It is important to know where you are going. I’ve been told on many occasions, “Students can hit a target that is clearly defined and doesn’t move.” This is so true. The goal of teachers and schools is for students to learn. So it stands to reason that we should remove as many barriers to learning as we can. Learning is tough enough without us putting a goalie in the way to block student attempts.
For many years, I have planned my courses and class activities with the end in mind first. I plan out the destination and how I know that they got there. Our school has been using a PLC process for several years now. We plan by asking 4 guiding questions:
After reading Fink’s guide (2018), I have developed a 3-Column Table that outlines the learning goals for my innovation project. The project I am working on does is not a traditional class project. I am working with both my students on one set of objectives while at the same time, working with teachers on a second set of objectives. Together, these two groups are working to improved outcomes for a third set of students. For this reason, I have included two separate 3-Column tables. In each table, I have included related learning and assessment activities. These last two columns are not a well-defined yet. I have started with a plan on how they are to be used, but will be more clear on them as I begin working with my students and teachers. At the bottom of this page, I have included documents related to getting the table created.
References
Fink, L. D. (updated 2013). A self-directed guide to designing courses for significant learning. Retrieved December 8, 2018, from Fink Consulting: http://finkconsulting.info/major-publications/
For many years, I have planned my courses and class activities with the end in mind first. I plan out the destination and how I know that they got there. Our school has been using a PLC process for several years now. We plan by asking 4 guiding questions:
- What do we want students to learn?
- How do we know they learned it?
- What do we do if they don’t learn it?
- What do we do if they already know it?
After reading Fink’s guide (2018), I have developed a 3-Column Table that outlines the learning goals for my innovation project. The project I am working on does is not a traditional class project. I am working with both my students on one set of objectives while at the same time, working with teachers on a second set of objectives. Together, these two groups are working to improved outcomes for a third set of students. For this reason, I have included two separate 3-Column tables. In each table, I have included related learning and assessment activities. These last two columns are not a well-defined yet. I have started with a plan on how they are to be used, but will be more clear on them as I begin working with my students and teachers. At the bottom of this page, I have included documents related to getting the table created.
References
Fink, L. D. (updated 2013). A self-directed guide to designing courses for significant learning. Retrieved December 8, 2018, from Fink Consulting: http://finkconsulting.info/major-publications/
BHAG (Big Hairy Audacious Goal) – Overarching Project Goal
25% of the core teachers on campus are actively implementing computational thinking and coding projects within their course work
*Link to referenced Numbers Template
25% of the core teachers on campus are actively implementing computational thinking and coding projects within their course work
*Link to referenced Numbers Template
Learning Goals |
Learning Activities |
Assessment Activities |
Foundational: Educators will analyze their projects and assessments to look for natural and authentic opportunities to employ computational thinking activities to aid in deeper learning. |
Planning computational thinking opportunities within class projects |
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Application: Educators will analyze current learning projects for opportunities to implement critical thinking activities through more open and authentic challenges |
Discussion with my students about new assessment opportunities Discussion of implementation of critical thinking skills |
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Integration: Educators will analyze opportunities to apply computational thinking skills and facilitate reflection with the students to look for parallels in life |
Discussion with my students about new assessment opportunities |
Class reflections after project |
Human Dimension: Educators will analyze the opportunities for accessibility and improved outcomes through intentional application of computational thinking in collaborative environments |
Post project reflection with my students |
Post-project comparison of previous and new projects. (PLC?) |
Caring: Educators will analyze the effects that development of computational thinking skills builds confidence and reliance in learners. |
Post project reflection with my students |
Value |
Learning How to Learn: Educators will analyze the positive impact of computational thinking skills on ability of learners to handle problems and challenges as they explore ways to utilize technology to seek out creative and useful solutions. |
Post project reflection with my students |
Class reflections after project |
BHAG (Big Hairy Audacious Goal) – Overarching Project Goal
All pre-college engineering and education capstone learners will work with teachers to implement at least one computational thinking projects each year.
*Link to referenced Numbers Template
All pre-college engineering and education capstone learners will work with teachers to implement at least one computational thinking projects each year.
*Link to referenced Numbers Template
Learning Goals |
Learning Activities |
Assessment Activities |
Foundational: Learners will analyze computational thinking as an iterative and intentional problem-solving process. |
Planning computational thinking opportunities within class projects with the sponsor teacher |
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Application: Learners will analyze the current project standards and outcomes and propose alternative activities that incorporate computational thinking skills with potential technological applications to provide additional opportunities for students demonstrate mastery. |
Discussion with teacher about new assessment opportunities Discussion of implementation of critical thinking skills |
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Integration: Learners will analyze opportunities to apply computational thinking skills to other courses and activities. |
Discussion with teacher about new assessment opportunities |
Class reflections after project |
Human Dimension: Learners will employ empathy when working with other teachers and students with non-technical backgrounds as they investigate methods to introduce additional creativity and creation in the learning process. |
Working with teachers and other classes Guided self-reflection in numbers document |
Project implementation and execution Post project reflection |
Caring: Learners will analyze the unique responses and utilization of the class as they incorporate new technologies. |
Numbers document |
Post project self-reflection and analysis |
Learning How to Learn: Learners will analyze the positive impact of computational thinking skills on learning and problem-solving through the utilization of technology to seek out creative and useful solutions. |
Post project reflection with the sponsor teacher |
Class reflections after project Self-reflections after project |
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