This PowerPoint presentation outlines a curriculum unit on investments for a high school personal finance course. The unit utilizes an investment simulation tool called Wall Street Survivor to have students apply concepts over 10 class periods. Goals and objectives were developed based on Bloom's and Krathwohl's taxonomies to focus on cognitive and affective learning. Instructional strategies involve students participating in the simulation and adjusting strategies based on results. Student learning will be assessed through a presentation rubric evaluating their simulation process, strategies, and experience. The evaluation plan uses this rubric to ensure students properly applied investment knowledge.

1. EDF 8289
Curriculum Development
Curriculum PPT
By Matt Marino

2. Table of Contents
• Introduction – Slide 3
• Background – Slide 4
• Unit Topic – Slides 5 and 6
• Goals and Objectives – Slides 7 through 9
• Instructional Strategies – Slides 10 and 11
• Assessment – Slides 12 and 13
• Evaluation Plan – Slides 14 and 15
• Conclusion – Slide 16
• References – Slide 17

3. Introduction
• PPT focuses on the “Investments Simulation” unit within a high school
Personal Finance course
• This lesson will stretch 10 classroom days of 45 minutes each
• Students will have been previously taught the chapter content related
to Investments
• Students will be asked to apply their knowledge of investment
strategies using a simulation tool called Wall Street Survivor
• Goals, objectives, instructional strategies, an assessment, and an
evaluation plan have been developed to keep them on track
• The curriculum unit methodology is based on the theories of Benjamin
Bloom and David Krathwohl

4. Background
• The learning process involved in this unit is heavily based on
the experiential theory of David Kolb
• Using a simulation tool to apply knowledge is equivalent to
experience
• The theory of Benjamin Bloom and David Krathwohl helped
in developing goals, objectives, instructional strategies, the
assessment tool, and the evaluation plan
• The goals, objectives, and instructional strategies were developed
based off of taxonomy stages that best fit with the Investments
Simulation unit

5. Unit Topic
Investments Simulation:
• Knowledge within a Personal Finance course is of great importance
• News outlets continue to report on the uncertain future of pensions and Social
Security benefits
• Due to this it is necessary to make sure students can apply investment
knowledge
• The “Investments Simulation” unit is within a high school Personal Finance
course and will stretch 10 classroom days of 45 minutes each
• Students will have been previously taught the chapter content related to
Investments
• Students will utilize Wall Street Survivor
• The simulation tool allows students to apply their knowledge
• Experiential learning is applied

6. Unit Topic: Using Wall Street Survivor
http://www.wallstreetsurvivor.com/
• Provides videos on
investment information
• Provides investment ideas
• Allows for a single course
setup or to compete against
any other class participating
• Starter Guide and Blog
• Free
• Social Media Friendly – can
earn badges and virtual
money and share with their
friends
• Realistic; while enforcing
concepts
• Great review tool due to the
information available

7. Goals and Objectives: Goals
Two Different Goals Based on Bloom’s and Krathwohl’s Theories:
• Bloom’s Cognitive Taxonomy of Educational Objectives Goal:
• Students will utilize investment simulation to synthesize investment
strategies in a meaningful and structured manner.
• Krathwohl’s Affective Taxonomy of Educational Objectives Goal:
• Students will organize investment strategies to value which strategy will
help them earn the most money within an investment simulation.

8. Goals and Objectives: Objectives
Objectives for 1st Goal
Objective 1: Apply investment and
savings knowledge to make money
within investment simulation.
[Application]
Objective 2: Interpret daily
results/earnings to adjust daily
investment strategy as needed.
[Comprehension]
Objectives for 2nd Goal
Objective 1: Participate in an
individual simulation, problem solving
activity. [Responding Stage]
Objective 2: Revise judgments and
behaviors within the simulation tool
based on previous results when using
simulation tool. [Characterization Stage]

9. Goals and Objectives: Supporting Theory
• Bloom used action words such as synthesize, interpret and apply.
• Krathwohl used terms like organize, participate, and revise.
• My objectives built off of the goals for the Investment Simulation Unit.
• While both theorists have similar styles, the action words they use can
be executed differently. For example, organize and synthesize are
similar action words, but can be interpreted differently.
• With each objective the “taxonomy stage” was referenced, that the
action word was associated with.

10. Instructional Strategies – Bloom
Instructional Strategy 1: During Day 1 of Investment
Simulation Unit apply investment strategy comprehension by
completing the following tasks: short sell a stock, hold a stock,
and purchase a less volatile investiture [bond, CD, etc.].
Instructional Strategy 2: During Day 4 of Investment
Simulation Unit interpret three previous days’ results and
adjust to one strategy you think will earn the most money.

11. Instructional Strategies – Krathwohl
Instructional Strategy 1: During Day 1 of Investment
Simulation Unit participate in simulation by viewing provided
video clips. Use problem solving skills to apply your perceived
best investment strategy.
Instructional Strategy 2: During Day 4 of Investment
Simulation Unit revise your strategy based on previous
experience to earn the most money.

12. Assessment
• One assessment tool will measure student
comprehension and application of their investment
knowledge
• This assessment tool will be a student presentation
on their process and experience
• This assessment tool will feature a rubric defining
necessary topic areas to discuss and scoring

13. Assessment: Rubric Tool
Category Criteria Total Points Score
Organization Info is presented in a
logical sequence
5
Presentation has
appropriate
references
5
Content Clear Introduction 5
Technical terms are
used
15
Accurate info 20
Information matches
simulation experience
and strategies used
30
Conclusion 5
Presentation Eye contact 5
Clear 5
No spelling, grammar,
punctuation errors
5

14. Evaluation Plan
• The presentation assessment tool will be used as part
of the evaluation plan
• In listening to student presentations applicable
strategies for investing must be mentioned and clearly
utilized properly
• The rubric will be used as a guide to see if the class as
a whole was able to apply investment knowledge
• A content review of investment strategies will be
conducted if necessary

15. Evaluation Plan: Continued
• The simulation practice and presentation
assessment allowed for achievement of all learning
goals, objectives, and instructional strategies.
• Assessments allowed them [students] to articulate
their investment knowledge and how they applied
it during the unit.
• The rubric may need to be more clearly defined in
the future.

16. Conclusion
•Students will meet expectations
within applying investment strategies
during the simulation process
•If not a review of content will be
appropriate

17. References
Bloom's Taxonomy of Educational Objectives. (n.d.). Retrieved August 31, 2016,
from http://teaching.uncc.edu/learning-resources/articles-books/best-practice/goals-
objectives/blooms-educational-objectives
Koffman, M. (1980). Using a Content/Behavior Matrix in the Instructional Planning Process.
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and
development. FT press.
Kolb, A. Y., & Kolb, D. A. (2012). Experiential learning theory. In Encyclopedia of the Sciences
of Learning (pp. 1215-1219). Springer US.
Krathwohl's affective domain taxonomy. (n.d.). Retrieved August 31, 2016,
from http://www.educ.ualberta.ca/staff/olenka.bilash/best of bilash/krathwol.html
Writing Instructional Goals and Objectives. (n.d.). Retrieved August 31, 2016,
from http://www.personal.psu.edu/bxb11/Objectives/GoalsAndObjectives_print.html
References are cited within Curriculum Unit Paper, but not used within this PPT