financial choices. Recently there has been a lot of focus on understanding emotional triggers and how they influence financial behaviours.

b) Work in groups of 3. Think of specific actions that can prevent or solve any of the facts that may have led to such situations. When you are done, go to another group and spread the word. The aim is that at the end of the activity all the students have to know all the proposed solutions.

1. Wrong planning. 2. Unwisely shopping. 3. Lack of information about how to save money. 4. Debts impossible to pay back. 5. Compulsive overspending. 6. Financial dependency. 7. Psychological problems.

c) As homework: write a list of the products that you could put aside. Open your wardrobes, draws... Sum up the total amount that you could have saved. Compare with your peers if you chose the same items.

Money disorders are the result of emotional difficulties, and that people with problematic money behaviours engage in these behaviours to avoid feeling intense and unresolved emotions. For our purposes, we define disordered money behaviours as maladaptive patterns of financial beliefs and behaviours that lead to clinically significant distress, impairment in social or occupational functioning, undue financial strain or an inability to appropriately enjoy one’s financial resources. Symptoms may include anxiety, worry, or despair about one’s financial situation, a lack of savings, excessive debt, bankruptcy, conflict with family or others around money, compulsive overspending or hoarding, financial dependency, or excessive financial risk-taking. These maladaptive patterns of money beliefs and behaviours persist despite their emotional, relational, and financial consequences.

Extra activity: Last, an extra activity that may take some sessions is proposed:

Students will work in groups of 5-6. In the fashion of the famous board game Monopoly students

will have to design a game to manage their own finances at home.

• They will write the rules before starting.

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• They can recycle dices and pieces from other original games.

• They will have to paint the board.

• They will have to write the cards for:

◦ Regular expenses: water, electricity, gas, phone, Internet bills, loans, mortgages.

◦ Purchases: food, appliances and stuff for the house.

◦ Taxes and insurances: house, car, city's waste or others invented.

◦ Chance:

▪ unexpected expenses: party, birthday, fine, breakdown (pipes, car, appliances...)

▪ unexpected incomes: birthday, parents, back rent...

• The goal is to avoid the bankruptcy.

• Students will be encouraged to add intrinsic aspects as the ones studied in section 1.

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CONCLUSION: Time: 15 minutes

Goal: Summary of the content learnt. There will be a self-evaluation for each section worked:

1. PERSONAL ATTITUDE TOWARDS MONEY

• Students will be shown the images and they have to describe the behaviour of each type of

personality in relation to money:

• Complete the sentences you feel more close to:

◦ Yes, money motivates because...

◦ Another reason why money is good is...

◦ No, money is a terrible motivator because...

◦ In fact money can cause problems such as...

◦ Most employees do not want money because...

◦ On the other hand other rewards than money are better because....

◦ Some people say money is bad, but I feel that....

◦ On the other hand money is better because...

◦ Effects of cash rewards on workers...

• Do you think your attitude towards money has changed after the workshop?

• Why (not)?

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2. SOCIAL ATTITUDE TOWARDS MONEY

The teacher asks for some specific actions everyone could do to improve people's approach to money. This

online tool could be used https://padlet.com. The students could mention:

• To check the origin of the raw materials of the products you buy.

• To check the tax office of the companies you buy the products of.

• To write a list of the things you have at home and you could leave aside.

• To write a list of activities that enrich your life and where money is not involved such has: helping

your neighbours to do the homework or shopping if they are handicapped.

3. PERSONAL FINANCIAL STRESS

For the last section a self-evaluation is recommended:

• Do you think you are prepared for your independent life economically speaking?

• Do you think do you have personal abilities to cope with adversity economically speaking?

• Do you think you would be able to apply some strategies to avoid personal financial crisis and

stress?

For the last extra activity of designing a game a contest can be run to decide which one is the best game.

Along the workshop, students have been asked to write in 3 different pieces of paper the following

sentences:

1. Specific action that makes your intrinsic aspirations grow

2. Specific action that may improve the social attitude towards money

3. Write a specific action that you could do to avoid somebody's financial crisis

These papers have been folded so that they have become really small and now are going to get into

balloons, each one in one balloon, so there will be three balloons for student. Once the balloons are free,

they could be punched and anyone could take the hidden message.

The attitude and participation of the students will be evaluated with the following rubric:

ELEMENTS NEEDS TO IMPROVE

1

SATISFACTORY 2

GOOD 3

EXCELLENT 4

ATTITUDE (25%)

Often has a negative attitude towards the task.

Usually has a negative attitude towards the task.

Often has a positive attitude towards the task.

Always has a positive attitude towards the task.

PARTICIPATION (25%)

Not engaged. Needs frequent

Peripherally engaged and usually

Actively engaged in pair and group

Actively engaged and may take a

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reminders to stay on task, often not prepared.

cooperative, respectful and prepared.

work. Generally cooperative, respectful and prepared.

leadership role. Always cooperative, respectful and well prepared.

GIVING INSTRUCTIONS (25%)

Students give incorrect instructions.

Some instructions are confusing.

The instructions are quite clear.

The instructions are very clear. There is extra clarification.

RESPECT OTHER MEMBERS' IDEAS / DECISIONS (25%)

Verbally disparages ideas of other classmates, wants things his way.

Usually sides with a member who has ideas similar to his own.

Usually withholds disparaging remarks about the ideas of others; supports others' ideas.

Respects opinions of classmates, supports group decisions.

ATTACHMENTS:

Prezi presentation: NLS_O6_W11_Behavioural approach to money_Presentation_R1.pdf

Prezi link: https://prezi.com/lbsl71e5ryym/personal-approach-to-money/

Folder with images.