Aligning Outcomes, Assessment, and Activities

In alignment with my Innovation Plan, I intend to develop a three-column table outlining the learning outcomes pertinent to my educational setting. When crafting planning documents that critically assess the learning environment, it is crucial to emphasize the formulation of practical learning objectives and ensure their alignment with assessments and activities. Therefore, I will explore the planning of assessments and learning activities centered around my Innovation Plan. I use Fink’s guide to shape my Big Hairy Audacious Goal (BHAG) and to achieve meaningful learning outcomes for my students.

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Creating a significant learning environment requires focusing on particular unit outcomes, activities, and assessments. For meaningful learning to occur, it is essential to ensure that outcomes, activities, and assessments are aligned with foundational knowledge, application, integration, human dimension, caring, and the process of learning how to learn (Fink, 2003)

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Authentic learning environments play a fundamental role in fostering the development of connections and context-based learning. This approach transitions the focus from simple content memorization to preparing students for continuous learning throughout their lives, enhancing their learning experience.

I have developed a strategy for my kindergarten students based on Fink's guide. Starting with my Big Hairy Audacious Goal, my objective is to enhance the learning experience to be more impactful and engaging. In the upcoming session, I will introduce the BHAG 3-column table, Worksheet 1: Learning Environment-Situation Factors, and Worksheet 2: Questions to formulate essential learning goals.

MY BIG HAIRY AUDACIOUS GOAL:

Using the blended learning approach and focusing on a positive learning environment, I aim to improve students’ academic engagement, ownership, and critical thinking skills by researching essential academic vocabulary about the unit of study. The daily search for vocabulary will enable our students to make connections, activating their prior knowledge with the newly acquired information and assisting them in becoming lifelong learners. This approach is heavily influenced by Fink's guide, which has been a cornerstone in developing my educational plan.

References

Fink, L. (2003). A Self-Directed Guide to Designing Courses for Significant Learning Designing Courses for Significant  Learning. https://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf

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Harapnuik.org. (2023). Its about learning. ADL/EDLD 5315 Goal & 3 Column Table. https://www.harapnuik.org/?page_id=8595

Texas Education Agency. (2022). Texas Kindergarten Guidelines https://tea.texas.gov/academics/curriculum-standards/teks/kinderteks0817.pdf