1.
Instructional Plan
Jenna Keisling
CUR/516
Phyllis Cabonaro

2.
Fun with Finance$: Plan for a
debt-free future today!
 This course is designed to help young adults learn
to manage their money, build credit, navigate
college loans, and plan for a debt-free future.
With the use of current technology and online
services, participants will be introduced to various
services like online banking, the NSLDS, and
Mint.com. This course consists of three 4-hour
sessions. Access to the internet outside of the
sessions is required.
Instructional Plan Template | Slide 2

3.
Target Audience
• 15-24 years old
• Male and female
• Secondary or post-secondary education
• 57% Caucasian 43% Other
These participants are considered “digital natives,”
primarily identified as Millennials and Generation Z. They
are technology experts, accustomed to group work,
comfortable with active learning, and are motivated by
money ("Teaching Across Generations", 2004).
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4.
Needs Assessment
1. What is the learning problem or opportunity?
 Young adults are accruing more debt than they have before.
2. What is currently available?
 Online sessions through the city library and local universities.
3. What should be available?
 A free face-to-face instructor-led course, with interactive
group activities and the latest technologies in personal finance.
4. Explain the gap analysis between what is available
and what should be available.
 Because the target audience is mainly Millennials and
Generation Z, the course should integrate the use of
technology and group dynamics.
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5.
Delivery Modality
 This class will be face-to-face and instructor-led; there
will be ample participation and group activities.
Students will also do work outside of class and bring to
review in class to contribute to class discussions. It will
focus on their real world personal scenarios. The use of
computers and internet will allow the students to
become familiar with the latest finance software and
technology.
 This class will be comprised of class hours and self-instructed
learning.
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6.
Goals for Training or Course
After completion of this course, students will be able to:
• Create a monthly budget
• Evaluate credit card options
• Navigate student loans
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7.
Learning Context
 Saturday sessions from 8:00am-12:00pm
 3 consecutive sessions
 Located on high school and college campuses
This will be a classroom setting with access to computers
and the internet. The room will be conducive for group
work and computer activity. There will be large group
discussions interspersed with small group activities to
create a comfortable team environment. The use of multi-media
elements will also enhance the learning platform.
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8.
Goal #1: Create a Monthly Budget
Objectives
 After the budget activity, the learners will identify in
writing five basic needs of an individual to include in a
budget with 80% accuracy.
 Following the group activity, the learner will assess in
writing 10 needs versus wants with 80% accuracy.
 At the completion of this course, the learner will
generate a savings plan based on their debt to income
ratio and allot 5% to savings with 80% accuracy.
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9.
Goal #2: Evaluate Credit Card
Options
Objectives
 The learner will manually list five features of a credit
card that should be reviewed prior to enrolling in the
card with 80% accuracy.
 Given two credit cards, the learner will compare the
main attributes of the cards and determine the best
selection based on the generated table from the group
activity with 100% accuracy.
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10.
Goal #3: Navigate Student Loans
Objectives:
 The learner will complete the financial aid paperwork
through the NSLDS after completing the walk through
tutorial with 100% accuracy.
 After reviewing the scenarios activity, the learner will
compare the cost of tuition at two schools to identify
total costs per year with 100% accuracy.
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11.
Instructional Strategies
Learners will be accessing and using their own financial
data and situations throughout the course. Therefore, this
course will primarily focus on project-based learning due to
the sensitive nature of the topics.
With that in mind, collaborative learning will be
strategically used, so that learners feel confident their
information is staying confidential, but still allow them to
get outside perspectives on their personal situations.
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12.
Instructional Technologies
Learners will explore different websites and software to
support the goals, objectives, and learning strategies of the
course.
 Websites and software
 Mint.com – budgeting tool
 NSLDS – Federal Financial Aid website
 Software that allows for anonymity:
 Padlet – to ask specific questions
 Kwiksurvey – surveys and polls
 Presentation software for peer teaching:
 Piktochart – graphic organizer
 Wideo – animation site
 Symbaloo – house all of the technology utilized in class
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13.
Communication Plan
 The class will be pitched to the high school and
promoted within the walls of the school.
 Social media sites like Facebook will also advertise the
class. The class will be linked to the high school’s
Facebook page and Twitter feed.
 The class will also be advertised at the local library and
other teen driven organizations/events like Young Life
and college fairs.
 Participants will be selected on a first come first serve
basis. A qualifying survey will be completed at
registration. If the participant falls outside the target
audience, then the participant will be prompted to
register for a different course based on their answers.
 https://www.surveymonkey.com/s/JML2MXQ
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14.
Resources
 Computers in class
 Highlighters
 Credit card form handouts
 Whiteboard
 Markers
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15.
Day 1 Hour 1 Hour 2 Hour 3 Hour 4
Goal: Create a monthly
budget
Instructor Introductions
(5 minutes)
Instructional Plan Template | Slide 15
Group Activity: groups
will trade lists from
original activity and
identify the needs v’s
the wants listed
(10 minutes)
Alexa von Tobel Ted
Video (15 minutes)
Individual Activity:
Learners will sign up for
Mint.com and get to
create their profile and
input some financial
information
(15 minutes).
Objective: Learners will
identify five basic
needs
Ice Breaker
Get to know your
neighbor and introduce
to the class
(15 minutes).
Formative Assessment:
Instructor to check-in
on comprehension by
asking feeler questions
and answering any
participant questions
(5 minutes).
Discussion on the video
(15 minutes)
Formative Assessment:
Instructor-led verbal
voluntary assessment
on needs vs wants.
Favorite thing learned
from the session
(15 minutes).
Objective: Learner will
assess needs versus
wants
Instructor to go over
class expectations, the
survey results and to
have an open discussion
with the class on why
they signed up for
class. Padlet instruction
for anonymous parking
lot items
(20 minutes).
Introduce Mint.com
Go through the tool,
focus on the “How it
works” and “Budgeting”
tabs (15 minutes).
Individual activity:
learners will list their
current expenses and
break them down into
needs vs wants
(10 minutes).
Parking lot: Discuss
anything additional the
class wants to know
about budgets, review
Padlet
(20 minutes).
Objective: Learner will
generate a savings plan
Group activity: work in
pairs to create a list of
everyday needs
(5 minutes).
Instructor-led lecture
on needs vs wants
(15 minutes).
Break (30 minutes) Group activity: learners
will find resources and
software to address
Alexa von Tobel’s Top 5
(15 minutes).
Break (5 minute)
Prepare the class for
the next session on
credit cards. Show class
how to pull their credit
report so they can bring
it to the session
(10 minutes).

16.
Day 2 Hour 1 Hour 2 Hour 3 Hour 4
Goal: Evaluate credit
card options
Recap from the last
session. Questions that
came up in the
meantime (15 minutes).
Credit scores: Discuss
factors that impact a
credit score. Things a
credit score can
enhance or inhibit
(30 minutes).
Instructional Resources
College student credit
card video
Discussion on video
(15 minutes).
Break (5 minute)
Formative Assessment:
Instructor-led verbal
voluntary assessment
on main attributes to
review on a credit card.
Favorite thing learned
from the session
(20 minutes).
Objective: Learner will
review features of a
credit card
Instructor-led
discussion on the value
of credit cards, pitfalls
of credit cards, and
some general trends
seen with the younger
generation and credit
cards (30 minutes).
Formative Assessment:
Open discussion with
the class on material
covered. What
questions do they have.
(5 minutes).
Group activity:
Instructor guided, class
will be provided with
two credit card offers
based on the groups
they are in. They will
review the paperwork
and highlight the main
points throughout the
forms (10 minutes).
Parking lot: Discuss
anything additional the
class wants to know
about credit cards.
Review Padlet
(20 minutes).
Objective: learner will
generated a table to
better assess multiple
credit cards
Formative Assessment:
Open discussion with
the class on material
covered. What
questions do they have.
(10 minutes).
Break (30 minutes) Group presentations of
previous activity with
discussion on the best
credit card option given
the variables (35
minutes).
Prepare the class for
the next session on
student loans. Request
learners to research
desired schools and
current tuition costs
(15 minutes).

17.
Day 3 Hour 1 Hour 2 Hour 3 Hour 4
Goal: Navigate student
loans
Recap from the last
session. Questions that
came up in the
meantime (15 minutes).
Instructional Plan Template | Slide 17
Watch iGrad video and
review igrad website,
http://www.igrad.com/
schools/universityofpho
enix
(20minutes).
Formative Assessment:
Instructor asks verbally
to determine who is
about to go to college
vs who is currently in
college and/or not
attending for another
year (5 minutes).
Parking lot: Discuss
anything additional the
class wants to know
about student loans and
alternative college
funding options. Review
Padlet
(20 minutes).
Objective: Learner will
compare the cost of
tuition at two schools
Group discussion on the
learners’ college
research. Work as a
group to determine
main items to consider
with tuition costs, etc.
tuition, books, living
expenses, etc.
(20 minutes).
Individual time to
explore igrad tool, with
instructor available for
questions
(10 minutes).
Instructor lecture on
scholarships. Review
Fastweb and other
scholarship website
(30 minutes).
Recap of the goals and
objectives of the
course. Answer any
additional questions.
Formative Assessment:
what was the most
useful item you will
walk away with?
(35 minutes).
Objective: Learner will
complete the financial
aid paperwork through
the NSLDS
Individual activity:
based on the criteria
created with the class,
learners will create a
table of the topics and
fill in the college
specific criteria.
(15 minutes)
Break (30 minutes)
Instructor lecture on
the NSLDS, financial aid
review and exit
counseling
(20 minutes).
Summative Assessment:
learners to complete
survey on value of class
and other potential
topics they would like
covered (5 minutes).
Group discussion:
review a couple of the
tables created in the
last activity
(10 minutes).
Break (5 minute)

18.
Summative Evaluation
 The class will conclude with a short 3 question survey
the learners will complete while they are in class to
promote completion of it. The survey will gather
information regarding their value in the course and
additional information they would like to see in the
future.
 https://www.surveymonkey.com/s/LY9N98P
 The data collected from these surveys will help
determine the time spent on the given topics,
additional topics to add to this session, and sessions to
be created outside of this course.
Instructional Plan Template | Slide 18

19.
References
Chandler Public Library. (2014). Where does all my money go?.
Retrieved from Chandler Public Library, website.
Student debt. (2014). Retrieved from
http://www.debt.org/students/debt/
The university of Arizona free personal finance
site. (2014). Retrieved from
http://ag.arizona.edu/sfcs/personalfinance/introduction.html
Teaching across generations. (2004). Retrieved from
https://www.mcc.edu/pdf/pdo/teaching_across_gen.pdf
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