Aligning Outcomes, Assessments and Activities

Throughout my research in this course, the importance of cultivating a significant learning environment has been echoed again and again. In order for this vital action to occur, the facilitator must ensure that the outcomes, activities and assessments within the course/program are relevant and align with the overall mission. For the best interest of our students, the course materials cannot simply involve learning new concepts and methods, but HOW that new knowledge connects to them and their lives and WHY it is important. Learners must have those connections to their learning (Godin, 2012) in order for it to be meaningful. According to Fink (n.d.), significant learning can only occur if outcomes, activities and assessments are aligned in foundational knowledge, application, integration, human dimension, caring and learning how to think. By doing this, the facilitator is moving the students from a mindset of learning just to pass to the mindset of a life long learner.

Utilizing a form of the guide created by Fink, I have outlined my plan for the first unit of the QUICK Program: Choosing a College. I implemented backwards planning following the development of my BHAG (big hairy audacious goal) to ensure I kept focus with the end in mind. Through this method, I was able to create a plan that focuses on the learning process as a whole, considering many important factors in this monumental journey. I find that the unit I have composed is cohesive and aligned in a way that will provide my students with ample opportunities to collaborate and grow in a significant learning environment.

I quite enjoyed approaching my planning process through this method, and it definitely will allow me to better hone in on exactly what I am trying to guide my students to achieve through the QUICK Program. It forces me to keep the end in mind and ensure that every component I design and plan for is significant and aligns with the overall mission of each unit.

Thinking Behind the 3 Column Table

3 Column Table

References

Fink, L. D., PhD. (n.d.). A self-directed guide to designing courses for significant learning. Retrieved from https://luonline.blackboard.com/bbcswebdav/pid-3042999-dt-content-rid-30108308_1/courses/13583.201810/Self-Directed%20Guide%20to%20Course%20Design%20-%20Fink%20Summary.pdf

Godin, S. [TEDxYouth]. (2012, October 16). Stop stealing dreams [Video file]. Retrieved from https://www.youtube.com/watch?v=sXpbONjV1Jc

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