Heather Mize 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 the high school equivalency (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, Cooper and Zuul. I love the outdoors and traveling. I believe that travel can make 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 equip students with the skills to effectively implement and manage a budget, accurately account for reoccurring expenses, understand the consequence of poor financial management, and to create and calculate personalized budgets. 

Needs Assessment

• The educational problem: Students often have a lack of financial literacy, basic understanding of financial concepts, limited awareness of the importance of budgeting, and difficulty in handling unpredictable expenses. Students are often not exposed to the concept of developing good money habits. Credit cards and debt often plague many young adults.
• The learners/participants are adult education students ages 16+, project can be altered for High School age.
• Analysis of gaps: Many students lack a comprehensive grasp of financial demands; students will learn effective budgeting strategies and develop the necessary skills and knowledge to achieve financial stability in order to bridge the gap of faulty assumptions. When confronted with the idea of implementing a budget, students do not know where or how to initiate this process.
• Existing efforts: students are exposed to cost of living analysis through economics discussions and class.
• Intent statement: Through class discussions, research and analysis, students will gain knowledge on incorporating a budget. Students will build on their prior knowledge while incorporating new skills learned through this mini lesson. Some personal benefits that students will obtain through this mini lesson are self-awareness, self-esteem and a sense of security in addition to the introduction of being able to set a budget and live a more financially responsible lifestyle.

Analysis of the Learner and Context

Who are the participants (learners)? The participants of this mini lesson are a diverse group of adult education students ranging in ages from 16-59 years old who are enrolled in a High School Equivalency program. These students have a diverse background with varying educational level beginning at grade level 2 up to grade 12.

Prior personal/cultural experiences: Students in this class have a variety of cultural backgrounds with several of them being from other countries, English is not their first language. Some students are referred from our county jail while others are in the beginning stages of alcohol/dependency recovery.

Knowledge and skills: Students will access their prior knowledge in math for basic math concepts. Incorporating the use of spreadsheets and research will be important.

In what settings will they use this mini course to learn? Students learn in a one room schoolhouse setting. All grade levels, backgrounds and ages are combined. The teacher will demonstrate concepts for students to model when appropriate. Students will have time to work individually and with a group of their choosing.

How much time will they spend? The estimated time of this mini lesson is 2 class sessions, classes are 2 hours long. Times will be adjusted according to student's needs and levels.

What resources will they need? Resources that will be required are but not limited to worksheets, Job Zone, computers, teacher and aid, writing devices, Promethean Board, white board and employment newspaper.

Performance-Based Objectives

After completing this mini-course, learners will be able to:

• define and explain key budgeting terms, including income, expenses, fixed/variable expenses, savings, and more
• identify sources of income (employment, gifts) and everyday expenses such as rent, utilities, entertainment and groceries. 
• create a balanced budget based on a hypothetical or real income and expenses.
• evaluate their expenses and make adjustments where necessary in order to reach a balanced budget that meets their goals.
• track their income and expenses and accurately record transactions.
• identify areas of their saving, spending and habits that need improvement and implement a plan that better suits their needs.

Task and Content Analysis

Prerequisites for this course are the following: 

1. Students need to have basic computer skills in order to navigate the internet, Microsoft Excel, and apps. 
2. Students must have basic math skills such as addition, subtraction, multiplication, division, percentages, and interest.
3. Students must be able to identify needs vs. wants and various sources of income

Unit 1:

Introduction to Budgeting; Wants Vs. Needs

Upon completion of this unit, the learner: 

1. will be able to identify a want vs. a need
2. will be able to use a sample budget worksheet
3. will be able to identify trade-offs and priorities
4. will be able to comprehend key vocabulary terms

Unit 2: Which job is best for me and my intended lifestyle:

Upon the completion of this unit, the learner: 

1. will be able to navigate O*Net
2. will be able to identify strengths and weaknesses for a career
3. will be able to identify career options
4. will be able to identify the skills and training needed for success

Unit 3: Introduction to Budgeting: What does it all mean? 

Upon the completion of this unit, the learner: 

1. will be able to develop a comprehensive budget
2. will be able to demonstrate the ability to live within one's financial means
3. will be able to accurately calculate interest and various rates

Curriculum Map

File:Curriculum Map Heather.pdf

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References and Resources

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