This document does NOT need a title page and only needs to be approximately 1 page. Select your problem of what you are going to teach about and identify your target audience. Explain briefly why you think this is a problem that needs to be addressed to that particular target audience. Write TWO measurable behavioral objectives (outcomes) for approval using the ABCD and SMART methods. Explain where your objectives fall on Bloom’s taxonomy. Review the Chapter on Behavioral Objectives and Teaching Plans in your textbook.
Problem Statement: The lack of financial literacy among young adults and college students in the United States is a critical issue. Target Audience: College students between the ages of 18-24 who are transitioning into financial independence.
Rationale: The problem of financial illiteracy is a pressing concern that needs to be addressed among college students. The transition from student life to financial independence can be challenging, and young adults often lack the necessary knowledge and skills to make informed financial decisions. Without understanding essential concepts such as budgeting, saving, and managing debt, young adults may face long-term financial difficulties.
Furthermore, financial literacy has a direct impact on individuals’ ability to achieve financial goals, such as buying a home or retiring comfortably. By addressing this problem and providing college students with the necessary financial knowledge and skills, we can empower them to make wise financial choices and set themselves up for long-term financial success.
Measurable Behavioral Objectives:
Objective 1: By the end of the financial literacy workshop, 90% of the participants will be able to create a monthly budget that aligns with their income and financial goals.
Objective 2: After attending the financial literacy workshop, 80% of the participants will be able to analyze the advantages and disadvantages of different types of loans (e.g., student loans, credit cards) and make informed borrowing decisions.
Objective 1 aligns with the “Applying” level on Bloom’s Taxonomy as students will be required to use their knowledge to create a budget. They will need to assess their income and expenses and allocate funds accordingly. This objective tests their ability to apply financial concepts in real-life scenarios.
Objective 2 aligns with the “Analyzing” level on Bloom’s Taxonomy. Participants will be required to critically evaluate various types of loans, considering their pros and cons. They will need to analyze the potential impact of loans on their finances and make informed decisions. This objective tests their ability to break down financial information and draw conclusions based on their analysis.
The use of behavioral objectives, specifically formulated using the ABCD and SMART methods, ensures that the desired outcomes of the workshop are clear and measurable. The ABCD method, focusing on the audience, behavior, condition, and degree, provides a structured framework for writing objectives. The SMART method adds further specificity by emphasizing objectives that are Specific, Measurable, Achievable, Relevant, and Time-bound.
To summarize, the problem of financial illiteracy among college students is a significant issue that needs to be addressed. The lack of financial knowledge can lead to long-term financial difficulties and hinder individuals’ ability to achieve their financial goals. By incorporating measurable behavioral objectives using the ABCD and SMART methods, we can ensure that the financial literacy workshop effectively imparts essential knowledge and skills to college students, empowering them to make informed financial decisions and improve their financial well-being.