from Wings & a Wand

If the content in the learning environment is not aligned, how can the instructor expect the students to make connections? Backwards Design or Starting with the End in Mind is key to aligning Outcomes, Assessments, and Activities (Fink, 2005).

Connections in the learning is crucial. We want students to “connect the dots” while learning and not just “collect the dots” (Harapnuik, 2015),

As an Emergent Bilingual (EB) educator, I have a strong belief in “connecting the dots” with learning, because it is key for EB learners to make connections to prior learning and build background to incorporate new learning into their schema.  This is not only good practice for EB learners but for every learner (Harapnuik, 2015). 

The Blended Learning environment that I promote is one that develops independent EB learners – actually all learners develop into independent learners through Blended Learning.  Flipped Instruction allows students to be prepared outside of class activities for the learning and gives EB learners and struggling learners extra time to go over the learning material.  Recordings of information allow them to review and learn at their own pace.  Collaborative activities for learning are also key for EB learners.  It allows them to practice their language skills in informal settings where the teacher can “listen in” for misconceptions.  Collaborative activities are good for all learners in that it builds collective efficacy to increase the learning for all. As some would say, “two brains are better than one.” It is important to create an effective learning environment such as Blended Learning that allows these crucial learning activities to occur.

My Innovative Plan Course Design aligns its Outcomes, Assessments and Activities through the work done in the attached worksheets resulting in the 3 Column Table.

Here is my Innovation Plan Course Design:

Aligning Outcomes – 3 Column Table

Worksheet 1 – Learning Environment and Situational Factors to Consider

Worksheet 2 – Questions for Formulating Significant Learning Goals

Commentary Resources:

Fink, L. D. (2005). A self-directed guide to designing courses for significant learning. Retrieved from: https://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf

Harapnuik, D. (2015, August 15). Connecting the dots vs. collecting the dots. Retrieved from https://www.youtube.com/watch?time_continue=1&v=85XpexQy68g

Innovative Plan Course Design Resources:

Chapman, G. D., & White, P. (2021). The 5 languages of appreciation in the workplace. Woodslane Press.

Chapman, G., & White, P. (n.d.). The languages of appreciation quiz – img1.wsimg.com. Retrieved April 2, 2023, from https://img1.wsimg.com/blobby/go/a0310559-a281-42b3-b07f-42529301ff8d/downloads/languages_of_appreciation_quiz.pdf?ver=1671397699940

Elements, E. (2018). The Ultimate Personalized Learning Guide. Education Elements. https://www.edelements.com/personalized-learning

Fink, L. D., PhD. (2005). 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

Grenny, J. (2012). Crucial conversations. McGraw Hill.

Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The new science of leading change, Second Edition. McGraw Hill Professional.

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

Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). COVA: Choice, Ownership, and Voice through Authentic Learning (0.9) [Ebook]. Creative Commons License.

Horn, M. B., Staker, H., & Christensen, C. M. (2014). Blended: Using disruptive innovation to improve schools. Wiley.

McChesney, C., Covey, S., Huling, J., Thele, S., & Walker, B. (2021). The 4 disciplines of execution: revised and updated: achieving your wildly important goals. Simon and Schuster.

Patterson, K., & Grenny, J. (2013). Influencer: The new science of leading change. Second Edition. McGraw-Hill Education.

Texas Education Agency. (2023, March 13). TELPAS resources. Texas Education Agency. Retrieved April 23, 2023, from https://tea.texas.gov/student-assessment/testing/telpas/telpas-resources

Tucker, C. R., Wycoff, T., & Green, J. T. (2016). Blended learning in action: A practical guide toward sustainable change (Corwin Teaching Essentials) (First). Corwin.

Vogt, M., Echevarria, J. J., & Short, D. J. (2016). Making content comprehensible for english learners (5th ed.). Pearson.