Heather Mize Portfolio Page
This is a template for the ID portfolio page, where you will document your instructional design work in progress during this semester. DO NOT EDIT THIS PAGE. See the video guide on how this project works and how to set up your ID portfolio page: Zoom Video If you need to see examples, see Gërt Arnold Portfolio Page; Sarah Stolberg's Portfolio Page.
Navigation links: ETAP 623 Fall 2024 | Link to my mini-course front page
About Me
My name is Heather Mize, I graduated from Canisius University in Buffalo, NY in 2007 with my Bachelor's in Adolescent Education/English with a 5th and 6th grade extension. I currently teach HSE and have over 16 years of teaching experience. Teaching HSE has given me the unique opportunity to teach Science, Social Studies, Math, and English. My goal is to complete my Master's in the Curriculum Design and Instructional Technology program and go into that field.
I enjoy spending time with my family and my dogs. I love the outdoors and traveling. I believe that travel can make me a person a well-rounded individual. I am a Buffalo Bill's fan and am excited to see them get that Superbowl win that they deserve.
My Topic and Purpose
My mini course will focus on personal budget. In order for students to understand what they need to do to move out and live financially independent from their parents, they have to research cost of living. Over my many years of teaching, I hear students talk about moving out and how easy it will be, this lesson is not only a lesson on budgeting, but a lesson on life. My goal at the end of this project is that students will have a better understanding of financial obligations and what they need to do in order to sustain the life that they want to live. I hope that this lesson will get students to think about their next steps, do they need to attend college or learn a trade in order to make the type of income that they desire.
Scope of Learning Outcomes and Content
For this lesson, students will be introduced or use prior knowledge to the following skills: 
fixed and variable expenses, basic budget concepts, estimation, difference between needs and wants, money habits, identify spending habits and patterns, comparison shopping, cost saving strategies, recognizing income sources, progress tracking, investments, allocate funds, money management, and locating community resources.
This lesson will teach students how to effectively budget, identify bills, the impact of poor management, and to create and calculate individual budgets. 
Needs Assessment
(MOD 5) Report findings from your needs analysis to clarify the gap of knowledge/skills that exists related to your mini-course topic. See the chapter of Shambaugh & Magliaro (1997) Needs Assessment provided in Mod 5. You may use a literature review or/and survey to inform your analysis of the current reality, the "ideal," and the gap in between.
You may use the following subheadings to organize your report in this section (feel free to adjust as you need).
- The educational Mproblem or opportunity
- The learners/participants involved (be brief here; more detailed analysis to be added in the following section)
- Analysis of gaps in term of know vs. need to know (reality vs. ideal)
- Existing efforts to address this gap
- Intent statement: how will this mini-course help your participants address their needs?
Analysis of the Learner and Context
(MOD 5) Write here your more detailed analysis of your learner and the context in which they will learn using this mini-course. Who are the participants (learners)? Prior personal/cultural experiences, knowledge and skills, or interests they have? In what settings will they use this mini-course to learn? How much time will they spend? What resources will they need?
Performance-Based Objectives
(MOD 6) Define course-level target objective (not the learning units yet). The objectives need to describe what the learner will be able to perform/do as the result of learning with this course. Consider the important learning gains and consider how the participants may demonstrate it or use it to do something authentic. Communicate the objectives using clear, performance-based terms, such as:
After completing this mini-course, learners will be able to:
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Task and Content Analysis
(MOD 7-8) For each course-level target objective, consider 1) what the participants need to know in order to achieve this objective (e.g. the prerequisites that enable or support the objective); 2) what specific learning content and activities may address the prerequisites and target objectives. Then consider how the learning contents and activities will be organized into a process of learning through several learning units (e.g. 3-5). See example Task Analysis).
Curriculum Map
(MOD 7-8) Upload a visual map to show the sequence of learning units, each with its own objectives and activities. The units should work coherently to support the achievement of the ultimate objectives of the whole mini-course. Use this map to guide the creation of the actual learning units while adapting it when needed. The key idea is to fine-tune the objective-content/process-assessment alignment.
- Insert image: In the Edit tab, click Insert, select Images and Media, search or upload an image, set options under Advanced tab as needed
References and Resources
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