I changed the background from a dark one to an all-white background to make the reading readable.
The group understood the limitations of embeddings that would not allow me to retain the same styling as other elements, so they suggested using plain WordPress blocks. I decided not to use plain WordPress blocks because I felt my learning design would be too long and I did not want to cut off any important part of my design. I also felt breaking it into different parts would make my interactive learning design disjointed.
As suggested, I increased the font size of my subheadings and also made them bold to show that they are titles. The empty contents blocks nested between regular contents blocks were removed.
They suggested separating my learning resources into different pages, I decided not to do this because I believed separating it would make the learning resource lack coordination and the learner may get distracted after the first few pages.
I reduced the accordion used and added the assessment used at the bottom part of each lesson.
Content feedback
The students get instant feedback for their quiz, but I believe I could have added an explanation as suggested too which would have helped to reinforce what was learned. The students also have access to further readings and YouTube video to refer to. For the group work, the students get to be assessed by their peers followed by the instructor. I also believe the rubrics provided for the students in assessments 3 and 4 will guide the students greatly in answering the questions.
The errors found in the assessment 2 were due to omission and have been corrected.
The duplicate content found under the learning design plan was an error and the duplicates have been removed.
Relevance to course content
They suggested integrating cognitive theory with the course content, so I did by explaining more how the content is grounded in cognitive theory.
I also explained more about the limited knowledge high school students have about savings.
Interactivity, Inclusivity, and Technology use
The group suggested a brief explanation of how and reason behind the use of YouTube, TTSMaker Text-to-speech converter, in the summary I explained how this would be useful for learners with diverse needs.
The group suggested providing suggestions on the technology to be used for the group discussion so I suggested google docs, Microsoft office, google meet and Zoom and suggested to the students to make use of any technology that are accessible to them and they are also comfortable with
In conclusion, I added a summary to explain my interactive learning design.
Your Google Classroom was easy to go through and the order of learning was straightforward and clear. The way the lessons were organized, it makes it very easy for accessibility for high school students to work through it. Starting your lesson with the learning objectives gives insight into what you expect your learners to look out for. Do you think it might be better if you make the learning objectives more explicit by including some essential questions and somethings you included in your blueprint? The learning context and learners were greatly explained. Each material was clearly labeled, and clear instructions of what students were expected to do were given at the beginning of each lesson making it easier for high school students to navigate. I liked how you incorporated the purpose of the lesson at the beginning of each lesson. Stating how the marks are to be graded in the assessment plan is great. The use of Edpuzzle in the lesson is great, the students can pay rapt attention as they watch the video because of the task embedded in it. The content was very clear in the classwork section of your Google Classroom. There was a material named hook, there might be a need for you to look into this maybe it was an oversight. The last assessment would have been better coming immediately after the topic of poverty or do you have any reason to put it at the end of the whole activity?
Relevance to course Topics
The resources are clear and well-explained, highlighting the significance of the concept and its potential impact on learners. The learning objectives could be more detailed. The overview is detailed with misconceptions, and the learning context and learners are well explained, adding some specific learning abilities to explain more about the learners you are designing your lesson for may be good or what do you think?
Your learning design heavily incorporates elements from behaviorism through quizzes and feedback in videos and Google Doc forms to strengthen learning. Your use of self-assessment allows your learners to reflect on their learning process. Your use of quizzes, discussion, and visual media helps to maintain your student engagement.
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Interactivity, Inclusivity and Technology use
All the tasks are creative and engaging. I found the tasks on Edpuzzle interesting and interactive, this was my first time coming across such, and I would love to incorporate such into my project soon. Your resource incorporates a range of media formats such as text, video, graphs and audio. The tasks were interactive. Your inclusion of AI text-to-speech natural reader is good but do you think it will be easier if the texts are already converted to audio so they already have the options of audio and text at the start of the lesson?
Google Classroom seems to be a great and famiiliar place for high school students who are used to the use of Google Classroom. Your technology use was great. Navigating through the resources was straightforward. Incorporating Edpuzzle where students have access to both written and audio quizzes is an excellent idea. I believed you would have incorporated the same for the Google doc and self-assessment if you had enough time and resources.
You all did a great job! I hope you find my feedback useful.
Savings refers to the portion of income not spent on current consumption but instead set aside for future use or investment. Saving is setting aside a portion of income for future use rather than spending it immediately. It serves multiple purposes, including building an emergency fund, funding long-term goals such as education or retirement, and preparing for unexpected expenses. Saving allows individuals to accumulate financial reserves and achieve financial independence over time. Strategies for saving effectively include budgeting, automating savings transfers, cutting unnecessary expenses, and exploring investment opportunities to grow savings.Bottom of Form
IMPORTANCE OF SAAVINGS
1. Financial Security: Savings provide a safety net in case of emergencies, such as unexpected medical expenses or job loss, reducing the need to rely on credit or loans.
2. Achieving Goals: Whether short-term (like buying a new gadget) or long-term (such as purchasing a house or funding retirement), savings allow individuals to reach their financial objectives.
3. Financial Independence: Accumulating savings helps in achieving financial independence by reducing reliance on others and providing freedom in decision-making.
4. Emergency Fund: Setting aside savings ensures you’re prepared for unexpected expenses, like car repairs or medical bills, without disrupting your financial stability.
5. Big Purchases: Saving money allows you to make significant purchases without going into debt, such as buying a car or paying for higher education.
6. Retirement: Saving for retirement ensures financial security and a comfortable lifestyle after you stop working.
7. Opportunities: Having savings means you can take advantage of investment opportunities or career changes without financial stress.
Instructions: The learners are to study the note, reading and watch the video. Learners can also listen to the audio. The learners are to answer the multiple choice questions that follow
Planned Expenses
Planned expenses are those expenses that are anticipated and for which funds are intentionally allocated in a budget or financial plan.
Examples of Planned Expenses:
Monthly Bills: Rent/mortgage payments, utilities (electricity, water, and internet), and insurance premiums.
Routine Expenses: Groceries, transportation (gas, public transit), phone bills.
Periodic Expenses: Annual subscriptions, memberships, and quarterly taxes.
Specific Goals: Saving for vacations, home renovations, or purchasing a new car.
Unplanned Expenses (Emergency Expenses): Unplanned expenses, also known as emergencies, are unexpected and require immediate attention.
Examples of Unplanned Expenses:
Medical Emergencies: Hospital visits, unexpected medical treatments.
Car Repairs: Mechanical failures or accidents requiring repairs.
Home Repairs: Plumbing issues, roof repairs, appliance breakdowns.
Job Loss: Unexpected loss of employment leading to loss of income.
Legal Issues: Unexpected legal fees or fines.
Managing Planned and Unplanned Expenses
Strategies for Managing Planned Expenses:
Budgeting: Allocate funds for planned expenses in advance based on income and spending priorities.
Prioritization: Rank planned expenses based on necessity and allocate resources accordingly.
Comparison Shopping: Research and compare prices to optimize spending on planned purchases.
Regular Review: Review and adjust the budget periodically to accommodate changes in income or expenses.
Strategies for Managing Unplanned Expenses:
Emergency Fund: Maintain an emergency fund equivalent to 3-6 months of living expenses to cover unforeseen costs.
Insurance: Consider insurance policies (health, auto, home) to mitigate financial risk associated with unexpected events.
Prioritize Savings: Regularly contribute to savings to build a financial cushion for emergencies.
Seek Professional Advice: Consult financial advisors for guidance on managing and preparing for unplanned expenses effectively.
Understanding the distinction between planned and unplanned expenses is essential for effective financial planning and management. By budgeting for planned expenses and maintaining an emergency fund for unexpected costs, individuals can better navigate financial challenges and achieve greater financial stability and security. Adopting proactive strategies and seeking professional advice when needed can further enhance financial resilience and preparedness.
In the world today, money plays a central role in virtually every aspect of our lives. From the essentials like food, shelter, and healthcare to other choices such as education, travel, and entertainment, our daily choices are heavily influenced by financial considerations.Learning the art of saving is paramount. Learning to save money teaches valuable lessons in financial literacy. At the heart of this financial literacy lies the crucial skill of saving. Learning about savings is not just about accumulating wealth; it’s about cultivating a mindset of responsibility, foresight, and empowerment.
Understanding the importance of concepts such as financial Independence, emergence preparedness, and goal achievement to high school students helps them develop healthy saving habits that will serve them well throughout their lives. Our Learning design is tailored to basic financial literacy on savings.
Misconceptions about Savings
People assume they cannot save because they are not wealthy, one does not have to be rich to save. Saving is important for everyone, regardless of wealth status. It is about building financial security and preparing for unexpected expenses or future goals. Small amounts saved regularly can accumulate over time and make a significant difference.
Another misconception about savings is that some people believe that saving requires cutting back on all expenses and living a frugal lifestyle, sacrificing enjoyment in the present. However, saving doesn’t have to mean deprivation. It’s about finding a balance between enjoying life now and preparing for the future.
Some people also believe that you cannot save while you are in debt while it is essential to manage debt responsibly, it doesn’t mean you can’t save at the same time. Having an emergency fund can help prevent taking on more debt in case of unexpected expenses. It’s about prioritizing and managing both saving and debt repayment effectively.
Rationale
Our rationale for choosing the topic savings is because it is a topic everyone can relate to and to clear the misconceptions of people believing that only the rich can save. High school students learning this at this stage; will go a long way in equipping them with financial literacy needed to start their lives or change whatever misconception they already have about savings. The learning design aims to provide students with the knowledge, skills, and attitudes necessary for responsible financial decision-making and lifelong financial well-being.
We understand how broad the topic is, we will limiting our learning design to the following Understanding the importance of financial literacy, Introducing key concepts: earning, spending, saving, and identifying short-term and long-term financial goals, Understanding the concept of budgeting, Creating a personal budget: Income vs. expenses, Exploring strategies for budgeting effectively, Explaining the importance of saving money, Introducing different types of savings accounts, Discussing strategies for saving money consistently, Understanding the importance of emergency funds, Explaining the basics of investing: stocks, bonds, and mutual funds, Reflecting on key concepts learned throughout the course using multiple choice test, group project(Students will develop a personal financial plan that incorporates budgeting, saving, and investing strategies learned throughout the course), presentation of personal financial plans to the class for feedback and discussion, reviewing personal financial goals and progress and evaluation of the final project.
Learning Design Plan
Big Idea
Understand the importance of personal finance and money management.Gained the confidence and skills needed to make informed financial decisions that can positively impact their financial future.Learn basic financial concepts relevant to saving, budgeting, and goal setting.
Essential Questions
Why should I save money?What are the best strategies for saving money effectively?What are the potential risks of not saving money? What role does emergency saving play in financial planning?What is the importance of budgeting in managing personal finances?
Learning outcomes
Develop a personal budget and savings plan based on their income and financial goals.Create a personalized savings plan to achieve short and long term goal. List short-term goals, set amounts for each goal, and automate savings to ensure consistencyList income sources, categorize expenses, identify short and long-term goals
Evidence of Learning
Students will be able to answer questions on the quiz given.Students analyze the case study, identified key savings strategies and propose solutions.Students provide feedback on their peer presentations.Students reflect on their journals where they document their experiences with saving money, challenges encountered, and strategies employed to overcome them.
Assessments
Take a quiz with questions covering key concepts related to savings, the importance of savings, and emergency fund. students in groups are provided a case study scenario involving saving for a specific goal. Ask learners to analyze the scenario, identify key savings strategies, and propose solutions. Learners practice with a savings worksheet
Learning Activities
Group discussion: students are grouped and provided a case study scenario involving saving for a specific goal. Learners analyze the scenario, identify key savings strategies, and propose solutions.Students are to research different types of savings accounts, such as traditional savings accounts, high-yield savings accounts, and investment options. Compare their features, interest rates, and potential riskStudents set short-term and long-term savings goals. Break down these goals into achievable milestones and create a plan to reach them.
Technology tools
Word Press, Word Press H5P, YouTube, Google Doc
3. Academic Sources Cited
Shell, K., Sidrauski, M., & Stiglitz, J. E. (1969, January 1). Capital gains, income, and SAVING1. OUP Academic. https://academic.oup.com/restud/article-abstract/36/1/15/1525231
What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
The learners would listen and respond by taking notes on things discussed in the video, reflect on how they have budgeted in the past, and think about how they could apply what they learned. The video works more on self-reflection. I would say the interaction is user-generated; it encourages learners independently to be active without the necessary intervention of a teacher.
In what way are they likely to respond to the video on their own, e.g., make notes, do an activity, or think about the topic (learner-generated)?
Students would likely think about the 50/30/20 rule in budgeting. The video requires the learners to follow 4 steps in making their budget.
Figure out their income.
Divide the income into percentages using the 50/30/20 rule they were taught at the beginning.
Prioritize their spending.
Set some goals.
Students will likely simulate their budget even though they are not tested on the above
What activity could you suggest that they do after they have watched the video (designed)? What type of knowledge or skill would that activity help develop? What medium or technology would students use to do the activity?
After watching this video, students would be required to submit their budget. This activity would give the students the experience needed to know how to develop their budget. The assignment will be posted in Google Classroom for the students and the assignment will be submitted using Google Docs through the classroom.
How would students get feedback on the activity that you set? What medium or technology would they and/or you use for getting and giving feedback on their activity?
Students will be given a rubric of what is expected of them, and their work will be assessed using this rubric on Google Classroom. Teacher’s comments will be left on their work after the assessment.
How much work for you would that activity cause? Would the work be both manageable and worthwhile? Could the activity be scaled for larger numbers of students?
Assessing the work would take some time but it would be manageable and worthwhile. For a larger number of students, the students might be put in groups and given a more difficult task that would require some interdependence on one another.
References
Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. International Review of Research in Open and Distance Learning, 4(2), 1–14.
Inclusive learning design is an approach that considers diverse learners’ needs when planning learning design. Inclusive design is a key aspect of achieving the goals of universal design. Universal design is a pedagogical approach that maximizes learning for all learners by eliminating or minimizing possible barriers thereby making learning accessible to all. The UDL identified three pillars as part of their guidelines and these are Multiple means of representation, multiple means of action or expression, and multiple means of engagement. It is important to consider learners’ diversity and meet learners’ needs. In designing a learning experience for learners to learn vocabulary, I would consider learners’ diverse cultural contexts and use vocabulary they could easily relate to. Learners would have access to audio, texts, and visual aids which could be in the form of images or video to choose from. Learners would have access to flashcards and games to accommodate different learning styles. Learners would also be provided with real-life examples they could easily relate to. Vocabulary lists from simple to complex would be provided to cater to different learning abilities.
To adjust the planned learning activities to meet the needs of the learners if an unexpected event occurs, the learning design would be made available online and also downloadable for easy access for all students. Instructions and tutorials that would help learners to navigate the learning experience effectively would be provided. After each class, a quiz would be given to keep students active and engaged. Students get to be divided into groups, where they compete to answer the most questions correctly within a set time limit and learners get to go back in their groups and make sentences with these words and present to the class later. Flexible deadlines to take the quiz and group projects would be given.
References
Meyer, Anne, et al. Universal Design for Learning: Theory and Practice. CAST Professional Publishing, an Imprint of CAST, Inc., 2014, UDL Theory Practice, retrieved from: udltheorypractice.cast.org/
Direct approach was developed by Becker & Engelmann (1977). Direct instruction is a teaching method that emphasizes explicit instruction by the teacher. Direct instruction involves clear and explicit teaching of concepts, procedures and skills Engelmann & Carnine (1991). It is a teacher centered approach, lessons are structured with clear objectives, and there is an emphasis on mastery which focuses on ensuring students master content through repetition and practice. This approach makes use of assessments to measure students’ progress.
Direct Instruction could be effective in covering a large amount of content in a relatively short time. Back home in Nigeria, direct instruction was the main learning approach used by teachers considering the voluminous curriculum learners had to cover within a period. With what I have learned and seen so far in Canada, I know the education system here is tailored to what the learner can do with what he learned so it is more experiential.
The direct approach does not cater to the interests of the learners; it does not give room for creativity on the part of the learner, and not the best approach for teaching complex or abstract topics that require deeper exploration and discussion. This approach is not the best to discuss a topic like income and savings in Economics. A topic like income and savings needs the learners to be able to relate to ways they have earned at one time or the other and understand how they can generate multiple sources of income to save more. Using the direct instruction approach may focus heavily on theoretical concepts and basic skills but it might not adequately prepare students for real-world financial decision making. Understanding income and savings often requires practical application and critical thinking which may not be fully addressed through direct instruction. Students will benefit from coming together as a group to learn about other people’s experiences with income and savings which direct instruction may not allow. DI may not adequately address the behavioural aspects of personal finance such as budgeting, goal setting, and financial planning. Understanding finances is crucial to making informed financial decisions and this aspect may require a more interactive and experiential learning approach.
Direct instruction can sometimes result in information overload, teaching income and savings requires breaking down complex concepts into manageable chunks and allowing student’s time to process and apply their learning which may be challenging within the constraints of direct instruction.
In conclusion, teachers may need to incorporate a variety of instructional approaches such as experiential learning, cooperative learning, inquiry-based learning, and open pedagogies to facilitate deeper understanding and application of concepts related to income and savings
References
Engelmann, S., & Carnine, D. (1991). Theory of instruction: Principles and applications. Association for Direct Instruction.
Becker, W. C., & Engelmann, S. (1977). The Direct Instructional Model. In R. Rhine (Ed.), Encouraging Change in America’s Schools: A Decade of Experimentation. New York: Academic Press.
In this course, I would say assessments are facilitated by engaging learners in real-life experiences. There are two types of assessment which are formative and summative assessments. Formative assessment occurs during the learning process and provides learners with feedback that they can use to improve their performance. In contrast, summative assessment typically occurs at the end of a unit of study and evaluates learners’ overall performance. The instructor would give the learner feedback about their performance on each assessment and allow them to incorporate that feedback into subsequent assessments while the instructor uses summative at the end of the learning experience which is a final assessment of the learner’s performance.
In week 1, we learned about the three learning theories: behaviorism, cognitivism and constructivism. Behaviorism is a theory of learning that emphasizes observable behaviors and external stimuli as the primary factors influencing behavior, it posits that behavior is learned through conditioning, which occurs through interactions with the environment. Cognitivism is a learning theory that focuses on internal mental processes, such as thinking, memory, problem-solving, and information processing, as the primary drivers of learning play in facilitating learning. cognitivism provides a framework for understanding the internal cognitive processes involved in learning and emphasizes the active construction of knowledge by learners. Constructivism is a learning theory that posits learners actively construct their understanding and knowledge of the world through experiences, interactions, and reflection. Constructivism highlights the importance of social interaction and collaboration in the learning process. Learners learn through interactions with others, such as peers, teachers, and experts, as they engage in discussions, collaborative activities, and joint problem-solving tasks. The objectives of this course are Constructing and identifying well-aligned learning design strategies, identifying various theoretical/design models appropriate for the learning context, Identifying and evaluating various digital, networked, and open technologies, and understanding how they impact the learners and the learning process and also develop an interactive learning resource supported by current research. Since this course is more practical in learning, so far, we have had practical experience of learning how to open our blog and our blog, we subscribed to groups where we get to engage in discussions and collaborative activities and we get to ask instructors for assistance when we face difficulties. to groups where and at the end of the class we are expected to have created our learning design, so I would say the theory used in this course is the constructivist theory. In most of my other classes, I would say they have been more of cognitivism even though they all had group work, focusing on internal mental processes, such as thinking, memory, problem-solving, and information processing, as the primary drivers of learning they have been more of transfer of learning, which refers to the application of knowledge and skills learned in one context to new situations or tasks.
I am adept at expressing ideas clearly, actively listening to others, and breaking complex information into understandable concepts. However, one of my communication weaknesses is sometimes processing information could take a while. I would like to grow in this area by practicing processing information quickly.
I consider myself more of an introvert, preferring smaller group interactions or one-on-one conversations over large social gatherings. I live in Victoria, BC(PDT )
I prefer doing academic work during the morning hours or in the evening after taking a nap when I feel most focused and energized. When I am upset, I tend to keep it to myself initially, but I am open to sharing it with others if it becomes necessary.
One thing I like about group work is the opportunity to collaborate with others, leverage diverse perspectives, and collectively tackle complex tasks or projects. However, what I don’t like about group work is sometimes encountering unequal distribution of workload, differing levels of commitment among team members, and challenges in coordinating schedules and communication.
Lastly, I would like my team to know that I am committed to contributing my best efforts, communicating openly and respectfully, and collaborating effectively to achieve our shared goals. I value clear communication, mutual respect, and teamwork in our endeavors.
I am adept at expressing ideas clearly, actively listening to others, and breaking complex information into understandable concepts. However, one of my communication weaknesses is sometimes processing information could take a while. I would like to grow in this area by practicing processing information quickly.
I consider myself more of an introvert, preferring smaller group interactions or one-on-one conversations over large social gatherings. I live in Victoria, BC(PDT UTC-7h)
I prefer doing academic work during the morning hours or in the evening after taking a nap when I feel most focused and energized. When I am upset, I tend to keep it to myself initially, but I am open to sharing it with others if it becomes necessary.
One thing I like about group work is the opportunity to collaborate with others, leverage diverse perspectives, and collectively tackle complex tasks or projects. However, what I don’t like about group work is sometimes encountering unequal distribution of workload, differing levels of commitment among team members, and challenges in coordinating schedules and communication.
Lastly, I would like my team to know that I am committed to contributing my best efforts, communicating openly and respectfully, and collaborating effectively to achieve our shared goals. I value clear communication, mutual respect, and teamwork in our endeavors.
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