Boiling it down and summing it up are two things that I think I still have much to learn about in teaching ESL.
Boiling all the available information down into useable material is often very difficult for me. I think part of the problem is that I’m not completely familiar or comfortable with the different CLB levels, and need to really look on Tutela and at the CLB handbook for more good examples of the levels for teaching. The other part, of course, is the internet is so full of information, which is both good and bad at the same time. There is so much to choose from that it can be overwhelming of what to teach, especially if it’s a new topic, like banking was for me. There’s lots of information, but is it useful information? I think I overwhelmed the class today with lots information, although this time I tried to do it in a question/answer format. I knew I had talked too much because my voice was becoming horse, but I wanted them to know how they can look for more information if they need it. This is part of their digital learning.
Summing it up is also difficult sometimes. Going over the information and distilling it into something that the students will end up using is also very important. Although I did not do a formal assessment with the students, I did want to see how much they remembered. Using a game at the beginning of the class (What am I?) was a useful informal assessment. It seemed that most could answer most questions, with a few difficult ones thrown in there. They also seemed to like it, so I know that I should use games more in the class. Just figuring effective ways to do that on Zoom is the challenge, and I will have to do more research on this as well.
Today we looked at some specific government of Canada websites on banking, so they can extend their learning about banking. I sent them the links to the websites, and some students did seem interested in using them, but they also know that if they do need more information, it is available to them, and they do know some of the vocabulary from these sites as well. So I did feel that it was useful to include this.
On my feedback assessment, I did note that for some of the students there was too much vocabulary, and we did cover it too quickly for them. However, others thought it was OK. So I guess if I’m teaching to the middle of the group, it should be OK.
I really enjoyed working with the students, and now I much more confident that I started this journey with TESL, and am really looking forward to the future. But so much to learn yet…….
Banking Lesson 4: Banking Account information | ||||
Date and Time: Nov 17, 2020 Class and Level: CLB 3/4/5 | ||||
Resources: Websites for Gov of Canada and banking comparison tool, Appendix A Jigsaw exercise Technology: Computer, Zoom.com Unit: Banking Lesson: Banking account information Learning Outcome: Students will be able to use comparison tools for banking accounts online, and have a better understanding of their rights when opening accounts. Learning Objectives: 1. Students will be aware of online tools for comparing bank accounts. 2. Students will understand what their rights are when opening a bank account. 3. Students will look for the fine print when looking at bank accounts. | ||||
Lesson Stage / Activity | Skill | Special Instructions | Timing | Teacher Reflections |
Warm-up / Review | Listening Speaking | Review of homework of banking statement: common errors. Do you feel more confident about banking terms and how to read your bank statement? | 10 min | Reviewed articles again. Used What am I? game from last lesson for review. (worked well) |
Introduction: Choosing a bank or bank account | Listening Speaking | Watch: Live Learn Video of how to choose a financial institution and accounts: While watching try to remember a few things that are important. Large group discussion: What are some things that you learned from the video? Show the Gov of Canada financial tool site (https://www.canada.ca/en/financial-consumer-agency/services/banking.html) where you can find lots of good information about finances. Go through different parts of the site for students info. Also look at the Financial Consumer association of Canada link on the page | 30 min | I think this video was a bit fast and long for some learners. Should find a different one. But the discussion was good. The students seemed interested in the information and the tool on the websites. I emailed them to them. |
Presentation: Using online tools for comparing banks | Reading | How to compare banking services using an online tool: Explain how bank comparison tool works from https://itools-ioutils.fcac-acfc.gc.ca/ACT-OCC/SearchFilter-eng.aspx Point out important to read the fine print about services. Example 1: PC Financial (https://www.pcfinancial.ca/en/campaign/sem06/?gclid=CjwKCAiAv4n9BRA9EiwA30WNDx78c Whk2j0DkP7kBiosPcgGFPF8j7xk2zmw 0YLtFfarxrsUNPkOCxoC8nAQAvD_BwE Example 2: BMO newcomer account | 15 min | The tool seemed like they were interested in it and could answer questions. Did not have time to cover this. |
Focused Practice: Comparing two accounts using tool | Reading Speaking | Use tool at fcac.gc.ca to compare three different banks.(set up on shared screen. Ask students to look at the information and use superlatives/comparativestalk about features from the table. Look for the fine print. | 15 min | |
Semi-focused Practice: reviews some of the vocabulary | Reading Writing | Small groups: Jigsaw exercise on account information and applying for an account. (Appendix A) | 20 min | This exercise worked well except posting the paragraphs on chat took took too long, It would be better to email all the paragraphs to everyone and assign them one per group. |
Free Practice / Application | Homework: Appendix B Assessment for me. | They were happy it was not an assessment of them. | ||
Filler Activity | ||||
Closure | Thank you. Will be back for volunteering each week. | |||
Appendix A: Jigsaw Activity for Banking
Paragraph 1: Your right to a bank account
One of the first things newcomers do is open a bank account. Canadian banks are very safe and secure and your money is insured. Everyone has the right to open an account in Canada. You do not need a job. You do not need to have money to put in it right away. All you need is two pieces of identification like a SIN card, passport, driver’s license or permanent resident card. When you open a bank account the bank cannot force you to buy other financial services from them.
Questions: What do you need to open a bank account in Canada? What do you not need to open a bank account? Are Canadian banks a safe place to put your money?
Paragraph 2: Types of bank accounts.
Most of the big banks offer many different types of accounts, but they all have some low cost accounts. The accounts will include a debit card, cheque writing, no charge for deposits, a free monthly statement, and a certain number of free transactions per month. You can use the debit card for paying for purchases and also accessing the ATM. Watch for extra service charges when using an ATM from a different bank. With you debit card, you will need to use a PIN (personal identification number). Also watch for the fine print, which is extra information about the account and is important to know because it may have other service fees or charges.
Questions: What do you get with a low-cost account? What do you need to use with your debit card? Why do you need to look at account information very carefully?
Paragraph 3: Information the bank must give you.
When you open a bank account, the bank must give you a copy of your account agreement. You must also sign a copy. They must tell you the rate of interest and how they determine it. They must tell you all the different service changes on the account, and if they increase the fees they must tell you how they will contact you (email, phone, letter). Other information that they must give you is how to make a complaint, and how long they can put a hold on your cheques. If the bank does give you this information, they are breaking the law. You can complain to the Financial Consumer Agency of Canada if you do not get all of this information.
Questions: What are three things that the bank must tell you about when opening an account? Why must the bank give you this information? Who would you complain to if the bank doesn’t give you this information.
Paragraph 4: Making a complaint to the bank
A bank can refuse to open an account if they think you may use it in a dishonest way or if they think your personal information is not true. If the bank will not open an account for you, they must tell you why in writing. You have the right to complain if they will not open an account. You must first tell the bank you want to make a complaint, and then follow the steps the bank requires. If you are not happy with the results of you complaint, you can also get help from the Financial Consumer Agency of Canada on their website.
Questions: Why can the bank refuse to open an account for someone? If they will not open an account what would you do? If you are not happy with the banks reason, who would you contact?
Adapted from: Canadian Newcomer Magazine (Editor 2017) The Basics of Banking in Canada Retrieved from: http://www.cnmag.ca/the-basics-on-banking-in-canada/
Appendix B: Assessment for Maureen:
1) The lessons on banking were useful and will help me with my understanding of banking in Canada. Circle one: True False
2) The Remembrance Day lesson helped me understand why and how Canadians celebrate this day. Circle one: True False
3) The teacher was easy to understand.
a. (circle one) always, mostly, sometimes, never
4) The homework was:
a. (circle one) easy usually easy sometimes difficult always difficult.
5) The teacher explained things well.
a. (circle one) always mostly sometimes never
6) What are some things you liked in the lessons?
7) What are some things you did not like in the lessons?
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