Big Hairy Audacious Goal
In the next five years, teachers will cultivate and embrace a culture of continuous growth by actively participating in specific and intentionally designed professional learning communities. These communities address the how and why of implementing effective teaching pedagogies through creating significant learning environments by establishing on-going observational and collaborative feedback/feedforward cycles.
Learning Goals |
Learning Activities |
Assessment Activities |
Foundational Knowledge Learners will recognize fundamental structures of blended learning environment. Learners will identify different blended learning environment models. Learners will understand the station rotations model and its utilization in a blended learning environment. |
Review resources of blended learning environment structures, including articles and videos Identify components of the station rotation model that are already being implemented in our classrooms |
Discussion Written reflection |
Application Learners will analyze current teaching practices. Learners will evaluate station options for various topics. |
Review current lessons and resources for effectiveness Discuss and collaborate on upcoming topics and station options possible for those topics |
Discussion Written reflection |
Integration Learners will incorporate the station rotations model directly in their classroom. Learners will connect past learning experiences with current realities of education. |
Create/revise lesson plan that utilizes station rotations Participate in observation and feedback cycle |
Discussion Written reflection Lesson plan that includes station rotations |
Human Dimension Learners will identify with the benefits of blended learning environments for teachers. Learners will comprehend the benefits of blended learning environments for students. |
Participate in observation and feedback cycle Collaborate with peers on addressing misconceptions and concerns with implementation Review student assessment data between lessons without and with station rotations |
Discussion Written reflection Comparison of student assessment data before and after implementation |
Caring Learners will determine how changes in educational pedagogy enrich student lives. Learners will determine how changes in educational pedagogy enrich teacher lives. |
Discuss with students their perspectives on different stations Discuss with peers their likes and dislikes of station rotations |
Discussion Written reflection |
Learning How to Learn Learners will identify personalized professional learning goals. Learners will analyze additional professional learning networks and their alignment to self. |
Discuss personal experiences in learning Identify desired areas of growth in implementing a blended learning environment Research professional learning networks |
Discussion Written reflection |
References
Dee Fink, L. (2003a). A self-directed guide to designing courses for significant learning designing courses for significant learning.
https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf
https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf