Aligning Outcomes, Activities and Assesments

Creating a Significant Learning Environment is a must goal for educators. My innovation plan has been advocating to provide students with different strategies for them to enroll in Computer Science classes. I believe that students should be able to have a voice, and choice, and be authentic in creating their learnings. And, in order for my students to have those experiences, I as the teacher should be ready and align my outcomes, activities, and assessments. We cannot provide students with merely content, we should be focused on connecting the dots, allowing our learners to make connections with their learning (Godin, 2012).  Fink (2003) developed three-column guidelines for learning outcomes table and suggests that environmental and situational factors must be considered when planning a course and that outcomes, activities, and assessments should be aligned in foundational knowledge, application, integration, human dimension/caring, and learning how to learn.

 “ A major benefit of this planning model is that it provides specific criteria for assessing the quality of course design. There are five primary criteria, four of which are illustrated by the highlighted areas of Figure 6. It suggests that good course design meets the following criteria.” Fink (2003, p25).

Fink’s Self-Directed Guide to Designing Courses for Significant Learning is a useful tool for considering the goals, needs and outcomes of a significant learning environment. Using the guide created by Fink, I have developed a plan for my Fundamentals of Computer Science students on our Web Development unit. My BHAG, Big Hairy Audacious Goal for this unit are the following:

  • Learners will develop the skills to create a multipage website and have several opportunities to share out and engage in peer review. This project emphasizes practices of their creativity, problem-solving skills, and persistence to complete their websites.
  •  Students will realize that they can create their own webpage, and show and explore their learnings beyond the class.
  •    Students will realize that Computer Science is not hard, and they will take more Computer Science classes(Computer Science 1 and Computer Science 2) next year.
  •    Students will tell other students and friends about our class and promote the computer science class so that other students will be encouraged to join and enroll in the Computer Science classes.

Thinking behind my Three (3) Column Table:

My Three (3)Column Table:


Fink, L. D. (2003). Self-directed guide to designing courses for significant learning. Jossey-Bass

Godin, S. [TEDxYouth]. (2012, October 16). Stop stealing dreams [Video file]. Retrieved from

Harapnuik, D. (2015, August 15). Connecting the dots vs. collecting the dots [Video file]. Retrieved from

Harapnuik, D. (2016, June 13). Why you need a BHAG to design learning environments.