These last two weeks, I had the opportunity to plan and design a course for my students that would have a significant impact on my Innovation Plan. It allowed me the opportunity to reflect deeply on how I was going to align my expected outcomes, assessments, and activities to the significant learning environment I am working to create in my blended learning classroom.
Creating a significant learning environment requires an emphasis to be placed on the outcomes, activities and assessments for particular units. All of this should be aligned in foundational knowledge, application, integration, human dimension/caring, and learning how to learn. (Fink, 2003) Essentially, significant learning done within the realm of authentic learning environments allows students to develop connections and learn based on context rather than simply memorizing content, which is crucial to developing lifelong learners. The simplicity of the current education system in my district is more of memorizing and regurgitating information. In my opinion this is what hinders meaningful engagement and critical thinking.
Finks taxonomy for course design effectively fosters meaningful connections, unlike much of the education system which currently focuses more on collecting information, “collecting the dots” more than connecting them (Harapnuik, 2015). Seth Godin criticizes this approach, advocating for education that promotes meaningful learning rather than a one-size-fits-all approach type list (TEDxYouth, 2012). Meaningful connections are forged through deep learning activities that encourage exploration and application of knowledge. Learning environment & Situational factors adopted from: by L. Dee Fink, (2003) Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass
For years, teachers and administrators have planned and designed courses and activities with the end goal in mind. I have gone to countless PLC meetings where we talk about what we want our students to learn, how we will assess them at the beginning of the year, middle of the year, and end of the year to see what they have learned along the way. This is what we all know of as data. My district loves data, and it is all they seem to focus on these days. Then we discuss what we are going to do if they haven’t learned what they were “supposed” to learn by that point. Are we going to do RTI or small group intervention etc.
I have developed a plan for a 4th grade level course to implement blended learning while using my classroom and technology. To improve the design of my course I will use Fink’s taxonomy which will help me design my courses and communicate more effectively with staff and students. Using the 3-column table and course outcome planning will ensure that I am able to create a significant learning environment that is student centered while implementing technology and allowing the students to become independent learners while doing their own research for a project. It will also help me troubleshoot and reassess my courses; design by ensuring my learning objectives, activities, and assessments is aligned and connected (Fink 2003). In doing this, my courses will become more effective in achieving my BHAG.
My BHAG (Big Hairy Audacious Goal) –
Overarching Course Goal: Students will understand, recall and explain different stages of lifecycles and how it ensures the survival of a species.
Learning Environment & Situational Factors to Consider 1. 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 affect the class? ● I have 2 classes; one class has 20 students, and the other class has 22 students at the primary level (4 th grade).
Class meeting times Monday-Thursday 8:30- pick kids up from cafeteria 8:35-9:40- math with my homeroom class 9:45-10:50- math with partner teacher’s homeroom class 11-11:30- lunch 11:35-11:55- recess 12-12:55- PE/Enrichment classes 1:00-2:10- Science or Social Studies block with partner teacher’s homeroom class (this varies by week depending on YAG our district has) 2:15-2:50- RTI/T-30 time with my homeroom class (small group instruction)
2:50-3:50- Science or Social Studies block with my homeroom (this caries by week depending on YAG our district has) 3:55-pack up for dismissal
Class meeting times on Friday 8:30- pick kids up from cafeteria 8:35-9:40- math with my homeroom class 9:45-10:50- math with partner teachers homeroom class 11-11:30- lunch 11:35-11:55- recess 12-12:55- PE/Enrichment classes 1:00-1:35- Science or Social Studies block with partner teacher’s homeroom class (this varies by week depending on YAG our district has) 1:40-2:20-RTI/T-30 time with my homeroom class (small group instruction) 2:20-3:00-Science or Social Studies block with partner teacher’s homeroom (this varies by week depending on YAG our district has) 3:00-3:50- Mandatory Fun Friday time per district 3:55-pack up for dismissal
Delivery Method ● In person in the classroom while using blended learning elements.
Physical Elements ● 22 student desks arranged in 2 groups of 3 and 4 groups of 4 ● Teacher desk area ● 2 group worktable areas
Technology
● 22 Chromebooks ● 1 smartboard ● Reliable internet connection ● GAFE access ● Technology accessories including headphones, headphone splitters, styluses, and charging station for Chromebooks
2. 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? ● There is a minimum of 9 daily grades and 3 major test grades due for each class that teach that must be entered into Skyward for each 9 weeks ● Both formative and summative assessments are required ● All science curriculum and standards must be followed ● Technology and Chromebooks must be utilized ● Students are expected to collaborate and apply knowledge ● Students must take 4 CCA’s (Continuous Comprehension Assessment) during the school year to check for student progress and understand to help prepare them for 5th grade STAAR testing
3. 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? ● The subject (science-Life cycles, specifically Monarch butterfly and frogs) is practical ● The subject is primarily convergent ● Anytime we use technology there are constant updates and privacy issues which is essential for keeping things current and our students safe ● Site monitoring and blocking due to safety issues and preventing students from looking up inappropriate things is extremely important
4. 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?
There is a diverse group of students in my two classes ● Upper middle-class students with strong family values with high expectations of their kids. The kids are involved in several extra-curricular activities throughout the year ● Middle-class students with some parent involvement, but low expectations of their kids. They usually don’t participate in extra-curricular activities ● Disadvantaged students, some of which are homeless living in their vehicles and jumping from family member to family members for housing. These students’ families are not very involved, they miss a lot of school and struggle in all subjects
Feelings students usually have about science: ● The majority of students usually enjoy science and are curious about how things work. They love being able to do experiments because it is a way for them to explore how things work ● Many students have general knowledge about the butterfly and frog life cycle, such as starting off as a tadpole, or caterpillar. They may not understand the entire life cycle of either. ● There is a lot of new vocabulary words that students may not fully understand prior to learning. (such as germination, larvae, nymph, and pupa)
Student expectations/learning expectations ● The majority of my students have high expectations for themselves. They want to learn and convey information to others while being successful in class since they are a very competitive group.
Provided curriculum goals ● Students will explore, illustrate, and compare life cycles in living organisms ● Students communicate and discuss their observations and record data in their notebooks. ● Students should be able to identify a missing life cycle stage or recognize a life cycle beginning with any stage within the cycle
5. Characteristics of the Teacher What beliefs and values do 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? ● As a teacher I follow the cognitive constructivist learning theory ● I value using technology for digital learning, hands-on activities where my students can apply what they are learning with prior knowledge while making meaningful connections ● I value collaboration with peers, fostering a love for learning, creating independent learners who can self-reflect ● I value fostering a student-centered learning environment that will help create critical thinkers ● I love science, I have since around 4th grade. I got my first 2 degrees in science related fields. I love the curiosity and inquiry that the subject brings. I have taught in the science field at a college level, and in 2nd grade. This is my first-year teaching 4th grade science.
Questions for Formulating Significant Learning Goals: A year (or more) after this course is over, I want and hope that students will Recognize and understand the importance of life cycles and how the ecosystem relies on them.
My Big Harry Audacious Goal (BHAG) for the course is: Students will understand, recall and explain different stages of life cycles and how it ensures the survival of a species. 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? -Terms- nymph, larva, pupa, life cycle, germination, froglet, and tadpole.
Students will understand: -Organisms undergo a series of predictable changes in their life, which repeats as a cycle with their offspring. It is expected that students will be able to: -Label the stages of the frog life cycle. -Label the stages of the Monarch Butterfly life cycle.
● What key ideas (or perspectives) are important for students to understand in this course? -Why is it important to know and understand how the natural world works? -In what ways do organisms change as they go through their life cycles? -In what ways are the life cycles of organisms alike and different?
Application Goals:
● What kinds of thinking are important for students to learn?
♦ Critical thinking, in which students analyze and evaluate -Students will draw conclusions. -Students will analyze and interpret data from their journals. ♦ Creative thinking, in which students imagine and create -Students will create a picture of the frog life cycle. -Students will create a picture of the Monarch Butterfly life cycle. -Students will compile data and create presentations. ♦ Practical thinking, in which students solve problems and make decisions -Students will apply the knowledge they have gained to care for butterflies throughout their life cycle. -Students will make decisions as a team as how to properly care for their butterflies before they are released. -Students will work together to overcome any problems they might encounter.
● What important skills do students need to gain? -Organization and maintaining their journal to compile and document findings. -Develop confidence and use their voice. ● Do students need to learn how to manage complex projects? -Not at this point in this unit, but they will later on in life.
Integration Goals ● What connections (similarities and interactions) should students recognize and make…: ♦ Among ideas within this course? -Students should compare and contrast the frog life cycle and the Monarch Butterfly life cycle. -Students should recognize why life cycles are so important and what/who they can affect. ♦ Among the information, ideas, and perspectives in this course and those in other courses or areas? -Students should connect prior knowledge and personal experience and make connections to the importance of life cycles end the ecosystem. ♦ Among material in this course and the students' own personal, social, and/or work life? -Students should understand the importance of protecting the frog and butterfly life cycle and why we as humans depend on certain animals/insects.
Human Dimensions Goals ● What could or should students learn about themselves? -Students should learn how to voice their opinions and ideas. -Students could learn if they are leaders.
-Students should learn how to be more confident and curious. ● What could or should students learn about understanding others and/or interacting with them? -Students should learn group roles and some could end up becoming leaders. -Students should learn that all ideas are worth listening to and that everyone needs a chance to be heard.
Caring Goals ● What changes/values do you hope students will adopt? Feelings? More confidence, building a growth mindset.
Interests? Collaboration, science, and solving problems. Values? Teamwork, falling forward, feedforward instead of feedback being negative. Learning-How-to-Learn, Goals ● What would you like for students to learn about: ♦ how to be good students in a course like this? -Teamwork-Listening to everyone and taking turns collaborating. -Making sure to journal ideas and finding. ♦ how to learn about this particular subject? -Real world-look for evidence of stages of the frog life cycle in their local surrounding/environment.
-Real world- look for evidence of stages of the butterfly life cycle in their local surroundings/environment. -Real world- Having a chance to see and interact with the butterfly as it goes through each stage of the life cycle right in front of their eyes while documenting their findings. -Research and make connections with texts, and videos watched regarding the life cycle of a frog and Monarch Butterfly. ♦ how to become a self-directed learner of this subject, i.e., having a learning agenda of what they need/want to learn, and a plan for learning it -Use their journals to document finding, questions, learning needs, and discoveries.
