Amber Barks

Icebreakers, Openers, and Energizers

1. Have students split into pairs and give them 10

! s.

". #ell students the$ are going to have a chance to gamble their ! s %or chance to &in a &hole bag o% ! s or the$ can eat the 10 the$ have, but the$ must come to the decision &ith their partner. '. In order to &in the bag o% ! s the$ must predict &hat color the %irst ( ! s &ill be in order as the$ come out o% a bag. ). Have each team &rite do&n their predictions i% the$ &ish to bet. *olors can be repeated. (. +hen ever$one &ho &ishes to gamble has &ritten do&n their predictions and placed bets b$ turning in their ! s to the instructor or opted out o% gambling b$ eating their ! s the %acilitator &ill cut a hole on the corner o% the bag o% ! s and s,ueeze out one ! at a time recording the colors. -. +hen all ( ! s have been s,ueezed out o% the bag the %acilitator &ill ask i% there are an$ &inners. .. I% there are then the instructor &ill give the &inners a bag o% continue &ith the lesson on mone$ management. ! s and

/. #he %acilitator &ill e0plain that &hen pla$ing the lotter$ there is al&a$s chance $ou ma$ lose mone$ or in this case ! s. 1ationale2 B$ opening a mone$ management lesson &ith this activit$ the %acilitator is able to activel$ engage the audience. 3plitting the students into pairs gives them an opportunit$ to interact &ith each other and %orces them to take another individual4s vie&s about gambling into consideration. #his activit$ allo&s the %acilitator to ease the learners into the lesson in a %un &a$ &hich makes learning about ho& to manage mone$ seem like less o% a daunting task. #he %acilitator then has a good starting point to begin. He or she can use the background kno&ledge the learners have gained %rom the activit$ to point out that in the real &orld not ever$one is going to be a &inner, and there are &a$s to save mone$ &ithout having a dime to spare. an$ people &ho have trouble managing their mone$ spend it on items that the$ don4t actuall$ need. #here%ore, the ,uestion is &hat are the$ &illing to give up in order to save mone$ %or the things the$ need.

Amber Barks

Icebreakers, Openers, and Energizers

1. 3tart b$ asking, 5+hat is a priorit$67 ". #hen have students break into groups o% three. '. On large chart paper have them dra& lines to separate a piece o% paper into ' columns. #hen label them &ork, school, and home. ). Ask learners to &rite ' priorities in each column to represent each o% the group members (. #he instructor &ill then ask each group to share their priorities &hich &ill be made into a collaborative list. -. #he group &ill then discuss the priorities that have been shared and the instructor &ill pose the ,uestion2 +hat happens &hen $our priorities collide6

1ationale2 #he instructor has posed a ,uestion to ensure ever$one is on the same page be%ore he or she continues. #hen the instructor is able to encourage interaction among the learners b$ having them split into groups. Instruction is individualized %or the learners b$ having them list their o&n priorities &ithin their group. #hrough the process o% collaborative learning the instructor is able to create a sense o% inclusion in the classroom. 8inall$, the discussion allo&s the instructor to see the priorities o% the group as a &hole. #his leads into a discussion on time management. 9uring this discussion the instructor can re%er back to the opener and ask learners to prioritize their time based on their group4s goals.