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Mod6 assgn1browng

  1. 1. Budgeting On a ShoestringModule 6 Assignment 1:Multimedia PresentationGlenda Brownglenda.brown@waldenu.eduDoctor of Philosophy: Learning, Instruction, and InnovationDr. Shari Jorissen, EdD, PhDshari.jorissen3@waldenu.eduEDUC 8304 Motivation, Engagement, and Learning
  2. 2. MLD Description The goal of Budgeting on a Shoestring is to teach traditional and nontraditional freshmen who, attend a community college, how to design a personal budget. In the context of this proposal - thetraditional student is between 17 and 25 years of age. Nontraditionalstudents refer to individuals 25 years old and older. Many see college as a springboard for a career change.Both sets of students:• Are single, married, or single parents• Attend a campus located in an urban environment in Pennsylvania
  3. 3. MLD Description• Emphasis is placed on the benefits of living within one’s means.• The proposal of three ninety 90 minute budgeting training sessions is for inclusion into an already established freshmen seminar course. • This course teaches students how to learn and adopt methods which promote success in their The proposed timeline to create academics and personal lives. programming for this instruction is sixty days.
  4. 4. Synthesis of Analyses Rational and Audience Research confirms the average credit card balance ofStrengths of the budgeting undergraduates is $3173,project include: (Sallie Mae, Inc. 2009).• Instruction is targeted to freshmen, a subset of the undergraduate population.• Lessons in the objective of goal setting and adopting the behavior of saving may help learners successfully manage spending and debt.
  5. 5. Synthesis of Analyses Rational and Audience An overarching theme for this project is to communicate the negative effects of wayward spending and the effort required one needs to bounce back from financial ruin. This theme is supported by precepts of action control theory. This theory of volition centers upon individuals saying focused and on track with predetermined goals (Keller, 2010). Theultimate take away for students is that they gain “a sense of personal responsibility for their actions” regarding financial management (p. 26).
  6. 6. Students will examine current spending habits and trendsSynthesis of Analyses Students will identify three personal and financial goals Objectives and Strategies Financial Students will identify three specific steps/resources needed to achieve their goals GoalsStudents will create a financial budget which suits Met! their lifestyles Budgeting On a Shoestring Objectives
  7. 7. Synthesis of Analyses Strategy Group Problem Solving Classmates analyze each other’s spending habits and budgets.
  8. 8. Synthesis of Analyses Strategy Journal SpendingLearners are asked to record all personal spending for 30 days and bring these findings to class. Using budgeting lessons and personal experience, classmates analyze each other’s journal entries.
  9. 9. Synthesis of Analyses Strategy Furnish A Freshmen’s One Bedroom Apartment for Under $1000.00 Students gain confidence and have fun using their new budgeting skill set by purchasing items on-line from Good Will Industries (, Target(, and Wal-Mart ( to furnish a make- believe apartment.
  10. 10. Promotion of LearningLearning is promoted via:• The Flipped Classroom Method• Group Problem Solving• Furnishing a Make-Believe Apartment Under $1000.00• Creating Personal Budgets
  11. 11. Promotion of Learning The Flipped Classroom MethodPart of the methodology for the budgeting class is to divide time between in-class andoutside of class instruction. In a flipped classroom environment, traditional classroominstruction is inverted with lectures and discussion boards being held outside of class (PhiDelta Kappan, 2012). When learners are in class, they engage in activities which assist inmaking on-line lectures, computer-based stimulations, and educational games pop andcome alive (Federal Deposit Insurance Corporation, 2012). This classroom conceptpromotes self-directed learning – adult learners take charge of the learning process(Goddu, 2012).
  12. 12. Promotion of Learning Group Problem Solving Analyzing case studies and each other’s spending habits give students a forum torespectfully disagree with others perspectives, strengthen personal resolves, or alter their original viewpoints (Baxter, 2007). Learning is promoted through solving problems and decision making (Schunk, Pintrich, & Meece, 2008).
  13. 13. Promotion of Learning Furnish a Make-Believe Apartment Under $1000.00 With their newly learned budgeting skill set, students will collectively furnish a fictitious one bedroom apartment for under $1000.00 with mocked on-line purchases. Just as in real life, students must make calculated choices and develop a purchasing savvy in order tofurnish this dwelling under budget. Learning is promoted through an enjoyable fictional on- line activity which may give students the needed confidence to create their own budgets.
  14. 14. Promotion of Learning Personal BudgetThe Budgeting On a Shoestring modules equip students to create their own budgets during the final session. Learners are encouraged to infuse their short and long-term goals into their action plans.
  15. 15. Next StepsWorking through this MLD project has provided the scaffolding for Chapter 2 of mydissertation.Next steps include:• Working with my academic advisor to fine tune my problem statement• Investigating current research on community colleges already using the flipped classroom concept• Examining data collected on how different learning styles are affect by the flipped classroom method• Examining current financial literacy curriculum taught to freshmen• Investigating available financial literacy assessment tools to ascertain what money management information students know at the start and finish of module
  16. 16. Professional Practice I teach a freshmen seminar course. On Course, Study Skills Plus Edition, the textbook assigned to this class, has a module on money management (Downing & Ellis, 2011). Designing my MLD has given me insight as to how to infuse active learning into my day-to- day teaching. Instructional strategies such as computer-based games, role-playing,brainstorming, and group problem-solving will be infused in the major thrusts of the course – time management, test taking skills, and note taking stratagems (Center for Disease Control and Prevention, n.d.).
  17. 17. Professional PracticeMy MLD design is the spine of my dissertation project. I have a personal concern regarding freshmen not effectively managing their personal finances. Many of the freshmen I teach inform me they do not know how to save, mismanage five or more credit cards, and arebarely making it financially from paycheck-to-paycheck. The engagement sessions included in this presentation promotes active participation, captures learners’ attention early on with relevant activities and sustains motivation (Center for Disease Control and Prevention, n.d.). A budgeting skill set, taught with the suggested strategies highlighted in this presentation, may keep students from financial ruin.
  18. 18. ReferencesBaxter, D. (2007). Teaching strategies for adult learners. Rivier Academic Journal, 3(2), 1-3). Retrieved from PedagogyX-Baxter.pdfCenter for Disease Control and Prevention. (n.d.). Effective teaching strategies. Retrieved from, S. (2010). On course, study skills plus edition. Mason, OH: Cengage Learning.Federal Deposit Insurance Corporation. (2012). Money smart - A financial education program. Computer-based instruction. Retrieved from Classrooms. (2011). Phi Delta Kappan, 93(4), 6. Retrieved from
  19. 19. ReferencesGoddu, K. (2012). Meeting the CHALLENGE: Teaching strategies for adult Learners. Kappa Delta Pi Record, 48(4), 169-173. doi:10.1080/00228958.2012.734004Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. New York, NY: Springer.Sallie Mae, Inc. (2009). Study finds rising number of college students using credit cards for tuition. Retrieved from, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: theory, research, and applications (3rd ed.). Columbus, OH: Pearson, Merrill Prentice Hall.