With so many demands placed on both teachers and students, it can be easy to get caught up in the whirlwind of details which consist of assignments, local assessments, state assessments, standards, etc. This week I was able to use Fink's guide for designing courses. This guide really pushed me to see the big picture and really apply the idea of beginning with the end in mind. The first step I took toward creating the Learning Outcomes 3 Column Table was to answer questions regarding my learning environment and situational factors. These questions led me to think about the logistical aspects of my course and more importantly the people that would be involved with the course. View the document below to see those questions and my responses. Still following Fink's guide, my next step was to answer questions for Formulating Significant Goals. The questions pushed me to think about the goals I had for my learners on different aspects. It was definitely challenging to formulate goals without listing specific assignments or assessments. The questions listed led me to think about certain components I had honestly never considered before. I gained so much clarity on the goals I have for my learners, therefore I gained clarity on some of the expectations I have for myself as their teacher. View the document below to see those questions and my responses. Piecing together all of the ideas I had processed into a 1 page, 3 column table was a challenge for me because I wanted to include so many details, but alas that is not the purpose of the 3 column table. I thought I was going to encounter another challenge, which was to ensure that my BHAG and the other goals aligned with those described in the AVID standards. It was rewarding to see that everything aligned very well, which I think is a result of always centering instruction around the learner. View the document below to read the course overview for my 8th grade AVID elective class. This course planning process and the development of the 3 column table made me much more aware of what the goals are for my learners. I've been guilty of giving them a vague overview, but now I articulate what they will be able to do during and after completing the course. I realized that the majority of their assessments could be published on the students' e-portfolios, which would definitely support my innovation plan. Additionally my students will be able to share their e-portfolios with interviewers from the high schools, universities, and one day potential employers. Sources
L. Dee Fink, (2003) Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass
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