Design

I. Target Audience and Context

1. Target Audience- The course is targeted toward youth and young adults (ages 13-24)
who are wanting to participate as tutors in the Project Occupy Ministry of Voice to the
Nations Church.
2. Context- The course will be used by Project Occupy to prepare volunteer tutors to
teach budgeting to low income adults. These adults are seeking home ownership and
must meet specific criteria to qualify to apply. The course will teach the youth about
household budgets and how to successfully teach this material to low income adults.
The students may work on the course from home or using church technology resources
available to the youth group.
II. Instructional Objectives
1. Overall goal of instruction
The overall goal of instruction is to expose the learner with the correct methods of creating a
household budget with a positive cash flow, while communicating effectively with low-income
heads of household on how to create and maintain a budget with a positive cash flow.
2. Specific Objectives- Upon completion of this course, the learner will be able to:
Module 1 Objectives

Identify all seven of the Baby Steps in financial freedom according to Dave
Ramsey.
Explain the purpose of each Baby Step.

Module 2 Objectives

Define 100 percent of the terms associated with household budgets.

Recognize and use 100 percent of the budget terms correctly when completing
Monthly Cash Flow Plan and Allocated Spending Plan budget forms.

Module 3 Objectives

Develop a budget for a household income of $2,000 per month with a positive
cash flow.
Create a monthly budget using two budget forms demonstrating proper use of
100 percent of terms associated with developing a budget.

Module 4 Objectives

Monitor and adjust budget to increase positive cash flow by 5 percent.

Calculate percentages in all categories to compare with suggested percentages.
Adjust any spending category to reflect suggested ranges.

Module 5 Objectives

Give appropriate responses to five scenarios demonstrating positive

interpersonal skills.
Create an animated example demonstrating positive interaction between a
mentor and a mentee using various terms and language associated with creating
a household budget.

III. Instructional Strategies

1. Instructional Approach and Justification
This course will be designed in accordance with the Elaboration Theory of instruction. This
model begins with the simplest form of the particular skill, while still representative of the skill,
and then moves to more complex versions of the skill as simplifying conditions are removed.
Budgeting skills are taught in the first four modules in increasing complexity. Module 5 will add
interpersonal skills to be the most complex version of the task.
The first module will cover baby steps in financial responsibility. Dave Ramseys 7 Baby Steps
to Financial Freedom will be used as the lesson outline. The module will include videos that
introduce the baby steps and explain what each step is. The baby steps are the foundation for
budget planning. This will incorporate Merrills Principle 1-problem centered. The entire content
within the course has real-life applications and will be presented within the context of real-life
scenarios.
The second module will introduce budgeting terms and forms, building on the skills acquired in
module 1. Students will watch a video that introduces key terms and forms. The students will
be able to discern between different types of income and expenses. This module reflects
Merrills Principle 2 - Activation. The students will practice entering client information into the
forms for budget planning sessions, following the examples provided. This allows them to
activate their prior knowledge and develop models using this previously learned information.
The third module will continue with budget planning. The focus will be on budget development
and training in tips for sticking to a budget once it has been created. This module reflects
Merrills Principle 3 - Demonstration. Students will access knowledge acquired in previous
modules in budget creation and move into real-life budgeting problems which often arise. The
students will watch videos that present budget scenarios and give them practical ideas for
budgeting in these more difficult situations. Students will assess family budgets to determine if
they have a positive cash flow.
By the fourth module most of the simplifying conditions for budgeting will be removed. Students
will discover the recommended percentages for budget categories and apply them to different
budgeting situations. They will continue developing and assessing budgets to determine if they
have a positive cash flow. This module reflects Merrills Principle 4 - Application. Students will
be applying the skills and information learned in the previous modules. Students must apply
those skills to adjust real life budgets to meet the suggested percentages necessary to ensure a
positive cash flow.
The fifth module will cover practical tips for when the last simplifying condition is removed. The
focus will be on interpersonal communication in a budget counseling session. Teaching
techniques will be provided and students will be given opportunity to practice the different tips
through role play and determining the proper response in a given scenario.
This course will be completed entirely online; yet, it will include differentiation in instructional
strategies in order to the meet different learning styles of the prospective students. Instruction

will key on working in real-to-life budgeting situations, activating prior knowledge, providing reallife examples of new concepts, student involvement in the learning process, and direct
integration of the learning into the life of the students.
2. Motivational Strategies
We are using the ARCS Model to ensure highly motivated completion of the self-paced online
course. The strategies are outlined below:
Attention- The course will grab the students attention by using a variety of media currently
popular with youth. The media will be varied throughout each module to sustain the students
attention. Each module will have several transitions to keep refocusing the students attention
to the content within the module.
Relevance- The content within the course itself is highly relevant since the students are seeking
tutoring positions in household budgeting for candidates seeking home ownership. The material
is relevant because they want to teach it to low income adults. Students will find Module 3 and
4 relevant because they will have hands on experiences with various forms required in
household budgets. Module 5 is relevant because it will provide the necessary skills to allow
them a positive tutoring experience.
Confidence- The course will introduce the purpose in a quick easy manner. Then each module
will increase in difficulty allowing students to gain confidence as they progress through the
modules. Each module will provide a safe activity to allow students to practice the content
before being tested over the material.
Satisfaction- The course itself is voluntary; however, students must complete the course as a
requirement to become volunteer tutors. The youth that are the target audience for this course
will have personal satisfaction of helping others work toward home ownership. The student
themselves will gain satisfaction in their own lives by learning skills to help them build a
financially secure foundation at a very young age. These students already understand the
importance of home ownership. They will have satisfaction in knowing the practical skills to
place themselves and low income adults on a pathway to home ownership.
3. Assessment Strategies
Pre-tests will be given to differentiate learning (Students may skip
modules if their score is 100%).
Informal assessments will be completed during Module 3 and 4 to self
assess student progress. Students will complete real life budget
scenarios and receive immediate feedback.
Post Tests will be given to ensure mastery of the content. Students
scoring 100 may progress to the next module, otherwise students may
redo the module.
4. Development Tools
Google Forms--a free online tool for creating surveys and collecting data
(including quiz formats)
YouTube--an online video hosting site
Prezi--an online, creative presentation site
Quizlet--an online tool for creating quizzes
Voki--a free or for fee educational site that allows users to create a talking
character

Google Sites--a free web hosting service that allows collaboration for
website design
PowToon--a free, online, animated presentation site

IV. Content Outline

Module 1: Baby Steps to Financial Freedom
This module will provide an overview of the 7 Baby Steps to financial freedom according to
Dave Ramsey.
Description:
Lesson will begin with a pretest online quiz using Quizlet to assess learners prior
knowledge of 7 Baby Steps. This pretest will also be used to determine if the learner
needs to complete the module or not.
Student will watch youtube video listing Dave Ramseys 7 Baby Steps
Student will watch youtube video explaining Dave Ramsey's Purpose for 7 Baby
Steps
At the end of the module, students will take a posttest online quiz using Quizlet.
Questions will be multiple choice and true/false to provide immediate feedback to the
student.
Media Objects: (1 external media object)
Online quizzes created on Quizlet and Google Forms
YouTube videos

Module 2: Introduction to Budgets

This module will provide an overview of budgeting, including key terms and forms.
Description:
Lesson will begin with a pretest online quiz using Quizlet to assess learners prior
knowledge of budgeting forms and terms. This pretest will also be used to determine
if the learner needs to complete the module or not.
The students will watch a PowToon video which introduces budgeting vocabulary and
forms.https://www.powtoon.com/show/da4LVt2uPUr/intro-to-budgeting/
The students will watch a vocabulary and budget form tutorial on Prezi.
At the end of the module, students will take an online, posttest quiz using Google
Forms. Questions will be multiple choice and true/false to provide immediate
feedback to the student.
Media Objects: (2 original videos, 3 original images)
Online quizzes created on Quizlet and Google Forms
YouTube videos
PowToon video
Prezi

Module 3: Creating a Budget

This module will provide an overview of how to create a household budget with positive cash
flow.
Usage of budget terminology learned in previous module
Completion of various budget forms
Description:
Lesson will begin with a pretest online quiz using Quizlet to assess learners prior
knowledge of creating a household budget. This pretest will also be used to
determine if the learner needs to complete the module or not.
Students will view How to Set a Budget and Stick to It video provided by Bank of
America. (https://www.bettermoneyhabits.com/saving-budgeting/moneymanagement-tips/set-budget-stick-to-it.html)
Students will complete an online quiz on Quizlet reviewing budget terminology
discussed in video and previous module.
Students will view YouTube video How to Create a Budget
(https://www.youtube.com/watch?v=-wT4ajphJpE)
Given a scenario, students will complete a family budget worksheet to determine if
the family has positive cash flow. Students can use form at budgetworksheets.org
and/or http://www.moneyandstuff.info/pdfs/SampleBudgetforAdults.pdf
Students will post on discussion board whether or not the family had a positive cash
flow. If the family did possess a positive cash flow, then student will discuss what
contributed to the positive flow. If the family did not possess a positive cash flow, then
students will discuss what changes need to be made to possess a positive cash flow.
At the end of the module, students will take a posttest online quiz using Quizlet.
Questions will be multiple choice and true/false to provide immediate feedback to the
student.
Media Objects: (2 external media)
Online quizzes created on Quizlet
Online web video
Online budgeting forms
YouTube videos
Discussion board

Module 4: Making a Budget Work

This module will provide an overview of how to monitor and adjust budgets to ensure positive
cash flow, and suggested percentages of various categories in the budget.
Description:
Lesson will begin with a pretest online quiz on Quizlet to assess learner's prior
knowledge on learning how to make a budget work. This pretest will also be used to
determine if the learner needs to complete the module or not.
The students will view a Youtube video on how to calculate percentages in various
categories to ensure positive cash flow. https://www.youtube.com/watch?

v=Rs8P0Eh7Zbc
The students will respond to mini-budget situations presented on Prezi and make
adjustments to categories that are out of the suggested range. Students will be
provided immediate feedback.
Given a $2000 a month budget, students will create a paper-pencil budget based on
the recommended percentages. A printable template will be provided. Immediate
feedback will be given of correct possible examples.
At the end of the module, students will take a posttest online quiz using Quizlet.
Questions will be multiple choice and true/false to provide immediate feedback to the
student.

Media Objects: (1 external media)

Online quizzes created on Quizlet
YouTube
Mini-budgets on Prezi

Module 5: Developing Positive Interpersonal Skills for Effective Teaching

This module will provide strategies for effective teaching of adults. The instruction will give
opportunity to practice ways to promote positive learning.
Description:
Lesson will begin with a pretest online quiz
Students will watch a prezi demonstrating positive interpersonal skills for effective
adult education. The prezi will contain 1 original video modeling positive and
negative interpersonal skills.
Students will respond to various teaching situations using Google Forms. They will
give positive responses to real life teaching situations.
Students will create vokis or an animated software of their choice to give an example
of a hypothetical positive tutorial experience. They will post these to the discussion
area so they can view and give feedback to various situations.
At the end of the module, students will take a posttest online quiz using Quizlet.
Questions will be multiple choice and true/false to provide immediate feedback to the
student.
Media Objects: (1 original video, 3 original images)
Online quizzes created on Quizlet and Google Forms
Discussion board
voki or animation software of students choice
1 original video modeling interpersonal skills within prezi
3 original images within prezi

V. References
Keller, J. M., & Twente Univ. of Technology, E. (1983). Development and Use of the ARCS
Model of Motivational Design.

Merrill, M. D. (2001). First Principles of Instruction. Journal Of Structural Learning & Intelligent
Systems, 14(4), 459.
Ramsey, Dave. (2008) Financial Peace University. Brentwood, TN: The Lampo Group, Inc.
Ramsey, D. (2015, March 4). Serious about getting out of debt?. Wilson County News. p. 4A.
Ramsey, D. (2015, January 28). Making changes. Wilson County News. p. 4A
Reigeluth, C. M. (1999). The elaboration theory: Guidance for scope and sequence decisions. In
C. M. Reigeluth, C. M. Reigeluth (Eds.) , Instructional-design theories and models: A
new paradigm of instructional theory, Vol. II (pp. 425-453). Mahwah, NJ, US: Lawrence
Erlbaum Associates Publishers.