In setting my big, hairy, ambitious goal, I ensured it was consistent with the aims of my innovation plan. While aligning assessments and activities, I prioritized creating a learning environment that reflects my pedagogical approach. I'm focusing on the new teachers and implementing blended learning into our new teacher academy, where teachers can turn and have a blended learning culture in their own classroom. By applying Fink's Significant Learning Outcomes framework, I developed a plan to empower new teachers to take ownership of their learning through a blended learning approach and subsequently guide their students to do the same.
Big Hairy Audacious Goal
Our big, hairy, audacious goal for the new teacher academy is to complete a year of professional learning that reflects the use of the five key principles of effective professional learning. We also aim to create an environment encouraging new teachers to try new ideas, such as our new blended learning model.
Foundational Knowledge:
The learners will delve into the world of blended learning to build up their knowledge and skills of the platform. Before they begin, we will walk them through the ins and outs of an e-portfolio-style blended platform that both the teaching and learning team and the new teachers have access to. We will explore the benefits of blended learning to understand why we are implementing this model. Learners need to understand the importance of having choice, ownership, and a voice in their learning journey.
Application Goals :
We want our learners to take what they learn in our new teacher academy and the blended learning platform and apply these new skills in their own classrooms. Learners may face obstacles and challenges that will require them to problem-solve. By overcoming these difficulties, they will develop the confidence and expertise to support their students when similar issues arise. Our goal is for our learners to gain a deep understanding of creating, navigating, and inputting material into a blended learning platform, allowing them to effectively guide their students in this process.
Integration Goals:
Learners will We have divided our new teachers into four groups based on their experience levels, ranging from 0 to 4 years. The teachers will learn different strategies and will be expected to apply them to their students. They will also provide feedback on an online platform. These reflections will be crucial for organizing coaching sessions and for helping new teachers improve their teaching methods. In exchange, we hope that they will incorporate the blended learning model into their teaching and share it with their students.
Human Dimension Goals:
As learners interact and have discussions over their recorded teaching opportunities, they will have the opportunity to reflect on their learning process. This self-reflection will provide valuable insights into how their students learn and how they can better accommodate them in the classroom. By sharing their teaching experience with each other, learners will develop collaboration skills and learn to provide constructive feedback.
Caring Goals:
Learners can benefit from the blended learning model by reflecting on their teaching pedagogy and assessing how it will benefit their students' growth. This model promotes reflective and active learning, showcases student and teacher growth and achievements, and helps teachers differentiate instruction. To effectively utilize blended learning, learners must first be able to create, navigate, and teach their students how to use it.
“Learning How-to Learn” Goals:
In training new teachers using the blended learning model, the learners will build and add to their technology toolbox for classroom implementation. Throughout this process, they will also work on their own reflections to gain a deeper understanding of their learning.
The learners will delve into the world of blended learning to build up their knowledge and skills of the platform. Before they begin, we will walk them through the ins and outs of an e-portfolio-style blended platform that both the teaching and learning team and the new teachers have access to. We will explore the benefits of blended learning to understand why we are implementing this model. Learners need to understand the importance of having choice, ownership, and a voice in their learning journey.
Application Goals :
We want our learners to take what they learn in our new teacher academy and the blended learning platform and apply these new skills in their own classrooms. Learners may face obstacles and challenges that will require them to problem-solve. By overcoming these difficulties, they will develop the confidence and expertise to support their students when similar issues arise. Our goal is for our learners to gain a deep understanding of creating, navigating, and inputting material into a blended learning platform, allowing them to effectively guide their students in this process.
Integration Goals:
Learners will We have divided our new teachers into four groups based on their experience levels, ranging from 0 to 4 years. The teachers will learn different strategies and will be expected to apply them to their students. They will also provide feedback on an online platform. These reflections will be crucial for organizing coaching sessions and for helping new teachers improve their teaching methods. In exchange, we hope that they will incorporate the blended learning model into their teaching and share it with their students.
Human Dimension Goals:
As learners interact and have discussions over their recorded teaching opportunities, they will have the opportunity to reflect on their learning process. This self-reflection will provide valuable insights into how their students learn and how they can better accommodate them in the classroom. By sharing their teaching experience with each other, learners will develop collaboration skills and learn to provide constructive feedback.
Caring Goals:
Learners can benefit from the blended learning model by reflecting on their teaching pedagogy and assessing how it will benefit their students' growth. This model promotes reflective and active learning, showcases student and teacher growth and achievements, and helps teachers differentiate instruction. To effectively utilize blended learning, learners must first be able to create, navigate, and teach their students how to use it.
“Learning How-to Learn” Goals:
In training new teachers using the blended learning model, the learners will build and add to their technology toolbox for classroom implementation. Throughout this process, they will also work on their own reflections to gain a deeper understanding of their learning.
3 Column Table
By combining the course outcomes planning process and the three-column table, I am provided with a strong framework for aligning my innovation efforts with educational goals, measuring the progress of my learners, fostering a student-centered approach, and promoting continuous improvement. By defining clear objectives and incorporating feedback, I can create a more effective and impactful learning experience that will meet the needs of my learners and contribute to their overall success.
References:
Fink, L. D. (2005). A self-directed guide to designing courses for significant learning. Retrieved from: https://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf
Fink, L. D. (2005). A self-directed guide to designing courses for significant learning. Retrieved from: https://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf