| Money. No matter how you look at it, on some level, | | | | person after the question is answered. Asking for a |
| you need it. | | | | round of applause also keeps the energy high and |
| You need it for shelter. You need it for food. And | | | | makes the person feel great. |
| you need it for a zillion other things that make life a | | | | Tip: When someone asks a question, before |
| little more convenient and enjoyable. | | | | answering, ask the audience if someone knows the |
| Whether you love it or despise it, it's part of life and | | | | answer. If they do, acknowledge that person by |
| the sooner you learn how to make it, manage it and | | | | asking for a round of applause or snaps (see |
| make it grow, the sooner you begin to enjoy its | | | | Celebrating Section). |
| potential to fill your life with experiences that bring | | | | 2. Ask, Don't Tell. Before 'teaching' anything, find out |
| joy to you and those around you. | | | | if a member of the audience knows the information |
| The ability to manage money wisely directly | | | | first. It's very common for someone in the room to |
| correlates to the ability to live independently and | | | | know the information you are teaching and this will |
| successfully, so it's no surprise that there are | | | | acknowledge them as well as involve the rest of the |
| hundreds of financial literacy curriculums available to | | | | audience in the conversation. It's great when the |
| empower children with the critical financial tools and | | | | presentation isn't all about the presenter! |
| information they need. | | | | 3. Use Stories and Metaphor. Nothing is more |
| The challenge with most of those curriculums, | | | | attention getting than a great story. Weave the |
| though, is making them fun and effective. | | | | information or lesson into a story with a character |
| Most financial literacy curriculums are flat out boring. | | | | they can relate to and you've got a winning |
| They are missing the one component that makes | | | | combination. Craft the character to be the same age |
| them effective...a profoundly unique delivery method. | | | | as your audience, with similar interests, concerns, likes |
| Key Component: The Delivery Method | | | | and dislikes. Decide well in advance exactly what the |
| We've all experienced exciting, mind-stimulating | | | | character will do in the story in order to learn |
| presentations that made learning fun and easy and | | | | whatever it is you want your audience to learn. |
| we can all point to those that were boring and | | | | FOUR: Make it Active and Interactive |
| irrelevant that served as merely a means to catch up | | | | There is saying that goes like this, "Everything is |
| on doodling practice or missed sleep. | | | | energy." If you've taught anyone at all, you |
| Creating a stimulating learning environment in which to | | | | understand the importance of keeping the energy |
| teach financial education to kids and teens has its | | | | high in the room, for yourself AND your learners. And |
| particular challenges. | | | | this goes with any age...young to old. |
| Not only it is challenging to convince kids they need | | | | Studies show that most people learn better and |
| to know this information NOW but we're teaching to | | | | remember more when they're moving in one way or |
| generations of children who are used to being | | | | another. Incorporating the information into a physical |
| entertained. | | | | activity helps make it easer to learn and more fun to |
| Given these challenges, how DO you make financial | | | | teach and keeps the energy high for those involved. |
| education fun and effective for kids of any age? | | | | In addition, because human beings are relationship |
| We've found the answer: use Accelerated Learning! | | | | oriented, provide plenty of opportunity for students |
| The Key to Teaching Financial Education: Accelerated | | | | to learn from each other and share their own |
| Learning | | | | experiences. This type of educational environment |
| Accelerated Learning (A.L.) is the most advanced | | | | helps kids know they are not alone. And sometimes |
| teaching and learning method available today. It's the | | | | it's just more fun to learn things as a team. |
| most powerful tool available for speeding and | | | | One way of making it interactive is to consider your |
| enhancing both the design process and the learning | | | | programs 'conversations' instead of lectures. When |
| process. Based on the latest brain research, it has | | | | you have a conversation with someone, you talk, |
| proven again and again to increase the effectiveness | | | | they talk, and on and on. |
| of learning while saving time and money for the | | | | A great way to do this in a controlled way is to use |
| instructor. | | | | CALLBACKS. A callback is when you say something |
| Accelerated Learning, in a nutshell, is TEACHING to all | | | | and then immediately ask them to repeat the |
| three learning styles (visual, auditory, and kinesthetic) | | | | information. An example might look like this... |
| USING all three learning styles and doing it in an | | | | "So, one of the most amazing ways you can invest |
| environment that both enhances and encourages | | | | for your future it to put money in the stock market. |
| learning. | | | | WHERE can you put money?" And they say, "Stock |
| Effective Accelerated Learning techniques makes | | | | market."or... |
| learning any kind of information fun, enjoyable and | | | | "The three assets most wealthy people invest in are |
| easy to remember. | | | | real estate, the stock market and businesses. WHAT |
| So, since Accelerated Learning makes teaching any | | | | are the three ways?" They say, "Real estate, stock |
| topic easier and more effective, let's look at how we | | | | market and business." |
| can apply this methodology to make financial | | | | You can also do it this way... |
| education work for you. | | | | "One of the most important habits you can do with |
| There are basically 10 components of Accelerated | | | | money is to Pay Yourself First." Say that whole |
| Learning you can apply to make any financial literacy | | | | sentence with me. And they will repeat it. |
| program fun and effective for your students, | | | | It takes a bit of practice but it's an powerful way to |
| regardless of age! | | | | not only get them to remember what you're |
| Note: The following information is completely relevant | | | | teaching but to stay involved and engages. |
| for speakers, presenters, teachers or coaches in the | | | | One additional way to keep the energy high in a |
| financial education arena. The techniques work with all | | | | learning environment is to be very aware of these |
| ages and with all topics. | | | | three states: physical, emotional and mental. If you |
| Ten Components Of Accelerated Learning | | | | sense that the energy in the room is going down, all |
| ONE: Make it Relevant | | | | you have to do it change ONE state and you'll |
| Human beings generally have no interest in learning | | | | change all three. Because learning is incredibly 'state |
| that which they don't see as relevant to their lives in | | | | dependent', learning to recognize and change your |
| some way. We all know what happens when we put | | | | learners states is one of the most valuable skills you |
| people in an environment where they are asked to | | | | can learn and use. |
| learn something they don't want to learn or aren't | | | | FIVE: Make it Experiential (Full of Feeling) |
| interested in. They start talking to each other, fidget, | | | | Experiential teaching means letting the learner |
| figure out ways to leave, daydream or doodle in their | | | | physically or emotionally experience what you're |
| notebooks. | | | | trying to learn. In the case of teaching kids about |
| It's even more obvious with children. If you ask them | | | | earned income, for example, you can physically hand |
| to sit and watch something or listen to someone talk | | | | them money for something they traded their time |
| for any period of time, they wiggle and squiggle, roll | | | | and energy for as well as money for something they |
| their eyes, talk and ask lots of questions like, "Is it | | | | did that might pay them over and over again (write a |
| over yet?" | | | | book, buy a rental property, invest in a stock that |
| Yet put them in front of something that they find | | | | pays dividends). That simple gesture of handing them |
| interesting, and even a two-year-old will sit still. | | | | money elicits internal responses that will help embed |
| Topics must be made relevant and interesting or the | | | | the information. |
| information falls on deaf ears, and eyes. Even if YOU | | | | SIX: Teach to All Three Learning Styles |
| think the information is absolutely necessary, if it isn't | | | | Most people learn visually, auditorily or kinesthetically |
| relevant to the one you want to teach then you are | | | | or a combination of any two or three. This means |
| wasting everyone's time and energy. | | | | we learn by seeing, hearing and feeling, both |
| So how DO you make financial freedom and security | | | | physically and emotionally. |
| relevant to an 8-year-old or a 12-year-old or even a | | | | Teaching to all of these learning styles helps ensure |
| 16-year-old? Great question. | | | | that every student receives the information in a |
| The answer involves going into their world. In order | | | | manner they can process best. |
| to figure out how to relate what you want to teach | | | | As an example, when you say, "There are five |
| them, you must understand what it's like to be 10 or | | | | ways...", use your hand to illustrate the number five |
| 12 or 16. Only then can you begin to shape your | | | | as well as write the number 5 in a bright color on a |
| message in a relevant way that will reach out and | | | | flipchart or dry-erase board. |
| grab them. | | | | Hint: Be BIG. If you want someone to move 6", you |
| Find a way to relate it to their lives. You can start by | | | | have to illustrate this by moving 12". Use your whole |
| asking them what matters! | | | | body when you teach. Be excited and inspiring if you |
| TWO: Enroll Them | | | | want your students to be excited and inspired. |
| Once you figure out how to make your financial | | | | SEVEN: Repetition, Repetition, Repetition |
| education program relevant, your next step is to | | | | When YOU say something, it's one thing. When you |
| enroll them in the idea of learning. Enrolling is how you | | | | get your students to say something, it's a completely |
| 'hook' your audience; get them to want to be there. | | | | different story. When THEY say it, it's locked into |
| When your audience is properly enrolled, they are | | | | their minds in a more profound way. |
| ready to learn. | | | | Many people don't learn the first time they are |
| Here are three basic verbal methods the professional | | | | exposed to a concept, idea or piece of information. |
| experts use to enroll their audiences: | | | | Think of your teaching as 'exposing' them to |
| 1) Enrolling Questions & Scenarios. | | | | information and know that it takes often takes |
| Asking your audience a couple of relevant questions | | | | repetition for information to sink in. As an example, in |
| can immediately get them involved in the subject | | | | a financial literacy workshop, have your students |
| matter. Raise YOUR hand and get them to raise | | | | repeat sayings and principles like Pay Yourself First |
| THEIR hand in agreement. Enrolling questions usually | | | | over and over again. |
| come in pairs and your goal is to enroll 100% of the | | | | Hint: put principles on large colorful pieces of paper |
| audience. Sometimes this means thinking on your | | | | and hang on the wall. Give students a reward every |
| feet! | | | | time they hear the principles, run up and point to the |
| In a course about money, you might ask... | | | | principle and make the other students recite the |
| "How many of you like to spend money on things | | | | principle out loud. |
| that you want?" | | | | EIGHT: Make it Catchy |
| "How many of you want to grow up to have all the | | | | Think of a commercial that you have found yourself |
| money you want and need so you can live the way | | | | repeating. "Two all beef patties special sauce lettuce |
| you want to? | | | | cheese pickles onions on a sesame seed bun," |
| You can also use something like this... | | | | probably brings up an image of the classic McDonald's |
| "Imagine just for a moment, waking up every | | | | Big Mac in the hearts and minds of most Americans. |
| morning with the ability to do whatever you want. If | | | | Ask yourself how you can turn the information |
| I told you I had the secrets to that kind of life, | | | | you're teaching into catchy phrases, poems, and |
| would you want to learn them?" | | | | songs. Make information rhyme or fit into a pattern |
| A simple way to enroll children, in particular, is to | | | | and, just know, that the funnier you make it, the |
| invite them to visualize a particular situation and ask | | | | easier it is to remember. |
| for their advice and feedback about how they would | | | | NINE: Make it FUN! |
| handle the situation. A good example would be | | | | Laughter is not only the best medicine...it's the best |
| "wanting a new pair of shoes but not having enough | | | | learning method. Think of a time when something |
| money" or "having a friend who asks you to borrow | | | | was really funny to you. Do you remember what |
| money". The more we can invite them to role-play | | | | was going on? Chances are you do. |
| situations that help them experience "financial risk", | | | | Put the concepts and information you want to teach |
| the better they will be prepared to handle those | | | | into a game or activity that makes your students |
| situations. Another scenario would be asking children | | | | laugh and you'll never have to 'teach' it again. When |
| to visualize what they will be like when they are | | | | you do this, your learners end up learning as a result |
| older. Ask who will be paying for their food when | | | | of the game or activity; it becomes a natural result |
| they leave home, who will buy the gas for the car, | | | | of the experience. You literally weave the lessons |
| stuff like that. | | | | into the activity and before you know it, they've got |
| Bottom line...ask questions that will eventually reach | | | | it. |
| 100% or your audience. | | | | Note: They don't always understand what they have |
| 2) Announcements with meaning. | | | | just learned, but at least you've got it in their little |
| This is a way to reconnect with someone who has | | | | computer brains where it will stay and be processed |
| mentally left the room and "jar" them back into the | | | | until it's needed at a later date. |
| program. An announcement goes something like this: | | | | TEN: Celebrate! |
| "I was sick and tired of being broke!" or "The time is | | | | Imagine being acknowledged every time you raised |
| NOW!" | | | | your hand with an answer to a question your teacher |
| Bottom line...make announcements with a strong | | | | just asked. Think about what it would feel like to |
| conviction. | | | | have an entire group of people snap their fingers |
| 3) Staggering Statistics. | | | | three times just because you stood up to ask a |
| This type of enrolling method involves using | | | | question or make a comment. Visualize how inspired |
| well-researched statistics. The statistic you use must | | | | you'd feel if the teacher said, "Great Job!" just |
| be 100% true or you will lose your credibility. The | | | | because you participated in an activity. |
| statement is used to get your audience's attention. | | | | Wouldn't you be more inclined to stay involved in the |
| Perhaps something like... | | | | learning environment? Wouldn't you WANT to |
| "Our country is currently in debt to a tune of over | | | | participate? Wouldn't you WANT to show up, ready |
| $11 Trillion dollars!" | | | | to play, eager to learn? |
| "College students are moving back home at an | | | | This is only a partial list of benefits from celebrating |
| unprecedented rate!" | | | | learning. If it's good for a football team, it's good for |
| "College students are graduating with $_________ | | | | your classroom. |
| in credit card debt, with no ability to make the | | | | End Result: Making it Sticky |
| payments." | | | | All of these teaching ideas, combined with the power |
| Along the same lines, don't hesitate to provide a | | | | of accelerated learning, makes the information |
| group of children or teens with real statistics...o like | | | | STICKY. Students learn faster, remember more and |
| the fact that it takes approximately $300,000 to | | | | have a whole lot of fun learning information that |
| raise a child from 0-17. | | | | would probably be boring and ineffective in any other |
| Then ask them how many children they want to | | | | setting. |
| have!o like how much they'll end up paying for that | | | | Leaving home and school with financial wisdom is |
| first new car they finance. | | | | critical to every child's success as they forge their |
| Ask them if they think the car was really worth it?o | | | | own way in the adult world. |
| like how much buying a $4 coffee drink adds up to | | | | By using these teaching tips to teach financial |
| over 40 years at 10% interest. | | | | education, you not only improve the chances more |
| Ask them if they'd rather live on that money later or | | | | of our youth living happy, successful adult lives but |
| drink it once. | | | | you can know that you've been a huge part in that |
| Bottom line...startle them with facts! | | | | success. And isn't that every teacher's dream? |
| Regardless of which methods you use, be concise, | | | | BONUS TIP: Use financial literacy as a platform to |
| powerful and full of conviction. Pay attention to the | | | | teach everything else. |
| response you get from your enrolling methods so | | | | Do you want to really make learning relevant to your |
| you continue to modify for each presentation or | | | | students? Great...think about this. |
| class. You will quickly find that the more time you | | | | What if children learned how to read by studying |
| spend crafting your enrolling questions, the better | | | | business plans, reading articles about life and health, |
| and more effective your teaching experiences are | | | | writing book reports on success journals of all types? |
| for your students. | | | | What if children learned math by creating budgets, |
| Bottom line...find a way to hook them and you're half | | | | learning to shop smart, researching stocks and |
| way there. | | | | creating financial statements? |
| THREE: Make it Interesting | | | | What if children learned to write by writing business |
| Here's how you know when a child or adult is | | | | plans and advertising copy, business correspondence |
| bored...they LOOK bored! It's simple...no matter how | | | | and hand-written personal letters? |
| interested they might be in the topic before you | | | | What if children learned art and music by creating |
| started teaching, if they are bored, you might as well | | | | graphics, websites, composing advertising jingles and |
| forget about it. | | | | more for businesses they create? |
| There are some very simple ways to make learning | | | | THIS would make education relevant, experiential, |
| anything interesting. Here are a few: | | | | effective and fun! It would be education that would |
| 1. Ask Questions. Because questions hook the mind | | | | stick with your child forever, giving them a lifetime of |
| and keep us engaged, our brains stay active thinking | | | | skills and information to make, manage and multiply |
| of the answers to questions and problems that are | | | | their money wisely. The result? An adult who is |
| thrown our way. Have them answer the questions | | | | financially responsible and who understands the |
| out loud by raising their hands. | | | | power and value of doing good in the world. |
| Two critical parts of this type of instruction are often | | | | THIS is how we change the world...one child at a |
| left out. First, make sure you acknowledge the | | | | time! |
| person for asking the question. Second, thank the | | | | |