2. Introduction
Debt feels like a lead
weight that hangs around
your neck, and with
student loans, car
payments, and medical
bills, it all adds up into a
pretty heavy one. Learning
to confront your loans
head-on and form a
strategy for paying them
down can help you start
managing them. Get out
from under your loans and
get back in the world, then
learn to stay debt free.
3. Phase 1
• 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. This course consists of three 4-hours
sessions.
5. Phase I: 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.
6. Phase 2: 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
7. Phase 2: 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.
8. Phase 2: 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.
9. Phase 2: Goal 2
Evaluate Credit
Card Options
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.
10. Phase 3: Goal 3
Navigate Student
Loans
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.
11. Phase 2: 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.
12. Phase 2: 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
13. Phase: 3 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
14. Day 1 Hour 1 Hour 2 Hour 3 Hour 4
Goal: Create a monthly
budget
Instructor Introductions
(5 minutes)
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
Break (30 minutes) Group activity: learners
will find resources and
software to address Alexa
von Tobel’s Top 5
(15 minutes).
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
15. 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).
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).
16. 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).
Credit scores: Discuss factors
that impact a credit score.
Things a credit score can
enhance or inhibit
(30 minutes).
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).
Formative Assessment: Open
discussion with the class on
material covered. What
questions do they have.
(5 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 Break (5 minute)
17. Phase 4: 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
18. 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
