Final ID Project

Jalen Holston| jalenh4@vt.edu| 4/19/2021

The Final Report

Needs for Instruction

People want to enhance their finances, but often find themselves struggling financially. They
often forget to plan a budget and don’t actually know how much money they can spend. There are so
many things advertised for us to buy and we often use the little money we have to obtain these items.
The solution for this problem is for people to learn the ability to budget. It is very important to form a
budget with your finances and calculate your spending. A budget can be addressed through instruction. I
will be pursuing forming a budget and calculating spending for my project. My targeted learners are
college students at historical black colleges. Students can range from ages 18-23 and they are self-
motivated to attain the goals they’ve set for themselves. College students are at a disadvantage from
the start as they don’t have income that can support all their needs and wants. They have a growth
mindset, are eager to have more money to support the college lifestyle, can take in new information and
apply it quickly, and they look forward to planning for the future. Other proposed possible solutions for
the need to enhance finances consist of creating a savings, signing up for a Roth IRA, and investing in
cryptocurrency

Goal Statement
Students at Historical Black College Universities will be able to access a computer to create a
digital table monthly budget and spending plan using Microsoft Excel software and then evaluate the
accuracy of the budget

Learning Domain
The learning domain my goal fits into is Intellectual skills. My goal fits into this domain because
Gagne defined intellectual skills as involving the procedural knowledge or how to do certain things.
Students have to perform a unique cognitive activity so they can be able to perform this skill. The
ultimate goal I want performed is for a spending plan to be created and developed over time. The goal
can fit into the Rule level of learning which is defined as the ability to understand the relationships
among objects and events. Rule can be described as using strategies and things like cues to provide
guidance and students would be using multiplication, adding, and prompted thinking to help them find
their solutions for problems.
Target Audience
Description of learners
 The intended audience I am targeting are undergraduate students in the united states that
attend historical black college universities. The characteristics of my audience consist of those who have
a growth mindset, those who are ready to make changes, people who are resourceful and those who are
good listeners. Demographic data of my audience consist of non-Black students making up 24% of
enrollment at HBCUs. Female enrollment at HBCUs has been higher than male enrollment in every year
since 1976. Majority of learners will be ages 18 to 23 years old. Classifications range from freshman to
seniors. Majority of the students will be from households earning less than $50,000 and will have wage
earning jobs

Performance Context
My learners would be independent from managerial support and ultimately be on their own.
Learners will use their knowledge learned in the instructional course during the performance context.
The setting for the performance site will be the homes or jobs of the learners. They need a computer
and a type of calculator to find their data. The tools that are required are a desk and a chair while they
would also need copies of their bank statements, bills, receipts or expense list, and a list of the goals
they desire to achieve within the month or week. Creating a budget will set the direction for a business
or individual that leads them to creating goals, objectives, and assigning responsibility. As the new skill is
acquired learners are able to take responsibility of their own finances and be able to find new
opportunities in the world that they couldn’t before. The only constraint to this new skill would be time
as learners would have to think critically when making decisions in their budget. They would also have to
gather their own data and calculate it precisely to correctly form their budget.

Learning Context
My learners will work independently in their own personal spaces. Even though the instruction
is online learners will be provided the opportunity to meet with the instruction or others if they would
like. My students prefer to work by themselves so this is the most feasible option. The learning site is
compatible with the instructional requirements as learners would be required to have a computer, a
calculate, and a desk in order to complete the instruction. The environment would include all of their
documented statements, bills, and other data they needed to complete the instruction. All tools should
be available in the learner’s site and properly configured to operate under the student’s direction. The
sites will be convenient for learners as they have intrapersonal learning styles and seek to work
independently. The skill they are learning about budgeting is one that they will be working on
independently. My instruction learning will simulate the work environment as learners will be essentially
be put through the process as they would in the work environment. They will take the same steps in the
learning environment and translate it to when they are actually performing. The environment will
accommodate everything learners will need to do the skill taught and the tools will be provided. My
instruction will simulate the workplace to get learners accustomed to using their new skill in a realistic
setting.

Three-Column Design Evaluation Chart

Skill Objective Assessment Item(s)
Create a budget table in Objective 1: Using a computer, In Microsoft Excel, use
Microsoft Excel
Open Microsoft Excel
Create a new Excel Worksheet
Create three, two-column
tables and title them “Monthly
Income,” “Monthly Expenses,”
and “Monthly Discretionary
Income
Format Column 1 in each table
for text and Column 2 for
currency (USD)
Name and save budget table
workbook
Demonstrate basic computer
skills
Demonstrate knowledge of
Microsoft Excel
learners will correctly create a
budget table in Microsoft Excel
Objective 1.1: Given a
computer, learners will find
Microsoft Excel and open the
software
Objective 1.2: Given a computer
with Microsoft Excel tools,
learners will create a new Excel
document
Objective 1.3: Given Microsoft
Excel tools, learners will
correctly construct and label
them three two-column tables
Objective 1.4: Given tools for
formatting tables on Microsoft
Excel, learners will without
error organize and group their
table
Objective 1.5: Given Microsoft
Excel file, learners will create a
name for their work and save
their work to a file.
Objective 1.1.2: Given a
technology, learners will use
their computer skills to
correctly operate the computer
Objective 1.1.1: Given a
computer with access to
Microsoft Excel, learners will
correctly operate Microsoft
Microsoft tools to insert and
create tables. On this
assignment, create three
distinctly different style tables.
On your computer of your
choice, locate the Microsoft
Excel application to start the
process of your budget. Once
you have located Excel, open
the software.
On your computer, select the
Microsoft Excel application. On
this assignment use the process
and tools given thorough
Microsoft Excel to open a new
excel spreadsheet
Using the Microsoft Excel
software, on this assignment,
correctly construct and label
three two-column tables
“Monthly Income,” “Monthly
Expenses,” and “Monthly
Discretionary Income” for the
use of organizing your data
On your computer, use
Microsoft Excel tools to help
organize each table. On the
assignment, Format Column 1 in
each table for text and Column
2 for currency.
On your computer, use the
Microsoft Excel file tab to help
you save you work. Save you
work to an Excel file in your
computer and label your work.
In a setting of choice, use the
given technology and tools to
find ways to specifically function
your computer. On the
assignment, login to your
computer, open a software
application and type two
sentences.
Learners will use the Microsoft
Excel software to create a
monthly budget. On this
assignment, open Excel, create

Calculate monthly income
Identify all sources of income
List sources of income in
Column 1 of Table 1
Enter amount of income (after
taxes) for each source in
Column 2 of Table 1
Enter the word “Total” in
Column 1 of the row under the
last income entry
Format the cell in Column 2 of
the “Total” row to add/sum all
of the income entries
Calculate monthly expenses
Identify all cost of expenses
Excel
Objective 2.0: With a set of data
for creating a monthly budget,
learners will calculate their data
to find their monthly income
Objective 2.1: With a set of data
for creating a monthly budget,
learners evaluate all sources of
income to find sum of monthly
income
Objective 2.2: Given a set of
rules for organizing income,
learners will organize their data
for their sources of income in
Column 1 of Table one
Objective 2.3: Given tools to
enter the amount of income
after taxes, learners will type
their sum income after taxes
each source in Column 2 of
Table 1.
Objective 2.4: Given a set of
rules for naming columns,
learners will correctly label
column 1 as “Total
Objective 2.5 Given a set of
tools in Microsoft Excel,
learners will format column 2 of
their table to find the sum of
their income entries
Objective 3.0: With a set of data
for creating a monthly budget,
learners will calculate their
monthly expenses
Objective 3.1: With a set of data
for creating a monthly budget,
learners will evaluate all sources
of income to find sum of
monthly expenses
a two-column table, label it, and
organize a set of data in the
table
On your Excel spreadsheet, use
the Microsoft tools to calculate
data in order to solve and
identify your monthly income
With your set of data, use the
Microsoft Excel and rules given
to identify all sources of income
and identify what data can be
used towards your budget. List
all wages, salary, commission,
sales, investments, and
allowances
On the excel spreadsheet, use
the Microsoft Excel tools and
enter data listed as sources of
income from largest to smallest
in Column 1 of Table one.
In the Excel spreadsheet
chosen, use the Microsoft tools
to enter your incomes after
taxes. For this assignment
correctly list each source in
Column 2 of Table 1
On the chosen spreadsheet, use
the rules given to label your first
column. For this assignment,
you will name column 1 as
“Total
On the selected spreadsheet,
use the Microsoft Excel tools to
find the sum of all their
incomes. On this assignment
format column 2 of table one to
find the sum of all sources of
income.
On your Excel spreadsheet, use
the Microsoft tools to calculate
data in order to solve and
identify your monthly expenses
With your set of data, use the
Microsoft Excel and rules given
to identify all sources of
expenses and identify what data
can be used towards your

List sources of expenses in
Column 1 of Table 2
Enter sum amount of expenses
for each source in Column 2 of
Table 2
Enter the word "Total" in
Column 1 of the row under the
last expense entry
Format the cell in Column 2 of
the "Total" row to add/sum all
of the expense entries
Calculate discretionary income
Identify all sources of
discretionary income
List sources of discretionary
income in Column 1 of Table 3
Enter amount of discretionary
Objective 3.2: Given a set of
rules for organizing expenses,
learners will correctly organize
their data for their sources of
expenses list their sources of
expense in Column 1 of Table 2
Objective 3.3: Given tools to
enter the cost of expenses,
learners will correctly type their
sum expenses in Column 2 of
Table 2.
Objective 3.4: Given a set of
rules for naming columns,
learners will correctly label
column 1 as “Total”
Objective 3.5: Given a set of
tools in Microsoft Excel, learns
will format column 2 of their
table to find the sum of their
expense entries
Objective 4.0: With a set of data
for all discretionary income
learners will calculate to find
their discretionary income
Objective 4.1: With a set of for
categorizing discretionary
income, learners will identify all
sources of discretionary income
Objective 4.2: Given a set of
rules for organizing data,
learners will organize their data
for their sources of
discretionary income in Column
1 of Table 3
Objective 4.3: Given tools to
budget. List all bills, fixed
expenses, variable expenses,
and periodic expenses
On the excel spreadsheet, use
the Microsoft Excel tools and
enter data listed as sources of
expenses from largest to
smallest in Column 1 of Table
two.
In the Excel spreadsheet
chosen, use the Microsoft tools
to enter cost of expenses. For
this assignment correctly list
each source in Column 2 of
Table 2
On the chosen spreadsheet, use
the rules given to label your first
column. For this assignment,
you will name column 1 in table
2 as “Total”
On the selected spreadsheet,
use the Microsoft Excel tools to
find the sum of all their
expenses. On this assignment
format column 2 of table two to
find the sum of cost of
expenses.
On your Excel spreadsheet, use
the Microsoft tools to calculate
data in order to solve and
identify your discretionary
income
With your set of data, use the
Microsoft Excel and rules given
to identify all sources of
expenses and identify what data
can be used towards your
budget. List all discretionary
income
On the excel spreadsheet, use
the Microsoft Excel tools and
enter data listed as sources of
discretionary income from
largest to smallest in Column 1
of Table three
In the Excel spreadsheet
income for each source in
Column 2 of Table 3
Enter the word "Total" in
Column 1 of the row under the
last discretionary income entry
Format the cell in Column 2 of
the "Total" row to add/sum all
of the discretionary income
entries
Create a saving/spending plan
Create column headings titled
"Amount”
Create cells for recording
monthly income
Construct a cell that calculate
total monthly income
Label a title for your expenses
Sum up expenses
enter discretionary income
amounts, learners will correctly
enter their sum of discretionary
income in Column 2 of Table.
Objective 4.4: Given a set of
tools for naming columns,
learners will correctly label
column 1 as “Total”
Objective 4.5: Given a set of
tools in Microsoft Excel,
learners will format column 2 of
their table to find the sum of
their discretionary entries
Objective 5.0: Given a set of
rules and tools in Microsoft
Excel, learners will correctly
construct a savings plan for
discretionary income
Objective 5.1: Given tools on
Microsoft Excel for editing,
learners will create column
headings titled “Amount”
Objective 5.2: Given a set of
tools for creating cells, learners
will correctly construct cells on
Microsoft excel to record
monthly income
Objective 5.3: Given a set of
tools for creation on Microsoft
Excel, learners will correctly
create a cell that calculates the
total monthly income
Objective 5.4: Given a set of
tools for editing columns on
Microsoft Excel, correctly
learners will title the expenses
column.
Objective 5.5: Given a set of
chosen, use the Microsoft tools
to enter discretionary income.
For this assignment correctly list
each source in Column 2 of
Table 3
On the chosen spreadsheet, use
the rules given to label your first
column. For this assignment,
you will name column 1 in table
3 as “Total”
On the selected spreadsheet,
use the Microsoft Excel tools to
find the sum of all their
discretionary income. On this
assignment format column 2 of
table three to find the sum of
discretionary income.
On the selected spreadsheet,
use the Microsoft Excel tools to
help you create a
savings/spending plan. On this
assignment, learners will use
the discretionary income data
taken to construct the plan
On the same spreadsheet, use
the Microsoft Excel tools to help
you edit work. For the
assignment, create column
headings titled “Amount”
On the same spreadsheet, use
the Microsoft Excel tools and
the rules given to help sort your
work. For this assignment, new
construct cells to record
monthly income
On the same spreadsheet, use
the Microsoft tools to help you
construct cells. For this
assignment, create a cell that
will calculate the total monthly
income
On the same spreadsheet, use
the Microsoft Excel tools to help
you edit previous items created.
On this assignment, identify and
title your expenses column
On the same spreadsheet, use

Adjust/Review savings and
budget plan each month
Inspect any changes in your
budget
tools for calculation on
Microsoft Excel, learners will
accurately calculate the sum of
expenses
Objective 6.0: Given data for
reviewing, Learners will
precisely review and make
changes to their budget each
monthly
Objective 6.1: Given their
current budgets, learners will
accurately inspect their budget
for any significant data they
might see.
the Microsoft Excel tools to
make calculations from your
data. On this assignment, find
the sum of all expenses
Provided with new calculated
data and the same spreadsheet,
review and make changes to the
budget if necessary
On the same spreadsheet,
inspect your budget for
corrections or miscalculations

Instructional Strategy

Sequence and Clustering of Objectives

CLUSTER OBJECTIVES TIME

1 1.1.1, 1.1, 1.2, 1.3.1, 1.3.2, 1.3, 1.4, 1.5, 1.0 5 minutes

2 2.1, 2.2, 2.3, 2.4, 2.5, 2.0 15 minutes

3 3.1, 3.2, 3.3, 3.4, 3.5, 3.0 15 minutes

4 4.1, 4.2, 4.3, 4.4, 4.5, 4.0 15 Minutes

5 5.1, 5.2, 5.3, 5.4, 5.5, 5.0 10 Minutes

Preinstructional, Assessment, and Follow-Through Activities

PREINSTRUCTIONAL ACTIVITIES

Motivation: I will gain my learners attention by asking them what are their goals financially. Not only
is my instruction beneficial for the future of my students, but budgeting can be impacting my learners
in the present. The strategies I will give to my students will ensure that they are confident in what
they are doing as long as they put in the work. Anyone can succeed with these lessons. Students have
control over their behaviors in my instruction as they will reap the benefits of the effort they put in.
The ultimate goal for my learners is to have more money in their pockets now. With my instruction
they will get just what they are striving for.
Objectives: I will be presenting all of my objectives to my audience. They will be communicated to my
learners through text. The language that I will use will be more of a learner-friendly language.

I will be giving learners an example of what a real budget looks like. I will have a finished budget of my
own to give learners an idea of what their budget might look like. When the learners finish they will
have an electronic copy of their personal budget that they will be able to edit and review at any time.
This is important to learners because they need to be able to use the instruction they learned outside
of the classroom. They will be able to apply my instruction into their everyday lives and be able to
make smarter financial decisions with the budget they have created.

Student Groupings and Media Selection: Students will be grouped as individuals that have to
complete their own budgets. The media selection students will be using during the instruction is -
computer-administered. I will be using an online PowerPoint presentation. Through the presentation I
will show my audience text, images, graphs, video and charts.

ASSESSMENT
Pretest: To test entry skills I will give a pretest questionnaire to see what my goals are and find out
what they are trying to budget for. All individuals have different ideas in mind and I want to get to the
source in order to help accommodate each individual’s personal budget. I will not have a true test for
entry skills as my learners are college students and have been required to learn my basic entry skills in
previous school experiences. Although I won’t test for entry skills, I will test learners on the skills I
teach as I will need a confirmation. I need to know if my learners are understanding, comprehending,
and can do the skills I am teaching on their own.

Practice Tests: As each new step in the instruction is completed and reviewed I will have a practice
test for learners to attempt to show me if they understood what they just saw. The practice test will
consist of completing an activity or answering a question that pertains to the step. The practice test
will be located after each step as a way to get learners familiar with what they see.
Posttest: The post test will be administered at the end of the last lesson and step completed. This will
serve as the final step before the instruction is fully completed.

Student Groupings and Media Selection: Students will be grouped as individuals that have to
complete their own budgets. The media selection students will be using during the instruction is
computer-administered. I will be using an online PowerPoint presentation. Through the presentation I
will show my audience text, images, graphs, video and charts.

FOLLOW-THROUGH ACTIVITIES
Memory Aids: Students will receive a copy of my example budget that gives a visualization of what
their budget will consist of. An example copy will serve as a cue or trigger to train information.
Students will also be able to refer back to the website with the previous lessons they went through.

Transfer: Students will be given their own copy of the budgets they created in the lesson and an
example copy to help facilitate performance after they leave my instruction. They will be
recommended to refer to their budgets each month to facilitate their learning.

Student Groupings and Media Selection: Students will be grouped as individuals that have to
complete their own budgets. The media selection students will be using during the instruction is
computer-administered. I will be using an online PowerPoint presentation. Through the presentation I
will show my audience text, images, graphs, video and charts.
 Content Presentation and Student Participation

OBJECTIVE: 1.0 1

CONTENT PRESENTATION
Content: Students will have a laptop to work on, access to Microsoft Excel, and an example copy of a
budget that is given.

To teach Objective 1.0, I will use a PowerPoint slides that includes images that give a tutorial of how
to access Microsoft Excel on a computer. The images will show the home screen of my computer with
different applications. In the images, I will show me starting the Microsoft Excel application. Next, the
images will show me starting a new document. Once I’ve shown that I will demonstrate how learners
can insert a table. The end will show a picture of Microsoft Excel, so my learner’s will know what
application to open.

Examples: I will include examples of what the home screen of a computer looks like, what the
Microsoft Excel application looks like, how to open Microsoft Excel, and how to insert a table.

Student Groupings and Media Selection: Text and images will be presented as part of the online
instruction program advanced through PowerPoint

STUDENT PARTICIPATION
Practice Items: Students will be given a set of data to fill into a pre-existing chart provided.

Feedback: Students will receive immediate feedback after the practice item is completed in the
section. Feedback for responses will be provided using email. They will be provided with comments
about what they did and be given a chance to correct what mistakes were made. I can respond to
learner’s comments after I’ve been notified they have given answers. They will receive a knowledge of
correct results feedback.
Student Groupings and Media Selection: Students will be grouped as individuals that have to
complete their own budgets. The media selection students will be using during the instruction is
computer-administered. I will be using an online PowerPoint presentation. Through the presentation I
will show my audience text, images, graphs, and charts.

OBJECTIVE: 1.3 2
CONTENT PRESENTATION

Content: To teach Objective 1.1, I will use a PowerPoint that included images that give a tutorial of
how to construct three two-column table in Microsoft Excel on a computer. The images will show the
screen of Microsoft Excel with a new blank document. Next, the images will show me identifying the
insert table column. Within the images, I will then demonstrate me creating a two-column table.

Examples: I will include examples of what the insert table button like, what a two-column table looks
like, and a view of the Microsoft Excel opening screen.

Student Groupings and Media Selection: Students will be grouped as individuals that have to
complete their own budgets. The media selection students will be using during the instruction is
computer-administered. I will be using an online PowerPoint presentation. Through the presentation I
will show my audience text, images, graphs, and charts.

STUDENT PARTICIPATION

Practice Items: Students will be given a set of data, Excel software, and excel tools. They will then
procced to construct a new table

Feedback: Students will receive immediate feedback after the practice item is completed in the
section. Feedback for responses will be provided using email. They will be provided with comments
about what they did and be given a chance to correct what mistakes were made. I can respond to
learner’s comments after I’ve been notified they have given answers. They will receive a knowledge of
correct results feedback.

Student Groupings and Media Selection: Students will be grouped as individuals that have to
complete their own budgets. The media selection students will be using during the instruction is
computer-administered. I will be using an online PowerPoint presentation. Through the presentation I
will show my audience text, images, graphs, and charts.

OBJECTIVE: 2.0 3
CONTENT PRESENTATION

Content: To teach Objective 2.0, I will use a PowerPoint which includes images that gives a tutorial on
how learners can solve calculations within their chart to find a monthly income. The images will show
my income table and data within excel. Next, it will show me selecting an empty cell under my last
income entry. After that, I will type “Total Income” in the cell underneath and press the “Enter Key”.
In the next image I will type “=SUM” into the empty cell. After that I will select the first entry in my
income column, press the “Shift” key, select the last income item in the column, then press the
“Enter” key and my monthly income will be calculated. The last image will end with a picture of my
income table calculated.

Examples: I will include examples of what my monthly income chart and data looks like, the screen of
the excel worksheet, images of the “Enter” and “Shift” keys, and of view of the calculations I solved
for.

Student Groupings and Media Selection: Students will be grouped as individuals that have to
complete their own budgets. The media selection students will be using during the instruction is
computer-administered. I will be using an online PowerPoint presentation. Through the presentation I
will show my audience text, images, graphs, and charts.
STUDENT PARTICIPATION
Practice Items: Students will be given a set of data for monthly income, Excel software and tools.
They will calculate the data given and find the sum of monthly income

Feedback: Students will receive immediate feedback after the practice item is completed in the
section. Feedback for responses will be provided using email. They will be provided with comments
about what they did and be given a chance to correct what mistakes were made. I can respond to
learner’s comments after I’ve been notified they have given answers. They will receive a knowledge of
correct results feedback

Student Groupings and Media Selection: Students will be grouped as individuals that have to
complete their own budgets. The media selection students will be using during the instruction is
computer-administered. I will be using an online PowerPoint presentation. Through the presentation I
will show my audience text, images, graphs, and charts

OBJECTIVE: 2.1 4

CONTENT PRESENTATION
Content: To teach objective 2.1, I will be using a PowerPoint tutorial that shows what can be
considered as a source of income for a budget. The images will show images such as salaries, wages,
investments, and any other things learners could consider as income. There will also be a text
information within the PowerPoint that list what can be considered when identifying income.

Examples: I will include examples of data to include in their charts, what the sources of income would
look like, a view of paychecks, salaries, and etc.
Student Groupings and Media Selection: Students will be grouped as individuals that have to
complete their own budgets. The media selection students will be using during the instruction is
computer-administered. I will be using an online PowerPoint presentation. Through the presentation I
will show my audience text, images, graphs, and charts

STUDENT PARTICIPATION

Practice Items: Students will be given a set of data and within that data they will identify what
sources can be used as income

Feedback: Students will receive immediate feedback after the practice item is completed in the
section. Feedback for responses will be provided using email. They will be provided with comments
about what they did and be given a chance to correct what mistakes were made. I can respond to
learner’s comments after I’ve been notified they have given answers. They will receive a knowledge of
correct results feedback

Student Groupings and Media Selection: Students will be grouped as individuals that have to
complete their own budgets. The media selection students will be using during the instruction is
computer-administered. I will be using an online PowerPoint presentation. Through the presentation I
will show my audience text, images, graphs, and charts

OBJECTIVE: 3.0 With a set of data for creating a monthly budget, learners will solve calculations to 5
identify their monthly expenses

CONTENT PRESENTATION
Content: To teach Objective 3.0, I will use a PowerPoint which includes images that gives a tutorial on
how learners can solve calculations within their chart to identify their monthly expenses. The images
will show my expenses table and data within excel. Next, it will show me selecting an empty cell
under my last expense entry. After that, I will type “Total Expense” in the cell underneath and press
the “Enter” key. In the next image I will type “=SUM” into the empty cell. After that I will select the
first entry in my expense column, press the “Shift” key, select the last expense item in the column,
then press the “Enter” key and my monthly expenses will be calculated. The last image will end with a
picture of my expense table calculated.

Examples: I will include examples of what my monthly expense table and data looks like, the screen of
the excel worksheet, images of the “Enter” and “Shift” keys, and of view of the calculations I solved
for

Student Groupings and Media Selection: Students will be grouped as individuals that have to
complete their own budgets. The media selection students will be using during the instruction is
computer-administered. I will be using an online PowerPoint presentation. Through the presentation I
will show my audience text, images, graphs, and charts

STUDENT PARTICIPATION
Practice Items: With a given set of data, students will take the given set of data, identify what sources
of expenses they can use, then solve calculations to identify their monthly expenses.

Feedback: Students will receive immediate feedback after the practice item is completed in the
section. Feedback for responses will be provided using email. They will be provided with comments
about what they did and be given a chance to correct what mistakes were made. I can respond to
learner’s comments after I’ve been notified they have given answers. They will receive a knowledge of
correct results feedback
Student Groupings and Media Selection: Students will be grouped as individuals that have to
complete their own budgets. The media selection students will be using during the instruction
computer-administered. I will be using an online PowerPoint presentation. Through the presentation I
will show my audience text, images, graphs, and charts

OBJECTIVE: 3.1 6

CONTENT PRESENTATION
Content: To teach objective 3.1, I will be using a PowerPoint tutorial that shows what can be
considered as an expense for a budget. The images will show images such as bill, groceries, rent,
supplies, and any other things learners could consider an expense. There will also be a text
information within the PowerPoint that list what can be considered when identifying expenses

Examples: I will include examples of what an expense would look like such as images and text of bills
and receipts, an example of what my budget would look like and a picture of where expenses would
go in their table
Student Groupings and Media Selection: Students will be grouped as individuals that have to
complete their own budgets. The media selection students will be using during the instruction
computer-administered. I will be using an online PowerPoint presentation. Through the presentation I
will show my audience text, images, graphs, and charts

STUDENT PARTICIPATION
Practice Items: Students will be given a set of data, with that data they will identify all their sources of
expenses within the data and plug the data what they can use in the chart

Feedback: Students will receive immediate feedback after the practice item is completed in the
section. Feedback for responses will be provided using email. They will be provided with comments
about what they did and be given a chance to correct what mistakes were made. I can respond to
learner’s comments after I’ve been notified they have given answers. They will receive a knowledge of
correct results feedback
Student Groupings and Media Selection: Students will be grouped as individuals that have to
complete their own budgets. The media selection students will be using during the instruction
computer-administered. I will be using an online PowerPoint presentation. Through the presentation I
will show my audience text, images, graphs, and charts

OBJECTIVE: 4.0 With a set of data for creating a monthly budget, learners will solve calculations to 7
identify their discretionary income

CONTENT PRESENTATION
Content: To teach Objective 4.0, I will use a PowerPoint which includes images that gives a tutorial on
how learners can solve calculations within their chart to identify their discretionary income. The
images will show my discretionary income table and data within excel. Next, it will show me selecting
an empty cell under my last expense entry. After that, I will type “Total Discretionary Income” in the
cell underneath and press the “Enter” key. In the next image I will type “=SUM” into the empty cell.
After that I will select the first entry in my discretionary income column, press the “Shift” key, select
the last discretionary income item in the column, then press the “Enter” key and my monthly
discretionary income will be calculated. The last image will end with a picture of my discretionary
income table calculated.

Examples: I will include examples of what my monthly discretionary income table and data looks like,
the screen of the excel worksheet, images of the “Enter” and “Shift” keys, and of view of the
calculations I solved for
Student Groupings and Media Selection: Students will be grouped as individuals that have to
complete their own budgets. The media selection students will be using during the instruction
computer-administered. I will be using an online PowerPoint presentation. Through the presentation I
will show my audience text, images, graphs, and charts

STUDENT PARTICIPATION
Practice Items: the student will be given a set of data to plug into a pre-existing table. With that data
learners will identify the sources of discretionary income then solve calculations to find the sum of it.

Feedback: Students will receive immediate feedback after the practice item is completed in the
section. Feedback for responses will be provided using email. They will be provided with comments
about what they did and be given a chance to correct what mistakes were made. I can respond to
learner’s comments after I’ve been notified they have given answers. They will receive a knowledge of
correct results feedback

Student Groupings and Media Selection: Students will be grouped as individuals that have to
complete their own budgets. The media selection students will be using during the instruction
computer-administered. I will be using an online PowerPoint presentation. Through the presentation I
will show my audience text, images, graphs, and charts
OBJECTIVE: 4.1 8

CONTENT PRESENTATION
Content: To teach objective 4.1, I will be using a PowerPoint tutorial that shows what can be
considered as discretionary income for a budget. The images will show images such investments
savings, and any other things learners could consider discretionary income. There will also be a text
information within the PowerPoint that list what can be considered when identifying discretionary
income

Examples: I will include examples of what discretionary income would look like such as images and
text of investments, stocks, and savings accounts an example of what my budget would look like and
a picture of where discretionary income would go in their table
Student Groupings and Media Selection: Students will be grouped as individuals that have to
complete their own budgets. The media selection students will be using during the instruction
computer-administered. I will be using an online PowerPoint presentation. Through the presentation I
will show my audience text, images, graphs, and charts

STUDENT PARTICIPATION
Practice Items: with the given set of data the student will organize data and find what sources can be
used as discretionary income

Feedback: Students will receive immediate feedback after the practice item is completed in the
section. Feedback for responses will be provided using email. They will be provided with comments
about what they did and be given a chance to correct what mistakes were made. I can respond to
learner’s comments after I’ve been notified they have given answers. They will receive a knowledge of
correct results feedback
Student Groupings and Media Selection: Students will be grouped as individuals that have to
complete their own budgets. The media selection students will be using during the instruction
computer-administered. I will be using an online PowerPoint presentation. Through the presentation I
will show my audience text, images, graphs, and charts
OBJECTIVE: 5.0 Given a set of tools in Microsoft Excel, create a savings/spending plan for 9
discretionary income

CONTENT PRESENTATION
Content: To teach objective 5.0, I will use a presentation through PowerPoint to give a tutorial on
how to create a spending plan for discretionary income. The images will show rent, clothing, food,
bills, and other discretionary income in a data list. It will then show me calculate my income and
discretionary income. After I find that calculation, the image will show the amount I have after I’ve
paid for my expenses which will show my discretionary income.

Examples: I will include examples of what a discretionary savings plan looks like, what it looks like to
make the right calculation, and what an expense list looks like.
Student Groupings and Media Selection: Students will be grouped as individuals that have to
complete their own budgets. The media selection students will be using during the instruction
computer-administered. I will be using an online PowerPoint presentation. Through the presentation I
will show my audience text, images, graphs, and charts

STUDENT PARTICIPATION
Practice Items: The student will be given a set of data and required to use their previous charts to
create a savings plan from the data they have collected for discretionary income

Feedback: Students will receive immediate feedback after the practice item is completed in the
section. Feedback for responses will be provided using email. They will be provided with comments
about what they did and be given a chance to correct what mistakes were made. I can respond to
learner’s comments after I’ve been notified they have given answers. They will receive a knowledge of
correct results feedback

Student Groupings and Media Selection: Students will be grouped as individuals that have to
complete their own budgets. The media selection students will be using during the instruction
computer-administered. I will be using an online PowerPoint presentation. Through the presentation I
will show my audience text, images, graphs, and charts

OBJECTIVE: 5.5 10
CONTENT PRESENTATION

Content: To teach objective 5.5, I will use a presentation through PowerPoint to give a tutorial on
how to find the sum of expenses in a budget. I will start by showing images of how to find all you
some of expense. I will have an image of all my expenses and their amounts listed together. I will then
calculate them by adding them all up together then dividing them. There will be an image explaining
how I came with this process. There will be text information to show learners how to find their
calculation for the sum.

Examples: I will include examples of what a list of expenses looks like, how I came about calculating
the sum, and an example of a set of data.

Student Groupings and Media Selection: Students will be grouped as individuals that have to
complete their own budgets. The media selection students will be using during the instruction
computer-administered. I will be using an online PowerPoint presentation. Through the presentation I
will show my audience text, images, graphs, and charts

STUDENT PARTICIPATION

Practice Items: With the set of data that was given, the student will find the sum of expenses within
the data. They must calculate the set to find the sum

Feedback: Students will receive immediate feedback after the practice item is completed in the
section. Feedback for responses will be provided using email. They will be provided with comments
about what they did and be given a chance to correct what mistakes were made. I can respond to
learner’s comments after I’ve been notified they have given answers. They will receive a knowledge of
correct results feedback

Student Groupings and Media Selection: Students will be grouped as individuals that have to
complete their own budgets. The media selection students will be using during the instruction
computer-administered. I will be using an online PowerPoint presentation. Through the presentation I
will show my audience text, images, graphs, and charts.
 Lesson, Gagne’s Events of Instruction, and Objectives

LESSON EVENTS & OBJECTIVES TIME

1 1.1, 1.2, 1.3, 1.4, 1.5, 1.0, 2.1, 2.2, 2.3, 2.4, 2.5, 2.0, 3.1, 3.2, 3.3, 3.4, 3.5, 60
3.0, 4.1, 4.2, 4.3, 4.4, 4.5, 4.0, 5.1, 5.2, 5.3, 5.4, 5.5, 5.0, minutes

Consolidation of Media Selections and Choice of Delivery System

SESSION OBJECTIVES TYPE(S) OF LEARNING MEDIA SELECTIONS & DELIVERY

STUDENT GROUPINGS SYSTEM(S)

1 1.1, 1.2, 1.3, 1.4, Logical and PowerPoint presentation with Delivered using
1.5, 1.0, 2.1, 2.2, mathematical text, images, graphs, and Microsoft
2.3, 2.4, 2.5, 2.0, charts (computer- PowerPoint
3.1, 3.2, 3.3, 3.4, administered)
3.5, 3.0, 4.1, 4.2,
4.3, 4.4, 4.5, 4.0,
5.1, 5.2, 5.3, 5.4,
5.5, 5.0,

Proposed Development Procedures

My instructional objective aligns with existing material that is needed. A multimedia program and a
PowerPoint would be the instructional material I need to develop. For my instruction lesson, I want to
give a computer-based lesson that features a tutorial PowerPoint to learners. Learners will have access
to other forms of my instruction through a PowerPoint within the lesson, will be able to receive
feedback, and take quizzes through the website. Other tools and software needed to create my
instructional material will be a computer, editing software within the Microsoft software, Microsoft
Excel, and Microsoft Word. For my existing material I would provide specific images showing step by
steps of my instruction and images of a budget. For graphics, I would provide graphs and charts of
income, expenses, and other things distributed within a budget. For handouts, I would provide an
example of what a budget looks like to provide something for learners to look back at. My role in the
instruction will be the instructor. I will want to guide my lesson as to learners. The knowledge I have
from developing the instruction will be beneficial in giving the instruction. I will be guiding learners
throughout the lesson with live chat. For my developmental task, I will create my instruction lesson with
the help of others. I will use their help to develop my instruction within my PowerPoint and visual
graphic designers to develop my charts and graphs within my lesson. I will be the creator, one of the
developers, and instructor of my lesson. I believe that it would be most beneficial to learners for me to
guide them through lessons. I’ll be able to provide guidance and assistance through live chat with
learners. I will create a rough draft of my lesson then provided to a small group of learners as a trial.
After providing the trial lesson, I will ask for feedback and insights to make my lesson more effective to
others.

Proposed Formative Evaluation Procedures

Formative evaluation procedures are necessary in order to test your instruction before you can
put it out. As for my formative evaluation, I would take the opportunity to utilize the one to one
evaluation. I think This would fit best for testing my instruction, as I would be able to get different
perspectives from people that fit my targeted audience. The information I would want to gather most
about my instruction is how the learners respond to the instruction, how they feel about it, and what
feedback they have about the instruction. To gather the information, I will have questionnaires to
provide before the instruction, allow the learners to take notes in order to get feedback, and have one
on one interviews after the trials have finished. I would review all the feedback and notes I got and
adjust my instruction where it is needed.

For my expert review, I would provide a rough draft to a financial advisor or another
professional in the field of money management. I would give the experts a week to look though my first
version of my instruction and ask for feedback. From there feedback, I will be able to identify potential
issues within my instruction, find the strengths and weaknesses of my instruction, and find ways to
enhance my instruction for the users I intended to receive it.

For a small group review, I would get 3 to 5 learners to test out my instruction on. With this
number of learners, I can receive good individual unbiased feedback. I will record the performance of
the learners during the evaluation. I will give comments and ask questions to the learners in order to
find out how they feel about my instruction. I’ll collect their thoughts on the instruction in order to give
feedback and then give a survey on the instruction to find what can be added or taken away to better
the experience.

To conduct a field test, I would like to visit North Carolina A&T. This is a HBCU and would be
perfect for me to test my instruction in a realistic environment. I would take a class of 10 college
students and put them through my instruction. I would note how the learners go through the
instruction, their thoughts on it, and how well they are able to understand the instruction. I would love
to get feedback to see how well my instruction does in a real world setting outside of the classroom.

Reflection
1) As I finish this Design for Learning class, I feel that my thoughts of design still align with what I
previously thought, but I have learned new knowledge I never thought about. Design is a very
complex field that can be made in many different ways, but comes down to finding the best fit
for something. I feel that in design a designer wants to break down things to be as simple as
possible. You have to be very detail oriented when designing. I’ve learned that design is not
something that can just be done quick, but there needs to be real effort, thought, and time out
into design.
2) Design to me means to have a plan, process or certain type of way you want to see things and
putting that plan in your head into action. My definition for design fits how I feel about design. I
emphasize planning in design because designers are the ones telling people how to do the
specific thing someone is trying to accomplish.
3) Design for learning and relate are similar to each other. Design for learning deals with
instructing learners to accomplish a specific skill, goal, or etc. Design is to create a plan that can
show how something can be done. I would say design for learning implements materials of
design to guide learners to be successful in what they chose. In design for learning we develop
lesson plans that will be specific and simplified in order for learners to understand what we are
trying to get across. Ultimately, design for learning and design play a part in each other and both
can be implemented in work given out to learners.