Essential Question: How will annuities help low income employees (support staff) in TGES to generate income for their retirement?
I have been teaching annuities to grade 11 and 12 for the past few years in National board and IB board. I have always dealt with annuities as a topic in isolation. In National Board, teaching practice had always been deriving the formulae and solving problems by plugging in the values. While in IB the approach had been more of application based.
Now the emphasis has been on, how can I extent knowledge of geometric progression to annuities through a real time project.
Through this project we want students to analyze investment plans for retirement for the support-staff in TGES.
Support-staff are low-income employees. Who merely earn less than $2000 a year. I have been with organization for the past 16 years where the group had been situated; therefore I have enough background knowledge of these employees’ in terms of literacy, social strata and financial aspects. Among these employees literacy rate is very low, they are the sole bread earner in the family, or may earning, just sufficient enough to support the family. Under such conditions they investments are far fetched. They do not have any financial consultant per se. Moreover, these employee do not get any benefits at the time of retirement, unlike US, India has not explored any option of financial aid to its senior citizen. It is an individual onus, to think about one’s own well-being.
This project will help students to translate their mathematical competency to a real time application. I want them to model as financial advisors to our support staff by condensing the information about different companies in a flyer. For students, it will be an window of exposure to people other than themselves, also visualize financial investment in a wider variety of needs that probably they in their 16 years of life experiences have not felt. If they can translate mathematical competency to that window of exposure, the application becomes rigorous and relevant.
My students needed to be primed before I could successfully launch my project. This primer was needed as most of them come from very affluent families and hence are cocooned from reality checks.
The said primer was an interesting activity, which culminated in primary reflections about “What do students connect money with ?”.What you all see on the screen are initial thoughts and reflections ….It was an activity which took not more than 45 minutes…
Visual Reflections
I have been teaching annuities to grade 11 and 12 for the past few years in National board and IB board. I have always dealt with annuities as a topic in isolation. In National Board, teaching practice had always been deriving the formulae and solving problems by plugging in the values. While in IB the approach had been more of application based.
Now the emphasis has been on, how can I extent knowledge of geometric progression to annuities through a real time project.
Through this project we want students to analyze investment plans for retirement for the support-staff in TGES.
Support-staff are low-income employees. Who merely earn less than $2000 a year. I have been with organization for the past 16 years where the group had been situated; therefore I have enough background knowledge of these employees’ in terms of literacy, social strata and financial aspects. Among these employees literacy rate is very low, they are the sole bread earner in the family, or may earning, just sufficient enough to support the family. Under such conditions they investments are far fetched. They do not have any financial consultant per se. Moreover, these employee do not get any benefits at the time of retirement, unlike US, India has not explored any option of financial aid to its senior citizen. It is an individual onus, to think about one’s own well-being.
This project will help students to translate their mathematical competency to a real time application. I want them to model as financial advisors to our support staff by condensing the information about different companies in a flyer. For students, it will be an window of exposure to people other than themselves, also visualize financial investment in a wider variety of needs that probably they in their 16 years of life experiences have not felt. If they can translate mathematical competency to that window of exposure, the application becomes rigorous and relevant.
My students needed to be primed before I could successfully launch my project. This primer was needed as most of them come from very affluent families and hence are cocooned from reality checks.
The said primer was an interesting activity, which culminated in primary reflections about “What do students connect money with ?”.What you all see on the screen are initial thoughts and reflections ….It was an activity which took not more than 45 minutes…
Visual Reflections
Time Frame :- 4 weeks
Groups:
Students were given liberty to choose their own groups. They took into consideration strengths of different students skills so that they could reflect teamwork, research and presentation skills. It was the responsibility of the team leader to combine elements of the project for successful completion