I.

Instructional Analysis
1. Description of major tasks and sub-tasks to be completed

The target audience (potential tutors) will be able to create a monthly

household budget with a positive cash flow.

The target audience (potential tutors) will be able to teach low-income

heads of household seeking home ownership how to create and maintain a
monthly household budget with a positive cash flow.

Major Task 1:
The potential tutors will be able to CREATE a monthly household budget
with positive cash flow.
Module 1

Baby Steps in financial responsibility.

sub-task(s)

Students will learn to identify the Baby Steps in financial freedom

according to Dave Ramsey. Introduce Baby Steps. Explain purpose of
each Baby Step.

Module 2

Introduction to Budgets

sub-task(s)

Students will be learning various forms and terms used in household

budgets.
forms included-Monthly Cash Flow Plan, Allocated Spending Plan
terms included- income (fixed/variable), expense
(mandatory/discretionary)

Module 3

Creating Budgets

sub-task(s)

Students will learn how to develop budgets

Module 4

Making a budget work

sub-task(s)

Students will learn suggested percentages of various categories in the

budget.
Students will learn how to monitor and adjust budgets to ensure positive
cash flow.

Major Task 2:
The potential tutors will be able to TEACH low-income heads of household
seeking home ownership how to create and maintain a monthly household
budget with a positive cash flow.
Module 5

Developing positive interpersonal skills for effective teaching.

sub-task(s)

Students will learn effective teaching practices for adult education.

2. Subordinate skills--Identify expenses and income, distinguish between needs

and wants, use basic math skills to balance a monthly household budget,
communicate effectively

II. Learner Analysis

1. General characteristics that may impact the instructional experience

include
Youth in sixth through twelfth grade and college aged adults
Students have limited experience on how to create a budget.
Students have limited experience with terminology associated with
creating a budget
Students have limited experience interacting with an adult in a teaching
environment.

2.

Specific Entry Skills

Students possess basic math skills.

Students are familiar with utilizing a computer or other technology

resource (eg: IPAD, laptop, MacBook, etc.)
Students have access to technology resources at home, church, or library.
Students have a positive and willing attitude to help low income families
obtain ownership of a house.

3.

Special Needs

Special consideration should be given to younger aged students.

Younger aged students should be given the opportunity to work on

interpersonal skills with personal interaction as to not intimidate low
income adults while tutoring them.

III. Context Analysis

1. Description of instructional context

Computer availability: Students will have access to different

technologies from home, library or church. However, some students may
need to share a computer if they cannot gain access on their own and if
peers agree. If students are using a public technology they will need to
familiarize themselves with the different programs they offer.
Instruction location: Students will be tutored from the most
convenient location available. This can be anywhere from their own home,
church, library or restaurant.
Class schedule: Students will be working independently and progress
through the modules as they pass each module post test. Students who
score perfect on the pretest can skip that module and progress. This
allows for differentiated learning. There are no limitations to how many
times the students may work through each module.
Wi-Fi Speed: Internet connection and speed will be based on the
location they choose to use their technology
Network Limitation: The location students choose as their location
may have different limitations from others. Usually working from home
has less of a limitation than a public place.

2. Description of transfer context

Miss Evans plans to use these modules with her tutors who will be teaching budget
planning to Project Occupy clients. Some of the tutors have never planned a budget, so
the material will be completely new. Others will have planned budgets for their own
households. Either group will work with scenarios similar to what they might encounter
in the actual tutoring session. Obviously the group which has personal experience will
have an advantage due to their intimate interaction with the subject matter.

The major difference in transfer context will be that tutors will have actual clients with
them and will be guiding the clients through the budget creation process after their
training. The forms and materials, however, will be the same as what is used in the
training modules. Budgeting, especially at the lower income level, tends to be very
objective. Every effort will be made to address the major issues tutors might encounter

from a budgeting perspective in preparing them for working with the Project Occupy
clients.

IV. References
Ramsey, Dave. (2008) Financial Peace University. Brentwood, TN: The Lampo Group,
Inc.
Ramsey, D. (2015, March 4). Serious about getting out of debt?. Wilson County News. p.
4A.
Ramsey, D. (2015, January 28). Making changes. Wilson County News. p. 4A