Aligning Outcomes, Assessment, and Activities (3 Column Table)
In order to create a significant learning environment, I needed to step back and evaluate the overall picture and goals I want my students/learners to achieve. Using Fink’s A Self-Directed Guide to Designing Courses for Significant Learning, I have created an overview of the year-long professional learning course that the Middle School Teachers (grades 6-8) will participate in over the upcoming school year. The goal for this professional learning course will be to unlearn outdated, antiquated “sit and get” teaching so that educators can adapt their classroom practices and procedures to incorporate blended learning that utilizes choice, ownership and voice. Below you will find the Professional Learning Goal (BHAG) for the course as well as the questions that I considered to help me formulate my significant learning environment. I started with the BHAG, Big Hairy Audacious Goal, and worked backwards from there to plan the professional learning. Coming up with the BHAG first allowed me to keep my end goal in sight and focus all outcomes, activities, and assessments on designing cohesive units with strong goals where my learners can connect the dots and learn blended learning strategies based on their curriculum context in an engaging environment. My Falcon STS Innovation Projectwill not only be a model of a blended learning environment, but the enrolled students will be charged in assisting and collaborating with Middle School teachers as they transition and implement blended learning strategies into their own classrooms.
Questions for Formulating Significant Learning Goals