Questions for Formulating Significant Learning Goals

A year (or more) after this course is over, learners will have the knowledge to approach
real-world problems through critical thinking and hands-on experiences.

My Big Harry Audacious Goal (BHAG) for the course is:

The learner uses mathematical processes to acquire and demonstrate mathematical
understanding applying it to real-world situations.

Foundational Knowledge

What key information (e.g., facts, terms, formulae, concepts, principles, relationships, etc.) is/are
important for students to understand and remember in the future?

● Learners should understand and remember how to approach real-world

problem-based tasks in unique ways.
● How to empower your own learning through the use of technology
● Collaborating with classmates to achieve a common goal
● Foundation of mathematical processes in order to use mathematics to grapple with
the problem(s)
● Flexibility in the following:
○ Multiple representations of problems and computation - more than just the
standard algorithms
○ Justifying their thinking with evidence
○ Number sense and mental math computation
○ Forming connections and building upon their schema through hands-on
active learning (i.e. manipulatives, technology, and representation with paper
and pencil)
● What key ideas (or perspectives) are important for students to understand in this course?

Key perspectives that learners should understand is that mathematics is not about the
solution but about the process. Learners have the misconception that mathematics has only
one solution and one way to reach it possibly due to previous learning experiences. Thus
everyone is a math oriented person.

Application Goals

● What kinds of thinking are important for students to learn?

● Critical thinking, in which students analyze and evaluate
● Creative thinking, in which students imagine and create
● Practical thinking, in which students solve problems and make decisions

Worksheet questions adopted from: L. Dee Fink, (2003) Creating Significant Learning Experiences: An Integrated
Approach to Designing College Courses. San Francisco: Jossey-Bass
Critical thinking (analyze and evaluate authentic problem-based tasks)

Creative thinking (learners to push themselves to be creative with their problem solving
thus addressing flexibility with thinking and thinking more ‘what if…’)

Practical Thinking (collaboration with others to work through problems and decide the
most efficient way to solve)

● What important skills do students need to gain?

The ability to work collaboratively while solving problems, effectively communicate and
justify thinking supported with evidence, and becoming a self-directed learner.

● Do students need to learn how to manage complex projects?

Mathematical problem solving should be hands-on, collaborative in nature, thus learners

will most likely engage in real-world problem based tasks or projects.

Integration Goals

● What connections (similarities and interactions) should students recognize and make…:
● Among ideas within this course?
● Mathematical representations and calculations to problems involving everyday
life, society, and workplace.
● Among the information, ideas, and perspectives in this course and those in other
courses or areas?
● Understanding the interconnectedness within the mathematical, scientific,
engineering, technological, analytical fields of study.
● Among material in this course and the students' own personal, social, and/or work
life?
● Applying mathematics with problem solving skills aligned to real-world
situations and recognizing the comprehensive impact on their societal structure.

Human Dimensions Goals

● What could or should students learn about themselves?

● Growth mindset
● Perseverance

Worksheet questions adopted from: L. Dee Fink, (2003) Creating Significant Learning Experiences: An Integrated
Approach to Designing College Courses. San Francisco: Jossey-Bass
 ● Flexibility
● Self-reflection for areas of growth
● What could or should students learn about understanding others and/or interacting with
them?
● Constructive feedback, working collaboratively, valuing opposing ideas and
multiple perspectives

Caring Goals

● What changes/values do you hope students will adopt?

Feelings: growth mindset, confidence, taking risks, and accountability
Interests: collaboration, self-directed learner, reasoning behind mathematics
Values: multiple perspectives, creativity

“Learning-How-to-Learn” Goals

● What would you like for students to learn about:

● how to be good students in a course like this?
● how to learn about this particular subject?
● how to become a self-directed learner of this subject, i.e., having a learning agenda of
what they need/want to learn, and a plan for learning it?
● Good students: Take ownership of learning, take risks while actively participating
during discussions
● Learn about this particular subject: accept challenges along with the curiosity on
how mathematics works, seeking out additional learning opportunities
● Self-directed learner: Setting goals for learning outcomes and growth, advocate for
yourself when you are unsure

Worksheet questions adopted from: L. Dee Fink, (2003) Creating Significant Learning Experiences: An Integrated
Approach to Designing College Courses. San Francisco: Jossey-Bass