Sequence and Clustering of Objectives

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 wont 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.
complete their own budgets. The media selection students will be using during the instruction is
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.
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.
presentation I will show my audience text, images, graphs, and charts.
OBJECTIVE: 1.3 2
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.
Practice Items: Students will be given a set of data, Excel software, and excel tools. They will
then procced to construct a new table
receive a knowledge of correct results feedback.
OBJECTIVE: 2.0 3
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 my excel worksheet, images of the “Enter” and “Shift” keys, and of view of the
calculations I solved for.
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
receive a knowledge of correct results feedback
presentation I will show my audience text, images, graphs, and charts
OBJECTIVE: 2.1 4
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.
Practice Items: Students will be given a set of data and within that data they will identify what
sources can be used as income
OBJECTIVE: 3.0 With a set of data for creating a monthly budget, learners will solve 5
calculations to identify their monthly expenses
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 my excel worksheet, images of the “Enter” and “Shift” keys, and of view of the
calculations I solved for
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.
complete their own budgets. The media selection students will be using during the instruction
OBJECTIVE: 3.1 6
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
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
OBJECTIVE: 4.0 With a set of data for creating a monthly budget, learners will solve 7
calculations to identify their discretionary income
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 my excel worksheet, images of the “Enter” and “Shift” keys, and of view
of the calculations I solved for
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.
OBJECTIVE: 4.1 8
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
Practice Items: with the given set of data the student will organize data and find what sources
can be used as discretionary income
OBJECTIVE: 5.0 Given a set of tools in Microsoft Excel, create a savings/spending plan for 9
discretionary income
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.
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
OBJECTIVE: 5.5 10
Content: To teach objective 5.5, I will use a presentation through PowerPoint to give a tutorial
on how to find the some 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.
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
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, 60
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, minutes
Consolidation of Media Selections and Choice of Delivery System
SESSION OBJECTIVES TYPE(S) OF MEDIA SELECTIONS & DELIVERY

LEARNING STUDENT GROUPINGS SYSTEM(S)
1 1.1, 1.2, 1.3, Logical and PowerPoint presentation Delivered using
1.4, 1.5, 1.0, mathematical with text, images, graphs, Microsoft
2.1, 2.2, 2.3, and charts (computer- PowerPoint
2.4, 2.5, 2.0, administered)
3.1, 3.2, 3.3,
3.4, 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,

Sequence and Clustering of Objectives

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Sequence and Clustering of Objectives

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Copyright:

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Sequence and Clustering of Objectives

CLUSTER OBJECTIVES TIME

Preinstructional, Assessment, and Follow-Through Activities

Objectives: I will be presenting all of my objectives to my audience. They will be communicated

LESSON EVENTS & OBJECTIVES TIME

Consolidation of Media Selections and Choice of Delivery System

SESSION OBJECTIVES TYPE(S) OF MEDIA SELECTIONS & DELIVERY

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