Desiree López
Aligning Outcomes, Assessment and Activities
As an educator, I recognize the importance of integrating diverse learning elements to create compelling educational experiences for my students. According to Fink (2003), key components such as learning objectives, instructional activities, feedback mechanisms, and assessments must work harmoniously together. Rather than overwhelming my students with information, I focus on designing learning environments that resonate with their lives and personal experiences.
This integrated approach highlights the importance of a cohesive curriculum within a supportive atmosphere, nurturing critical skills like self-directed study, analytical thinking, and awareness of personal learning needs. I aim to empower students by instilling a sense of agency in their learning journeys, reinforcing that they are ultimately responsible for their educational success.
To cultivate meaningful learning experiences, aligning outcomes, activities, and assessments is essential. The first step in this alignment is establishing a Big Hairy Audacious Goal (BHAG) that directly ties into my Innovation Plan. By employing Fink’s (2003) planning worksheets, I have developed a reverse design strategy that seamlessly integrates all elements of the Innovation Plan. This comprehensive framework is a structured guide for implementing blended learning, ensuring that every learning process aligns with Fink’s meaningful learning model. Ultimately, this plan acts as a roadmap, empowering students and facilitators to achieve more profound and impactful learning outcomes.
BHAG (Big Hairy Audacious Goal) Overarching Course Goal:
Educators should identify clear, real-world outcomes that students need to achieve when creating a learning strategy focused on student competencies. This foundational step will guide the development of specific objectives, assessments, and diverse learning activities, ensuring alignment with the desired outcomes. Each component should be designed to engage all students meaningfully, fostering active participation and collaboration. This approach empowers learners to work toward mastering targeted competencies and enriches their overall educational experience by making learning relevant and impactful.
BHAG BIG HAIRY AUDACIOUS GOAL
When designing competency-based instruction, teachers should begin with the ultimate goal in mind. By starting with a Big Hairy Audacious Goal (BHAG) within an authentic context, educators can ensure that all learning objectives, assessments, and activities align with this larger vision. Outcome-based instruction focuses on real-world applicability, where each component is purposefully designed to contribute to the desired outcome.
L. Dee Fink’s Self-Directed Guide to Designing Courses for Meaningful Learning outlines five essential steps for planning:
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Consider situational factors that influence learning.
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Define clear learning objectives to guide the process.
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Create assessments that offer timely, actionable feedback.
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Design aligned learning activities that actively engage students in achieving the objectives.
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Ensure alignment across goals, assessments, and activities creates a cohesive learning experience.
Fink also introduces a taxonomy for meaningful learning that includes:
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Foundational Knowledge
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Application
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Integration
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Human Dimension
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Caring
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Learning to Learn
By anchoring instruction in an ambitious, authentic goal, teachers foster an environment where students engage in meaningful learning experiences that prepare them for real-world challenges.
Learning Environment & Situational Factors to Consider
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Specific Context of the Teaching/Learning Situation
How many students are in the class? Is the course primary, secondary, undergraduate, or graduate level? How long and frequent are the class meetings? How will the course be delivered: live, online, blended, flipped, or in a classroom or lab? What physical elements of the learning environment will affect the class? What technology, networking, and access issues will influence the class?
As a Kindergarten dual-language teacher with 20 students, I create a rich educational experience by integrating Math, English Language Arts (ELA), Social Studies, Science, and Phonological Awareness. My role as a self-contained educator allows me to weave these subjects seamlessly, promoting holistic learning while enhancing language acquisition in both English and Spanish.
Daily Structure & Rotational Centers: Our daily schedule is designed to maximize engagement. We begin with 20-minute whole-class meetings to introduce fundamental concepts, foster discussion, and build a collaborative learning environment. Afterward, students rotate through 30-minute interactive centers tailored to their developmental needs and interests. These centers promote hands-on learning, creativity, and academic vocabulary development through play, fostering curiosity and deeper exploration.
Technology Integration: Thanks to district-provided iPads and headphones, I can enhance learning through digital tools. Although many students are new to iPads, I teach them basic skills like drawing, accessing educational apps, and navigating features. I empower them to become independent learners in an increasingly digital world by building their confidence in technology.
Challenges & Solutions: The physical layout of the classroom presents challenges, especially regarding noise levels and distractions during small group sessions. However, I strategically manage rotations and incorporate technology to mitigate these distractions. I also focus on creating a supportive environment where students feel encouraged to take risks, explore new concepts, and embrace challenges as learning opportunities.
Cultivating Resilience: I emphasize resilience and problem-solving, especially when using technology. I ensure that students feel comfortable experimenting and learning from their mistakes. This approach nurtures a growth mindset, preparing them for academic success and confidently navigating a multilingual, digital future.
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General Context of the Learning Situation
What learning expectations are placed on this course or curriculum by the school, district, university, college, and/or department? The profession? Society?
Our school is committed to fostering academic language development, particularly for dual-language learners facing foundational English skills challenges. A primary focus is helping students express their thoughts in clear, complete sentences, laying a strong foundation for effective communication and critical thinking. This is crucial for their long-term academic success as they advance their educational journey.
Beyond sentence structure and fluency, it is equally important that students develop the skills to analyze, reflect, and engage with texts in meaningful ways. These abilities accelerate English language acquisition and empower students to articulate complex ideas confidently and become proficient learners.
My innovation plan introduces a blended learning model to address the limited exposure to English—currently restricted to 30 minutes of daily instruction for kindergarten dual-language students. This model integrates technology-based tools, allowing students to practice English beyond the classroom. Through digital platforms, interactive lessons, and personalized learning experiences, we can significantly increase their immersion in the language at home and during class.
This extended practice will allow students to develop more vital language skills earlier, closing the gap with their peers and setting them up for future academic success. By immersing students in an enriched, supportive language-learning environment, we can better equip them to excel in English and their broader academic pursuits.
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Nature of the Subject
Is this subject primarily theoretical, practical, or a combination? Is the subject primarily convergent or divergent? Are there important changes or controversies occurring within the field?
English Language Arts (ELA) must carefully balance building foundational knowledge and offering meaningful, hands-on experiences. To address students' diverse levels of language exposure, it's crucial to implement varied strategies that meet individual needs while fostering an environment of active engagement.
By nurturing curiosity and passion for language, we can inspire students to fully immerse themselves in the written word and the creative process. This holistic approach enhances language acquisition and empowers students to express themselves confidently and creatively. As they explore literature, develop their writing skills, and deepen their understanding of language, they become effective communicators and critical thinkers, prepared for academic and real-world challenges.
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Characteristics of the Learners
What is the life situation of the learners (e.g., socio-economic, cultural, personal, family, professional goals)? What prior knowledge, experiences, and initial feelings do students usually have about this subject? What are their learning goals and expectations?
Many of my students come from low-income Hispanic families and are recent newcomers, often needing more support in their English language acquisition. This limited exposure significantly hinders their ability to practice and develop the language skills they need for academic success.
Immersive learning experiences and targeted language practice tailored to their specific needs are essential to helping them thrive. By creating an environment that offers consistent opportunities for meaningful language engagement, we can empower these students to build their English proficiency and unlock their full potential, ensuring they have the tools to succeed throughout their educational journey.
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Characteristics of the Teacher
What beliefs and values does the teacher have about teaching and learning? What is his/her attitude toward the subject? Students? What level of knowledge or familiarity does s/he have with this subject? What are his/her strengths in teaching?
My educational philosophy is grounded in the principles of choice, creativity, curiosity, and fostering a growth mindset through authentic, student-centered learning experiences. Inspired by Maria Montessori’s approach (Montessori, 1973), I believe a thoughtfully designed learning environment can significantly shape a child's academic and personal growth. By cultivating a growth mindset, students are empowered to embrace challenges and view setbacks as opportunities for learning, preparing them to navigate their educational journey confidently.
Educators are responsible for nurturing cognitive development and personal growth, guiding students to become resilient and adaptive learners. I continuously explore growth mindset strategies and actively incorporate them into my teaching practices to inspire my students to thrive academically and personally.
As an immigrant, I deeply relate to my students’ experiences as they navigate the challenges of learning English as a second language. This personal connection drives me to create engaging, meaningful lessons that support their language acquisition while promoting their sense of agency and self-efficacy. Through this holistic approach, I strive to equip my students with the tools and mindset they need to succeed academically and in life.
Questions for Formulating Significant Learning Goals
One year after completing this course, I aim to empower students with the essential knowledge and tools to develop a growth mindset while significantly enhancing their English communication and comprehension skills. I will create a reflective learning environment where students can showcase their progress, engage deeply with the material, and build confidence in using academic vocabulary and constructing well-structured sentences.
My Big Hairy Audacious Goal (BHAG) for this course is to lay a strong foundation for English language proficiency that will equip students to excel in their future learning endeavors. To achieve this, I plan to implement a blended learning approach using the station rotation model, which allows for personalized, engaging, and diverse learning experiences. This model will ensure that students receive targeted instruction while exploring their unique strengths, fostering language development and a lifelong love of learning.
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Foundational Knowledge
What key information (e.g., facts, terms, formulae, concepts, principles, relationships, etc.) is/are important for students to understand and remember in the future? • What key ideas (or perspectives) are important for students to understand in this course?
Students need to master the effective use of digital tools, such as iPads and headphones, as these are integral to modern learning. By developing digital literacy skills, students will navigate technology confidently and use it as a powerful medium for learning and self-expression.
In parallel, they will expand their academic vocabulary, empowering them to articulate their thoughts clearly and deepen their comprehension. These skills will equip students to engage meaningfully in real-world situations, preparing them for success in both academic and everyday contexts.
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Application Goals
• What kinds of thinking are important for students to learn? • Critical thinking, in which students analyze and evaluate • Creative thinking, in which students imagine and create • Practical thinking, in which students solve problems and make decisions • What important skills do students need to gain? • Do students need to learn how to manage complex projects?
Learners need to sharpen their critical thinking skills, essential for analyzing new information, challenging assumptions, and integrating it with their existing knowledge. Critical thinking empowers students to make informed decisions, assess the impact of their actions, and solve problems effectively.
At the same time, cultivating creative thinking is equally vital for language acquisition. By encouraging students to approach learning with innovation and curiosity, they can explore new ways of expressing themselves, which fosters deeper engagement and helps them build more vital language skills.
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Integration Goals
What connections (similarities and interactions) should students recognize and make…: • Among ideas within this course? • Among the information, ideas, and perspectives in this course and those in other courses or areas? • Among the material in this course and the student's own personal, social, and/or work life?
Students can capitalize on their knowledge of Spanish vocabulary and foundational sentence structures to enhance their English learning by identifying cognates and sight words. This recognition strengthens their comprehension and helps them make meaningful connections between the two languages, facilitating a smoother and more confident transition as they navigate bilingual literacy.
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Human Dimensions Goals
What could or should students learn about themselves? • What could or should students learn about understanding others and/or interacting with them?
Learners should be encouraged to articulate their thoughts on developing various skills without constraints, employing effective verbal communication to engage with their mindset and foster personal growth actively.
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Caring Goals
What changes/values do you hope students will adopt?
Feelings?
Interests?
Values?
Learners will develop a growth mindset that empowers them to articulate their emotions while maintaining a solid sense of self-worth. They will learn to approach challenges with resilience, fostering a belief in their ability to grow and succeed. This mindset will enhance their intrinsic motivation for learning, encouraging them to pursue their interests and values independent of external pressures.
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Learning How to Learn Goals
What would you like for students to learn about:
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How can we be good students in a course like this?
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Would you be able to learn about this particular subject?
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How can they become self-directed learners of this subject, i.e., have a learning agenda of what they need/want to learn and a plan for achieving it?
My students will develop a genuine passion for their learning journey. Mastering a new language is deeply rooted in personal experiences and the ability to transfer foundational knowledge from their first language, making it crucial to build concepts in their native language. Learners must have choice, voice, and agency in their educational process to foster an effective learning environment. This empowerment enhances their engagement and significantly enriches their overall learning experience.
REFERENCE
Cummins, J. (2000). Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters.
Gibbons, P. (2002). Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Heinemann.
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.
Godin, S. (2012, October 16). STOP STEALING DREAMS: Seth Godin at TEDxYouth@BFS. Www.youtube.com. https://youtu.be/sXpbONjV1Jc?si=VDOQg3yvOVqzSIbi
Harapnuik, D. (2015, August 15). Connecting the dots vs. collecting the dots [Video file]. Retrieved from https://www.youtube.com/watch?time_continue=1&v=85XpexQy68g.