Aligning Outcomes, Activities and Assessments
It is important to align outcomes, activities and assessments when designing courses for significant learning. Using Dr. L. Dee Fink's A Self Directed Guide to Designing Courses for Significant Learning, and Understanding by Design by Grant Wiggins and Jay McTighe I have created a UbD plan, 3 column table, considered my learning environment and factors that may influence my course, as well as answered questions to help me define my significant learning environment (all attached below). To think in depth about why students should learn what I am teaching them, how I am going to teach and assess them, and what I want my students to know, I will be prepared to create an environment that will enhance student growth and learning. The 3 Column table is more wholistic way to plan for your units while the UbD plan is a more detailed design to planning. Both are important when planning & aligning outcomes, assessments and activities to create a significant learning environment.
When designing a unit, it is important to start with the end in mind. To do this, I used the backward design model as described by Fink's model and Understanding by Design. Similar to Fink's model, when creating a UbD unit plan the first question to ask yourself is what is the goal (BHAG) or what do I want my students to learn from this unit? By focusing on your overarching goal, you are able to make sure each activity and assessment you have created, links to your goal. Here is a UbD template page with questions to help guide teachers as you are planning (from UbD book).
When working on my innovation plan I will be using both of these templates to help me align outcomes, assessments and activities. I find the 3 column table easy to use as it is broad enough for me to add in and take away parts that I may need or not need depending on the group of students and to just focus on the end goal. The UbD template goes really in depth so I feel more confident with the subject and sure to not miss a single point. I think for some lessons in my innovation plan I will need to use one or the other and possibly even both as times. If I am feeling confident with my background knowledge on the subject, a 3 column table may be great guidance. When I am teaching a subject I am less confident with I will be using a UbD design. I may even use some combined template just so I know I met my goals, objectives, assessments and lessons, but it may also be helpful to share lessons with others so they can understand the background and why of the lesson.
Below you will find my Big Hairy Audacious Goal (or BHAG). As I went through the process of creating my UbD, 3 column table, answering questions and considered my learning environment & situational factors, I made sure to always refer back to my goal and what I want learners to get out of these lessons. I hope after completing this course learners will be able to take the skills and knowledge they have gained to use in their future, as well as spark the foundation of curiosity, engagement & a life-long love of learning.
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3 Column Table Worksheet questions adopted from: Fink, L. D. (2003) Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass
Collins, J. (2018). BHAG - Big hairy audacious goals. Retrieve from: https://www.jimcollins.com/article_topics/articles/BHAG.html
Harapnuik, D. (2016). Mapping your learners journey. Reterieved from: http://www.harapnuik.org/?p=6420
Learning environment & Situational factors adopted from: Fink, L. D. (2003) Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass
Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
Worksheet questions adopted from: Fink, L. D. (2003) Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass
Collins, J. (2018). BHAG - Big hairy audacious goals. Retrieve from: https://www.jimcollins.com/article_topics/articles/BHAG.html
Harapnuik, D. (2016). Mapping your learners journey. Reterieved from: http://www.harapnuik.org/?p=6420
Learning environment & Situational factors adopted from: Fink, L. D. (2003) Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass
Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
Worksheet questions adopted from: Fink, L. D. (2003) Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass