BIG,HAIRY, AUDACIOUS GOAL

              learner-centered-approach-elearning CREATING SIGNIFICANT LEARNING  ENVIRONMENT

Planning is the teacher’s road map that guides and supports the student learning. A beneficial lesson plan is not the one in that everything goes precisely as arranged, yet one in which both student and teacher gain from each other. Planning is like the any other journey we need to choose an appropriate starting point, and make the action plan (learning activities) and determine the destination(outcomes).

When we plan a course, sometimes it doesn’t go the way we arrange. In some cases, our learning goals don’t reflect what we expect to educate. At that point we should make alignment with the plans and goals along the way to improve the student learning. Alignment provides connection between objectives, learning activities and assessment activities. Below I utilized Fink’s “A Self-Directed Guide to Designing Courses for Significant Learning”.

 

LEARNING ENVIRONMENT &SITUATIONAL FACTORS TO CONSIDER

 

  1. Specific Context of the Teaching/Learning Situation

 

She is the only student.

Course: Secondary

Grade :8th

Age :13 years’ old

Class :40 minutes

Course delivery: Face to face, Blended, Online

Physical Elements: Learning centers (Reading center, history center, math center, nature and science center and activity centers (music, art handcraft, calligraphy)

Technology, networking and access issues: My daughter has one laptop that assigned for her. So far we didn’t have any issue with utilizing internet.

  1. General Context of the Learning Situation

Home-schools in Texas function under the state’s private school law. I prefer to choose the academic curriculum myself and infuse technology into the home classroom. I set the goals for my child’s educational program, so no obligation to follow the local school district’s or the state’s standards other than teaching the subjects required.

  1. 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 is Science. It is mostly practical. This subject is being taught   with a mix of convergent and divergent practices. Student is given various options to learn subjects.

  1. Characteristics of the Learners

The student comes from a middle income socio-economic status. She knows English as a second language. She is white background. She has pretty good learning environment. Her parent’s expectation from her to succeed academically, beside that morally gain many good attitudes. Her parents have grown mind. Student is eager to learn. She tries hard to be successful

  1. Characteristics of the Teacher

The teacher (Learning coach) takes on many roles such as mentor, facilitator and guide. She tries to teach, how to learn learning to her daughter. Rather than lecturing she puts experiences like hands on activities. She teaches all subjects. She chooses    materials and resources that require intellectual engagement. She gives positive feedback to her student.

 

Questions for Formulating Significant Learning Goals 

When this course completed, I believe that my daughter will learn how to gain meaningful learning skills and implement this acquisition throughout the year. Besides she will be able to utilize the technology devices properly and will gain a sense of love toward learning.

My Big Harry Audacious Goal (BHAG) for the course is: She will be able to generate and evaluate scientific evidence and explanations. She will also have the knowledge and skills used for building and refining models and explanations.

Foundational Knowledge 

What key information (e.g., facts, terms, formula, concepts, principles, relationships, etc.) is/are important for students to understand and remember in the future?

Science: She is expected to understand of living things, world and universe around her. She is supposed to make meaningful connection with real life.

 

What key ideas (or perspectives) are important for students to understand in this course?

She needs to understand the fact all subjects can be implemented to real life scenario. If she knows how to make connections with real life, this learning can be lifelong.

Acquiring only academic knowledge doesn’t always bring fulfillment for her. That’s why I will support her learning process, with moral values as well.

Application Goals

-What kinds of thinking are important for students to learn?

Convergent &Analytical thinking, divergent thinking, creative thinking, critical thinking- She will need to use all of four thinking skills to accomplish her learning goals.

With Convergent & Analytical thinking she will learn how to collect data and information from reliable sources, with divergent thinking she will learn how to break the whole information into pieces and produce new ideas, with creative thinking she will learn to produce novel things from settled ideas and beliefs and with critical thinking skill, she will investigate and assess of data and knowledge.

-What important skills do students need to gain?

Interpersonal skills, time management, problem solving skills, technology literacy collaboration and communication. Since is home-schooled it is hard to gain some of the skills such as communication and collaboration, I will support her learning environment by providing with service learning opportunities.

-Do students need to learn how to manage complex projects?

Student will need to learn how to manage complex projects. She is required to learn handling

Integration Goals

-Among ideas within this course?

Student will see there is an obvious collaboration between the whole body and respiratory system. If one of the organ fails to do its duty it effects the all body.

-Among the information, ideas, and perspectives in this course and those in other courses or areas?

Student will make connections with art and physical education. With drawing project, she will understand how impeccably created our body. After learning the benefit of exercises to respiration system she will practice it regularly.

-Among material in this course and the students’ own personal, social, and/or work life?

Student will have opportunity to implement what she learned to real life.

Human Dimensions Goals

-What could or should students learn about themselves?

Student will understand her responsibility to her own body. She should take care of it well otherwise she will be the person who will suffer.

 

-What could or should students learn about understanding others and/or interacting with them?

By service learning opportunity she will visit the hospital and understand the value of the health. She will talk with the patience. I believe she will make empathy unconsciously and it will provide her a life time experience.

Caring Goals

-What changes/values do you hope students will adopt?

Interests: I believe after seeing the patience that are suffering because of diseases she will develop h a sense of helping that people. She will have interested in to find a cure of diseases.

Values: She will be aware of the precious gift that is called body. She will take care of it well from now on. She will have a sense of owe.

 

Learning-How-to-Learn Goals

 

-What would you like for students to learn about:

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?

 

Using diary can help her to become a self-directed learner. But she needs to figure out her own motivation.

I want from her to be a good person for world and for herself. Serve the humanity with love and patience. And bring positive changes in society.

She needs to learn how to be constructive not destructive.

 

BHAG (Big Hairy Audacious Goal) – Overarching Course Goals

LearningGoals/Objectives   Learning Activities Assessment Activities
Building a Foundation

 

 

– Student will define respiration.

– Student will identify structures of the respiratory system.

– Student will explain how breathing, gas exchange, and gas transport occur.

 

 

 

 

 

 

Comprehensible Input

Reading for comprehension

 

.

Brain POP’s  Build-A-Body             Game and Guts and Bolts Game

can be used to extend student learning about the respiratory system.

 

 

 

 

 

Formative and Summative Quizzes

Brain POP’s game

Demonstrate and explain the model.

Embedding questions

with Zaption

Applying Knowledge:

 

 

-Student will show her understanding of the topic by creating her own respiratory system.

 

 

Word search

Listening

Demonstrating

Discussion

 

Building a quiz with Kahoot

Visualizing

 

 

Integration:

 

-Student will distinguish human respiration from cellular respiration.

 

-Student will realize the relationship of respiratory system organs and their collaboration with each other.

 

-Student will learn communication on social media

 

 

Building a model of the lungs.

Hands on activities

Self-evaluation

 

 

 

 

 

Assessment on model

Student will design a social media post related to respiratory system and its parts.

 

 

 

 

 

 

Human Dimension

 

-Student will observe the importance of having healthy respiration system.

 

-Student will understand respiratory system diseases and how to keep the respiratory system healthy.

.

 

 

 

 

Reading

 

Inhalation sequence activity.

 

Student will create graphs to represent the data that shows the rate of respiratory system diseases.

 

Presentation

 

Caring

-Student will understand the impact of respiratory diseases on individuals.

-Student will develop the sense of gratitude.

-Student will apply ethical knowledge to life events.

 

Listening

Hands on activities

Reflection

Design a t-shirt that matches the respiratory systems concept.
Learning How to Learn

 

 

-Student will keep diary to write  her learning experience.

Diary

Feedback from learning coach

 

 

 

 

Exit slip

Self-assessment

Analyzing student reflection

 

 

 

 


References

Fink, L. D. (2003). A Self-Directed Guide to Designing Courses for Significant Learning. Retrieved September 12, 2016, from A Self-Directed Guide to Designing Courses for Significant Learning

 

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