Instructional Design Project

Using a Checkbook Register to Record Transactions

Ilene Reed

EdTech 503Yu-Hui Ching PhD.

August 2, 2013

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Synthesis Reflection Paper……………………………………………….……………………………………….…2Part 1 Topic……………………………………………………………………………….…………………………………..4 1a. Stated learning goal……………………………………………….………………………………...........4 1b. Description of the audience………………………………………….…………………………………..4 1c. Rationale…………………………………………………………………………………………………..4Part 2 Analysis Report……………………………………………………………………………………………….5 2a. Description of the needs……………………………………………………………………………….....5 2a1: Needs assessment survey…………………………………………………………………………..5 2a2: Needs assessment data report……………………………………………………………………...5 2b. Description of the learning context……………………………………………………………………...7 2b1: Learning context …………………………………………………………………………………..7 2b2: Transfer context……………………………………………………………………………………7 2c. Description of the learners……………………………………………………………………………….7 2d. Task analysis flow chart………………………………………………………………………………….9Part 3 Planning………………………………………………………………………………………………….......10 3a. Learning objectives……………………………………………………………………………………...10 3b. Objectives and assessment matrix table……………………………………………………………….11 3c. ARCS Table……………………………………………………………………………………………...12Part 4 Instructor Guide……………………………………………………………………………………………..15Part 5 Learner Content……………………………………………………………………………………………..20 5a. Learning materials………………………………………………………………………………………20 5b. Assessment materials………………………………………………………………………………........20 5c. Technology tool justification……………………………………………………………………………20Part 6 Formative Evaluation Plan………………………………………………………………………………….21 6a. Expert Review plan……………………………………………………………………………………...21 6b. One-to-one evaluation plan……………………………………………………………………………..21 6c. Small group evaluation plan…………………………………………………………………………….21 6d. Field Trial evaluation plan……………………………………………………………………………...22Part 7 Formative Evaluation Report…………………………………………………………………………….....23 7a. Evaluation survey ……………………………………………………………………………………….23 7b. Report the results of the expert review……………………………………………………………......24 7c. Comments on change……………………………………………………………………………………24Part 8 AECT Standards Grid………………………………………………………………………………………25Appendix A….…………………………………………………………………………………………………...…..31Appendix B…………………………………………………………………………………………………………..35Work Cited…………………………………………………………………………….……………………………36

Table of Contents:

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Synthesis Reflection Paper

It is dark in the theatre, the music crescendos, the credits start to roll. I sit there not knowing whether to be happy the movie is over or sad there is not more. How can I tell if a movie is excellent or just okay? It is how I feel when I leave. Do I feel exactly the way the director wants me to feel? Am I thinking exactly what the director wants me to think? If I am, not only was it an excellent movie, but he was an excellent director. It takes a good director, script, cast, editors and special effects to make a movie. All of these components must come together in order for the movie to be a box office success. Before the movie is ready for release, music is added, at few touches here and there. Still the director has to make sure the audience wants to see it, create anticipation; motivate them to come to the theatre.

I think making a movie is a good metaphorical representation of the entire instructional design process. The designer is the director because we are in charge of the final product and the process to create it. If we design it well, the learners come out thinking what we want them to be thinking, feeling how we want them to feel about the topic. We must be creative and know how to take command of the people, material, technology, and audience. We, the designers, need to take the time for special effects to keep their attention, and extras to make it more appealing. We also need to set it up so the learners want to learn what we are teaching and experience the lesson in such a way as to make them remember it and make it a part of their lives, and perhaps, even want more.

I have watched many movies and never gave the process of making them much thought. In the same way, I have given many lessons, created lesson plans, without really thinking about the process that goes into it. The challenge for me in this class was to break it down into exact details. Completing a needs assessment is something I have only done in a thoughtful flash. Scanning the classroom I may try to pick out who knows the material and who does not. The question of why they are struggling only comes up after I have defined them as struggling. I admire the requirement in this course of conducting a needs assessment and learner analysis.

My project is for seniors in high school to learn and maintain a checkbook register. Upon reflection I realized that this is a new skill they need to learn. As the instructional designer I could not just jump into the information without knowing their prerequisite learning level. That would be similar to starting a movie in the middle without knowing what has been happening in the plot before that scene. If I can clearly define the goal for my students and let them know what I expect and how they are getting the information, then the process is less stressful and more enjoyable. I learned in this class to define objectives and let them help me break information down into smaller scenes or frames for easier student understanding.

One of the most profound concepts for me in this course was found in chapter six of Smith and Ragan’s Instructional Design where they are tell us about planning for evaluation. “Planning for evaluation allows us to determine ‘how we know when we’re there.’” (Ragan, 2005). To me this means the designer needs to set things up with a goal in mind. The goal needs to be measurable and reasonably attainable. I have always planned with the goal or end in mind but the idea of thinking about the evaluation the entire way is new to me. It tends to make me break things down more and pay particular attention to detail.

The breaking a unit down and attention to detail are probably the most important things I will take with me from this course. It is a part of my instructional design philosophy now. Before, if I were to have a substitute in my classroom I would put together a lesson plan that had nothing to do with the new information I needed to present, more just review or time fillers. I wanted to teach the students my way and not have to deal with accidental misinformation from a

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well-intentioned substitute. At least that is what I always told myself. Plot twist: I think I just did not know how to break it down into small pieces the substitute and students could process easily. After completing this project I know I can do it now.

In the future as I design instruction and present it I will use the strategies and steps I learned in this course. Particularly the needs assessment, learner analysis, and instructional strategies. I see myself as more a supplantive instructor but I want to use more generative strategies in my work. I did try to add activities in my project that were more student centered. I made a final activity where the students ask questions about the lesson and the other students answer before or instead of me. I like the idea that the students take charge and become the instructional leader. This will be in my mind as I reconstruct my curriculums this year.

I also like the module on motivation. I have always tried to used attention and relevance in my classes but confidence is new to me as far as instructional design. I have always wanted my students to be successful and I set instruction up that way. It is more important to me that they learn the concept or skill than to be able to remember and recite facts. In my project I have the students helping each other or getting help from the instructor until all information is 100% correct. They cannot move on unless they have it right. There is no grade on accuracy because the instructor checks for it before she moves on. I think I have the satisfaction down in my project when I give them a new checkbook register and explain that they will continue the lesson for the entire semester. They know how to do it and all entries will be personal and individual to them. They will know by then the relevance of tracking spending has for the rest of their lives. It is very satisfying to me that they know this skill. I think they will be satisfied as well. The ARCS table was a great help to me working on my project and will be as I use it to design future instruction.

So, all things considered, how do I know if an instructional design is good or not? I know it when I hear my students talking about it to peers, parents, and outsiders. Then I know they met my goal to get them to think, to discuss, to absorb the information and let it become part of them. Tomorrow they will come back for the sequel and I will be ready. (Ragan P. S., 2005)

Works Cited

Ragan, S. a. (2005). Instructional Design 3rd Edition. John Wiley & Sons, Inc.

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Part 1 Topic

1a. Learning Goal:

When provided with a checkbook register and four source documents including receipts, check stubs, deposit slip, and cancelled check, the learner will be able to start the checkbook register, enter transactions correctly and in the proper place and figure balances with 100% accuracy. This lesson will be completed in on 90 minute class period.

1b. Description of Audience:

Learners for this instructional design are seniors in high school in a personal finance class. They have little to no background in keeping track of spending or a checkbook register.

1c. Rationale:

Need:There is a need for this project because it is relevant to every young person contemplating taking that important step into adulthood and moving out on their own. Seniors in high school will soon be away from home and in charge of their own finances. It is so important to know how to manage money and a checking account. Seniors in this class will have little knowledge or practical experience with the concept of keeping a checkbook register. Teachers need to change that so they can meet the demands of a carefully considered lifestyle on their pocketbook. Students should come out of this lesson with the information they need to make better choices in their purchases and knowing how to track spending.

Overall Strategy:The strategy to be used will be mostly supplantive because the teacher is leading the instruction and giving the students the material to use and practice with. The generative strategy will be after the lesson in the application of the concepts in real life. Percentages would look 85% supplantive because of the nature of the content and delivery. Generative at 15% because the student must internalize the new knowledge with acceptance to the relevance the content information has to his/her life.

Instructional Strategy:The goal in this instructional design is procedural. The lesson is divided into presentation of information with examples and worksheets to follow. Design then moves to demonstration as the teacher shows the students exactly how to recognize source documents and enter the transactions in the correct manner and in the correct column. Lastly, the student practices this procedure with support from the teacher.

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Part 2 Analysis Report

Part 2a. Description of the Need

Part 2a.1. Needs assessment survey

I developed a needs assessment survey and gave it to ten students that will be in my personal finance class in the fall. I created a table with the questions and the names of the students and called each one on the phone to survey them. All ten were contacted within two days’ time and willingly answered each question. Some students needed more explanation.

Part 2a.2. Needs assessment data report

Below are the questions of the survey and the first names of each student. After the table is a summary of the answers to each question.

1. Do you have a checking account now?2. Do you record your transactions in a register to track?3. Do you know how to balance a checking account?4. Do your parents/guardians discuss finances with you?5. Do you know the vocabulary? Do you know what a transaction is? Do you know what a

source document is? Do you know what a register is?6. Does keeping a checkbook make you uneasy? Why?7. Would you like to know how to keep track of your personal finance for when you are on

your own?8. Does your family follow a budget? Are you responsible for your own money?

Student 1 2 3 4 5 6 7 8Kami no no no No YES yes yes YesTaryn yes no no Yes yes yes yes YesDallas yes no no No no yes yes YesCarter no no no No no yes yes YesSymaron yes no no No no no yes YesAngie yes no no Yes yes yes yes YesKaleb yes no no Yes Yes Yes Yes YesWasey no no No No no Yes Yes YesShannon no no no No No yes yes YesAlexa no no no yes yes no yes yes

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1. Five students or half the survey already had an open checking account.2. None of the students keep a checkbook register. Two will look up their account online.3. None of the students new how to balance their checking account. Usual answer was

mom or nobody.4. Three out of ten students discussed finances with parents or guardians at some point.5. Five or half the student surveyed new what a source document was. All the students that

knew this question have had accounting class.6. All but two students were uneasy about keeping a checkbook. Anxiety was mostly due to

identity theft or making a mistaken7. All students answered yes to learning how to keep track of their personal finances.8. Three students said their families followed a budget, the other seven did not know if they

did or not.

To summarize the survey information, half of the students have a checking account but none of them keep a register and track or know how to balance the account. Thirty percent of the students have discussed finances with their parents. There is a need demonstrated with this survey to teach the students how to track their spending because they have little experience. They all have the desire to learn this skill.

Discuss Checking Skill

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

DesireMore SkillHave Checking AccountDiscuss Finances w/Family

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Part 2bDescription of the Learning Context

2b1. Learning ContextClass is held in a computer lab that will seat 25 students. The computers are all loaded with Windows 2010 and all are connected to the Internet. The monitors are in a recessed desk so as to provide work space on the desktop just like a normal student desk. The desks all face the front where there is a whiteboard and SMART board with easy visual location. The students in this class will occupy the south half of the desks that are directly behind the whiteboard and lectern. The room is temperature controlled by the teacher and offers a comfortable atmosphere conducive to learning. The instructor is a veteran teacher in personal finance of ten years and knows the material well. The instructor knows each student and their basic economic background. Each personal finance class lasts one semester and all seniors at this high school are required to take it, half the seniors each semester. The numbers in this class range from eight to twelve students. This year there will be ten in each class. The curriculum is following the Idaho state standards but left up to the teacher as to how it is organized and delivered.

2b2 Transfer ContextStudents will be using the skill of keeping a checkbook register as soon as they are out on their own in life. Some already need the skill. Others will be using it as they enter college or adult life. This skill will be introduced and practiced in the classroom but put into application throughout the students’ lives. Most of the students in this class will not necessarily have a checkbook but they will have a debit card and need to record their financial transactions the same way they would with a checkbook. Many may choose to use a computer based program for tracking like Quicken or Quick Books but they still need to track the source documents and transaction history to properly enter the correct amounts and balances. There would be no way of knowing an account balance without the skill of keeping a record of purchases and deposits. This lesson will give them the needed information and practice to enable them to successfully accomplish the task.

Part 2c Description of the learnersThe learners for this instructional design are high school seniors, seventeen or eighteen years old, with little to no prior knowledge of the content area. They are made up of twenty students. Of these students thirteen are boys and seven are girls. Of the twenty students sixteen come from families that are considered lower economic conditions with four of them in the poverty level. There is a high motivation to do well financially. They come from families that know how to live modestly and watch spending carefully. All the boys work in the summer in paying jobs on a farm or dairy. Four of the six girls work part-time jobs or babysit. This information shows that there is a need now for them to learn fundamental financial skills. Those surveyed all voiced the desire to learn how to handle money and how to track it with a register. The class members are a young demographic that need to learn the basics of financial management in order to step into adulthood and independence more easily, and hopefully, more successfully.

Graph representations below:

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Boys Girls0

2

4

6

8

10

12

14

GirlsBoys

White

Hispanic

0 2 4 6 8 10 12 14 16

HispanicWhite

Low Income F

amily

Middle Income F

amily

048

1216

MiddleLow Income Family

Work at paying jobs

Don't Work02468

101214161820

JoblessJob

Part 2d Task analysis flowchart

Ratio of Boys to Girls 13:7

Ratio of White to Hispanic 15:5

Ratio of low income family background to middle income family background 16:4

Ratio of having a paying job and not 18:2

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Part 3 Planning

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Part 3a. Learning Objectives:

1. Student will verbally explain what a transaction is in relation to a bank account.2. Student will identify a source document by answering questions about different pieces of

transaction proof.3. Students will determine which source document will be used for specified transactions.4. Students will explain which source documents increase the bank account and which

decrease the account.5. Student will explain the different between a debit and credit in relation to a personal

checking account.6. Student will demonstrate correct procedure for recording date, transaction type or

number, description and memo.7. Student will identify the correct column to enter the transaction amount and explain why

it is entered in that column.8. Student will enter amount in balance column and show skill in addition or subtraction

when figuring the new balance.9. Students will identify “first glance” accuracy and recognize obvious miscalculations.10. Students will demonstrate ability to locate and correct any errors found in recording or

figuring the transaction.

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3b. Objective and Assessment Matrix Table

Learning Objectives

Bloom’s Taxonomy Classification

Format of Assessment

Description of test form

Sample items

1.0 Comprehension Paper & Pencil Short answer Briefly explain the definition of a transaction and give two examples.

2.0 Application Paper & Pencil Matching Six different source documents have been provided; identify which four source documents match the transactions listed.

3.0 Application Performance Matching After completing #2and identifying the four correct source documents; now match the source document to the appropriate transaction.

4.0 Analysis Paper & Pencil Short answer Compare and determine which source documents in #2 will increase or decrease the account balance.

5.0 Analysis Paper & Pencil Short answer Identify the given source documents as debit or credit according to the corresponding transaction.

6.0 Application Paper and Pencil Simulation Choose the corresponding source document to the transaction and record each item of information in the appropriate column

7.0 Evaluation Paper and Pencil Simulation Choose the corresponding source document to the transaction and record the amount in the debit or credit column correctly.

8.0 Application Performance Simulation Choose the corresponding source document to the transaction and record it in the balance column and correctly compute the new balance.

9.0 Synthesis Performance Simulation After recording the new balance in the balance column, assess the computation and identify obvious errors.

10.0 Application Performance Simulation When finding an error in recording, addition or subtraction revise, recalculate the balance to 100% accuracy.

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3c ARCS Table ARCS Motivational Strategies Plan

ATTENTION

A.1 Perceptual Arousal

The lesson begins with showing the students a checkbook register. Students will be ask if they know what it is for or if they keep one.

Students are told that by the end of this lesson they will know how to keep a checkbook register properly as a responsible adult. They will know how to enter both debits and credits in the correct column and balance the totals.

A2. Inquiry Arousal

Who among the class would like to purchase a pair of jeans whenever you need them? How many of you have a checking account and know how to manage it? What is the relationship between the purchase of jeans and the checkbook?

A3. Variability

Instruction varies between discussion, demonstration, practice, and review/revise.

RELEVANCE

R1. Goal orientation

The teacher reviews the survey previously given to the class and restates the goal to the students of being able to correctly enter transactions in a register.

The teacher goes over each objective with the class and explains the skills required to complete each one.

The teacher points out previous knowledge of simple addition and subtraction to the class.

Review and clarification may be necessary for students with previous accounting experience as the debit and credit are reversed but source documents remain constant.

R2. Motive matching

Teacher and students discuss how keeping a checkbook register will benefit learners as adults throughout his/her life.

Teacher explains the exercise is a simulation of real life checking accounts with transactions and registers and stresses the need for accuracy.

Teacher encourages adherence to exact procedures so learners can substitute real life

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transactions with greater ease. Examples of real life transactions are discussed.R3. Familiarity

Students are asked if they have ever been with an adult who was entering transactions in a register.

Students are asked why it is important to enter every transaction, Examples of common transactions are given and practiced.

CONFIDENCE

C1. Learning requirements

Objectives will be chunked into source documents, transactions, and register entries in order to scaffold learning one idea on the next.

Once again examples of simple math that will be relevant to the lesson will be offered and briefly practiced.

C2. Success opportunities

Students will receive constant help and feedback. Each learner will be evaluated after each procedural step to ensure 100% accuracy.

Students are encouraged to ask for help and offer help to classmates.C3. Personal control

Students will complete the exercise worksheet together with the knowledge that a real register will be given to them to track the rest of the semester.

Students will be informed that the future register exercise will be tied to their work and individual to them.

Student’s work will be checked for accuracy and legibility until it is 100%.

SATISFACTION

S1. Natural consequences

Once this exercise is completed the students will be given a register to track in class for the rest of the semester with the instructor providing information and monthly feedback.

Class will discuss the relevance of keeping a register to their own lives as responsible adults.

S2. Positive consequences

Students will be encouraged to ask for clarification and told they can always ask for help.

This lesson is practice and revision so 100% is all students’ grade upon completion.

Upon completion of the exercise they are awarded their own register for tracking future transactions.

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S3. Equity

Students are reminded that they are learning skills for adult lives. Students are asked to record four major objectives he/she has learned and his/her feelings about how they will affect future life.

Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8.

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Part 4. Instructor Guide

OUTLINE FOR Instructor Guide

Introduction

Active Attention or Gain Attention

At the bell ask the students if they can identify the register in your hand. This will get their attention and give them an idea and anticipation of the lesson.

Establish Purpose or Inform Learners of Purpose

Inform the students they will be learning about the proper procedures to keep a checkbook register. Read them the lesson goal. The goal is: when provided with a checkbook register and four source documents including receipts, check stubs, deposit slip, and cancelled check, the learner will be able to start the checkbook register, enter transactions correctly and in the proper place and figure balances with 100% accuracy. This lesson will be completed in on 90 minute class period.

Arouse Interest and Motivation or Stimulate Learners’ Attention/Motivation

Ask students if they want to be able to purchase a pair of jeans whenever they need to? Also ask if they know how to keep a register. Ask the students what the relationship of the two questions is? Have a short discussion on how the jeans and checkbook register relate to each other as adult consumers.

Tell the students that failing to keep a register may result in having to pay an overdraft fee of $30.00. Relate this to how many hours they have to work to pay off this debt. Would it not be a good idea to keep track and save this money?

Discuss with the students how responsible adults need to keep track of their money and their spending in order to increase the likelihood of financial success.

Preview the Learning Activity or Provide Overview

Point out the objectives written on the board and go over each one briefly. Tell students you will explain the source documents first, then what transactions are, and finally how to enter transactions in the register. They will be given time to practice and get help from fellow classmates and/or the instructor. They need to know that after the initial instruction today this will be an ongoing project and will be assessed each month for a grade.

Body

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Recall relevant prior knowledge or Stimulate recall of prior knowledge

Ask the students if they have ever been with an adult who keeps a register at the time of a transaction. Do they write it in now or wait and do it at home?

Remind the students that as they enter the adult world they will be responsible for their own finances. In order to do this they will need to recall simple math skills they have known since second or third grade. Give an example of addition and subtraction with three digits and two decimal point places. This is how transaction amounts usually are. (312.12-103.08=209.04) They all should be very comfortable with this math. If they are not comfortable they are welcome to use a ten key or calculator. (Ten keys are on most of the lab desks) Students also need to be encouraged to write legibly because it is important to be able to read the numbers when they come back to the transaction.

Process information and examples or Present information and examples

Introduce the six source documents the teacher has.

1. Receipt from Stevo’s Restaurant2. Sales receipt from Walmart3. Cash register tape from Smith’s Food King4. Deposit slip to the bank5. Receipt of withdrawal from the bank6. Paid invoice from Ramsey Heating

Explain that each one of these source documents is proof that a transaction has taken place. Discuss what type of transactions can safely be assumed by looking at each source document. For example, one can tell that two orders of steak and baked potatoes were purchased at Stevo’s. Another example could be from Ramsey Heating they purchased one furnace filter and two bathroom fans. Note that all of them are the same except one. Ask the students to identify the deposit slip from the bank. All but the deposit slip are debits because they take money out of their account while the deposit slip is a credit because it puts money into their account. (It will be necessary to explain to the students that have had accounting why the debit/credit relationship is reversed, see explanation below)*

Focus Attention or Gain & Direct Attention

Have the students name the source document to each transaction you describe. Remind them that a source document is any paper trail that proves there was a transaction, a receipt or invoice. Your list may include: a cash register tape from Smith’s Food King for the purchased of groceries, a receipt from Artic Circle for buying your girlfriend lunch, deposited $40.00 you have a receipt, was paid $20.00 you have a check stub.

Explain that a transaction is any activity that increases (adds) or decreases (subtracts)the student checking account. Discuss what activities affect checking accounts.

Introduce the checkbook register. Remind the students from past lessons that a check and

DP 7/18/13

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a debit card affect the same account therefor must be recorded the same way. Teacher explains that checks are recorded by check number and debit card transactions are recorded at ACT or automatic cash transactions. Teacher will

demonstrate how to enter a transaction by going left to right in the register. Enter ch # or ACT or Dp (for Deposit), date of transaction, to whom the transaction was made and the reason for the transaction goes underneath. It will look like this:

Employ Learning Strategies or Guide or Prompt Use of Learning Strategies

Teacher will now review the relationship of the source document (receipt) to the transaction (lunch). Other examples may include a deposit receipt and making a deposit; earning a wage and a check.

Class will review of debit and credit in regard to personal checking accounts. Accounts increase with a credit and decrease with a debit.

Practice or Provide for and Guide Practice

Worksheets with source documents, transaction descriptions and register pages are provided for practice. Students are encouraged to ask for help and help each other with the exercise. (Worksheets in appendix)

Evaluate Feedback or Provide Feedback

Students are asked to review a partner’s worksheets for accuracy and then a class evaluation and feedback are given via the overhead projector (ELMO). Any inaccuracies are corrected now with the teacher’s example on the screen.

Discussion is started about finding mistakes, rule of nine for transposition and using a calculator or ten key to proof math. Students are again asked to review partners work and check for accuracy in math. Examples of rule of nine is given.**

Conclusion

Summarize and review or Provide summary and review

Students are given a register of their own for class.

Students will answer questions on a quiz about source documents, transactions and recording in a register that relate to the lesson. For each correct answer they are awarded $1.00 virtual money to record in their register. For each incorrect answer they are charged $1.00. This is intended to be fun and not stressful so questions are thoughtfully

Mr. Boss ch#666Credit Debit Total Bal Forward $100.00

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planned out to be logical so as to decrease the chance of incorrect answers. Quiz will be ten questions. Questions will include what is a source document proof of? Is a check a source document? If you buy Mom dinner at McD’s what will your likely source document be? What transaction took place if you have a paid invoice from Cal Store for equine equipment? How would you finish entering the transaction to Cal Store in your register given the information below? (quiz has some information filled in and student must complete the recording procedure)

Transfer learning or Enhance transfer

Have students write in their personal finance journal what they learned from this lesson and give reasons why it will be important for them to know as adults.

Re-motivate and Close or Provide Remediation and Closure

Teacher asks for student comprehension and addresses any instructional shortcoming. Teacher will ask students to answer peer questions before the teacher does to enable students to deliver successful knowledge recall and to explain the concepts in a different way than the teacher.

Teacher asks for volunteer for a student to read their journal entry. Discussion is encouraged after this reading to reinforce the fact that learning to track money and spending will always be an adult responsibility that will help the students achieve financial success.

Assess Learning or Conduct Assessment Evaluate

Evaluation is accomplished via the worksheets, quiz, and register the students keep from this point on and checked each month for a grade.

* In accounting we are looking at the transactions from the point of view of a business owner. In our checkbooks we are recording from the point of view of the bank. For example, $20.00 entered into the business asset account is a debit because it makes the account increase. $20.00 put in the bank is a credit because it is a liability for the bank. The bank owes you that $20.00 on demand.

** The rule of nine gives a proofer an easy vehicle for finding transpositions. Any number that divides by 9 may be a transposition. For example 180 -108=72 72 divided by 9= and even 8 and therefore can be a simple transposition. Give at least two examples so the students do not think it is a cool trick.

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Part 5. Learner Content

Part 5a. Learning materials See page 29-32 in the appendix for the actual worksheets. Also included will be a real checkbook register for the students to start after the lesson is complete.

Part 5b. Assessment materials The worksheets will be the first assessment tool to use for assessing student learning. It must be 100% accurate. They are encouraged to ask for help. I am more concerned about the students learning this skill than memorizing the steps. The lesson will be assessed for retention when the students apply the knowledge they learn in this lesson and keep the checkbook register given to them up each day. Every day of class students will be given a chance to earn extra credit, extra money, to record in their registers. Assignments and test will from now on have a monetary value that will be tracked in the register and they will receive monthly bills to record as well. Students will hand their register in monthly for a grade.

Part 5c. Technology tool justificationFor the check register unit I plan on using my SmartBoard and my ELMO. As this unit carries forth into a semester long project the students may choose to use an MS Excel spreadsheet if they think it would be easier. A 10-key will also be available for students who need it and know how to run one for the math section of entering values.ELMO is a projector that will allow me to project the image of my teacher register example on the SmartBoard for the entire class to see as I demonstrate the correct procedures of making entries.SmartBoard allows me to use interactive technology for better visual aid. For the most part, the SmartBoard in this unit will be used as a receiver or screen for the projector.Later the students may set up an MS Excel spreadsheet and use it instead of the paper checkbook register. They have this skill from 9th grade computers class. MS Excel is optional and must be clearly named so I can access it for grading.

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Part 6. Formative Evaluation Plan

6a. ID Project DescriptionWhen provided with a checkbook register and four source documents including receipts, check stubs, deposit slip, and cancelled check, the learner will be able to start the checkbook register, enter transactions correctly and in the proper place and figure balances with 100% accuracy. This lesson will be completed in on 90 minute class period.Learners for this instructional design are seniors in high school in a personal finance class. They have little to no background in keeping track of spending or a checkbook register.

6b. One-to-One Evaluation:The one-to-one evaluation will include three students from the personal finance class. Taryn is a highly motivated above average student. She is asked to help because as a grade conscious student, she tends to ask clarifying questions about all assignments. She makes it a point to eliminate any fuzzy instruction before she starts. Second, Misael is an average student but English is not his first language. He will be helpful in pointing out any questions or tasks that may need more or different wording. Misael is a bright student but may need a little extra consideration and therefore may offer valuable suggestions. Third, Alexa is an average student with below average motivation. She will be a challenge because she wants the teacher to do her work for her. I have chosen Alexa for this trial because she will try to point out why the assignment is too difficult for her. This may give me insight to any tweaks that may be necessary for a lower preforming student.

I will meet each of these students individually and observe them as they participate in the lecture/discussion and work on the worksheet I provide for them. I will need to ask them specific questions that include:

Did you follow the lecture? Did you understand the directions? Were you able to complete the worksheet as practice for the new skill without difficulty? Was the material given to you clear and understandable? Are there any parts of the assignment or lecture that you feel you do not have a

comfortable working knowledge of? Can you give me any suggestions that would make the material or instruction easier to

follow?

6c. Small-Group Evaluation:After analyzing and making changes based on the one-to-one evaluation, I will conduct a small group evaluation. This group will consist of the seven to ten remaining students from the personal finance class. The three from the one-to-one will not be included this group. I will have them all together at the same time and give them the instruction and practice worksheets. I will observe and help when needed but mostly make notes and watch for non-verbal cues. I will note how long it took each student to complete the assignment and who needed help and why they needed the help.

After the completion of the assignment I will ask the following questions: Did you have the skills to complete the assignment?

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Were you able to complete the worksheets successfully? Why or why not? What skill if any are you lacking to complete the checkbook register worksheet? How do you feel about the instruction and the lesson material? What revisions can the instructor make in the future to make this a more successful

lesson? Do you feel like you have learned a relevant skill for your life?

6c. Field Trials:After analyzing and making the needed changes suggested by the small group evaluation I will do a field trial. This will consist of an entire personal finance class of 20-30 seniors. (Our class sizes are rarely less than 20 or more than 30) My goal for this trial is to see if there are any unanticipated problems that come up with the new revisions or as a result of the different learning environment. I also want to try the instructional design out on a large group that includes all the students from different demographic/economic/ethnic factors for my target audience.

Questions for the field trial will include: Does the design need further revisions before implementation? Does the teacher have enough information to present the lesson effectively? Do the students have all the previous knowledge they need to complete the assignment? Can the students be successful in meeting all the lesson objectives? Is the time allowance for this lesson reasonable? Are the revisions from the small group evaluation effective? How do the learners feel about the instruction? Does the implementation of the design show high fidelity? What changes or revisions are needed now?

Expert Evaluation:My SME is Diane Jones. She is the math teacher at my high school. She also teaches consumer math which is very close to personal finance. Diane has a degree in accounting and an expert in the field of bookkeeping. I plan on submitting my material to Diane on Friday, July 26, 2013 and will ask her to have it completed for me by Tuesday July 30, 2013.

Questions I will ask Diane along with the rubric I will give her include: Is the material and content accurate? Does the design follow a logical order? Are the examples, explanations, exercises appropriate and realistic? Does the material match the senior knowledge base and expectations? Will the students be able to complete the assignment successfully? Will the students be successful in meeting all the lesson objectives? Will the students leave with a valuable skill? What suggestions for improvement do you have for the instructional design? (Ragan,

2005)

Part 7. Formative Evaluation Report

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7a: Evaluation surveyor Rubric (Diane’s reply is in red)

Instructional Design Evaluation Sheet.

1. Is the material and content accurate? The material appears to be accurate.2. Does the design follow a logical order? The design does follow a logical order;

showing and defining a register then discussing a source document, then transaction and the relationship between the two and then how to enter the transaction in the register.

3. Does the material match the senior knowledge base and expectations? I think the material is very appropriate for seniors as they will need to know and understand this concept as they go out on their own. It does match their knowledge and expectations. Seniors should have an understanding of the math involved and make purchases on their own so they would understand a receipt.

4. Do the instructional methods support the performance objectives? The instructional methods do support the performance objectives, I think in the instruction as the students are learning how to record the transactions it could be more specific when to add a transaction and when to subtract and what the beginning balance is.

5. Do instructional materials clearly state the performance objectives expected? The instructional materials clearly state the performance objectives and give the students opportunity to use their knowledge to reinforce entering transactions in a check/savings register.

6. Is the content of the instruction complete? The content of the instruction appears to be complete.

7. Will the students be successful in meeting all the lesson objectives? The students should be successful in meeting all the objectives as they complete the lesson material using the examples, practice and student assessment. The objectives knowing what a source document is and how it is used in recording transactions in a register and then being able to do the computations to keep an accurate account balance were covered in the lesson presentation so the students will meet the objectives.

8. Will the students leave with a valuable skill? The students will leave with a valuable skill that will they will use throughout their lives. One that can help them to be successful in managing their finances.

9. Is the workload on students (too much, too little)? The workload seems to me to be appropriate, it will continue throughout the semester which is still appropriate in preparing the students for life. The skills learned would be ones the students will need to use on a continual basis in life.

10. Are students given adequate opportunities to practice or apply what they learn? The students will be given opportunity to practice the skills in class and apply what they learn and then to have the activity continue will reinforce the skills giving them adequate opportunity to master the skill.

11. Are there other issues that you noticed that could improve the instruction? One issue to improve the instruction would be to use decimal numbers with two decimals to practice the review addition and subtraction because money has two decimals.

12. What suggestions for improvement do you have for the instructional design? One suggestion would be in the example of how to enter a transaction carry the transaction

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to the balance forward column and have a +/- sign in front of it to add or subtract from the balance that would be brought forward. It would be helpful to have a balance listed to add or subtract it from or in the case in the example use it as a beginning balance. Another suggestion would be to show a debit transaction in the example and show how to subtract it from the balance forward to have a new balance. Another suggestion would be to have a debit card transaction in the worksheet part for the students to record.

7b: Report the results of the expert reviewI sent Diane an email with my project attached and asked her to write in red any suggestions or changes that needed to be made. Diane is a math teacher and was a huge help with the final touches to this project. Fortunately for me, she made positive comments along with suggestions for improvement.

She liked my project but made these suggestions: State the goal specifically at the first rather than just saying to read the students the goal. If a

substitute were presenting the lesson my way may be confusing. In the math skill review she suggested I use a three digit number with two decimal point places. I

agree with her that real life situations are going to be in this format rather than the straight round numbers I was using.

Diane suggested that I use one source document transaction that was for a debit card transaction. These students will be in a world where debit cards transactions vastly outnumber check writing transactions. She also suggests I revisit that a debit card affects the same banking account as the checkbook. One account two methods of withdrawal.

When I focus attention Diane suggests that I tell the students again exactly what a source document is and give examples.

Diane suggested that I change the grid I drew of a register to have the check number and date on the same line as the amount. This will be a truer representation of the register.

She would like to see me review with the students that an increase adds and a decrease subtracts. She is the math teacher and I am going to respect her knowledge that some kids may not know that. I should not assume they would.

She would want to actually see my quiz on this document as a teacher or substitute. I had not written it so this is a good suggestion.

Diane was also good enough to make some corrections in my spelling and punctuation.

7c: Comments on ChangeI admire and respect Diane as a teacher and expert in this field, so I am taking all of her suggestions for change and making them in my instructor guide. I believe my unit is better with Diane’s advice. I think Diane gave me a good perspective from an instructor coming into the lesson and needed clarifying notes or instructions. It has helped me realize that I do assume too much some times. I also feel that her background in math comes through as she tells me to clarify what I expect the students to do as far as balancing the register. Her suggestion about the debit card transaction is so important to the unit and the principles I am trying to teach and I am glad she caught that. Part 8. AECT Standards Grid

Professional Standards Addressed (AECT)

The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council

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for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work.

Assignments meeting standard in whole or partStandard 1: DESIGN1.1 Instructional Systems Design (ISD) X

ID Project

1.1.1 Analyzing X ID Project; ID Case Analysis1.1.2 Designing X ID Project1.1.4 Implementing X ID Project1.1.5 Evaluating X Selected Discussion Forums; ID Project1.2 Message Design1.3 Instructional Strategies X ID Project1.4 Learner Characteristics X ID Project

Standard 2: DEVELOPMENT2.0 (includes 2.0.1 to 2.0.8) X ID Project2.1 Print Technologies X Reading Quiz; ID Project2.2 Audiovisual Technologies2.3 Computer-Based Technologies X (all assignments)2.4 Integrated Technologies

Standard 3: UTILIZATION3.0 (includes 3.0.1 & 3.0.2)3.1 Media Utilization X (all assignments)3.2 Diffusion of Innovations3.3 Implementation and Institutionalization

X ID Project

3.4 Policies and Regulations

Standard 4: MANAGEMENT4.0 (includes 4.0.1 & 4.0.3)4.1 Project Management4.2 Resource Management4.3 Delivery System Management4.4 Information Management

Standard 5: EVALUATION5.1 Problem Analysis X5.2 Criterion-Referenced Measurement X

ID Project

5.3 Formative and Summative Evaluation X

ID Project

5.4 Long-Range Planning

COURSE GOALS & OBJECTIVES

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The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to:

1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use

2. Describe at least two reasons why instructional design models are useful

3. Identify at least six instructional design models and classify them according to their use

4. Compare and contrast the major elements of three theories of learning as they relate to instructional design

5. Define “instructional design.”

6. Define the word “systematic” as it relates to instructional design

7. Define “learning” and synthesize its definition with the practice of instructional design

8. Relate the design of instruction to the term “educational (or “instructional”) technology”

9. Describe the major components of the instructional design process and the functions of models in the design process

10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor)

11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web.

a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses

i. Create and conduct various aspects of a front-end analysis

ii. Identify methods and materials for communicating subject matter that are contextually relevant

b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.)

i. Construct clear instructional goals and objectives

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ii. Develop a motivational design for a specific instructional task

iii. Develop assessments that accurately measure performance objectives

c. Select and implement instructional strategies for selected learning tasks

i. Select appropriate media tools that support instructional design decisions

d. Describe the rationale and processes associated with the formative evaluation of instructional products

i. Create a plan for formative evaluation

12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

13. Apply state and national content standards to the development of instructional products

14. Meet selected professional standards developed by the Association for Educational Communications and Technology

15. Use various technological tools for instructional and professional communication

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AECT STANDARDS (Applicable to EDTECH 503)

1.0 Design

1.1 Instructional Systems Design

1.1.a Utilize and implement design principles which specify optimal conditions for learning.

1.1.b Identify a variety of instructional systems design models and apply at least one model.

1.1.1 Analyzing

1.1.1.a Write appropriate objectives for specific content and outcome levels.

1.1.1.b Analyze instructional tasks, content, and context.

1.1.2 Designing

1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design.

1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.

1.1.3 Developing

1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection).

1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

1.1.4 Implementing

1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.5 Evaluating

1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction.

1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences.

1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.

1.3 Instructional Strategies

1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.

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1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.

1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective.

1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.

1.4 Learner Characteristics

1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation.

1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.

1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.

2.0 Development

2.0.1 Select appropriate media to produce effective learning environments using technology resources.

2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products.

2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products.

2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products.

2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products.

2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products.

2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio.

2.1 Print Technologies

2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes.

2.1.4 Produce instructional and professional products using various aspects of integrated application programs.

2.3 Computer-Based Technologies

2.3.2 Design, produce, and use digital information with computer-based technologies.

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3.0 Utilization

3.1 Media Utilization

3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process.

3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts.

3.3 Implementation and Institutionalization

3.3.1 Use appropriate instructional materials and strategies in various learning contexts.

3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts.

3.3.3 Identify strategies to maintain use after initial adoption.

4.0 Management

(none specifically addressed in 503)

5.0 Evaluation

5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation).

5.2 Criterion-referenced Measurement

5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts.

5.3 Formative and Summative Evaluation

5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts.

SMET = School Media & Educational Technologies

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Congratulations!!You have been working hard and saving your pennies. You have a total of $397.51 that you wished to deposit September 9, 2013 in a savings account at D.L. Evans Bank. Make out the deposit slip. Write the amount in your savings register.

Today, September 12th, you opened a checking account with D.L. Evans. Good choice. You will need to transfer $150.00 from savings to checking. Fill out the appropriate slips. Write in the amount in your checkbook register.

Appendix A

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You now have a saving and checking account. 1. You promised to take mom to lunch at Stevos. The bill came to $22.43. You used your

debit card.2. You need to buy a present for your young cousins Kindergarten Graduation. Walmart

charged you $17.20 for the cute outfit you found. You used check number 2163. Good job!

3. You owe your brother $9.19 for helping you last weekend. You used check number 2164.

Complete the checks you write and enter them into your checkbook register. Do not forget to enter your initial deposit. I will walk you through the first check and entry. Please ask for help if needed.

Savings Register

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Checkbook Register

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Check Register Quiz

Name__________________________

1. An increase in your register means:a. To add

Appendix B

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b. To subtractc. You need to get more money in there

2. Which of the following is a source document?a. A receiptb. A cash register tapec. A check stubd. All of the above

3. When entering an amount in your checkbook a check you write is aa. Debitb. Credit

4. True or False Writing a check from your account and using a debit card both debit the account.

5. True or False A debit makes the account increase.6. True or False A credit makes the account increase.7. True or False It does not matter if you balance your register because you can always call

the bank to find out your balance.8. The first thing you enter when recording a check you wrote is:

a. The check numberb. The check amountc. To whom you wrote the checkd. It does not matter as long as it all gets entered

9. The reason we balance our register to the bank statement each month is toa. Know the correct balance including checks that have not cleared the bankb. To make the bank president happyc. To make Mom happyd. To know if you or the bank made a mistakee. Both a and df. Both d and b

10. How does this lesson apply to you future life as a responsible adult:

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Works CitedInstructional Systems Design (ISD) - Evaluating Instruction. (n.d.). Retrieved from USDA:

http://www.nrcs.usda.gov/wps/portal/nrcs/detail/national/nedc/?cid=nrcs143_024070

Principles of Online Design. (n.d.). Retrieved from Florida Gulf Coast University: http://www.fgcu.edu/onlinedesign/designDevd.html

Ragan, P. S. (2005). Instructional Design Third Edition. John Wiley & sonees, Inc.

Ragan, S. a. (2005). Instructional Design. Holbrook: John Wiley & Sons, Inc.

Ragan, S. a. (2005). Instructional Design 3rd Edition. John Wiley & Sons, Inc.