PPLM Plan Business Foundations Section 1: Project Proposal 1) Describe Audience: The students I will be working with for

my P-12 Learning Module is a class of 25-30 of 8th grade students. These students are in Business & Computer Science class. Some of the students may require special accommodations based on their IEP. 2) Project Goals: v Examine the business process v Identify effective techniques for effective delegation v Diagram the history of business development v Communicate effectively in a business environment v Explore different management levels and tactics v Summarize how various laws impact the operation of a business v Explore the importance of ethics in the business world v Demonstrate effective teamwork a) Actual Cognitive/Affective/Motor Skill Level - based on the reviewing of IEP goals of a few students, some may struggle on assignments, which may require additional time. However, assistance will be provided to make sure goals are met. From previous observation, the remaining students should not have any problems effectively completing assignments. b) Comparison of Actual to Optimal Levels students will develop all forms of communication as they research details on selected careers. The goals are not measureable, at this point, because all students have different needs and goals. Some students may be able to complete assignments utilizing the necessary technology; however, some students may require more assistance and guidance. c) Goals within Scope of Instructional Design - the overall goal is to assist students with the selection of their desired career path which can be achieved through instruction. They will obtain this goal by thoroughly examining the required educational, job responsibilities, employment trends, opportunities and etc. in order to be successful in that particular career choice. Providing students with the proper resources they will be able to accomplish goals within the given time constraints. d) Refined Goals Overall, these goals are definitely achievable within the given time constraints and based on student needs and cognitive abilities. I believe that all of the goals are measureable and reachable. Section 2: Learner Analysis Analysis of General Characteristics - unless students have encountered any discrepancies then the ages are between 13-14 years old. These students receive instruction in a traditional setting; however, many students are either from high or low socioeconomic backgrounds. There is no medium. The learners also are much diversified in culture.

Analysis of Specific Entry Competencies - these students have recently completed an adaptive assessment in the areas of employment comprehension. Data-collection can be accessed through Career Cruising website and counselors, which has been utilized in previous years. Analysis of Learning Styles - the students in this environment definitely vary in learning needs. As a traditional classroom teacher with prior experience in the virtual setting, students interact in online lessons having access to educational video. These engaging resources give students a better way to gain understanding of the curriculum. Section 3: Standards and Objectives NETS-S Standards: Creativity and Innovation 1. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression Technology Operations and Concepts 6. Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems State Objective - Students will explore multiple career paths and their interrelatedness. They will become acquainted with the array of careers in society. ELA8LSV1The student participates in student-to-teacher, student-to-student, and group verbal interactions. ELA8LSV2The student listens to and views various forms of text and media in order to gather and share information, ELA8R2The student understands and acquires new vocabulary and uses it correctly in reading and writing. Section 4: Select Strategies, Technology, Media, and Materials Students will utilize Career Cruising website and other resources to gather information on the selected career choice. I will provide students with their individual username and password information to access data needed. Other strategies include topics for individual reflection, reading reflections, and a project. Technology will include use of provided desktop computers with internet access. Media includes PowerPoint presentations that will be uploaded to the designated wiki page to share with students, and video demonstrations may also be incorporated to extend instruction. Course materials include tutorials and rubrics. Section 5: Utilize Technology, Media and Materials I plan to preview and develop the materials as I complete the Teaching and Assessment Materials required to effectively instrcut students. The virtual and physical setting will be prepared at least a week prior to implementation. The learners will be directed through a navigation session before implementation takes place. The learning experience will be provided over a two-week period. Section 6: Learner Participation and Guidance

This course will consist of a unit plan of lessons which includes class participation via the discussion board. The students will complete the lessons weekly and the final assessment is due at the conclusion of the course. Consecutively, each lesson will be completed with an activity and/or project. Section 7: Evaluation and Revision The Candidate will develop a Portfolio for a selected entity that demonstrates knowledge, skills and outlook critical to employers in the workforce. The required portfolio is designed as a multifaceted product addressing realistic documentations for employment and communication forms. Candidates who do not complete the key assessment satisfactorily must revise their work to a satisfactory level to earn a letter grade in the course. Additional assignments will be assessed utilizing rubrics, selected response and short answer, extended written response, performance assessment and personal communication. Reference Smaldino, S. E., Lowther, D. L., & Russell, J. D., (2008). (9th ed.). Instructional technology and media for learning. New Jersey: Pearson Education.