Aligning Outcomes, Activities and Assessment

 

As I continue to venture into planning and implementing my Blended Learning Innovation Plan, I realized how it can become more effective if I can design short courses for significant learning in various subject areas. It can be an ideal framework as I intend to gradually integrate blended learning in my classroom. To address this goal, I referred to Fink's Self-Directed Guide to Designing Courses for Significant Learning. This guideline explains how to create a Learning Outcomes 3 Column Table that aims to align learning outcomes with activities and assessment. It includes two planning worksheets (Learning Environment-Situational Factors and Questions for Formulating Significant Learning Goals) that presents detailed information to use for the 3-Column Table. Dr. Harapnuik’s “Aligning outcomes, activities, and assessments video” also provided guidance with this initiative.

 

At present, the students have been participating in blended learning during our English Language Arts/Reading and Writing block. During the first semester (9 weeks) of this school year, we focused on letter-naming and phonemic awareness. For the succeeding semester, I intend to introduce blended learning with Reading/Comprehension of Literary Text/Theme and Genre (TEKS for Kindergarten ELA/Reading K.6). The following documents the 3-Column Table for this standard. It will be utilized with a new literary text (story) every week. Reading resources (storybooks) are available both digitally and paper copies. Students are expected to work independently and also collaborate with a small group to complete a digital story elements anchor chart. Student activities and assessments are both presented in-person and/or through online platforms (Seesaw, Study Island, Epic).

 

As a reflection, my favorite yet most challenging part of this assignment was coming up with my BHAG (Big Harry Audacious Goal). It was quite interesting to narrow down my goals to one priority. I realized that since my students already have some prerequisite skill with identifying the story elements, I can then target higher-order thinking skills including in-depth evaluation and analysis of the story elements. Learners are expected to create character profiles, compare and contrast their roles; illustrate and describe the setting; infer a different plot; or rewrite some parts of the story to alter the ending of the story. Students will also complete digital journal entries to support their learning and engagement. 

 

I will gather data with this initiative and plan for other 3 Column Tables targeting other subjects and standards (Math, Science, Social Studies), all while participating in our Blended Learning Innovation Plan. 

 

References:

 

Fink, L. (2003) A self-directed guide to designing courses for significant learning. retrieved November 26, 2021. 

 

Harapnuik, D. (2021, February 24). Aligning outcomes, activities, and assessments. [Video]. YouTube. https://youtu.be/YsmbuD00Vfg