MENTORS, PLEASE REVIEW MY SKILL TREE, TABLE, OUTLINE AND SCRIPT

[Udokaineh]

@Kebith @Raffysul

https://drive.google.com/drive/folders/1vuwoEv5Ls0gNCQYBCH7qbHthbpcYb1Cy?usp=sharing

[Influencer07]

Hi @Udokaineh

This section is for Question and answer. You can request for review in the Submission/ feedback section.

[Udokaineh]

Thank you @Influencer07

[FrancescaIsek]

Hi @Udokaineh, I went through your story outline and it was really interesting. I love the way you weave your storyline.

Your script also apt! Weldone on your work👍

[Udokaineh]

Thank you so much @FrancescaIsek

[Kebith]

@Udokaineh

Thank you for your submission.

Skill tree:

• The brainstorm looks good.

To reduce the number of texts in there, you don't have to list everything the students would learn in the topic. You can just mention one that sums up the whole discussion in the topic.

• Some of the skills in section 1 are very direct and well phrased. However, they all don't align with what's in section 2.
• Make sure you have more of applicable questions in your contributions, more than direct questions.
• For this skill, instead of saying 'Simple tax calculations', you should say 'given xxx, calculate xxx'. Ditto everywhere else this applies. There has to be an action word in the skill that helps to test if the students has the knowledge of the skill or not.

Skill table:

• The responses to the brainstorm questions looks good.

• Like I said in earlier reviews, your prerequisite skills should be phrased the same way as your acquired skills.

• For misconceptions and remediation, make sure they are directly related to the skill you have listed them under.

• Endeavour to use words that are simplified enough for your younger audience to understand. For example, in the definition of setting goals, you used the word 'fundamental', which might be too complex for a younger audience.

• In your prerequisite skills, you mentioned 'familiarity with wants and needs'. In the lesson, you went on further to define wants and needs, and ask questions on the concepts.
  It's advisable to stick with the main discussion/skill. Branching to different aspects might make the lesson feel like it doesn't have a central focus. So what you can do is have recap questions that tests whether students have the understanding of what a want or a need is, before delving into the main concepts for the lessons.
  The rule is not carved in stone. Often times, there might be need to define a word or concept. Whenever it's not suitable enough for a prerequisite skill, you can do this in passing, very briefly.

• Generally, it seems there could be more skills you could have added under subtopics. Because we recommend having just 2-3 skills in a lesson, you can break them up, and group them depending on the relationship between the skills, and find a suitable new lesson title. Like the subtopic, 'investment' basics, for example.

• Your skill table has a lot of questions that test the understanding of the concepts. That's really good. Only make sure they are more of applied questions than direct ones.

Story outline:

• Your story has a good structure to it, and the idea was well developed from lesson to lesson.
• In chapter 3. it would be a good idea to have an inciting incidence for learning about compound interest. It's always ideal to continue to create scenarios that would make the knowledge stick better, rather than going ahead to define or explain them.
  Nice story outline!

Script:

• The script generally looks good too.
  Just a few comments:

• Try to make the texts in your cards as concise as possible. Some of your cards are too long. Students don't like to read much, and get bored with long texts. Always look for ways to make your texts very concise.

• In telling the students about how to create effective goals, you might want to give the acronym, 'SMART' before talking about what it means. You had one of the characters ask how they can easily remember it. That means there was already a challenge you should try to proffer solution to.
  First of all, this would help reduce the text in the card, and most importantly, you would have taken the student from the known to the unknown. A tactic we are always deploying in lesson creation.

• Some of your cards don't have card names. You should work on them.

• You can't have two questions in a card, you'd have to ask a new question in a new card.

Nice work overall. Well done!

[Udokaineh]

Thank you @Kebith I would do my corrections.