The driving purpose of my innovation plan is to guide learners to find choice, ownership, and voice through authentic learning, COVA through the Blended Learning model of a Flipped Classroom (Harapunik, 2016).  I observe and analyze data to see where my learners are at in the progression of a course.  The ability to assess that data determines part of my success as a learning facilitator.  By establishing a plan for that learning and the data I will utilize in making those inferences, I will know where to meet the needs of my learners in their journey. Within a PLC, it is an expectation to always start with the end goal in mind.  What do we want the students to learn?  How do we want them to demonstrate their learning?  How do we address the need for intervention if they do not attain mastery?  These are just a few guiding questions we use to direct our planning.  

The 3 Column Table, along with Fink’s two documents, the Learning Environment-Situational Factors and Questions for Formulating Significant Learning Goals, afford a bird’s eye view of the learning with a particular course or unit of study (2003).  Creating a significant learning environment is not something that just happens.  We must be proactive and purposeful in the decisions with the assessments and activities that will contribute to the learning environment.  The learning outcomes are fixed on attaining the Big, Hairy, Audacious Goal, or BHAG (Collins & Porras, 1994).  With the learning outcomes setting the course, I am better equipped to plan for activities that are authentic and promote active learning (Harapunik, 2016).  To create the best experience for my learners, I must consider my role as a coach to encourage and instruct my learners to make meaningful connections that will continue their journeys within my course and the years beyond.  

Providing opportunities for my learners to create and produce representations of the connections they make is rewarding for all involved in learning.  I know that through my learning journey of learning, I am most proud of the work I am producing within my ePortfolio.  with my experiences in learning and the research provided by Fink (2003) and Collins & Porras (1994), my development of authentic learning experiences is more likely to find success for my learners.  Now is the time for myself and other educators to leverage the urgency of change  and reform in education.  The fostering of learning environments that facilitate the creation of meaningful connections fuel why I am a learning facilitator.  Beginning with the end in mind is where we start.

References

Collins, J. C., & Porras, J. 1994. Built to Last: successful habits of visionary companies.  New York: HarperBusiness. 

Fink, L. D., Ph.D. (2003). A self-directed guide to designing courses for significant learning.  Retrieved from  https://luonline.blackboard.com/ultra/courses/_194621_1/outline/edit/document/_7704794_1?courseId=_194621_1&view=content

Harapnuik, D. (2016, June 16). Mapping Your Learner’s Journey. It’s About Learning. Retrieved February 11, 2023, from https://www.harapnuik.org/?p=6420

Resources. (2023). Lead4ward. Retrieved February 11, 2023, from https://lead4ward.com/resources/

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