Student/Client Instruction Plan Form

Demographics Section

This first section of the student/client instructional plan project assignment is to give you the opportunity to explore the
demographics and characteristics of a district, school, or other work environment in relation to the learners in their respective
learning environments.

Major Components of this section:

 Identify a school/district. If you work in a non-educational setting, identify your work environment.
 Describe a variety of community, school, media center, and classroom factors that might impact student/client learning. These
could include geographic location, community demographics, socioeconomic profile, physical features of school or work
setting, media center, or classroom setting, availability of equipment/technology and other resources, etc. If you are in a non-
educational setting, describe the work environment, workers in the environment, clients/customers, and other characteristics
that could impact learning.
 Describe the characteristics of the students, such as age, gender, race/ethnicity, exceptionalities (disability and giftedness),
developmental levels, culture, language, interests, learning styles or skill levels. If you are in a non-educational setting,
describe the range of workers in the environment and the clients/customers.
 Describe how the various demographics and characteristics would help determine the type of assessments you would use
before, during, and after instruction.
 Describe how the various demographics and characteristics would help determine the types of instructional activities most
appropriate for the situation.

Demographic information can be found on district, school websites, business or institution websites. Public school district, school and
student demographics can also be found at: http://gosa.georgia.gov/ Click on the Research and Data tab, click on Downloadable
Education Data and Interactive Education Data Map to see information. If you are in a private or independent school you should also
be able to gather school demographic information from your school.
Name of School
School Demographics
Learner Characteristics
Potential Demographic Impact on
Assessment
Potential Demographic Impact on
Instructional Strategies/Activities
Grade Level/Client Group Selected
Content or Information Area Selected
Specific Georgia Performance Standards or
Common Core Curriculum Standards
(include the actual standards, not just the
number/letter designations)
Riverdale High School
Riverdale High School has an enrollment of 1416 students. 49.3% of the students are
female and 50.7% are males. The largest ethnic groups of the 1416 students at
Riverdale High School are black. This is followed by Hispanics at 10.5%, Asians at 5.5 %,
mixed students of two or more ethnicities at 3.0 %, White at 1.6 % and Indians at 0.1%.
Most of the students in the classroom studied are kinesthetic and visual learners. While
all of the students can read, about half of them avoid reading. These students also have
a very short attention span.
To my knowledge there will not be any affect as it relates to demographics.
About 5% percent of students miss class on a semi regular basis for everything from
sickness, skipping to suspensions. So most assignments that require several days to
carry out require at least an extra day built in for those student to be able to catch up,
etc.
Standards Identification Section
10th and 11th Grade Students
Business and Technology
BMA-BT-2
Create, edit, and publish industry appropriate documents using technology as a tool to
increase productivity.
2.1 Utilize information and technology tools to conduct business effectively and
efficiently to work in the digital world.
2.2 Explore the applications of digital technology on the Internet for business

Correlation of AASL Standards for 21st
Century Learner Standards that could
support the specified Georgia Performance
Standards or Common Core Standards:
(include the actual standards and
indicators, not just the number
designations)
Correlation of ISTE Technology Standards
that could support the specified Georgia
Performance Standards or Common Core
Standards: (include the actual standards
and indicators, not just the number
designations)
and educational uses.
2.3 Create a digital portfolio to showcase knowledge and skills learned
throughout pathway courses.
2.4 Produce a document that began with pre-planning process until final
produce.
2.5 Apply basic design principles to documents to produce professional quality
products.
BMA-BT-6 Develop creditable research skills to use information from a variety of
sources.
6.1 Demonstrate the ability to utilize electronic research tools to gather,
manipulate, and report data in accepted business formats.
AASL 1.1.6 Read, view, and listen for information presented in any format in order to
make inferences and gather meaning.
AASL 1.1.2 Use prior and background knowledge as context for new learning.
AASL 3.3.3 Use writing and speaking skills to communicate new understandings
effectively.
Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct
knowledge, produce creative artifacts and make meaningful learning experiences for
themselves and others.
3a Students plan and employ effective research strategies to locate information and
other resources for their intellectual or creative pursuits.
3c Students curate information from digital resources using a variety of tools and
 methods to create collections of artifacts that demonstrate meaningful connections or
conclusions.

3d Students build knowledge by actively exploring real-world issues and problems,

developing ideas and theories and pursuing answers and solutions.

Content Analysis

To complete a content analysis you will review the content you plan to cover in your lesson/activity. In the box below you can list or
outline a summary of the most important content ideas, concepts, facts the students/clients will work with during the lesson/activity
you plan. Instead of typing in the box you can create a visual representation of the content.

After students have received the lesson on budgeting and financial planning. They will be given the budget O Rama project which
allows them to put that they have learned about budgeting/ financial planning to use while mixing it with their research skills.

Now you are ready to begin planning the lesson/activity:

Step 1 Needs Assessment

The needs assessment step is the first step in the instructional design process. Basically in the needs assessment process the
instructor is trying to find out what the students/clients already know so the instructor can plan appropriate instruction. The
purpose of this step is to establish the content around which the instruction is to be designed. Typically content is derived from
curriculum guides and textbooks but even then, decisions must be made in order for the curriculum to match the students. The
Georgia Performance Standards and Common Core Standards make it even more critical that this step be included in the planning
process because most schools are not using textbooks – they are relying on the media center and on-line materials. Needs
assessment is important in order for curriculum to move students forward from where they are. A needs assessment is a process
that consists of the determination of gaps in results between what is and what should be. Three important points make the needs
assessment process unique, powerful, and different from the typical process in determining content:
 The needs assessment process concentrates on results rather than on means.
 The content that is determined by using the needs assessment procedure is content that has not been mastered by the
 student/ clients.
 The needs assessment procedure recognizes that a value judgment is involved.
A needs assessment procedure is used as the first step in the instructional design process because it is desirable that the content is
seen in terms of student/client learning outcomes, is systematically and carefully selected, and has not been previously mastered.
There are five sources and procedures for determining what ought to be taught based on:
 established standards.
 what is being taught somewhere else.
 what will be needed in the future.
 asking the population to be taught.
 requests from students/clients.
Step or Phase Task to be Considered This column is where you will type your information
Phase 1 Generate Goals - Goals List some general goals for In this assignment students will:
are generated with respect to the the content area and
subject matter that ought to be grade level selected. 1. Research real companies and learn how much life costs
mastered. These goals can result 2. Be able to weight their options based on income
from studying course syllabi, 3. Create a budget plan.
processing survey results, 4. Use Excel to create a budget spreadsheet.
responding to requests from 5. Write a narrative based on researched findings and
students, or reviewing many experiences.
other input categories.

Phase 2 Rank Goals – Whoever is Rank the goals generated, 1. Research real companies and learn how much life costs
involved should be asked to rank listing the most important 2. Be able to weight their options based on income
the goals statements as to goal first. 3. Create a budget plan.
perceived importance. 4. Use Excel to create a budget
5. Write a narrative based on researched findings and
experiences.

Phase 3 Determine Extent to Describe the types of The pacing chart for this course starts the year with employability
Which Goals have already been information and how that skills. Finding/researching jobs, interviewing and etc. Student
met – information could be would have also received the chapter on budgeting and financial
Assess Prior Knowledge – the gathered that would help planning, opportunity cost and various other concepts. They
result of this determination is a determine which goals the would have also received several lessons in Excel. Their
discrepancy statement describing students have already met background knowledge in these areas will be critical to them
the difference between what through previous successfully completing the project
ought to be and what is – that is, instruction.
the need.
Phase 4 Prioritize Needs – this After prior knowledge has Students need to be able to effectively use the internet to
step is a needs analysis. Questions been assessed describe research and gather information to weight their options for
are asked regarding the which instructional needs where to live and how to buy the services they will need to live.
probability of obtaining a or concepts need the most They need to then take that information and structure it into a
particular goal given the attention. workable budget for living.
resources available and the
existing learning environment.
The ranking that from this step
might differ from Phase 2.
Although a goal may have
received high priority in the initial
listing, resources required and
realization of the goal might
result in a lower priority for actual
implementation.

Step 2 Learner Analysis

The learner analysis step is extremely important in the instructional design process. Many instructional designers place this step at
the same level as the instructional objectives step. Together these two steps provide the foundation for all that transpires in the
instructional process. Once it has been determined what successful students are expected to be able to do, and the unique ways in
which each student/client learns, the probability that appropriate materials and activities will be used is greatly enhanced. Learner
analysis is the identification of characteristics of the learner that will influence the selection of instructional materials and activities.
Step or Phase Task to be Considered This column is where you will type your information
Student Learning Styles Describe process used to Riverdale high does not have a formal process for identifying
The text describes both determine the learning student learning styles. However, the school/county does use
unidimensional procedures and styles of the students and SLDS to show student lexile score and testing data over their
multidimensional procedures to the information gained. years in school. Students in the class will go to
identify learner characteristics. http://www.whatismylearningstyle.com/learning-style-test-
1.html and take the learning styles quiz to determine their
individual style.

Learning Tools Inventory
The text presents the philosophy
that successful learners possess a
variety of learning tools that
enable them to acquire and
process information successfully.
These tools are often thought of
as critical thinking skills or as
metacognitive abilities.
Describe process used to
determine the most
effective learning
tools/strategies to be used
in the instructional unit.
This lesson allows students to work hands-on either
independently or in groups. Student will use technology (PC,
Tablets, cell phones, etc) to research and gather information in a
visual way. Students can look up pictures (housing, cars, etc) and
maps to interact with the content of the assignment in a visual
way. For those working in groups they can discuss and weight
options, evaluate alternatives with their teammates to decide on
the best choice. In addition to teacher full explaining what is
expected from students, student will be shown example of what a
budgets and how/where to gather needed information.

Step 3 Instructional Objectives

In the first step of the instructional design process, needs assessment, the instructional content was determined and broad goals
were identified. Usually goals are very broad and are not written in measurable terms. The purpose of the instructional objectives
step is to translate the instructional goals into instructional objectives. For a particular instructional goal, the instructional
objectives answer the question, “What will a learner be able to do when the goal has been met?”
Step or Phase Task to be Considered This column is where you will type your information
Primary Objectives typically have Develop at least five 1. 95% of Students will be able to develop a budget based on
four components: primary the research of real world findings and numbers.
* Description of the learner measurable/observable 2. Students will be able to create an Excel spreadsheet
* Description of the behavior that instructional objectives for budget with formulas that automatically deduct expenses
will demonstrate that the goal the instructional unit and displays balance remaining (zero) with 100% accuracy.
has been reached based on the goals 3. Students will create a grocery list and a weekly (7) menu
* Description of the conditions developed in Step 1. of what they will eat from groceries bought with 100%
under which the behavior will be Indicate the Georgia accuracy.
performed Performance Standards or 4. Students will create a presentation that presents their
* Description of the degree to
which the stated behavior must
occur for the instruction to be
judged successful
Common Core Standards research findings and final budget with 100% accuracy.
and AASL Standards for 5. Students will be able to write a two page report explaining
21st Century Learner and their findings and what they learned with 90% accuracy.
ISTE Technology Standards
that support the
objectives.

Step 4 Assessment of Student/Client Performance

This fourth step in the instructional design process is planning the assessment of student performance. Many educators augment or
replace traditional testing with what is referred to as authentic assessment that is ongoing, open ended, and in real-life contexts.
Assessment must measure how well students have mastered the objectives; assessment must be reliable; assessment must allow
students to demonstrate what they know rather than what they do not know; assessment must provide feedback on the
effectiveness of instructional techniques, materials, and activities. Authentic assessment must be based on authentic content.
Material should be based on important concepts and assessment should be directly related to those concepts. Material should be
consistent with state, district, and school curriculum guidelines to provide continuity for students. Real-life experience should serve
as a base for the material. The developmental progression of students must be taken into account. When background is missing,
that information must be included in the material. Material should require higher level thinking. The appropriateness of the
assessment for the content being taught and the effectiveness of the activities and instructional strategies will both reflect the
successfulness of teaching and learning.
Step or Phase Task to be Considered This column is where you will type your information
Assessment Strategies Describe the variety of 1. Students will receive a project grade in accordance with
Four questions can guide the assessment strategies to the provided rubric.
development of assessments: be used throughout the 2. Students will receive another grade for the presentation
* What do you want students to instructional unit to created based on their completed projects.
know and be able to do? determine the extent to 3. Students will receive a summative assessment grade
* What will count as acceptable which the students based on the two page report written to explain their
performance? achieved the primary learning experiences and their findings.
* How can you ensure expert objectives indicated in
judgments? Step 3.
How can you provide feedback?

Step 5 Strategies and Activities Development

At some point in the planning process, decisions must be made regarding strategies that will facilitate learning and the activities the
students will be involved in during instruction. Usually these strategies and activities are determined after instructional objectives
are selected and after the learner analysis is conducted. The development of instructional objectives and information gathered
through the learner analysis are the foundation for the selection of strategies and activities.
Learning strategies are employed to assist the learner in acquiring, interpreting, broadening, retaining, and using knowledge.
Learning strategies help students get ready to learn, obtain information, learn information, and manage their learning process.
Learning activities consist of the action to be taken by the students, the social configurations of the learning situations, and the
source of guidance available to them.
The instructional team should plan strategies and activities based upon the level of learning specified in the instructional objectives,
the learner characteristics, and the teacher’s judgment as to the range of instructional activities feasible.
Step or Phase Task to be Considered This column is where you will type your information
Resources/Materials List the resources to be Teacher will use their computer, Internet browser and MS Excel
There are endless resources used by the teacher and to present instructions and display examples of what is expected.
available today to assist in the media specialist/
selection of appropriate learning technology specialist in the Students will receive:
strategies and activities for a development of the
specific group of learners and in instructional unit. These Budget O Rama Overview (attached)
support of specified content. are the resources you use
These resources include but are for planning – not Budget O Rama Rubric (attached)
not limited to: materials students would
* Teacher Editions of textbooks use. Budget O Rama Report (attatched)
* Professional resources –
journals, planning materials
* Grade level, school, and district
developed resources
* Resources available from state
DOE
* Internet resources
Activities and Strategies Briefly describe five Students are required to provide proof/reference sites for all
In order for students to develop a potential activities for the items used in their Project. I will not be taking their word for
repertoire of learning strategies instructional unit. Indicate anything.
there are times when they have
to actually have to be taught
those strategies (page 164)
Activities will be teacher-
oriented, group-oriented, or
student-oriented. The source of
guidance for the students, and
the cognitive and physical
environments must also be taken
into consideration as the most
appropriate strategies and
activities are identified.
one activity that will be the
focus of the detailed
lesson plan. This one
activity is the only one for
which you will develop a
detailed plan in Step 7.
1. Research housing options with or without a roommate
with in 25 minutes of where they will be working.
2. Complete sample apartment ad or application. 

3. Research and purchase a vehicle with a minimum value of
$5000.
4. Complete sample loan application from a car
dealership/financial institution 

5. List approximately how many miles will be driven per
week. List how many miles per gallon your car
averages. 

6. Research at least three resources that give tips for
saving money on day-to-day expenses and discuss the
tips.
7. Research and list the utility companies, the monthly
costs and particulars included.

Step 6 Materials Selection

Instructional materials are an essential part of the teaching and learning process. Students/clients spend a large amount of time
viewing, listening to, and otherwise interacting with instructional materials. Despite the wide variety of available materials and the
pressure to purchase materials, there is still great discontent with the actual effectiveness of materials. Many materials are
purchased, used once and then put on a shelf to gather dust. Decisions regarding the selection of instructional materials should be
made only after considering several sources of information – this information is available only as a result of the instructional
objectives step, the learner analysis step, and the assessment of student performance step in this instructional design process
(steps 2, 3, 4). Considering these three sources of information will prevent the waste of funds used to purchase materials and will
prevent disastrous learning situations. After materials have actually been used with students/clients it is critical to reflect on the
effectiveness of the materials. If the materials were considered to be ineffective was it because of the materials or because of the
way in which they were used. It is important to determine if changes would need to be made in the planning for future use of the
materials.
Step or Phase
Materials to Used
The selection of materials
involves 5 tasks:
* Selecting the format of the
material
* Identifying the specific
materials
* Locating reviews of the
materials
* Previewing the materials
* Evaluating the materials with
actual learners
Task to be Considered
List all of the materials
needed by the instructor
and students/clients in
order to successfully
implement and participate
in the lesson. These are
the materials that will
actually be used during the
activities described in
Step 5.
Step 7 Implementation Plan
This column is where you will type your information
The materials needed by the instructor are:
Computer
Projector
Internet Access
MS Excel
Project Instructions
Project Examples
https://www.cars.com/finance/
https://www.apartments.com
Materials needed by Student are:
Computer
Internet search browser
MS Word
MS Excel
Project Instructions
Project Rubrics
Report Instructions
Project Examples
Flash Drive
Calculator
https://www.cars.com/finance/
https://www.apartments.com
The Implementation Step is one in which specific plans are detailed for the actual implementation of strategies and activities with
students. Many times instructional projects look promising in the design stage but fail in the actual implementation. It is critical that
all people involved in the planning process work together to make sure the implementation is something they are all willing and able
to carry out. When designing instruction it is very important that the resource limitations be taken into consideration so that the
instruction is not viewed as something that cannot ever be done again. Some questions to consider include:
 What facilities and equipment are required?
 Is there special lighting, space, or ventilation required?
 What support staff are required to implement the instruction?
 Is the administrator aware of the costs of implementation, and has this person’s support been gained? Are resources available
for the inevitable revisions that must be made before implementation occurs again?
Almost all instruction requires some involvement of the instructor as facilitator. In implementing instruction, part of the instructor’s
role is to compensate for student learning tools that may be missing or are inadequate. Strengthening these learning tools is an
ongoing goal of any instruction.
For this step of the project you are going to develop a detailed plan for one of the activities you described in Step 5.
Step or Phase Task to be This column is where you will type your information
Considered
Primary List the primary 1. 95% of Students will be able to develop a budget based on the research of real world
Instructional observable findings and numbers.
Objectives instructional BMA-BT- 6.1 Demonstrate the ability to utilize electronic research tools to
You will be able to objectives for the gather, manipulate, and report data in accepted business formats.
pull these selected activity.
objectives from Indicate the Georgia 2. Students will be able to write a two page report explaining their findings and what
Step 3 or at least Common Core they learned with 90% accuracy.
be able to take Standards/Georgia BMA-BT-2 Create, edit, and publish industry appropriate documents using technology as
a tool to increase productivity.
objectives from Performance
Step 3 and make Standards,
them even more Information Literacy
specific for this Standards/Technolo
particular activity. gy Standards that
support those
objectives.
Briefly Describe Describe the Most of the students in the classroom studied are kinesthetic and visual learners. While
Learner Group students/clients who all of the students can read, about half of them avoid reading. These student also have a
This description would participate in very short attention span.
can be developed the activity including
based on the the learning styles
information and preferred
gathered from the learning
Demographic tools/strategies of
section, Needs the students/clients.
Assessment (Step
1) and the Learner
Analysis (Step 2)
Pretest/Assess Describe the process Before students are given this project they would have been taught the chapter on
Prior Knowledge used to assess budgeting and financial planning. They would have learned about the steps of the
This description student/client prior budgeting process, how to weight alternatives, opportunity cost and the difference
can also be derived knowledge as it between gross and net income.
from information relates to the
gathered in the specific content of Students will then be tested to assess their level of mastery about the content.
Needs Assessment this lesson. Describe
(Step 1) how the information
gathered would
impact the
continued
development of and
implementation of
the lesson plan.
Motivating Describe the I will gain student attention on the importance of budgeting by showing them clips from
Activity/Launch strategy to be used ESPN documentary called “Broke”. About how the majority of pro basketball and pro
This type of activity to gain football players are broke a year after they stop playing.
can include student/client https://www.youtube.com/watch?v=Elfw0ESih-A
strategies to attention and
prepare the develop interest in
learners for the the content of the
activity; advance lesson. This activity
organizers; etc. must be connected
to the content of the
lesson. How you will
start the lesson to
engage and motivate
learners.
Description of Describe the content Teacher will present the power point presentation on budgeting and financial planning
Lesson and procedures of and engage students in a classroom discussion about how they plan for the money they
Presentation the lesson. What you currently receive.
This section will will say and do. They will they complete the two resources listed below:
include the Questions you will http://glencoe.mheducation.com/sites/dl/free/0078618770/260296/businessonline_ch
procedures for the ask. 28.pdf
activity – what is
going to take place; http://www.glencoe.com/sec/busadmin/introbus/student/co_olc/intro_bus3_28.shtml
who is going to do
what; etc.
Provisions for Describe how the Student will looks at the weekly live lesson plan written on the board to know the
Participation lesson would be expectation for each day. They will begin keying notes for the power point on the
Instructors always structured so that all chapter first. Second, they will participate in a classroom discussion about some of their
need to be students would be individual goals and how they spend the money they currently receive. Students will
prepared for those able to successfully then complete a fast review assignment of what they learned that day.
times when an participate in the The following day they will finish keying the rest of the chapter’s PowerPoint, followed
activity does not go lesson. What by another classroom discussion and a fast review.
as intended; be students will do.
prepared to ask For homework they will complete the chapter review
probing questions
to keep the activity
progressing; etc.
Closure How you will end the To end the class they will write down a financial goal and explain how they intent to
lesson. Summary of achieve their listed goal.
 the content of the
lesson.
Posttest/Assessme Describe the Students will take a test to assess their mastery of the lesson on Budgeting and financial
nt of Learning assessment planning.
In Step 4 you strategies/activities
described the main to be used to After taking the Test of budgeting the students will be assigned the Budget O Rama
assessment determine and project which requires them to research real world inputs and create a budget based on
strategies for the document a fixed about of money they will be given.
unit. In this section student/client
you will describe achievement of the
what the students instructional
will do at the end objectives of the
of the lesson to lesson.
demonstrate they
have met the
specific objective
for this one
activity.
Results of Learning Describe the Upon completion of this lesson and project students should be about to develop a
Since you are not progress made by budget based on real world inputs/figures and their financial/life goals.
able to implement students/clients as a
the actual activity result of the lesson –
this semester, you knowledge they
only need to briefly gained, skills they
describe what you attained or
expect the improved, etc.
students to be like
as a result of the
activity.
Summary of Describe the I think this is an extremely useful tool for students and adults alike. They concepts and
Instruction strengths and skills learned apply across all disciplines, social economic groups, religions and etc. They
Again, since you weaknesses of the is literally nobody who wouldn’t benefit from this type of lesson. Since some of my
are not able to implementation of students don’t like to read, the small weakness in the plan are the parts where student
implement the the lesson – what have to read through researched findings. However, student will have to opportunity to
activity this worked, what did talk to their teammates about some of the finding and that should ease some of the
semester, simply not work, what dislike they have for reading.
briefly describe the would need to be
kinds of things you changed for future
think you would implementation of
need to be very the lesson.
observant of
throughout the
implantation in
order to make
notes about what
might need to be
done differently in
future
implantations.

Step 8 Evaluation of the Plan

Formative evaluation involves assessing the results of each step in the instructional design process to improve the results of the
process. Although this step is the last in this model it actually is an ongoing process. The following questions need to be asked about
all of the steps:
 Did carrying out the step collaboratively lead to effective instruction?
 How could the step be carried out better in the future?
 Were all the instructional objectives met?
 Are the students ready to learn more?
 If problems occurred during instruction, at which step did the problems arise and how could the step be improved?
This type of evaluation allows for the instructional design process to continually be improved based on feedback gathered through
evaluation. Three types of formative evaluation that can lead to more informed decisions regarding continued instructional design:
 Evaluation that will result in changes for current students/clients.
 Evaluation that will result in changes for the next group of students/clients that will participate in the instruction.
  Evaluation that will result in changes in the way future instruction is designed.
Step or Phase Task to be Discussed This column is where you will type your information
Describe the planning and Since you are not actually
implementation processes – going to implement your How do I combat the fact that I know I will not have 100% of my
strengths, weaknesses, and plan this semester, think student in class for the duration of this assignment?
changes for future collaborative about questions you might
planning and instruction. need to ask yourself in the If I have student who don’t have access to computers and internet
event you were able to while at home and thus cant complete homework or do additional
implement your plan. work at home?