Escape from Knab is an educational simulation which takes participants through a series of financial decision- making experiences in the fun and entertaining setting of the fictitious planet, Knab where visitors discover the results of their actions and decisions.
The site is primarily a place to have fun as the simulation offers a variety of choices so each visit to Knab is different from the last. However, as participants become adept at the daily activities of living on the planet Knab their knowledge, skills, and capabilities relative to financial decision-making will increase.
Because the site design is a collaborative effort among financial professionals, educators and technoweenies, the result is an educationally sound presentation of the knowledge, skills and values required of young adults as they mature into responsible consumers and independent decision-makers.
The basic goal of the site is to develop background knowledge in preparation for real-life financial situations. The site includes the three types of knowledge necessary for a successful learning experience:
- Declarative knowledge - the resources necessary for good financial decision-making as identified by financial professionals;
- Procedural knowledge - the activities, skills, and assessments which focus on financial tools available in today's global marketplace;
- Conditional knowledge - the context and experience applicable to real life situations.
An attractive feature for teachers and curriculum developers is a listing of applicable state and national curriculum standards for each component of the simulation.
Our objective of "Escape From Knab" was to use existing Internet
technology to position U.S. Bank as a provider of information and tools
necessary to enable young adults to make better financial decisions.
This section contains a break out of curriculum by the order of the months in the simulation.
Each breakout includes the concept of that month along with the objectives which address knowledge and ideas, skills and capabilities and values. The national and state standards have been researched and tied to each of the month's curriculum. Along with this information is a set of assessment sheets that the students can complete both while they are engaged in the simulation and again later as a large group to discuss at length the decisions that they made.
List of Sources for Standards
Benson,. J., (1997). Setting higher standards: Wisconsin's academic
content and performance standards, 2nd draft. Madison, WI: WI DPI.
Kendall, J. & Marzano, R. (1996). Content knowledge: A compendium of
standards and benchmarks for K-12 education. Aurora, CO: McREL.
McCallum, S., (1997). Wisconsin's model academic standards (draft).
Madison, WI: WI DPI.
(1997). Illinois Learning Standards. Springfield, IL: Illinois State
Board of Education.
(1997). The Profile of learning . . . Minnesota's high standards:
Middle level and high school level. St. Paul, MN: Minnesota Department
of Children Families & Learning.
A Word About Readability
Reading on a website is very different from reading text on a printed page because the text itself is three-dimensional rather than linear. Hypertext, in the form of the "Handy Pocket Translator," allows the reader to go "into the text" to get more information as a definition or further explanation. Readers of this website also have the Monthly Statement as a personal financial reference to help with decision-making. So the process of constructing meaning takes on the added dimension of instant access to information in forms that may or may not be linear text. Therefore, traditional means of measuring readability do not apply in this situation.
The site is designed for use by middle and high school students. What this means is that the text is written for a teen audience. However the density of unfamiliar concepts presented in close succession makes for difficult reading. On the other hand, the site is designed to be used by individuals and careful attention was given to building in context clues and textual hints for users such as the "Knab Blab" that appears on several screens.
We are interested in hearing your thoughts about the difficulty of this type of reading. Please use the Feedback link above to give us your insights.
The Escape from Knab simulation can be used in a variety of middle and high school classes in mathematics, social studies, family and consumer education or any class attempting to incorporate life skills, decision-making or Internet technology. This simulation also can be applied in School-to-Work initiatives.
In the Feedback section of the site we ask teachers to tell us how they are using the site. We hope to compile some information about its use in specific classes as time passes and more people visit the planet Knab.
In schools there are basically three methods of delivering instruction: a whole class presentation, a workshop session, or discovery learning. The following explanation provides some suggestions for using this Escape from Knab simulation utilizing each of the three methods:
Whole Class Presentation
Probably the most common way of delivering instruction, especially at the high school level, is through a presentation. Develop an anticipatory set to
stimulate interest, to relate new information to existing knowledge, to set a purpose for learning and to communicate clear goals and direction for the
lesson. The Escape from Knab simulation can be used for a whole class presentation if the classroom or lab has Internet access. Simply demonstrate the
site using a large monitor or projection device.
When Escape from Knab is used for a whole class presentation, the entire simulation probably will not be used. Focus on a single month since the concepts presented are complex. Use the curriculum for each month which can be downloaded from the website to help identify the skills and capabilities as well as the knowledge and concepts targeted for development in a specific month in order to identify the anticipatory set. The website itself can be a significant source of interest and a motivator for the students. Also the context of the planet Knab is meant to provide interest, motivation and fun, yet the concepts, knowledge, skills and capabilities developed are true to life. Set a clear purpose for the lesson and inform students about the expectations for learning.
The second part of a presentation is demonstration or modeling. The website provides an active demonstration. Model for the group by manipulating the various financial decisions. Discuss the results or ramifications of different decisions as well as the concepts and terms presented in the simulation. The income/expense statement that appears on the left side of the screen beginning in February is a constant source of demonstration. In other words, "walk them through" the simulation with discussion and explanation based on the chosen lesson objectives. A list of objectives for each month are included in the website curriculum.
A presentation lesson also includes a closure activity which take the form of a summary, an application or an evaluation. For this purpose we have included the In-Depth Activity Sheets which can be downloaded from the website. The purpose of these In-Depth Activity Sheets is to provide students with practice in carrying out calculations, to further develop the concepts introduced in the simulation and to offer the teacher one type of student evaluation. These activity sheets are NOT designed to be used as a test. However, we have tried to incorporate questions that are similar to those asked of students on the newer standardized tests. So we intend the In-Depth Activity Sheets to be used as practice for these new tests. Notice that they do not include the typical yes/no or multiple choice questions. We ask students to evaluate, to explain their decisions, to list reasons, to use tables and charts--all higher level thinking activities.
To summarize the presentation type lesson using the Escape from Knab website, we suggest that you determine lesson objectives based on the website curriculum. In class spend 15-20 minutes introducing a portion of the site by connecting it to existing knowledge, developing necessary background information and setting clear goals for learning. Then use a portion of the simulation for demonstration to the whole class in order to introduce and explore selected concepts and skills. This might take another 15-20 minutes. Next, follow-up with some type of application activity of your own design or by using the appropriate In-Depth Activity Sheets provided for you.
Workshop Session
Another way of delivering instruction in the classroom is through the workshop method which is made up of a 10-15 minute mini-lesson followed by a 20-30
minute activity period and a 5-10 minute sharing time. The way to use the Escape from Knab simulation as a workshop session is to look over the curriculum
and choose a limited number of objectives, skills, and or concepts to teach and develop. Design a focused mini-lesson and after that have students go
on-line to the site either in a computer lab or at classroom computers. Students can work through the simulation individually or in pairs. They can use
the Activity Sheets (different from the In-Depth Activity Sheets mentioned above) which are designed to be filled out as the student is working through the
simulation. Students can be directed to pay careful attention to the focus of the mini-lesson and its role in the context of the total simulation. In a
brief 5-10 minute follow-up the teacher can focus the sharing time on the concepts and/or skills presented in the mini-lesson in order to bring the session
to closure.
Discovery Learning
Another method of delivering instruction in the classroom is called discovery learning. In this type of situation students engage in an activity which
leads them to discover facts or new information, to draw conclusions or to make generalizations. In other words, they discover some new learnings.
Simulations are a very common way of engaging in discovery learning. Spend some time introducing the website, its purpose and use to students. After that
the majority of the students' time is spent on-line working through the simulation.
After some initial instruction on the use of the Escape from Knab website students can work individually or in pairs to try to earn the requisite $10,000. Direct students who need accountability to individually or in pairs fill out the Activity Sheets while working through the simulation. Escape from Knab was designed to be completed by a teenager in about 30-40 minutes. This does not necessarily mean that the participant will earn the $10,000 and escape but will spend about 5-6 minutes in each month. The simulation is intended to be different every time based on the participants' decision-making. There are also a few random events that occur through out the simulation.
The simulation can be used by all students in a computer lab or it can be an "approved site" for practice during lab time or study time. Even if you only have one computer in your classroom, different pairs of students can be at the website throughout various parts of the day.
There are probably many other ways to use the Escape from Knab website. We have explained just a few for your convenience. Please let us know about
the interesting and creative ways you find to incorporate this site in your instruction.
These activity sheets are designed to be used both while the student is experiencing the adventure and again, later as an in depth review of what they have learned. Please print
these sheets off your computer and distribute them to your students.
An answer key is available to the education community by sending your request in an email, with the subject line,"Escape from Knab Answer Key," to the following email address below.
corporate.marketing@usbank.com
Activity Sheets
