Aligning outcomes, assessment, and activities

These last two weeks, I had the opportunity to plan and design a course for my students that would have a significant impact on my innovation plan. It allowed me the opportunity to reflect deeply on how I was going to align my expected outcomes, assessments, and activities to the significant learning environment I am working to create in my blended learning classroom.

Creating a significant learning environment requires an emphasis to be placed on the outcomes, activities and assessments for particular units. All of this should be aligned in foundational knowledge, application, integration, human dimension/caring, and learning how to learn. (Fink, 2003) Essentially, significant learning done within the realm of authentic learning environments allows students to develop connections and learn based on context rather than simply memorizing content, which is crucial to developing lifelong learners. The simplicity of the current education system in my district is more of memorizing and regurgitating information. In my opinion this is what hinders meaningful engagement and critical thinking.

Fink's taxonomy for course design effectively fosters meaningful connections, unlike much of the education system which currently focuses more on collecting information, “collecting the dots” more than connecting them (Harapnuik, 2015). Seth Godin criticizes this approach, advocating for education that promotes meaningful learning rather than a one-size-fits-all approach type list (TEDxYouth, 2012). Meaningful connections are forged through deep learning activities that encourage exploration and application of knowledge.

For years, teachers and administrators have planned and designed courses and activities with the end goal in mind. I have gone to countless PLC meetings where we talk about what we want our students to learn, how we will assess them at the beginning of the year, middle of the year, and end of the year to see what they have learned along the way. This is what we all know of as data. My district loves data, and it is all they seem to focus on these days. Then we discuss what we are going to do if they haven’t learned what they were “supposed” to learn by that point. Are we going to do RTI or small group intervention etc.

I have developed a plan for a 4th grade level course to implement blended learning while using my classroom and technology. To improve the design of my course I will use Fink’s taxonomy which will help me design my courses and communicate more effectively with staff and students. It will also help me troubleshoot and reassess my courses' design by ensuring my learning objectives, activities, and assessments are aligned and connected (Fink 2003). In doing this, my courses will become more effective in achieving my BHAG. 

My BHAG (Big Hairy Audacious Goal) – Overarching Course Goal:

Students will understand the different stages of life cycles and how it ensures the survival of a species.

References

Fink, D. (2003). A self-directed guide to designing courses for significant learning. San Francisco; Jossey-Bass.

​​

Harapnuik, D. (n.d.). ADL/EDLD 5313 goal & 3 column table. It’s About Learning. 

         Retrieved from https://www.harapnuik.org/?page_id=8618.

Harapnuik, D. (2015, August 15). Connecting the dots vs collecting the dots.

         Retrieved from

         https://www.youtube.com/watch?time_continue=16&v=85XpexQy68g

TedxYouth. (2012, October 15). Stop stealing dreams: Seth Godin at tedxyouth@bfs.

         Retrieved from https://www.youtube.comwatch?v=sXpbONjV1Jc