When lesson planning, it is essential to be conscious of all the possible factors that may influence the teaching or learning of a given subject matter.  The anchor text for this week was A Self-Directed Guide to Designing Course for Significant Learning (Fink, 2003), which details the steps necessary to ensure integration within course planning.  A fully integrated course will have congruence between learning goals, teaching/learning activities and feedback and assessment.  Each step is broken down into essential questions to be answered to ensure a fully integrated course.  These essential questions are laid out clearly in worksheets.

Worksheet 1 focuses on situational factors that need to be considered when designing and teaching a course.  Within the specific context of the teaching and learning situation, the Grade 8 level that I am focusing on only has 35-40 students within it.  Class blocks currently range from 63 (afternoon) to 96 minutes (morning).  As we do not function within a hybrid system, the course would be taught within the classroom with some online components.  Learning expectations for English Language Arts are set out within the core competencies by the Ministry of Education and adopted by the Humanities department to ensure congruency.  Each teacher has autonomy over the materials used so long as the important skills are taught.  Important changes have been happening within the materials of my district, with a focus on authentic First Nations contributions and acknowledgement of its value.  Adjustments have also had to be made when confronted with students with disrupted skills and education, intergenerational trauma, poverty and education.  Many students need to know that what they are learning has value outside of the education system, that it is not a waste of time.  Much of the school population is designated or requires adaptations in order for learning to occur.  The majority of students fall into the oral and visual categories of learners.  Due in part to the digital nature of the world, students need to be fully engaged in their learning.  My focus as a teacher within this community has been to create connections with students and the subject matter, emphasizing that there is rarely a single correct answer.  Learning is not often linear and flexibility is essential.  I am confident in my abilities and knowledge surrounding the English 8 curriculum.

How might the information gathered in this step help you design your online learning experience?

The questions asked challenged me to focus on single specific aspects of the factors to consider.  I often find that I will gloss over situations and experiences and focus more on content.  While keeping content and learning outcomes clearly in view, enabling students to have a say in their learning experiences cannot be overlooked.  Being reminded of the multitude of factors that affect students and have contingencies in place can only serve to enhance the development of an authentic online learning experience.

How do you think the situational factors might influence design for the online environment versus the face-to-face classroom?

The situational factors bring to light the struggles of creating an inclusive online course and highlight the need for thorough preparation and organization.  Within the face-to-face classroom, adjustments can be made quickly, this is not the case online.  Various forms of presenting information will be essential as will flexible scheduling and assessments.  Also within the face-to-face classroom, collaboration can happen organically, which is not always the case online.  Outside the box thinking to satisfy the situational factors is going to be key.

References

Dee Fink, L. (2003). A self-directed guide to designing courses for significant learning. Retrieved from “http://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf”