Savings and Investing

CFCU Financial Literacy Seminar

December 16, 2019

Maria Fernandez & Sarah Levine

Table of Contents
Executive Summary 2
Analysis 3
Introduction 3
Our Model: The Instruction Development Institute Model 4
Content Analysis 5
Concept Map 7
Seminar Objectives 8
Introduction 8
Objectives 8
Conclusion 9
Training Plan 10
Introduction 10
Story Context 10
Gange’s 9 Events, Course Outline & Instructor Guide 11
Conclusion 17
Instructional Materials 18
Introduction 18
Menti 18
Kahoot 18
EdPuzzle 19
Note-Taking Worksheet 20
Case Study Sheets 21
Budget Workshop Sheet 24
Certificate 26
Conclusion 26
Evaluation 27
Introduction 27
Survey 27
Quiz 32
Answer Key 33
Budget Rubric 34
Formative Evaluation Plan 35
Summative Evaluation Plan 38
Conclusion 36
References 37

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 Executive Summary

This report is a summary of the design process and content for our Savings and Investing
Financial Seminar for CFCU. Our client, CFCU, as a very community-focused organization that
always values its customer. Recently, CFCU has seen a need for educating students of age 16-22
in the local area. They have reached out to us to design and implement a holistic seminar that
covers budgeting topics. This plan was put together with special attention to models like ADDIE
(Analyze, Design, Develop, Implement and Evaluate) and the Instructional Development
Institute Model.

In the following pages, you will find our analysis for how we approached the task and the
objectives that help shape and guide the learning. We created a relatable story for the students
to follow throughout the seminar that will be brought up in the slide deck, case study and
budgeting activity provided, in order to gain and maintain learner attention.

Gagne’s Nine Events of Learning helped us decide how to structure and implement each of our
objectives. The instructor will have a step by step guide that outlines the every single one of
these events. The guide is complete with a materials folder that will have the proper handouts
to be distributed to all the students who participate in this course. To aid the learning process,
we have also used online tools like Kahoot, Menti and EdPuzzles to keep the audience engaged
in the course.

For the evaluation portion of the process, we created a survey to assess the quality of our
training materials and instructor performance. This survey is meant to focus on the attitudes
that the students had during the course. However, we know that gauging how much the
students actually learned is important to the process too. We created a graded budget activity,
as well as a quiz to collect this data. To ensure consistency and certify that the seminar
objectives are being met, the goals of the budget activity are outlined in the grading rubric. Our
instructor will grade the final quizzes with the answer-key to use for reference.

We hope you ENJOY!

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 Analysis
Introduction
In this section, we will discuss the importance of analysis, use of instructional design models,
and ABCD objectives. Analysis is a key aspect of the Instructional Design process because it is
the phase which allows you to understand your learners. When conducting analysis, designers
need to take the time to answer a few questions about their audience: why are they learning
this?, how are they motivated?, what challenges have they faced previously?, and what
constraints are there in the learning process? Gaps in the learning process can hinder learners
from understanding and retaining new knowledge (Dirsken, 2016). In our specific instance, our
audience of 16-22 year-olds for the financial literacy seminar may have a limited grasp on the
concepts we will be teaching and different paces of learning, therefore there may be a
knowledge gap. That being said, during the analysis process, it is the designers job to answer
the questions above and create a course fit for multi-level students. In addition to focusing on
the learners needs, analysis is also a crucial step in finding out what key stakeholders involved
in the process expect from the design process.

Analysis also serves as a guide to the instructional designer in creating proper goals and
objectives. It is critical to establish clear and specific goals and objectives in order to set a
purpose and direction for the course. Objectives should always follow the ABCD format to
properly measure their goals. Determining your audience, specific behavior, condition, and the
degree to which you expect learners to achieve a goal is essential is staying on the most
measurable and focused track.

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Our Model: The Instruction Development Institute Model

We have chosen to use the Instructional Development Institute Model (IDI) to help guide us in
creating the CFCU Savings and Investing seminar. We chose this model because it has a clear
outlined a path for defining, developing, and evaluating our seminar’s lesson plan. With each
step, there is a subset of tasks to be done to ensure that each stage is complete. The IDI model
also has comprehensible headings and arrows and an evident order of importance.

The structured IDI model also allows for revisions, which is essential in the design process. The
overlapping circles of the model indicate each section if the planning process, which also allow
us to go back and jump between previous areas of the ADDIE strategy. With the arrows
instruction to go forward, but the overlapping circles indicating we can go back this really gives
a sense of simultaneous direction and freedom. The structured yet flexible qualities of this
model make it ideal and the best choice to use to guide our instructional design process.

We also appreciated how this model not only states the steps but also gives specific points to
touch upon while in the planning process. The key words in each one of the boxes of this
diagram gave us a well-rounded sense of what needs to be accomplished in order to move onto
the next step in our instructional design plan. For example, the first box says that we must first
identify the problem assessing needs, establishing priorities, and stating the problem. It cannot

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get much clearer than that when it comes to the steps we need to follow in order to be
successful instructional designers for this project.

Content Analysis
The seminar we designed for our audience is on the topic of savings and investing. We felt this
topic would be the most relevant for the designated age group of 16-22 year-olds who will be
taking the seminar. Having basic knowledge of savings and investing is essential to
understanding their next stage in life. Starting out with these topics will also be helpful in
preparing them for more difficult, future topics like loans and debt.

Seminar Goal: 100% of the attendees will pass evaluation based on budgeting and investments
financial seminar.

There are six key vocabulary terms that will be essential for the students to remember
throughout the seminar. The first term is needs, which are expenses that are necessary for you
to live and work (Jespersen, 2017). For example: A jacket for harsh winters, transportation, and
food. The second term is wants, which are purchases that are meant to make life more
comfortable but are not necessary for survival. These are things that you could live without, but
you enjoy your life more when you have them, such as a new phone (Jespersen, 2017) . It will
also be necessary for learners to remember short-term needs. These are the more expenses
that cannot be ignored, like credit card payments, rent payments or cell phone bills. Long-term
needs are more latent expenses which may take years or even decades to achieve. Examples of
this would be retirement funds or student debt. In addition to knowing the two types of needs,
students will need to understand short-term wants, which are current desires such as concert
tickets or new clothing. There are also long-term wants, which can be defined as bigger
purchases that you would like to make in the future when finances allow, such as a new car or
moving to a new home. These six vocabulary terms are the keywords that will be necessary to
remember while learning about each topic in the seminar.

There are also four lower order topics that learners will need to understand in the seminar in
order to be successful in passing the end evaluation. The first topic is how to define needs
versus wants. Students should not only be able to define the two words but also be able to sort
through examples and categorize them appropriately. The students will need to understand
what short-term versus long-term needs and wants are. Testing this knowledge will be done in
a similar way to needs versus wants where they should be able to categorize examples of each

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term. The third topic that will be essential during the seminar is the learners understand the
importance of distinguishing between long-term and short-term needs and wants. This
knowledge will be assessed through discussions and feedback to make sure that the concept is
being honed in on. Lastly, by the end of the seminar the students should be proficient on the
topic of budgeting basics and the importance of creating and sticking to a budget. This will be
ensured by having a sound understanding of all other terms and topics as well as by class and
group discussions. There will be two higher order thinking topics as well. Students will need to
be able to apply their knowledge by reading through character scenarios and evaluating needs,
wants, and expenses to determine whether or not they have the money to purchase a desired
item. Student will also apply themselves by filling in a provided budget template with the
appropriate figures based on an allotted amount of money.

The demographic of the students taking this seminar will be 16-22 year-olds that have
completed at least up to 8th grade. These young adults will all be from the Ithaca area and
likely do not have an abundance of financial literacy knowledge. Based on this demographic, all
of the students will speak English as their first language and some may speak Spanish as well.
Our audience is also likely college bound as about 92% of students in the Ithaca area enroll in a
four-year college . Students taking our seminar will have access to a laptop or smartphone as
well as WiFi for the materials of the seminar that are online.

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Concept Map

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 Seminar Objectives

Introduction
Writing clear, precise, and concise objectives is very important to the instructional design
process for various reasons. Firstly, objectives are a keyway in which you, our supervisors and
clients, will measure our success and track our progress. Throughout the planning process, we
know you will want to see explicit objectives that will match with the goals you have in mind.
That being said, writing objectives is critical in order to show the direction and expertise we
possess to both supervisors and clients.

Another reason for writing objectives is because they are crucial to helping the designer stay
focused. Objectives drive the instructional strategies and activities that one will use to help
their audience learn. They can help the designer recognize when they have hit a certain point in
the learning process. Additionally, objectives can and should be adjusted along the way of the
instructional design process, so therefore objectives are helping guide the revision of teaching
or training strategies.

Writing objectives is also a key part of reflecting and aligning how an instructional designer will
conduct an assessment on their learners. After writing objectives, you can determine how to
evaluate if your learners achieved success. Objectives are also used to direct the learners
themselves to absorb the content. If written clearly, objectives should help make it clear to the
students what they will or should be able to do by the end of the allotted time they have with
the instructor.

Objectives
Our goal is 100% of the attendees will pass evaluation based on budgeting and investments
financial seminar.

1. Students will be able to identify the definition of “needs” on question #1 of the test.
2. Students will be able to identify the definition of “wants” on question #2 of the test.
3. Students will be able to identify the definition of “short-term needs” on question #3 of
the test.
4. Students will be able to identify the definition of “long-term needs” on question #4 of
the test.
5. Students will be able to explain the difference between needs vs. wants by correctly
responding to the short answer question #5 of the test.

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 6. Students will be able to provide examples of short-term/long-term needs by
satisfactorily answering question #6 of the test.
7. Students will be able to provide examples of short-term/long-term wants by
satisfactorily answering question #7 of the test.
8. Students will be able to summarize the basics of creating and why it is important to stick
to a budget by answering question #8 on the test.
9. Students will be able to explain the importance of knowing short-term versus long-term
needs and wants in financial decision making by answering question #9 on the test.
10. Students will be able to implement their knowledge of short term needs/wants and
long-term needs/wants by satisfactorily completing a budget in our budget activity
based on the rubric.
11. Given a semi-complete budget, students will be able to complete the budget accurately
based on a passing score on the rubric.
12. Students will be able to evaluate if Carly, Samantha, or Fred’s needs, wants, and
expenses align with her financial goals based on a passing score on the rubric.

Conclusion
After completing the Analysis stage, we were able to effectively answer the questions we had
about our audience and create clear goals and objectives to satisfy their needs. All goals and
objectives established in this portion of the instructional design process will continue to be
tracked throughout the seminar. This will ensure that we are staying on topic and aligning the
course appropriately with set objectives. The analysis work we have completed will now allow
us to move onto designing, implementing, and evaluating the course further. The following
section of our design plan will discuss the training plan for the seminar.

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 Training Plan

Introduction
Our training plan is brought together by the story of three friends: Carly, Samantha and Fred.
These characters are designed to be relatable to our target audience of 16-22-year old
students. To keep these students engaged, we continuously build on the story with a case study
and activities. We structured our training around fulfilling Gange’s 9 events. We use methods
from the “Instructional Design for New Designers Workshop: 50 Instructional Methods.” such as
a workshop, case study, critique, lecture, discussions, games, and quizzes (2009). Carly,
Samantha and Fred along with Gagne’s Nine Events of Instruction, we have created
comprehensive lesson plan for this group. In addition, our training plan includes a slide deck, an
instructor's guide, worksheets, a quick Menti, Kahoot and EdPuzzle video. To wrap it all up, we
have also designed a rubric, a final assessment in quiz format, and surveys to evaluate
effectiveness of program.

Story Context
Carly, Fred, and Samantha are best friends from college who are living together in an apartment
in NYC. Nicole works for a non-for-profit, Jackson does IT at a local high school, and Samantha
works for a small catering company. Nicole makes $40,000 a year at about $800 a week.
Jackson makes $65,000 a year or $1,300 a week. Samantha makes $30,000 a year which adds
up to about $600 a week.

Carly, Fred, and Samantha all come from different family backgrounds. Carly is from New
Jersey, was raised by a single parent, and paid her own way through college. Fred is from
Boston, has four older siblings, and was fully supported by his mom. Lastly, Samanatha is from
Long Island and her parents split the cost of college with her. Now, Carly and Samantha are
paying for everything on their own while Fred is getting $500 weekly from his mother.

All three roommates have been living together for a couple years now and are thinking about
upgrading to a better apartment. That being said, they are all wanting to become better at
budgeting their money because they are trying to move to a better, more expensive area of
NYC. With this goal in mind, the three of them ordered a few pizzas and sat down for dinner to
lay out their expenses, needs, and wants.

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 Gange’s 9 Events, Course Outline & Instructor Guide = involves storyline

Time Gange Event Strategies/Methods with description Guides for Trainer

2-3 sentences

10:00 am - -- Ice Breaker: State your name and what - Room set-up: in a circle so that introductions are
10:05 am you want to learn from this course. done face-to-face, and everyone can get to know
each other. Slide 1 should be up on the board.
- Move to slide 2 on the slide deck once everyone has
settled in: “Hello everyone! I hope your morning has
been good so far, for the next two hours we will be
working together to learn and create budgets!”
- “Let’s begin with quick introductions around the
room. Please state your name as well as your class
and what you would like to learn from this course.”

10:05 am - 1 - Gain With the class, the instructor will use the
10:10 am Attention first scenario on our slide deck to
introduce the story and characters. The
story, along with corresponding slides,
will be used throughout this training as a
teaching tool.
- Move to slide 3: “We are going to get started now
by reading a little bit about the characters, up on the
board here, that we will be working with for this
seminar. Please pay close attention to the details
and write down anything you may think is important
because they may be useful to you for the remainder
of this course!
- Introduce the friends by reading the story script for
event 1: Carly, Fred, and Samantha are best friends
from college who are living together in an
apartment in NYC. Nicole works for a non-for-profit,
Jackson does IT at a local high school, and Samantha
works for a small catering company. Nicole makes
$40,000 a year at about $800 a week. Jackson
makes $65,000 a year or $1,300 a week. Samantha
makes $30,000 a year which adds up to about $600
a week.
- Carly, Fred, and Samantha all come from different
family backgrounds. Carly is from New Jersey, was
raised by a single parent, and paid her own way
through college. Fred is from Boston, has four older
siblings, and was fully supported by his mom. Lastly,
Samanatha is from Long Island and her parents split

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10:10 am - 2 - Inform the Trainer will flip to the objectives slide
10:11 am Learner of the and tell the students what to expect
Objectives from the course:
“In this course, you will learn how to:
- Understand needs and wants
- How to manage short-term and
long-term needs
- And the basics of budgeting”
10:11 am - 3 - Stimulate To stimulate recall, the instructor will ask -
10:13 am Recall of Prior questions about their previous
Learning experience and prior knowledge of this
course. We will come up with prompting -
questions in order to get the answers we
need to teach them. This will also help
the students engage and get to know
about each other’s background as well.
Example questions are:
- “What do you know about
budgeting?”
- “What kind of problems have
you faced in managing money?”
- “How would you define a need
versus a want?”
10:13 am - 4 - Present the The instructor will go back to lecturing
the cost of college with her. Now, Carly and
Samantha are paying for everything on their own
while Fred is getting $500 weekly from his mommy.
- All three roommates have been living together for a
couple years now and are thinking about upgrading
to a better apartment. That being said, they are all
wanting to become better at budgeting their money
because they are trying to move to a better, more
expensive area of NYC. With this goal in mind, the
three of them ordered a few pizzas and sat down for
dinner to lay out their expenses, needs, and wants.
- Flip to slide number 4 on the deck: “Now that you
know a little more about Carly, Fred and Samantha,
here is what you can expect to be learning from
these three friends.”
- “The first is going to be able to thoroughly
understand the difference between needs and
wants.”
- “How to manage long-term and short-term financial
goals.”
- “And lastly, the basics of creating a budget.”
Flip to slide number 5 on the deck: “Before we dive
into the lesson, lets pull out our devices and go onto
Menti.com.”
Consider some of the concepts or skills relating to
budgeting that you already know. The questions on
the board are some for you to consider as you reflect
on your past learning experiences-- and if you
haven’t had any formal financial classes, tell me
what you know about managing money!”
- This is the start of the lecture.
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10:25 am Stimulus using the prepared slide deck to cover
Materials the following topics: needs, wants,
short-term goals, and long-term goals.
The instructor will make this section
interactive by allowing room for
questions, comments or personal stories
from the class. The powerpoint will
consist of examples from our ongoing
story to assist the learning of the
material. After the lecture, this is when
thenstructor will open up the Edpuzzle
to recap knowledge.
- Make sure to give students the lecture handout to
take notes on before moving to slide 6.
- Move to slide 6: “Needs”
- “The way we are going to define needs for this
class are expenses that are necessary for you to
live/work. Some examples are food,
transportation and necessary clothing items like
a winter jacket”
- Move to slide 7: “Wants”
- “Wants, on the other hand, are the items that
make life more comfortable, like when you get a
brand new iPhone when you had an already-
working phone, that netflix subscription, or even
when you buy concert tickets.”
- Move to slide 8: “Short-term”
- “Goals are important to set when creating a
budget. Short term goals are Immediate
expenses which cannot be overlooked.”
- Move to slide 9: “Long-term”
- “If there is something you have to save up for a
long time, then you need to know about it ahead
of time! Long term goals are goals that tend to
be more expensive.”
- Move to slide 10: “Budgeting Basics”
- “Budgeting is a plan for managing money
efficiently. Expenses are the amounts of money
that is spent on a need or want. Income is the
money that a person receives, especially if on a
regular basis.”
- Move to slide 11: “More important terms”
- “A down payment is the initial payment that is
made when something is bought to be paid in
credit.”
- Move to slide 12: Now that we have gone over all of
the important material, I want everyone to pair up with
the person next to you. One person in the pair can take
out their phone or laptop and follow this link to an
interactive video. please answer each check-point
question!
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10:49 am - BREAK
10:59 am

10:25 am - 5 - Provide Students will count off by threes and get
10:45 am Learner into small groups. They will click on a
Guidance provided online link to the case study.
We will use this case study to help guide
the learning of the new materials and tie
in to our ongoing story. The instructor
will use this teaching method to explain
the importance of the material being
taught.
- Move to slide 14: I hope you all are feeling re-
energized from your break. Right now we are going
to get into small groups. Starting with (name),
please count off by three.
- Now that you have your number, please get into
those groups quietly.
- Read from the story script under event 5: Carly, Fred
and Samantha decided it would be a good idea to
make a list of all the expenses that they each have
on a monthly basis. However, Samantha quickly
realizes that they have to prioritize these expenses
as well.
- Since these friends clearly need some help, can
everyone please now take out your devices.
Preferably a laptop, but you can also use your phone
if you need to. You have all been sent a link to a
google doc Case Study worksheet that you can open
now.
- Once you have it open, click on “File” and then
“Make a Copy” so you can have editing access.
- Group 1 will have Carly, group 2 has Fred and group
3 has Samantha. Please complete the worksheet in
your groups for your assigned person.
- You have 20 minutes to complete this. I am here if
you have questions.
- After students are done, get everyone’s attention to
bring it back to a discussion.
- Can someone from group 1 want to share how they
categorized Carly’s items into short-term or long-
term needs and wants? Then ask group 2 and group
3 to share.
- Does anyone have any questions about why an item
goes in a certain category?
- After questions, or if there were none, then wrap
up: Okay, we are now going to move on to one more
activity before the break.

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10:45 am - 8 - Assess Students will play a Kahoot now. This will - Move to slide 15. Students may get excited about a
10:49 am Performance help the instructor to test students' Kahoot. Exit presenter mode and click on Kahoot
knowledge so far. link in description of slide. The Kahoot code will pop
up on the screen.
- Alright, before we go on break we are going to play
a quick Kahoot to test your knowledge so far. I know
that the faster you answer the more points you get,
but please try to answer thoughtfully!
- Please go to kahoot.it on your phones or laptops and
type in your name and the game code on the screen
as you’re prompted to.
- Play the Kahoot.
- Thanks for playing everyone. You all can take
another 10 minute break. Please be back by 11:00.

10:49 am - BREAK - Be available if anyone has any questions for you

10:59 am

10:59 am - 6 - Elicit After the break concludes, students will
11:19 am Performance regather into the same small groups
from before for a workshop. This
workshop will be about filling in an
incomplete budget. Each group will be
assigned a story character to make the
needs and wants budget for.
- Move to slide 17. Welcome back from break, let’s
focus back in now. I would like everyone to get back
into your three groups from before. Help others out
if they don’t remember their number.
- While students shuffle around, grab a stack of
incomplete budget templates from the materials
folder and the story script.
- From story script read what is under event 6: The
next step for Carly, Fred and Samantha is to each
make their monthly budgets. As they look at the lists
that each of them has composed, they realize they
are missing the most important part: numbers! Once
they realized this, the three of them start to fill in the
gaps by looking through what the average of their
bills are, but they start to get confused in the
process. How should they be prioritizing their
needs/wants to fit with each of their incomes?
- I am now handing out an incomplete budget
template to you all. Based on the same people you
were assigned before, fill out the budget.
- Remember to keep in mind needs vs wants and think
about if the expense is long-term or short-term

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11:19 am - 7 - Give Now that the budget workshop is
11:34 am Feedback completed, to give immediate feedback
we will do a critique. Groups will
evaluate each other based on the
provided rubric Group 1 will grade Group
2, Group 2 will grade Group 3, and
Group 3 will grade Group 1.
11:34 am - 8 - Assess Now that they have completed their -
11:44 performance budget critiques, each student will - Thank you for grading each other’s budgets. We are
take a quiz. This will allow us to
assess their understanding of the
materials that they just applied in the
budget activity.
11:44 am - 9 - Enhance At this point, students will have
11:59 am retention completed and explained their budget.
We will wrap up our character’s stories.
Once wrapped up, the instructor will
lead a large-group recap-like
conversation go into how students can
apply the knowledge they acquired from
helping our made-up characters to their
own lives. We will encourage examples
and personal anecdotes.
- If you forgot, group 1 has Carly, group 2 has Fred
and group 3 has Samantha. You have 20 minutes to
do this. Let me know if you need help.
- After students are done, get everyone’s attention.
- Okay, we are now going to move on to the next
activity.
- The students will stay in the groups they are in.
- Move to slide 18
- Have the budget rubrics ready to hand out to the
students.
- Now, we are going to have you guys grade each
other! Group 1, take Group 2’s budget, Group 2, take
Group 3’s budget and Group 3, take Group 1’s
budget. I will now hand out a rubric that will outline
what you should be looking for in your classmate’s
work. For this, be sure to leave them comments on
how you think their budget can be improved.
Move to slide 19.
nearing the end of our seminar, so right now we are
going to take a small quiz. If everyone could please
take out a pen or pencil while I get the quiz, that
would be great.
- Go to the materials folder and take out the stack of
quizzes. Then, pass out one quiz to each person.
- You have 10 minutes to complete the quiz. You may
begin.
- Move to slide 20. So, now that we have learned
some financial basics today, let’s wrap up the story
of Carly, Fred, and Samanatha.
- From story script read what is under event 9: Carly,
Fred and Samantha now have completed budgets,
thanks to you all! The three of them can now better
assess if they can afford that upgraded apartment in
NYC and start saving accordingly. By now, each and
every one of you is able to assess if an item is a need
or a want, if it is a short-term or long-term goal, and
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 make a basic budget.
- Can anyone tell me something new you learned
today?
- How do you all think this can be applied to everyday
life?
- Is anyone willing to provide an example of some of
the needs or wants that you have in your own life?
- Can someone guide me through some of the steps
that Carly, Fred, and Samantha have to take moving
forward?

11:55 am - Certificate Hand out official certificates to the 100% - Move to slide 21.
12:00 am of students who passed! - Grab certificates from the materials folder.
- I am really happy that I got to work with you all
today, I had a lot of fun getting to know you and
working on financial literacy!
- I am now going to hand out certificates to each of
you to signify that you all passed this course! Thank
you for joining me today and if you have any
additional questions about the material, let me
know.

Conclusion
Included in this section are the essential parts of our overall training plan. This course is made
with our target audience and their interests in mind, so we wanted to make sure to include
stories and activities that would be applicable to their lives. New-age technology teaching tools
were used to enhance the attention of students as much as possible. Our step-by-step
instructor guide was created with careful attention to detail, to ensure that no important
information is skipped or forgotten.

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 Instructional Materials

Introduction
This section is going to cover all of the instructional materials we use throughout the seminar to
aid student learning. The materials include a PowerPoint slide deck, the use of Menti, a Kahoot
quiz, and an EdPuzzle video. The PowerPoint slide deck, which is used throughout the duration
of the seminar, is not included in this document, but will be attached supplementally. We have
chosen each of these instructional tools intentionally to properly fulfill Gange’s 9 Events. We
also chose the interactive methods below in order to maintain the attention of our younger
audience.

Menti
At the beginning of our seminar, we decided to set-up an activity using Menti. Menti is an
online program that allows students to answer questions using their cellphones, tablets or
laptops, all of which students will have access to during the seminar. We decided to use Menti
at the beginning of the seminar to stimulate recall. The instructor will ask questions about their
previous experience and prior knowledge of savings and investing. There will be prompting
questions for the students such as: what do you know about budgeting?, what kind of problems
have you faced in managing money?, and how would you define a need versus a want? As the
students consider some of those questions, they can type in answers to their phone that will
pop up on the projector screen. The instructor will go over the answers on the board of what
students do and do not know and allow time for any other additions.

Kahoot
After the students complete their case study activity, which had them use their knowledge from
the PowerPoint, there will be a Kahoot quiz to fulfill Gange’s Event 8 of assessing learner
knowledge. We have chosen Kahoot because it is likely that students 16-22 years-old have used
the platform before in other classroom settings. We also chose to use Kahoot because using
any device students just need to go to the Kahoot website and type in our specified code
making it a really simple process that everyone can follow. Another benefit of Kahoot is the
competitive aspect it has to it. This will help ensure that students are engaged and are trying to
get the right answer.

The instructor will have the Kahoot link and code up on the designated PowerPoint slide in
order to direct students to the correct page. Students will be tested with a short series of timed

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multiple-choice questions. The questions will assess topics such as needs and wants, the
importance of making a budget, and the first steps to making a budget. These are key topics
that the learners would have just applied in the case study and will need to know later on for
the cumulative quiz.

EdPuzzle
After the instructor presents their lecture on the learning material, he/she will have students
partner up with the person next to them and follow the link in the PowerPoint to watch an
EdPuzzle video. We chose EdPuzzle as an instructional material because it allowed us as
instructional designers to add in relevant check-point questions into educational videos. The
EdPuzzle video we chose is on one budgeting basics and stars a person in the age bracket of our
audience. There are five check-point questions that we integrated into the video to ensure the
learner is not only watching but absorbing the information. The questions check in on basic
knowledge that the instructor just presented on like the difference between needs and wants,
how to determine if something is a need or a want, and the importance of distinguishing
between the two. The video also emphasizes an important point that needs and wants to vary
per someone’s personal situation.

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 Note-Taking Worksheet
Name:
Date:

CFCU Financial Seminar Note Sheet

Use this worksheet to help you follow along with the PowerPoint and guide your notes.

1. Savings is…

2. Needs are…

3. Wants are…

4. Short term needs are…

5. Short term wants are…

6. Long term needs are…

7. Long term wants are…

8. A budget is…

9. Who are the important characters in the story?

10. What questions do you have?

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 Case Study Sheets
Group #1
Name:
Date:
CFCU Financial Seminar Case Study Activity
Instructions: Your assigned friend has compiled a list of all their expenses (seen below). Using
what you have learned, help them categorize all of these expenses into “needs”, “wants,”
“short-term goals,” and “long-term goals.”

Carly:
rent, utilities, new clothing, Wi-Fi, new iPhone, a new desk, water, food, car payment, phone
bill, dinners out with friends, credit card payment, student debt

Short-Term Long-Term

Needs

Wants

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Group #2
Name:
Date:
CFCU Financial Seminar Case Study Activity
Instructions: Your assigned friend has compiled a list of all their expenses (seen below). Using
what you have learned, help them categorize all of these expenses into “needs”, “wants”,
“short-term goals”, and “long-term goals.”

Fred:
car detailing, new laptop, rent, utilities, wifi, water, Amazon Prime account, food, drinks with
friends, car payment, phone bill, credit card payment

Short-Term Long-Term

Needs

Wants

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Group #3
Name:
Date:
CFCU Financial Seminar Case Study Activity
Instructions: Your assigned friend has compiled a list of all their expenses (seen below). Using
what you have learned, help them categorize all of these expenses into “needs”, “wants”,
“short-term goals”, and “long-term goals.”

Samantha:
rent, utilities, wifi, phone bill, new bike, water, Netflix account, concert tickets, food, car
payment, credit card payment, JustFab subscription box, student debt

Short-Term Long-Term

Needs

Wants

23
 Budget Workshop Sheet
Name: Group #:
Date:
CFCU Financial Seminar Budget Activity
The next step for Samantha, Carly and Fred is to each make their monthly budgets. As they look at the lists that
each of them has composed, they realize they are missing the most important part: numbers! Once they realized
this, the three of them start to fill in the gaps by looking through what the average of their bills are, but they start
to get confused in the process.
Monthly Budget Planner For:
Needs
Description Budget Actual
Short-Term

Long-Term

Total:

Wants
Description Budget Actual
Short-Term

Long-Term

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Total:

Recap
Income Total
Total Actual Expense

Total:

25
 Certificate

Conclusion

This section includes the physical and online materials that will be used throughout the training
as our instructional materials. We have included a description of our Menti, Kahoot and
EdPuzzle activities as well as our reasoning for why we deciding on using them. This section also
reviews the handouts that are to be completed by students to take notes on, apply the content,
and complete for assessment.

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 Evaluation
Introduction
For our evaluation methods, we used Kirkpatrick's Four-Level Training Evaluation Model.
However, for this training we chose to focus on only levels one and two to create surveys, and
assessment materials.

For our level one, we had to keep the focus on the actual training itself. According to this level,
what we are measuring is the trainees reactions, how engaged our audience was and how
much they enjoyed each aspect of our plan. Their reactions to the trainer and the quality of the
materials is important for further improvements of the program. To do this, we created a
comprehensive survey with fifteen questions for the participants to answer after they have
taken our course.

For level two of Kirkpatrick’s model, our focus was to be on how much our audience actually
learned. For this task to be completed, we decided that evaluating the quality of the materials
that the students produced throughout the training would be the best approach. We created a
rubric for our budgeting activity which was based off of the initial learning objectives we had
created. The students will use this to assess their peer’s work and leave comments for
improvement. We also created a quiz to be graded by the instructors themselves which will
provide concrete feedback of the understanding of concepts.

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 Survey
Name:
Date:
Exit Survey
Trainer Review Questions:
1. Presentation of Content
The trainer effectively presented concepts and techniques:

Strongly Disagree Disagree Neutral Agree Strongly Agree

2. Clarity of Expectations
The trainer provided clear expectations for training exercises:

Strongly Disagree Disagree Neutral Agree Strongly Agree

3. Helpfulness and Availability

The trainer was helpful when I had difficulty performing activities:

Strongly Disagree Disagree Neutral Agree Strongly Agree

4. Useful/Clear Feedback on Performance

The trainer provided meaningful guidance on my progress/work:

Never Rarely Sometimes Often Always

5. Encouraging of Participation and Discussion

The trainer encouraged student questions and participation:

Never Rarely Sometimes Often Always

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 6. Overall Teaching Effectiveness
In your opinion, considering both the limitations and possibilities of the subject matter and
the training, describe in a few sentences the overall effectiveness of the trainer?

Content Review Questions:

7-8. Organization, Sequence, Balance of the Training
The seminar provided an appropriate balance between instruction and practice:

Strongly Disagree Disagree Neutral Agree Strongly Agree

Rate the quality of the seminar instructional materials (including slide decks, handouts, etc.):

Very poor Poor Fair Good Excellent

9. Application & Specific Skill Development

The seminar satisfactorily developed my abilities and skills on savings and budgeting:

Extremely Dissatisfied Neutral Satisfied Extremely

Dissatisfied Satisfied

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 10. Theory/Content Knowledge
The seminar provided me with a deeper insight into the topic:

Strongly Disagree Disagree Neutral Agree Strongly Agree

11. Training Overall
How satisfied were you with this training? (1= very unsatisfied, 10= highly satisfied)

1 2 3 4 5 6 7 8 9 10

Considering both the limitations and possibilities of the subject matter and the training,
describe in a few sentences explain your reasoning for the rating above:

Student Self-Evaluation:
12-13. Self-Evaluation:
How satisfied were you with your effort during this training?

Extremely Dissatisfied Neutral Satisfied Extremely

Dissatisfied Satisfied

Now that you have completed the seminar, please describe your overall effort:

30
Additional Feedback:
14-15. Feedback
Please describe three things you consider to be the strengths of the training:

Please describe three areas where you think the training could be improved:

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 Quiz
Name: Date:

CFCU Financial Seminar Final Quiz

1. What is the definition of “needs”? (1 pt)

2. What is the definition of “wants”? (1 pt)

3. What is the definition of “short-term needs”? (1 pt)

4. What is the definition of “long-term needs”? (1 pt)

5. Explain the difference between needs vs. wants. (1 pt)

6. Provide two examples of short-term needs and long-term needs. (1 pt)

7. Provide two examples of short-term needs and long-term wants. (1 pt)

8. Summarize the basics of creating a budget and why it is important to stick to one.

9. Explain the importance of knowing short-term versus long-term needs and wants in financial

decision making. (1 pt)

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 Answer Key
CFCU Financial Seminar Final Quiz
ANSWER KEY
Each question is worth 1 point. Half credit can be awarded. Passing Score 6/8.

1. Needs are expenses that are essential for you to be able to live and work.

2. Wants are expenses that help you live more comfortably.

3. Short term needs refers to financing needs for a small period, normally less than a year.

4. Long term needs refers to financing needs for a long period, normally more than a year.

5. The difference between a need and a want is that needs you must have to live and wants are
more to make like more comfortable and exciting.

6. Examples of short-term needs: rent, utilities, wifi, water, food, credit card payment, phone
bill. Examples of long-term needs: paying off student debt, paying off car.

7. Examples of short-term wants: new clothing, dinner/drinks out with friends, concert tickets,
Netflix/Amazon Prime account. Examples of long-term wants: new car, saving up for a new
home, new phone/laptop.

8. The basics of creating a budget are first determining your income and expenses. Then you
must determine your needs and wants and whether they are short-term or long-term. Once
those steps are completed, you can subtract your set expenses from your income and begin
allocating extra money toward other needs and wants. It is important to stick to a budget in
order to stay out of debt, know you will be able to take care of short-term needs and wants,
and feel comfortable saving up for those long-term needs and wants.

9. The importance of knowing short-term versus long-term needs and wants in financial
decision making is all about prioritizing. Things that are needs must come first, especially short-
term ones. Knowing short-term versus long-term needs and wants really helps decide all the
needs the money should be allocated first, to then determine what wants can be afforded
afterward.

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 Budget Rubric
1 2 3 4 5

Exemplifies satisfactory knowledge of Extremely Poor Limited Satisfactory Good Excellent

“needs” (5)
The student accurately categorized
“needs” and placed them correctly
within budget framework.

Exemplifies satisfactory knowledge of Extremely Poor Limited Satisfactory Good Excellent

“wants” (5)
The student accurately categorized
“wants” and placed them correctly
within budget framework.

Exemplify satisfactory knowledge of Extremely Poor Limited Satisfactory Good Excellent

“short-term needs/wants” (5)
The student is able to differentiate
between “long-term” and “short-
term” by correctly categorizing items
within the budget.

Exemplify satisfactory knowledge of Extremely Poor Limited Satisfactory Good Excellent

“long-term needs/wants” (5)
TThe student is able to differentiate
between “long-term” and “short-
term” by correctly categorizing items
within the budget.

Student is able to complete the Extremely Poor Limited Satisfactory Good Excellent
budget framework. (5)
The student is able to calculate
expenses and complete their
assigned characters’ budget.

A passing score is: 18.75/25

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Formative Evaluation Plan
Expert Review:
For our expert review, we have chosen to have our seminar plan reviewed by Dennis Charsky,
an instructional designer. He is knowledgeable about the steps required to make a great
classroom setting and plan. For him to review, we have created specific goals for the class to
achieve. In addition, we designed instructional materials including handouts, PowerPoints,
storylines, etc. to be approved for cohesiveness and usability. Finally, the instructor materials
for evaluation have also been created. An answer key which will need to be looked over to
ensure that it gives a clear right and wrong for each of the multiple-choice test questions as
well as outlined the kind of quality that is expected from the students through examples. The
rubric we made with the goal to properly outline the expectations for each of the student’s
budgets should also be revised by an expert instructional designer.

For a second expert opinion, we would go to someone who is knowledgeable about financial
literacy. This person could be a financial adviser who would be able to check the actual content
of our seminar. The definitions and the processes for each of our activities should be approved
for accuracy by someone who often uses the content and has a clear process in mind. Before
the seminar is launched, we plan to consult with a CFCU employee who can guide us in
changing any inaccuracies.

Individual Review:
Prior to the official launch of this seminar, we would also like to conduct an individual review.
For this, we plan to use a test student in the same demographic as our target audience to
review the seminar and then evaluate it based off of the questionnaire we created. The
questionnaire asks them about the quality of their teacher, the content they learned and the
helpfulness of the work materials provided that will be filled out individually. In addition, they
will rate the difficulty level of the seminar as a whole. The student’s feedback is an essential
part to reviewing the seminar before the final product is released to the public.

Small Group Review:

Our small-group review will be based off the data we collect from each of our activities
completed in the test run of our program. The class’s grades and percentage of passing grades
will let us know how well it was designed. Based on this, we can draw inferences on the quality
of our design and the level of difficulty. In addition, the overall/average ratings of the seminar
as well as the written suggestions on how to improve the course is essential to take into
account.

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Summative Evaluation Plan
After this seminar is complete, this customer facing training will not only have a positive impact
on students’ learning, but there are also going to be many other positive outcomes for CFCU.
The word of mouth marketing alone that will come from this training will be vital in gaining new
accounts. Students from the seminar are in the perfect age bracket, 16-22, to begin opening
new accounts with CFCU. Similarly, their peers are as well, so their good press after this
seminar will have people wanting to work with CFCU and begin their financial journey.

The seminar will also have positive effects on employee morale. Employee attitudes will likely
improve because they will see they are helping the community in a meaningful way. Dedicated
employees are a huge part of any organizational success, but especially for CFCU. If customers
see passionate employees who genuinely care about helping them succeed financially, they will
stay with the company. Along with company morale, this student seminar is great for CFCU’s
CSR in the company. Helping out young community members and beginning their learning of
financial literacy is a great move for the company and benefits all parties.

After the groundwork of this seminar has been done, word is out about CFCU’s great initiatives
and care for the community, people are going to want to work for you! Therefore, not only is
this seminar affording better employee morale, free word of mouth marketing, potential new
student or adult accounts, but also prospective employees will see the success of CFCU and
want to apply to work for you. This all ties into a positive reputation. CFCU’s reputation will be
much improved by doing good for the youth of the community and educating students in very
important ways. As a nonprofit credit union that keeps members at the heart of everything you
do, this seminar is yet another way to embrace that message and further put those words into
action.

Conclusion
These are our three tools for evaluation based on Kirkpatrick's Four-Level Training Evaluation
Model. Our level-one survey is specifically designed to gauge the attitudes of the students and
the effort they put in throughout the course. Our more formal application in level-two
evaluation is in quiz format as well as based off rubric for the budgeting project to get a sense
of how much the students learned during this training.

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 References

Dirksen, J. (2016). Design for how people learn (2nd ed.). Berkeley, CA: New Riders.

Instructional Design for New Designers Workshop: 50 Instructional Methods. (2009).

Retrieved December 15, 2019, from Langevin Learning Services:
www.langevin.com

Jespersen, C. (2017, March 8). Needs vs. Wants: How to Distinguish and Budget for Both.
Retrieved December 15, 2019, from Nerd Wallet:
https://www.nerdwallet.com/blog/finance/financial-needs-versus-wants/

Roblyer, M. D. (2015). Introduction to Systematic Instructional Design for Traditional, Online,

and Blended Environments. Pearson College Div.

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