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A week before the project started, we went through the Creative DNA protocol to learn more about ourselves as group members. Where are our gifts?

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We read some great articles about lottery winners who have lost it all as well as articles about famous people who overcame adversity to find great success. As a group, we came up with a list of what made a good/bad financial decision (based on our knowledge from the articles).

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To help build the teams/groups, I had students go around the room to write down everything they know/need to know about our 6 financial decisions (Mortgages, College planning, Owning a car, Investments/Retirement, Savings/Checking accounts, Credit Cards)

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Once groups were formed, students were asked to discuss their Hopes, Fears, and Norms for the group work throughout the project.

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Students were asked to imagine who their client was... What were the demographics, geographics, psychographics, attitudes, beliefs, and socio economic status. What other things did we need to consider about the person we are designing these materials for?

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In preparation for our local experts to come in to give us more information about our topics, we did Rip, Slap, Pass to come up with questions for our panel. Students then used the questions they generated to come up with a Top 10 list. These questions were emailed out to the experts ahead of time so they could be better prepared for discussions with students.

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To gain valuable information, we met with our local experts. We asked our questions and got more information about what resources are already out there and how we can create new ones for this generation!

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Now that we had all of our questions answered, we did an Idea Quota. Students wrote down as many ideas as they could as a group (the goal was 100 ideas in 10 minutes). This protocol helped us generate ideas for the types of resources, but also what would go ON these resources.

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Part of our goal was to come up with a resource that is New, Usable, and Feasible for our school community. Once we completed the Idea Quota, we grouped the ideas to find common themes. They then put them on chart paper to give each idea a NUF score. The ideas with the highest NUF scores became our top ideas to start exploring as a group.

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Now that our top ideas have started to emerge, students got the opportunity to storyboard what the idea looked like as a resource. They had 6 boxes. Box 1 represented the group's financial scenario. Boxes 2 - 5 were the steps required to gain financial independence from the scenario. Box 6 was financial freedom!

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Once we presented our storyboards to our group, we went through I Like, I Wish, and I Wonder. As a group, we came up with our best solution to the driving question. We prepared to present the process and idea to our critical friends before finalizing our ideas.

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Students had 2 class periods to design their product with the groups. They had one class period to practice their Pitch. Our counseling staff and members of our business office came in as the Authentic Audience. Students pitched their resources to the audience.

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Students were evaluated on the rubric provided at the beginning of the project. This rubric was given to our Authentic Audience to score them on the project.

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At the end of the project, students had an opportunity to share their Glows and Grows from the project. We celebrated the end of the project with a party for the class.