Connecting the Dots          

How can the BHAG be used to create a defining purpose for the course/program?

In creating a BHAG we must have a goal in mind. We must use our imagination and demonstrate no holds barred. We must take control and conceptualize it. A plan must be created, it must be innovative, set into action and an exciting experience. We must ask ourselves, is it exciting, is this the plan that I want to work with for several weeks, months, or even years?  

Once we have created our BHAG, we must evaluate:

1. Is it long-term?

2. Is it understandable to others?

3. Will it require me to think outside of the box?

4. Is it measurable and life changing?

5. Will it allow us to progress and move forward?

6. Is it exciting and stimulating?

We must be willing to commit ourselves to our BHAG, and move forward. We could set small goals that we would like to reach, and always evaluate. The BHAG that we create may be achieved or worked on in a long timeframe, this is a good thing. If we have a solid plan and approach in mind the length of time will be an asset to our BHAG.  After doing some research I found that the BHAG / Big Hairy Audacious Goal (BHAG) was first introduced by Jim Collins back in 1994 in the book Built to Last: Successful Habits of Visionary Companies. Many people have used the notion of a BHAG. BHAG is a backward design model in which we want to see outcomes. It is important to let the student know why they need to do itwhat they need to do, the “WHY” is so important.

If making meaningful connections is central to learning then why do we spend so much of our time encouraging our learners to collect the dots rather than connect the dots?

It is important to teach students how to learn. A very good tool to use with students would be, Mind Maps, it utilizes memory and learning while using effective learning techniques, and becoming more effective learners. These Mind Maps can improve memory and learning thus transition from collecting dots to connecting dots.( https://www.mindmeister.com/blog/improve-memory-and-learning-mind-maps/) The philosophy of old school education is focused on what students need to learn,  but in the 21st Century it is essential that we focus on teaching students how to learn. When students memorize or rote learn they are collecting dots, but if they are processing information, thinking critically, understanding, and engaging in meaningful learning they are connecting the dots. Dots represent the experiences we have throughout your day and life. We must have a wide range of experiences so that we have many dots in our lives. The more variety of experiences you have, the better connections you can make. (www.mindmeister.com) It is important that we seek out new experiences to broaden our perspective.

Connecting Dots can be described as: “Learn how to see. Realize that everything connects to everything else.” Leonardo da Vicci(www.mindmeister.com). Connecting the dots is joining our experiences into new ideas, in learning we can use various thinking skills like critical thinking, lateral thinking, creative thinking or no thinking to connect dots. In order to achieve this we need to keep an open and a curious mind, we must explore.

Students need to be held accountable for their own learning, encouraged that they believe in themselves and a great dot connector. (http://learnstreaming.com/connecting-the-dots)

Consider the role of an expert’s bias in your learning environment and how one can rely on learner/peer collaboration to further learning.

Learner/peer collaboration can further learning by allowing the opportunity to teach other classmates through discussions, sharing ideas and engaging in a variety of different viewpoints.

Sharing ideas in learning experiences allows the students to build off of each other’s findings. In a classroom setting, exchanging opinions and summarizing concepts can help students understand subjects and big ideas much better than if they were to solely rely on their textbooks and lectures. (http://learnstreaming.com/connecting-the-dots) Students are forced to think about a subject in a different way to be able to communicate it to someone else when they are learning together. Group projects and Group work when done independently, and only guided by the teacher, are great experiences. Students are able to rely on each other and figure things out by themselves, in turn they gain a deeper understand of the project at hand. When students work in group settings they are able to converse over a topic that they are learning about, it teaches them leadership, socialization and communication skills. In group projects and discussions, working together is a learned skill that can be extremely helpful in future social situations. "They're learning to be more proactive; they're learning how to depend on their peers. When they go off to college, they already know how to work with people and draw out their strengths." (http://learnstreaming.com/connecting-the-dots) As an educator we must grasp the culture of collaboration, have an open mind and the willingness to trust students with their learning. We need to respect and value every student's strengths and believe everyone can learn from each other     

 

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Aligning Outcomes, Assessments, and Activities

In creating a significant learning environment, I used Fink’s, “A Self-Directed Guide to Designing Courses for Significant Learning.” While using the design phase of my innovation plan, which focuses on ePortfolio use in advisement and counseling department. Students will build and personalize learning ePortfolios starting in the 9th grade and utilize them throughout their high school years and in their future. Students will gain meaningful experiences and take ownership of their learning and education.

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