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Einancial Essentials
Justin Ward
Walden University
Instructor: De Priest
EIDT - 6110 Advanced Instructional Design
May 26, 2013
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FNANCAL ESSENTALS
Empowering people with basic financial knowledge
to help shape their dreams and secure their future
Instructional Plan
TABLE OF CONTENTS
1. INTRODUCTION
The Team
Project Description
2. ANALYSIS
Needs Analysis
Learner Analysis
Performance Gap Analysis
Contextual Analysis
Task/ Topic Analysis
3. DESIGN
Text Design
Multimedia Design
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4. DEVELOPMENT
Delivery Methodology
Comparison to Other Methods
Instructional Materials
Instructional Environment and Equipment
Strategies Table
5. IMPLEMENTATION
Logistics
Behavioral Objectives
Student Grouping
Time Allotment
Sequential Procedures
6. EVALUATION
7. SUPPLEMENTARY ENRICHMENT
One-on-One Assessment Interviews
Blog Entries
On-line Course
8. REFERENCES
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Introduction
The Team
Einancial Essentials is a small training Iirm composed oI the Iollowing Walden
University students: Ailen, Jenni, Justin, Dennis, Cheryl and Karen. The team works together in
the capacity oI instructional roles to design educational material that is Iocused on people
undereducated about Iinancial literacy. The team strives to produce Iinancial literacy material
that is relatable to our target audience. Our goal is to ensure that these people attain basic money
wisdom that will guide them in their adult years.
Project Description
Historically, the citizens oI countries around the world are challenged with debt crises
and a lack oI basic Iinancial understanding. There are several articles that address the issue oI
Iinancial illiteracy, especially in America. In the April 9, 2012 issue oI Time magazine the
writer summarizes the problems we will Iace iI we do not educate people at an early age
regarding this responsibility (Op-Ed: Improving Financial Literacy Is Essential to Our
Nation`s Economic Health. Read more at:
http://business.time.com/2012/04/09/op-ed-improving-Iinancial-literacy-is-essential-to-our-
nations-economic-health/#ixzz2OQKpNkIg) (Eerguson, 2012).
A large number oI Americans consistently Iail basic Iinancial literacy tests. Moreover,
young Americans were Iound to be less Iinancially capable than older Americans, while the
undereducated are particularly vulnerable to unnecessary Iees and debt.
Einancial Essentials is a company Iormed to counteract these issues by providing basic
Einancial Literacy Tools Ior those oI high school age through young adulthood. Our purpose is
to guide the learner into knowledge and basic tools oI budgeting Ior Iinancial success. The
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achievement goal Ior our learners is that they apply basic Iinancial knowledge to accurately
complete a sample budgeting outline that documents monthly income and expenses.
Analysis
Needs Analysis
Our project addresses a topic that should enable the high school through adult learner to
grasp essential Iinancial terms and concepts and manage simple budgets. We will solve the
inadequate knowledge oI our youth and young adults regarding Iinancial literacy. The article
mentioned earlier suggests that Iinancial instruction be added to the core curriculum in our
schools along with math and reading. One method oI eIIective instructional intervention will be
our presentation on this subject. Modeling this responsibility and instruction Irom parents and
mentors will also help with the solution, and perhaps our presentation will be a catalyst that
inspires and empowers their tutelage.
Learner Analysis
The general characteristics Ior learners in 'Einancial Essentials are late high school age
students to young adult learners oI all ethnicities. The learners will range Irom 15 to 21 years oI
age. They will have varying levels oI educational experience. Their backgrounds will include
current high school student, student with a high school diploma, college level students, college
graduates, and adults in the workIorce who lack college degrees.
SpeciIic entry characteristics Ior 'Einancial Essentials will require the learners to have
basic math skills that include the ability to add, subtract, multiply and divide. Additionally they
will need to utilize a calculator and understand basic terminology that includes deIinitions such
as assets, budget, expense, Iixed expenses, gross income, interest, gross income, net income,
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savings, unexpected expenses, and variable expenses. They must also understand that the goals
oI a budget can be short, medium or long-term.
Performance Gap Analysis
Our target audience is typically made up oI age 15 up, who are generally untutored in the
realm oI Iinancial literacy. At the end oI the lesson they should be able to accomplish, among
other things, the Iollowing overarching criteria.
The students will:
DeIine and explain basic Iinancial terms and concepts.
Compile data and complete a sample budgeting tool that documents monthly
income and expenses.
Demonstrate social skills such as cooperation, respect Ior diIIering opinions, and
mutual support.
Contextual Analysis
The considerations oI completing the Iinancial essentials module will be to improve
understanding oI basic Iinancial terms and concepts as well as household budgeting. The aim is
to equip students with the tools make conscious quality Iinancial decisions. As such, the module
is also a quick reIerence to resources that provide more insight about the topic Iinancial literacy.
This will allow students to Iurther explore the liIe-impacting topic oI Einancial Literacy.
Three contexts used in this module:
Orienting context: learners take this class to improve their knowledge oI Iinancial literacy
and budgeting (Morrison, Ross, Kalman, & Kemp, 2011). They elect to attend because they
perceive the utility this knowledge will have in their lives. They are aware that at the
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conclusion oI the class they will be required to apply the accrued knowledge by completing a
budgetary outline.
Instructional context: the course will be conducted in a Iace-to-Iace classroom setting.
Logistics concerning scheduling and transportation, etc. have been anticipated and addressed
(Morrison, et al, 2011).
TransIer context: the students can transpose these skills in many areas oI their lives including
planning, analyzing, computing, and taking responsibility Ior their actions (Morrison, et al,
2011).
Task and Topic Analysis
Topic: Basic Financial Literacy Concepts and Budgeting for High school youths and young
adults.
Introducing basic Iinancial precepts and terminology.
Using this knowledge to create personalized expense tracking and budgets.
1. Examples of Basic Financial Terms and Concepts
A. It cost money to purchase goods and services. There is a cost/expense and beneIit.
B. Typically people earn money Irom wages or income (gross income and net income).
Gross income is money made beIore taxes and other deductions taken out by your
employer. Net income is money you have leIt over aIter taxes and deductions.
C. Assets add to our Iinancial worth or net value. Assets are anything oI value owned by a
person or organization. A person may own cash, house, car, and other equipment.
D. Credit is like money in the Iorm oI a loan or credit card/account
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E. Interest is the amount oI money you earn Irom a bank by keeping a savings account with
their bank. Interest is also the amount oI money you pay as a borrower on credit you take
out.
2. Budget
A. It is important to know your gross income Irom your net income to know how much you
have to spend on goods and services.
B. A budget lets you know what happens to your cash on a monthly basis
C. A budget is created Irom tracking expenses and subtracting them Irom how much money
you make each month
D. It is important to know that there are three types oI expenses in a budget (Eixed, Variable
and Unexpected).
E. There are also 3 types oI goals in a budget (short, medium, and long term).
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Design
Text Design
Enhancements will be achieved by using headings as signals, utilizing deIinitions and
examples, alternating Iont size and color, employing transition words and phrases, exploiting
numbers and bullets to delineate lists and inserting eye-catching graphics.
Sample Text Designs
Target Audience: Age`s 15-21 teenagers transitioning Irom high school to college
graduation
Task Areas: Budgeting
Budget Design Resources:
1. Dedicated web space Ior learner access, multimedia tools, graphics, rubric, and content
developed by subject matter experts.
2. Use a variety oI layouts, pictures, graphics and examples, as well as a video to appeal to
the learner`s eye and to establish organization oI the material.
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Income
Income is the amount oI money you earn Irom working a Iull or part-time job or Ior
providing a service, such as cutting grass, babysitting, or tutoring, etc. Income can be seen as an
addition or increase coming in on a weekly, bi-weekly or monthly basis. You can also count
allowances and cash giIts as part oI your income.
Do you already earn income? When you get your paycheck, do you ever wonder about
all oI the diIIerent words shown on your paystub? Did anybody bother to explain what all oI
those pesky words mean?
Paycheck Breakdown
Gross Pay is the amount oI income you make beIore any kind oI deductions are subtracted
Net Pay is the amount oI income you make aIter deductions and taxes
Deductions may be items such as Eederal taxes, state taxes, EICA, medical insurance and any
other special items as explained by your employer
Paycheck Taxes
Eederal Tax Everyone has this tax come out oI his or her paycheck. It is paid to the Internal
Revenue Service, which is a government agency
State Tax Everyone pays taxes to the state government in the state they live
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Income
Income is the amount oI money you earn Irom working a Iull or part-time job or Ior
providing a service, such as cutting grass, babysitting, or tutoring, etc. Income can be seen as an
addition or increase coming in on a weekly, bi-weekly or monthly basis. You can also count
allowances and cash giIts as part oI your income.
Do you already earn income? When you get your paycheck, do you ever wonder about
all oI the diIIerent words shown on your paystub? Did anybody bother to explain what all oI
those pesky words mean?
Paycheck Breakdown
Gross Pay is the amount oI income you make beIore any kind oI deductions are subtracted
Net Pay is the amount oI income you make aIter deductions and taxes
Deductions may be items such as Eederal taxes, state taxes, EICA, medical insurance and any
other special items as explained by your employer
Paycheck Taxes
Eederal Tax Everyone has this tax come out oI his or her paycheck. It is paid to the Internal
Revenue Service, which is a government agency
State Tax Everyone pays taxes to the state government in the state they live
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Income
Income is the amount oI money you earn Irom working a Iull or part-time job or Ior
providing a service, such as cutting grass, babysitting, or tutoring, etc. Income can be seen as an
addition or increase coming in on a weekly, bi-weekly or monthly basis. You can also count
allowances and cash giIts as part oI your income.
Do you already earn income? When you get your paycheck, do you ever wonder about
all oI the diIIerent words shown on your paystub? Did anybody bother to explain what all oI
those pesky words mean?
Paycheck Breakdown
Gross Pay is the amount oI income you make beIore any kind oI deductions are subtracted
Net Pay is the amount oI income you make aIter deductions and taxes
Deductions may be items such as Eederal taxes, state taxes, EICA, medical insurance and any
other special items as explained by your employer
Paycheck Taxes
Eederal Tax Everyone has this tax come out oI his or her paycheck. It is paid to the Internal
Revenue Service, which is a government agency
State Tax Everyone pays taxes to the state government in the state they live
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EICA stands Ior Eederal Insurance Contributions Act. It is a law requiring everyone to help
contribute to the county`s social security and Medicare program so that there is some Iorm oI
beneIit Ior someone who is retired, disabled persons, or children on deceased workers.
Example of Pay Stub
Anywhere Employer, Any State,
NA, 11111
Date: 00-00-0000
Pay to the order oI Einancially
Wise Student
11 Anywhere Lane, Any State, NA
11111
Pay Period Week 00/00/0000 1
week
Net Pay - $285.00
Earnings
Hours 40.00
Pay Rate - $10.00 per hour
Taxes
Eederal $70.00
EICA/Medicare $30.00
State $15.00
Gross Pay - $400.00 Total Deductions - $115.00
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Budget Know How
A budget is a personal spending plan you create to help you to know how much income
you have coming in and how much you having going out! In the end you will know iI you are in
the red (negative) or in the black (positive). The number one lesson to remember is that
budgeting does not have to be hard. It is all about the tracking!
First Starting tracking income and everything you spend in a week. Start
keeping all receipts. Categorize receipts by the date. Circle the date and the total
amount spent on each receipt. This will make it easier Ior you track dates and
amounts.
Second Breakdown expenses on a weekly tracking Iorm by category. Categories
can vary by individual personal budgets. Eor example:
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Week 1
Monday Tuesday Wednesday Thursday Friday Total
Food
Housing
Transportation
(Public, taxi,
carpool)
Car (gas, car
payments,
maintenance,
insurance)
Entertainment
(movies, CD`s)
Meals Out
Cell Phone
Gifts
Clothes
Savings
Bumps in the
Road
(Unexpected
events)
Total
You should track your expenses Ior about four weeks to be able to create a monthly budget.
Third Move all four weeks of tracking to a monthly summary budget sheet.
For example:
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Monthly Spending Summary
(Stock Eree Images, 2013)
Month ______________________________
Monthly Net Income
Example - $285 x 4
weekly checks
$1, 140
Food Example - $200
Housing Example - $250
Allowance
$0
Transportation
(Public, taxi, carpool)
Example - $0
Cash Gifts
$0
Car (gas, car
payments,
maintenance,
insurance)
Example - $350
Other
$0
Entertainment
(movies, CDs,)
Example - $100
Total Income
$1,140
Meals out Example - $100
Cell Phone Example - $50
Clothes Example - $75
Gifts Example - $20
Savings
Bumps in the Road
(Unexpected Events)
Total -5.00
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Fourth Depending upon your expenses outlined in your Monthly Budget Summary, you may
be in the Red (negative) or in the Black (Positive).
You will want to evaluate your Needs versus Wants to see how you may adjust your spending
and monthly expenses.
Needs are deIined as those things you need to sustain or improve your daily survival.
Wants are deIined as those things not essential to your survival, but you would love to have iI
you can.
Needs Wants
Eood Designer clothes
Transportation Video games
Shelter Big screen TV
Heat, Water, Electric Jewelry
Health Insurance Tattoos
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(Stock Eree Images, 2013)
Multimedia Design
The design process plays an important role in constructing an instructional lesson. It
aIIects motivation, as well as enhances or subtracts Irom the eIIective interaction between the
learner and the material. Technology is a provident provider oI design Ieatures. These
delineations not only elevate the visual appearance but also help the instructors to communicate
eIIectively.
Charts and graphs represent important inIormation in clear, concise Iashion. The
Iollowing site is a Iree source Ior graphs, pie charts, etc.
Create A Graph (http://nces.ed.gov/nceskids/createagraph/) (Create A Graph, 2013).
Pictures and illustrations are eIIective in Iurthering the goals oI instruction. These
images help the learners better understand inIormation contained in the text. Erequenting the
Iollowing site will prove advantageous.
Stock Eree Images
(http://www.stockIreeimages.com/?gclidCNqsmJ22n7YCEdOHMgodeDMAmw) has over 800,
000 Iree images and illustrations Irom which to choose (Stock Eree Images, 2013).
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(Stock Eree Images, 2013)
Clip Art images are abundant throughout the Internet and are usually Iree oI charge. The
process oI copying or downloading these images is user Iriendly as well.
Einally, Adobe Cloud oIIers the users a panoply oI sophisticated photo shop tools that
will embellish all Iorms oI textual presentations (Adobe Cloud, 2013). Subscriptions and
additional inIormation are oIIered at http://success.adobe-education.com/en/na/cloud.html
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Development
Delivery Methodology
In reviewing the target audience oI ages 15-up, the group has decided to Iocus our Iinancial
literacy module on the budgeting process and to create a video addressing the perIormance gap.
As the Iace-to-Iace lesson progresses we will also address such relevant concerns as the
breakdown oI income and taxes, creating a personal budget to track expenses, meeting short-
term, medium-term and long-term goals, and saving money. In addition, we will encourage
active learning by eliciting inIormation Irom our learners when completing a whole group
activity with a graphic organizer. Moreover, we will initiate small group dynamics as the class
applies their learning in a real-world context. Einally, we will encourage the learners to utilize
available technology to calculate budgets using e- Iorms, blog reactions to the lesson, and
aIterwards participate in a short, on-line course to reinIorce and expand their understanding oI
related concepts. The whole group presentation oI the video on a smart board, as well as
auxiliary exercises, will allow the target audience to:
Complete the instructions with appropriate peer and Iacilitator support that will
help them create their own learning conditions.
Clear up misconceptions in a synchronous manner.
Learn personal responsibility and behavior as a result oI the understanding the
materials, as well as taking part in the ancillary small group Iormat that
encourages individual achievement.
Receive consistent instruction and clariIication as a result oI content-speciIic
Iocus questions (Morrison, et al, 2011).
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Some areas that will need to be considered in developing the video is to present concrete
text and examples, exercise control oI the step size, use appropriate pacing, maintain
consistency, use cues (especially monitoring Iocus questions and responses), and Iollow the pre-
instructional strategy Ior objectives, transitions, and cognitive load. The two types oI cognitive
loads are intrinsic and extraneous. '.Intrinsic load is determined by the interactivity oI the
elements oI the content. One approach to managing high intrinsic load is to break the ideas into
smaller components rather than using a whole or molar view (Morrison, et al., 2011, p. 213).
Extraneous has to do with the design layout oI the material.
Reviewing the learner analysis Iindings is very important Ior this target audience.
'Development can be very simplistic, and in Iact sometimes less is more. Sometimes, the
simpler that you create it, the more eIIective it is, because they`re not sidetracked with the bells
and whistles (Laureate Education, 2009). ThereIore, three things will need to be considered:
1. Simplicity oI the material
2. Learner`s understanding oI technical terms
3. Background oI the target audience
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On the other hand, the choice oI the video may present limitations such as the lack oI
interaction between the instructor and the learner, the occurrence oI monotonous learning, and
longer preparation time and expense. The development team will need to be conscious oI ways to
make sure the video is based in active learning techniques to engage the learner and to achieve
the learning objectives set Iorth (Morrison, et al., 2011). In response to this concern, we will a
utilize user-Iriendly language in describing terms and concepts, and encourage active
participation by having the students, in a whole-class activity, complete a graphic organizer
replete with Iinancial terms, This activity, immediately preceding the showing oI the video, will
inIorm the instructor oI the amount oI support needed as the students view the video.
In addition we will be vigilant in anticipating the limitations oI group presentations. These
include learner passivity, inconsistent pacing by the instructor and lack oI open Ieedback.
Comparison of Other Methods
The small-group Iormat will also work Ior segments oI the Iinancial module. Small
groups are conducted Iace-to-Iace and encourages more interaction, peer teaching, open
Ieedback, active learning, and collaboration. When creating a personal budget, the students will
work together practicing social skills such as cooperation, collaboration, as well as negotiating a
consensus. The limitations presented are: prior preparation to preserve time, lost instructor
control, instructor`s comIort with peer learning, and Iacility expenses.
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Cognizant oI these rises and Iallings, the team has not chosen an eclectic delivery method
oI group presentation, lecture, interactive learning, video viewing, and a small group protocols to
apply what they have learned. Later, questionnaires and blogging will be dealt with in a selI-
paced manner. Importantly, throughout the active portion oI the exercise and the enriching
supplementary activities (questionnaires, blogging, and relevant links), students will have access
to individual laptops
Einally, since the team has chosen the delivery method oI distance education, the
instruction would be online or virtual. The student would not have to commute, a more diverse
audience can be reached, a variety oI multimedia tools can be used, and students are not limited
to a set schedule oI working. Some limitations are equipment quality, inconsistent interaction
and learner pacing, and a higher drop-out rate. Also with this design, a learning management
system or platIorm would be needed and this could be expensive.
Instructional Materials
Materials and Media Selection:
Video, Smart Board, Internet, Lap tops, printers, glossary, Iocus questions, monthly budget
outline, sample documents, and links to correlating resources.
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The development oI the group presentation and the materials used will have the end result
oI delivering a package oI eIIective training. This training will help learners master the
objectives Irom the analysis aspect (Piskurich, 2005).
There are several instructional materials that will enhance the delivery oI the
presentation. Our group decided to utilize the strengths oI the development members as well as
meet the needs oI our target audience by creating a video presentation with some interactive
aspects to help with understanding and retention. We will also provide concrete tools to enable
the learner to apply the knowledge Iollowing the training. The tools will include sample
documents as well as links to other resources they might use.
This video is a whole-class presentation. It has been observed that in our target age
group oI later high school through college age the developmental abilities, learned practice, and
processing methods vary widely. The video Iormat, combined with Iacilitator and peer
scaIIolding, will help the learners advance at their own level, and also help them develop the
conIidence to be more selI-reliant as well as practice personal responsibility (Morrison, et al,
2011).
Our hope is that aIter experiencing the presentation on basic Iinancial tools, the learner
will have a better understanding oI the subject as well as develop the ability to use the tools Ior
greater responsibility and eIIiciency not only in executing a budget plan, but in their lives as
well.
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The slideshow Storyboard
slideshow
Storyboard

A plan Ior managing your income

and expenses.
Einancial literacy is a very
important liIe skill that is critical
to shaping a young adult`s Iuture.
However, all age and socio-
economic groups have problems
with budgeting and the overuse oI
credit.
It is important to have a Iinancial
plan Ior managing your income
and expenses in order to become
Iinancially empowered.
Expenses
Get organized by keeping all
receipts.
Organizing these by types oI
expenses
There are three types oI expenses:
Iixed, variable, and unexpected.
Eixed expenses tend to be Ior rent,
mortgage, car payments and
insurance. These expenses stay
the same Ior each month.
Variable expenses tend to be Ior
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Essential Expenses
Iood, entertainment, and clothing.
These expenses change each
month.
Unexpected expenses happen at
inopportune times and are
diIIicult to predict or measure.
IdentiIy wants vs. needs
Wants are nonessential items we
can live without.
Needs are essential items without
which we cannot live.
ncome {Wages} {FCA}
Income is the money that people ieceive foi woik
uone oi time spent. This coulu be foimal such as
wages foi woik oi pocket money foi choies
aiounu the house.
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Credit vs. Debit
Bebit- a sum of money oi spent, oi taken
fiom a bank account
Cieuit- money available foi a client to
boiiow.
A credit card is used to make a
purchase by borrowing money
A debit card is used to make a purchase
with one's own money Irom his/ her
bank account
Good approach to building credit:
opening savings or checking account,
getting a small loan, or credit card.
Pay bills on time, pay more than
minimum on credit bills, avoid impulse
buys, and contact creditors iI you can`t
pay.
Do not ignore your obligations!
Consequences of not
budgeting
Debt, stress, Ieeling overwhelmed, struggling
with bad credit or Iinancial hardship.
~It will cost you twice as much but you will
only be able to afford half as much.
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Budget 8urplus
Surplus can be spent on nonessential expenses.
These include shopping, entertainment, or even
adding to your savings.
II student has surplus by next paycheck they
are a 'Budget Boss Hog.
II not they will be a ~Penny Pinchin` Piggy.
Instructional Environment and Equipment
The types oI learning environments in which this unit could be delivered are the
online e-learning Iormat or selI-paced classroom Iacilitator settings. Although it can be
implemented in either oI these settings, the thrust oI this particular lesson will take place in the
classroom milieu. In order Ior it to succeed we will try to anticipate an assortment oI
eventualities. Eor the implementation process we will use methodologies that range Irom lecture,
to active learning. We will also use approaches that include visual, auditory, and verbal sensory
approaches. We will incorporate independent, collaborative and whole class settings as well to
insure that optimum learning takes place. We adapt those methodologies depending on the
requirements oI a particular group oI individuals (Perspectives on Instructional Design, n.d.).
Eor example, there may be students that have special, unexpected needs. These individuals
apparently Ilew under the radar in the analysis phase. Other students may have skills and
backgrounds that enrich the class (Perspectives on Instructional Design, n.d.). These especial
abilities can be serendipitously integrated as the lesson progresses.
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Additionally, the Einancial Essentials module will be user- Iriendly Ior any person
participating in it. The key is logistics. Attending to lesson preparation, communication and
outreach, student travel, and technology, as well as to the idiosyncratic nature oI our eclectic
Ilock are a Iew oI the successIul ingredients in this 'smorgasbord oI learning'(Perspectives on
Instructional Design, n.d.).
Eor the Einancial Essentials classroom Iormat, technology and broadband are critical in
making the Iinancial literacy module Iunction properly. Computers with Internet access and up-
to-date browsers are useIul Ior locating resources, printing handouts and outlines and discovering
how to complete activities. They also serve as a global classroom in which our students can
create and diIIuse blog entries concerning their learning. Video projectors and smart boards are
useIul Ior group presentations. Accordingly, the Iacilitator must ensure that all technology is
available and Iunctional to
Strategies Table
Example Strategy Implementation
Interest
Anticipatory Exercise Lecture, with visual adjuncts,
encourage responses.
Eacts, principles, concepts
Graphic designer will be used
to elicit prior knowledge
Eacilitator-guided, interactive,
whole class dialogue.
Eacts, principles, concepts
Video Visual canvas will be made
interactive as Iacilitator
Irequently stops video to ask
questions, as well as elicits
responses and questions Irom
students.
Interpersonal skills
Small Group Iormat to
encourage peer support.
Students will complete budget
outline and expense tracking
in small group settings. This
will lead to cooperative
support and consensus
negotiation among classmates.
Application oI skills
Students will apply knowledge
in a relevant context that gives
Students will use newly
acquired knowledge to
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them ownership oI the
product.
complete individual budget
outlines.
Models
Model oI pay stub will be
available
Students will scrutinize and
identiIy real world pay roll
deductions.
Implementation
Logistics
Preparing Participants
Promote workshop to target audience by notiIying learners, schools, and other
community agencies oI the course and the timetable.
Send learners any documentation, pre-requisites or tutorials needed beIore the course Ior
them to prepare and mail back.
Basic tools needed are calculators and speciIic soItware.
Enroll learners in the course and collect any Iees involved.
Ensure all participants will have a computer and Internet access.
InIorm participants oI any technology issues, including the opportunity to create blogs.
Prepare participant course materials Ior physical classroom instruction.
Develop a rubric that aligns perIormance and product descriptions with an appropriate
grade.
Arrange to deliver course materials to classroom
Select other educators or counselors and prepare them with a special 'train-the-trainer
session.
IdentiIy and address language barriers with appropriate tools.
Retain the services oI a bi-lingual aide.
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Behavioral Objectives:
At the conclusion oI the lesson the students will complete the Iollowing do-able, measurable, and
needed behaviors:
Complete a graphic organizer in which they will list and deIine Iinancial terms such as
needs, wants, and Iixed, variable and unexpected expenses, etc.
View a short video on budgeting.
Respond to Iocus questions throughout the exercise.
View a sample pay stub and identiIy and describe the various taxes and payments.
Practice attitudes that create cooperation and collaboration.
Utilizing the budgetary tools, complete a tracking system and budgetary outline
Ior expenditures involving housing, transportation, cost oI groceries, consumer goods,
insurance, utilities, and unexpected expenses.
Discuss the results oI this activity in a whole class dialogue.
Following the lesson:
Critique the eIIectiveness oI the lesson in a selI-paced protocol as part oI enrichment.
Communicate reactions to lesson via blogs in a selI-paced mode as part oI enrichment.
Exploit accompanying links to enrich the learning experience.
Student Grouping
These will consist oI whole class, small group, and independent at Iacilitator descretion.
Time Allotment: 60 minutes.
Anticipatory Hook (2 1/2 minutes)
PowerPoint Graphic Organizer Activity (6 minutes)
Eollow-up discussion (2 minutes)
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Video bank oI America eeba-optional (6 minutes)
Eollow-up discussion (4 minutes)
Budget tracking and Outline (35 minutes)
Closure dialogue (3 minutes)
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Sequential Procedures
1. Anticipatory Hook
Begin by asking the audience how many have eaten Iast Iood in the past 48 hours. InIorm
them that this year Americans will spend over $110 billion on Iast Iood. That`s more than they`ll
spend on movies, books, magazines, newspapers, videos, and recorded music combined. This
averages out to nearly $2, 000 per person. Since we will be talking about budgeting, here are
some Iast Iood entrees that should deIinitely be avoided.
SoIt Shell Crab Tacos
Location: Los Angeles` Westside
Price: $28.50
Hot Dog
Location: Serendipity 3, New York City
Price: $69.
The "Haute Dog," a Ioot-long Irank grilled in white truIIle butter and covered in black truIIles
and Ioie gras.
Macaroni and Cheese
Location: Santa Monica, CaliI.
Price: $95
Served in a white truIIle.
Philly Cheese steak
Location: Rittenhouse Square, Philadelphia
Price: $100
Kobe beeI, Taleggio cheese and poached lobster
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Bagel
Location: The Westin New York at Times Square, New York City
Price: $1,000
White truIIle cream cheese, goji berry jelly, and gold leaves (edible).
Pizza
Location: U.K.
Price: $4,200
Dubbed the 'Pizza Royale 007, its toppings included cognac-marinated lobster, champagne-
soaked caviar, venison, and edible Ilakes oI 24-carat gold (CNBC, 2013).
2. View Video
3. The teacher will Iacilitate the instruction by introducing topic, linking the Iamiliar to the
unIamiliar, paraphrasing diIIicult terms and concepts, moderating a whole-class discussion,
answering questions, clearing up misconceptions, Iorming small groupings, giving and receiving
Ieedback, and assessing learning.
4. The students will practice the concepts by participating in interactive budget games on
spent.org.
5. The students will apply their knowledge in a real world setting by Iormulating a monthly
budget. (attached worksheet)
In addition to the above, we will present a glossary that includes: budget, assets, gross
income, net income, paycheck deductions, paycheck taxes, EICA, Eixed expenses, variable
expenses, unexpected expenses, short, medium, and long-term goals as they relate to budgeting.
Eocus questions to be posed by the instructor throughout the lesson at appropriate intervals.
1. What is the diIIerence between gross income and net income?
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2. Tell me the diIIerence between savings and debt, and how they are both created.
3. What is a budget? Why is budgeting important?
4. What are some oI the taxes removed Irom the sample payment record?
5. Name three sources oI income. Which one is most important?
6. What are three advantages oI a successIul budget?
7. Explain the distinction between needs and wants.
The Iacilitator oIIers the introductory hook to lead into a discussion on budgeting through
blogging or posting to discussion tool Iacilitator instructor utilizes. Using a graphic organizer
and a chart he/ she ask the students Ior words associated with budgeting. These are listed on the
chart. The instructor will also ask the students what is meant by these terms. In this manner the
teacher will create a dialogue that links the Iamiliar to the unIamiliar. At the same time
misconceptions will be addressed and clariIied.
Incidentally, throughout the class students will be incrementally introduced to material
beginning with simple deIinitions and then moving on to analyzing, problem solving, application
and evaluation. Eclectic protocols include: lecture, chart work, visual dynamics, whole-class
dialogues, video presentations, small group work, technologically grounded enrichments, and
applying what they have learned in a real-world, technologically enhanced context. Each
successIul stage will prepare the learner to master the next as the lesson builds upon itselI. Cues
to missteps will be rendered by inIormal peer assessment, as well as the Iacilitator`s correctives.
Eollowing the completion oI the graphic organizer, a video on Iinancial essentials and
budgeting will be shown. The student should Irequently stop the video to note questions,
paraphrase explanationsto help better understand embedded Iinancial terms. Then they can seek
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answers or state their understanding in through blog or discussion postings. Eocus questions will
also be Iollowing video.
Subsequently, the class will be divided into groups oI Iour or Iive. Each student will have
access to an Ipad laptop smartphone or other device with internet capabilities. Students with
similar Iinancial situations will work at the same location. Model samples oI an expense
tracking Iramework as well as a monthly budget outline will be available. Templates oI e-
Iormatted outlines will be on hand Ior on-line completion. In addition, a glossary oI essential
words and terms will be provided to each member. The graphic organizer chart can also be
accessed as a resource as well. Every eIIort will be made to address language diIIerences as
well. An adult bilingual aide will help monitor the activity as each student calculates his/ her
monthly earnings and expenditures and records these on the e- Iormatted budgetary outline.
Calculators may be used during this activity. Students may collaborate by supporting each other
on questions concerning the material, the outline, and the overall Iormat. However, each must
complete an individualized budgetary outline. These will be printed at the conclusion oI the
lesson. AIterwards closure will include a group discussion on the results oI the activity. Students
will also be aIIorded the opportunity to blog, in selI-paced Iashion, their reactions to the lesson.
Evaluation
The ADDIE process has been the Iocus oI the implementation oI this presentation.
Analysis was the Iocus at Iirst, then Design, then Development, then Implementation, and
Iinally, Evaluation. Morrison, Ross, Kalman, and Kemp provided an instructional design plan
that expanded the ADDIE Iive into nine components (Morrison, et al, 2011). In one oI the
evaluation sections oI their overview oI the design model, they indicate that these components
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overlap and that there is no speciIic sequence or order to completing the steps. The evaluation
instruments can be developed as the objectives are deIined (Morrison, et al, 2011).
One type oI Iormative evaluation is, according to William Trochim, the needs
assessment, which determines who needs the program, how great the need is, and what might
work to meet the need (Trochim, 2006). This step was begun in the Analysis phase oI the
presentation, and will continue to be modiIied iI necessary. The needs were discovered through
personal experience Irom members oI the group as well as online research oI Iinancial
requirements.
This week, our presentation plan was submitted to a peer group review Ior a Iormative
evaluation. This will enable the group to assess strengths and weaknesses oI the instructional
design. One oI the steps taken in the evaluation process is to have all oI the instructional design
planning documents on one site, which enables the peer group to access the material Ior in-depth
review.
An important tool Ior any instruction is an evaluation survey or questionnaire. This
would be given to the students in either a paper Iorm, or an online survey template. In the
ADDIE model videos on evaluation, this tool was mentioned by almost all oI the presenters Irom
the various environments.
As the overall goal Ior the presentation is that the learner is able to complete a sample
budgeting tool that documents monthly income and expenses, an important evaluative tool will
include the ability to review completion oI the goal Ior each learner. This summative evaluation
might include tools such as a post-instructional test, or, in our case, a copy oI a completed
document that would illustrate the learner knowledge oI the subject.
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As part oI the evaluation to determine what the students know and how they demonstrated
what they have learned, the teacher will assess (in a Iormative manner) the students`
participation, especially their responses to Iocus questions, as well as any selI-initiated inquiries.
This will be done with inIormal observations. The instructor will also peruse the Iinished
budgetary outline as part oI a summative evaluation. The benchmarks Irom a lesson-speciIic
rubric that is aligned with each oI the objectives will be compared with the Iinished product (and
perIormances) and an appropriate grade will be rendered. This collection oI data Irom multiple
sources will serve to veriIy, or negate the assumption that the goals and the objectives have been
met.
Supplementary Enrichment
Later, the instructor will oIIer each student Ieedback on the results oI the assessment. In
addition, a questionnaire will be answered aIter the lesson to be completed by the students in a
selI-paced modality. Here they will rate the lesson in terms oI instructor preparedness and
delivery, content, materials, time allotment, lesson likability, lesson diIIiculty, and relevancy.
The survey will also seek to monitor the students` new attitudes towards Iinancial responsibility.
The results oI this questionnaire will prepare the groundwork Ior a conIirmation evaluation
sometime in the Iuture (Morrison, et al, 2011). This preparation will not only include the above
mentioned Ieedback but will also address the practical issue oI continued Iunding Ior these types
oI instructional modules.
An additional link concerning Iinances will be provided to students to complement the
material covered by our lesson. At this site, the Eederal Deposit Insurance Corporation has
developed an on-line, selI-paced course concerning basic personal Iinancial management.
Interested students will be provided with passwords and user names. The site can be accessed at:
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http://www.Idic.gov/consumers/consumer/moneysmart/mscbi/mscbi.html
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References
Adobe Cloud. (2013). Retrieved on March 29, 2013 Irom the site:
http://success.adobe-education.com/en/na/cloud.html
CNBC. (2013). Retrieved on April 5, 2013 Irom:
http://www.cnbc.com/id/43796124
Create A Graph. (2013). Retrieved on March 26, 2013 Irom the site:
(http://nces.ed.gov/nceskids/createagraph/)
EDIC. (2012). Computer-based Instruction. Retrieved on April 19, 2013from the site.
http://www.Idic.gov/consumers/consumer/moneysmart/mscbi/mscbi.html
Eerguson, Roger. (2012). 'Improving Einancial Literacy Is Essential to
Our Nation`s Economic Health. Time. Volume 179. Issue
number 14.
Laureate Education (Producer). (2009). Instructional Design. A New
Paradigm. Retrieved Irom http://mym.cdn.laureate-
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing eIIective
instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
PERSPECTIVES ON INSTRUCTIONAL DESIGN. (n.d.). .Retrieved
Irom the Internet on March 4, 2013 Irom the site:
http:// media.com/Walden/EIDT/6100/html.
Piskurich, G. M. (2005) Rapid instructional design. Learning ID fast and right. an
Erancisco, CA: Jossey-Bass/PIeiIIer.
Stock Eree Images. (2013). Retrieved on March 25, 2013 Irom the site:
(http://www.stockIreeimages.com/?gclidCNqsmJ22n7YCEdOHMgodeDMAmw)
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Trochim, W.M.K. (2006) Introduction to evaluation. Retrieved Irom Research Methods
Knowledge Basehttp://www.socialresearchmethods.net/kb/intreval.htm