Instructional Project : Budgeting

1. Instructional Project: Budgeting Kathleen Seguin & Marty LaGrowGrade : High SchoolContent Area: BusinessLesson Length: One week (5, 50-minute class periods)

2. Phase 1: Our TPACK Model All in all, we believe we have high technical awareness and are comfortable integrating technology. Katie’s the brains in budgeting though!

3. Phase 2: Relative Advantages • The evolution of customizable spreadsheets and programs such as Quicken have become almost necessary in developing and following budgets. • The ability to easily represent data graphically makes budgeting concepts more accessible to visual learners. • Spreadsheet software enables learners to work smarter, not harder. • The use of spreadsheet programs to create a budget will easily allow for individual data input, changes in the budget and a quick analysis of the data through charts. • Explaining the budgeting process is time intensive on the part of the teacher and involves many handouts and examples, which can be eliminated with the use of technology.

4. Phase 3: Objectives and Assessments Outcomes expected include: less time needed for direction by the teacher, more student project work time, elimination of paper handouts and an easy analysis of budget success. The easiest way to assess the outcome is to analyze current time tables, paper use and ideas about budgeting and compare it to the technological lesson afterwards. The computer spreadsheet program will also allow for an easy look at budget success or failure. Continued….

5. Outcomes… The desired outcome is for the student to understand the importance of spending less than you earn and the importance of saving. A thorough look at an individual's financial situation or desired financial situation as it relates to goal-setting, encourages financial responsibility and teaches the student the advantages to proper preparation in the goal-setting process. In the beginning, a budget is easiest to analyze when done monthly. For a more thorough analysis, a budget can be further analyzed using monthly averages throughout the year. A budget is easy to evaluate - income should be greater than expenses. If there is any variance to this, then something needs to change or debt is unavoidable.

6. Phase 4: Design Integration Strategies

7. The timetable

8. Phase 5: Prepare the Instructional Environment What equipment, software, media and materials will I need to carry out the instructional strategies? • The teacher will need access to some sort of budgeting or spreadsheet software. Budgeting software will set-up the budget for the student, otherwise the teacher or student will need to set-up the budget using spreadsheet software. Depending on time available and student ability, teacher creation of a budget template using a spreadsheet will be easiest and most time-effective. • Individual students will need to have access to a computer with some sort of spreadsheet program and internet accessibility. Continued….

9. Phase 5 continued How should resources be arranged to support instruction and learning? Teachers will be moderators as students complete an online webquest or while students access a glog during classroom time in a computer lab. Teachers can offer guidance for students to make realistic choices in terms of professions and monetary allocations, as well as assisting with general computer related issues.

10. Phase 6: Evaluate and Revise Integration Strategies The teacher should complete the activity and compare curriculum goals with what is learned from the activity. Although the inputs for budgets are different for different age groups, the end result and the reasoning behind budgeting does not change. The teacher should be able to assess student learning through a personal analysis as to whether or not the budgeting process would work in their real life.