Aligning Outcomes, Assessment and Activities
As an educator, I understand the significance of connecting the learning dots for my students. According to Fink (2003), these learning dots include learning goals, teaching and learning activities, feedback, and assessment. Instead of overwhelming my students with vast information, I aim to create learning environments relevant to their lives and experiences.
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One of the benefits of this approach is that it highlights the importance of an integrated course with an effective learning environment. This, in turn, will help students develop skills such as self-study, analysis, and identifying their needs. I want my students to recognize that they have choices in their learning and are ultimately responsible for their learning.
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I felt overwhelmed and uncertain when I first set out to develop my BIG HAIRY AUDACIOUS GOAL. It seemed like an impossible task, but I knew it was essential for the betterment of my community. To approach the challenge, I decided to focus on the effectiveness of teaching English in a digital environment, which is an innovative approach that can have a significant impact.
Despite feeling overwhelmed by this challenge, using Worksheets 1 and 2 of Fink's Self-Directed was incredibly helpful. These worksheets allowed me to analyze my environment, audience, and goals, helping me to determine my BGA goal.
worksheet 2 Questions
for formulating
significant learning
Goals
worksheet 1 Learning environment - situational factors to consider
BHAG BIG HAIRY AUDACIOUS GOAL
Below is information about my BHAG and my 3 column table outlining learning objectives, activities, and assessments.
BHAG (Big Hairy Audacious Goal) establishes a strong foundation for English language proficiency, enabling students to achieve greater success rates through a blended learning environment using the station rotation model.
References:
Fink, L. (2003). A Self-Directed Guide to Designing Courses for Significant Learning Designing Courses for Significant Learning. https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf
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Godin, S. (2012, October 16). STOP STEALING DREAMS: Seth Godin at TEDxYouth@BFS. Www.youtube.com. https://youtu.be/sXpbONjV1Jc?si=VDOQg3yvOVqzSIbi
Montessori, M. (1973). The Absorbent Mind. Translated From the Italian by Claude A. Claremont. New York, Holt, Rinehart And Winston.