Transforming Elementary Math Coaching

February 21, 2025 | Sonia Rodriguez

A Goal for Online Blended Learning

I first learned about “backwards planning” from Steven Barkley’s book Instructional Coaching with the End in Mind as I began my academic coach journey 10 years ago.  Planning with the end in mind is one of many approaches to curriculum design theories. Knowing the desired outcome is essential before deciding how to achieve it. 

“So how do we ensure that our learners are learning and growing and not simply regurgitating the right answers?”  

-Dwayne Harapnuik

While the model I present aligns with existing models, The focus is on creating significant learning environments where the learner has choice, ownership, voice, and agency over their learning (Harapnuik, 2016).  

The detailed and strategic planning of my course supports my innovation plan for an Online Blended Coaching Strategy aimed at enhancing elementary math skills in academic coaches. The planning process has been vital in ensuring intentional learning outcomes are designed for academic coaches to engage in on online blended coaching strategy.  It includes Big Hairy Audacious Goals (BHAG) a concept Jim Collins and Jerry Porras (1994) wrote about in their book Built to Last: Successful Habits of Visionary Companies.  High-quality courses should begin with a Big Hairy Audacious Goal (BHAG), which helps both instructors and learners understand the final learning destination and its significance (Harapnuik, 2016).  This goal for this unit emphasizes student choice, innovation, collaboration, critical thinking, and self-reflection, ensuring that academic coaches are driving meaningful change at their campus by fostering self-directed learning. Below you will find important components I utilized when designing instruction for my unit.  

Fink's taxonomy identifies significant kinds of learning to consider when planning learning goals for your course (2003). 

Unit Designing Journey

When developing a curriculum plan consider situational factors that may impact the course.  Learning goals focus on what the learner should learn and go beyond understanding and remembering.  Utilizing a 3 column table provides clarity to the learner about what they are expected to learn, the activities they will engage in, and how they will demonstrate they have achieved learning goals.   (Fink, 2003). Below, I’ve highlighted key situational factors relevant to my district setting, answered questions to formulate significant learning goals and created a 3 column table. 

Formulating Significant Learning Goals

3 Column Table

Fink's (2003) Self-Directed Guide to Designing Courses for Significant Learning empowers educators to create engaging and impactful learning experiences. By focusing on key elements such as active learning, reflection, and alignment of course goals with real-world application, this guide helps instructors design courses that promote deep, meaningful learning. It encourages students to take ownership of their learning, fostering critical thinking, creativity, and problem-solving skills while ensuring that learning outcomes are relevant and sustainable beyond the classroom.  It does take time and detailed planning but if you plan with the end in mind the fruits of your labor will be outstanding.  Thank you for taking time to review my course design. 

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