Aligning Outcomes, Assessment and Activities

Learning Environment & Situational Factors to Consider

Specific Context of the Teaching/Learning Situation

• How many students are in the class?
  There are typically 22-25 students per classroom, and the course will be delivered at the elementary level.
• How long and frequent are the class meetings?
  Classes are held Monday to Friday from 8:00 a.m. to 3:30 p.m. The course will span the entire school year (187 days).
• How will the course be delivered: live, online, blended, flipped, or in a classroom or lab?
  The course will be delivered in a traditional face-to-face classroom using technology like Google Docs for ePortfolios.
• What physical elements of the learning environment will affect the class?
  The classroom is equipped with 1-to-1 Chromebooks, and there is access to a smartboard for group lessons. Desks are arranged in groups of four to encourage collaboration and peer interaction, essential for the active learning approach being promoted (Fink, 2003).
• What technology, networking, and access issues will affect the class?
  Each student has access to their own Chromebook, charging stations are available, and there is a reliable internet connection. Students will use Google Docs for their ePortfolios, and headphones are provided for individual work. Google Docs and Chromebooks facilitate real-time feedback and collaboration, strengthening the connection between technology and student engagement.

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General Context of the Learning Situation

• What learning expectations are placed on this course or curriculum by: the school, district, university, college, and department?
  The school and district emphasize the development of literacy and critical thinking skills through the use of technology. Students are expected to demonstrate growth in reading comprehension and analysis by engaging with texts that interest them. The district also expects technology integration to support learning, in alignment with state standards for digital literacy.
• The profession?
  The education profession increasingly emphasizes fostering creativity, collaboration, and problem-solving skills. This course will contribute by allowing students to develop those skills through personalized ePortfolios.
• Society?
  Society expects students to become digitally literate, creative thinkers who are capable of collaborating effectively. The use of ePortfolios will equip students with these essential skills for future academic and professional success.

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Nature of the Subject

• Is this subject primarily theoretical, practical, or a combination?
  The subject of reading comprehension and critical thinking is a combination of theoretical and practical. Students will develop foundational knowledge in reading and analysis, while the creation of questions and peer interaction through ePortfolios adds a practical, hands-on approach.
• Is the subject primarily convergent or divergent?
  This subject encourages divergent thinking. Students are encouraged to explore different perspectives, create their own comprehension questions, and analyze texts from a personal standpoint.
• Are there important changes or controversies occurring within the field?
  The shift from traditional assessments (such as multiple-choice tests) to more creative, student-driven methods of evaluation, like ePortfolios, represents a significant change in the field (Fink, 2003). This approach encourages deeper learning and personal engagement with content.

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Characteristics of the Learners

• What is the life situation of the learners (e.g., socio-economic, cultural, personal, family, professional goals)?
  The students come from diverse socio-economic and cultural backgrounds. Some students may face challenges such as limited access to learning resources at home or language barriers (bilingual students). Despite these challenges, many students are motivated to improve their reading and comprehension skills. ePortfolios also provide an equitable tool for all students, giving them a platform to express their ideas and creativity, regardless of their background.
• What prior knowledge, experiences, and initial feelings do students usually have about this subject?
  Students may have varying levels of prior knowledge and experiences with reading comprehension. Some students may feel confident in their ability to analyze texts, while others may struggle with understanding more complex material. However, all students have experience using technology in the classroom.
• What are their learning goals and expectations?
  Students aim to improve their reading comprehension, learn to create their own questions about texts, and feel more confident in expressing their thoughts. They expect to engage with topics that interest them and work collaboratively with their peers.

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Characteristics of the Teacher

• What beliefs and values does the teacher have about teaching and learning?
  I believe in a student-centered approach to learning, where students take ownership of their education. My focus is on fostering creativity, critical thinking, and collaboration, while using technology as a tool to enhance these skills.
• What is the teacher’s attitude toward the subject? Students?
  I am passionate about developing students’ comprehension skills in a way that connects with their personal interests. I strongly believe that students should be active participants in their learning and not just passive receivers of information.
• What level of knowledge or familiarity does the teacher have with this subject?
  I have significant experience in teaching reading comprehension at the elementary level, with a focus on integrating technology in innovative ways. I’m also knowledgeable about using ePortfolios as a tool to assess and promote student learning.
• What are the teacher’s strengths in teaching?
  My strengths include creating an engaging, collaborative classroom environment, integrating technology effectively, and providing opportunities for students to take ownership of their learning. I’m also adept at differentiating instruction to meet the diverse needs of learners, ensuring that every student has the opportunity to succeed (Fink, 2003).

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Formulating Significant Learning Goals

1. A year (or more) after this course is over, I want and hope that students will…

I hope that, a year or more after using ePortfolios, students will have developed greater curiosity and strong analytical skills that enable them to become independent learners. I want students to see reading and text analysis not just as a school task, but as a way to explore topics they are passionate about and interested in. I would like them to remember that learning is a continuous process, involving both creativity and critical thinking, and that they are capable of taking control of that process (Fink, 2003).

2. My Big Hairy Audacious Goal (BHAG) for this course is…

My BHAG is to create a learning environment where all elementary students use ePortfolios to develop reading, analytical, and collaboration skills while connecting their personal interests with academic learning. Students will become creators of their own knowledge, selecting topics of interest and formulating comprehension questions, fostering meaningful and lasting learning.

Foundational Knowledge

• What key information (e.g., facts, terms, formulae, concepts, principles, relationships, etc.) is/are important for students to understand and remember in the future?
  Students should understand the importance of critical reading, analysis, and question creation. They need to remember that reading isn’t just about answering pre-made questions, but an active process where they can generate meaningful questions. They should also learn how technology can be a tool to facilitate and enrich their learning process, allowing them to share and collaborate with their peers through their ePortfolios (Fink, 2003).
• What key ideas (or perspectives) are important for students to understand in this course?
  It’s essential for students to understand that reading and analysis are active and creative processes. They should also see technology as a means to organize their ideas, communicate their thoughts, and collaborate with others. Through ePortfolios, students will connect the texts they read with their personal experiences and the world around them, giving them a deeper sense of ownership over their learning (Fink, 2003).

Application Goals

• What kinds of thinking are important for students to learn?
  Students need to learn to think critically and creatively. Critical thinking will help them analyze texts and formulate meaningful questions, while creative thinking will allow them to approach learning innovatively and explore different ways of interacting with texts and their peers.
• What important skills do students need to gain?
  Students need to develop skills to create deep comprehension questions, respond critically and reflectively to questions, and collaborate with their peers to improve their ideas. They also need to learn how to use technological tools, like Google Docs and ePortfolios, to organize their work, share ideas, and reflect on their learning process.
• Do students need to learn how to manage complex projects?
  While the use of ePortfolios doesn’t necessarily require the management of long-term complex projects, students will learn to effectively manage the organization and regular updates of their ePortfolios, which will give them a clear structure to track their academic progress.

Integration Goals

• What connections (similarities and interactions) should students recognize and make…:
  • Among ideas within this course?
    Students should make connections between reading comprehension skills, critical analysis, and collaboration. As they create questions, respond to their peers’ questions, and reflect on the texts, they will need to integrate their critical thinking and creativity to gain a fuller understanding of the topics (Fink, 2003).
  • Among the information, ideas, and perspectives in this course and those in other courses or areas?
    Students will be able to make connections between the texts they read in their ePortfolios and other academic subjects, such as history, social studies, or science. They will also be able to relate their analysis and comprehension skills to other collaborative projects in different subjects, enriching their overall learning experience.
  • Among material in this course and the students’ own personal, social, and/or work life?
    Students will connect the topics they read and discuss with their personal experiences and the world around them (Fink, 2003). By selecting texts of personal interest, students will develop a more meaningful learning experience that ties to their values, interests, and personal experiences, allowing them to see learning as something relevant to their daily lives.

Human Dimensions Goals

• What could or should students learn about themselves?
  Students will learn to identify their own interests and recognize that they are capable of generating deep questions and analysis. Through reflection in their ePortfolios, they will better understand their strengths and areas for improvement in reading and analysis skills. They will also develop the confidence needed to share their ideas with their peers.
• What could or should students learn about understanding others and/or interacting with them?
  Students will learn to collaborate with their peers as they engage in question-and-answer activities. They will develop teamwork skills and learn to value others’ perspectives, which will enrich their understanding and allow them to build upon their peers’ ideas in a respectful and productive manner.

Caring Goals

• What changes/values do you hope students will adopt?
  • Feelings?
    I hope that students develop a positive attitude toward reading and analysis, seeing it as interesting and motivating. I also want them to feel excited about learning and exploring topics that interest them.
  • Interests?
    My goal is for students to discover new interests through the texts they choose to read and develop a love for reading that extends beyond the classroom.
  • Values?
    I want students to value creativity, curiosity, and collaboration. I also want them to appreciate the importance of taking responsibility for their own learning and respecting the ideas and contributions of others.

“Learning-How-to-Learn” Goals

• What would you like for students to learn about:
  • How to be good students in a course like this?
    I would like students to learn to be responsible for their own learning. By using ePortfolios, they will need to self-evaluate regularly and reflect on their progress. This will teach them to become more autonomous in their learning (Fink, 2003).
  • How to learn about this particular subject?
    I want students to understand that reading and comprehension are not passive tasks. They need to actively engage with texts, formulate questions, and participate in meaningful discussions with their peers.
  • How to become a self-directed learner of this subject?
    My goal is for students to learn to be self-directed, choosing texts that interest them and using their ePortfolios to track their own progress. I want them to feel empowered to continue exploring and learning even after the course is over.

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Three-Column Table for the Use of ePortfolios

BHAG: BHAG: Develop a culture of significant learning where elementary students use ePortfolios to foster creativity, collaboration, and critical thinking by creating comprehension questions and analyzing texts of personal interest.

……………	Learning Outcomes	Learning Activities	Assessments
	Foundational Knowledge: Students will understand and apply reading comprehension skills by creating questions about texts they choose.	Students select texts that interest them and create comprehension questions, which they upload to their ePortfolio.	Evaluation of the comprehension questions generated by students and their relevance to the text.
	Application: Students will develop analytical skills by answering comprehension questions created by their peers about various texts.	Students answer their peers’ comprehension questions via Google Docs in their ePortfolios.	Assessment of students’ critical analysis in their responses and the justification provided.
	Integration: Students will integrate their learning by comparing themes from different texts and collaborating with peers on interpreting them.	Students discuss their responses in groups and collaborate to improve the questions for deeper understanding.	Evaluation of collaboration and participation in group discussions.
	Human Dimension: Students will reflect on how the selected texts and group discussions impact their personal and academic lives.	Written reflections in their ePortfolios on how analyzing the texts helps them better understand the world around them.	Assessment of the depth of reflection and personal connection with the texts.
	Caring: Students will develop a greater interest in reading and learning by having the freedom to select topics of interest.	Autonomous selection of texts for analysis and creation of questions that reflect their personal interests.	Evaluation of growth in interest in reading, measured through reflections in their ePortfolios.
	Learning How to Learn: Students will demonstrate self-assessment skills and continuous reflection on their own learning process.	Periodic self-assessments on their progress in developing reading comprehension skills through the ePortfolio.	Assessment of students’ use of self-assessments and reflections on their progress in comprehension and analysis skills.

References

• Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. Jossey-Bass.
• Fink, L. D. (2013). Creating significant learning experiences, revised and updated: An integrated approach to designing college courses. Jossey-Bass.
• Harapnuik, D. (2016). Why you need a BHAG to design learning environments. Retrieved from http://www.harapnuik.org/?p=6414.
• Collins, J. (2021). BHAG: Big Hairy Audacious Goal. Retrieved from https://www.jimcollins.com/concepts/bhag.html.