Aligning Outcomes,
ASSESSMENTS & ACTIVITIES

I took into consideration how I wanted my learners to feel when leaving the Empower: Blended Learning Leadership Program. As the leader of this program, I want to ensure that teachers create meaningful, authentic connections to the content and have the confidence to continue their learning far beyond the program. 

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When creating the Learning Outcomes 3 Column Table for my innovation plan, Empower: Blended Learning Leadership Program, I followed Fink's (2003) key components of the Integrated Course Design which include the learning goal, feedback and assessment, and teaching learning activities. The taxonomy of significant learning includes foundational knowledge, application, integration, human dimension, caring, and learning how to learn (Finks, 2003). In addition to my research in Finks' self-directed guide to designing courses for significant learning environments, I also completed the supporting documents to help develop the course's 3-column table.​

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Reference: 

Fink, L. D. (2003). A Self-Directed Guide to Designing Courses for Significant Learning. Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass.