Aligning Outcomes, Activities, and Assessments: Fusing Modern and Traditional Learning
Designing significant learning can often be a challenge since there are so many things to consider. According to Fink, situational factors, learning goals, feedback and assessment, teaching and learning activities, and finally integration should all be examined before executing a plan (2003). Where is a teacher to begin? Fink declares using a principle of “backward design” is the best way to begin designing a new course or unit (2003). By beginning with the end in mind, learning facilitators can ensure they are moving toward the ultimate goal of their instruction. Tony Robbins once said, “You can’t hit a target if you don’t know what it is” (1986). Without a predetermined outcome, the disarray seen within a course could be similar to a hunter shooting without aiming for a target. The hunter may hit some random things when firing, but he probably won’t achieve the end result he had hoped for in the beginning. It is imperative for educators to have a target in their sights before trying to execute an instructional plan.
To help educators begin with the end in mind and provide them with a framework to follow as they consider the all-important factors that should go into the design of their courses, Fink published a multi-step booklet entitled, “A Self-Directed Guide to Designing Courses for Significant Learning” (2003). The booklet delivers a clear set of parameters and even provides educators with a few step-by-step templates to follow as they create foundations for their courses. One of the most important takeaways from this publication is learning should be “integrated” (Fink, 2003). Each piece should build on another, or the end result will be learners who are “collecting dots” rather than “connecting dots” (Harapnuik, 2015). Comprehensive instruction is necessary in order to make an impact on students and to ensure learning outcomes yield benefits that will stay with them for years to come, but what does this look like?
After working through Fink’s model, I believe I have designed an effective unit for my English Language Arts classes that provides learners an opportunity to “connect the dots” (Harapnuik, 2015). By combining reading, writing, literary analysis, collaboration, and technology, I feel I have found the perfect combination of elements to allow students to construct significant learning pathways and take away useful skills to scaffold their education both in the present and future. The unit will fuse modern and traditional learning by combining conventional methods of reading instruction with the documentation and articulation of comprehension and higher-level thinking through the use of technology tools. In addition, the element of choice will help learners to build autonomy and establish a foundational interest in reading that will hopefully carry over into the exploration of other reading selections. I can’t wait to share my unit with my students and plan to implement it after the Christmas break. Keep reading through the document below to learn about the new and exciting instruction I have designed for the scholars in my learning environment!
References
Bigstock Images. (n.d.). Elearning. Concept of education. Internet library. [Book and laptop]. Retrieved December 4, 2016, from http://editor.wix.com/html/editor/web/renderer/edit/d8c1ad84-5453-412c-b57c-3c852af4e8d1?metaSiteId=43773c15-ed69-4faf-9640-2125be484d19&editorSessionId=59DC46B3-7E29-46A0-9E5E-B00131C19AEC
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass.
Harapnuik, D. (2015, August 15). Connecting the Dots vs Collecting the Dots. Retrieved from https://www.youtube.com/watch?v=85XpexQy68g&feature=youtu.be
Robbins, A. (1986). Unlimited power: The new science of personal achievement. New York: Simon and Schuster.
