Aligning Outcomes, Assessment and Activities
Assignment 3:
Learning Outcomes 3-Column Table
Course/Unit: CCMR Digital Planning & Postsecondary Readiness Workshops
BHAG: One year after this course, students will confidently design, manage, and execute their own postsecondary plan, demonstrating independence, self-advocacy, and the ability to connect the dots between their goals, resources, and required steps.
| Learning Goals | Learning Activities | Assessment Activities |
Foundational Knowledge: – Identify CCMR components. – Understand planning steps. Application: – Apply tools to map pathways. – Practice critical thinking. – Develop practical skills. Integration: – Connect academics to goals. – Link interests to pathways. – Integrate requirements with life. Human Dimension: – Recognize strengths/challenges. – Communicate with reps. Caring: – Build ownership and confidence. Learning-How-to-Learn: – Use digital tools. – Self-direct planning. – Connect dots vs. collect dots. | -Digital whiteboard mapping. – Goal-setting workshops. – Scenario-based activities. – Peer collaboration. – Mini-conferences. – Guided research. – Reflection prompts. – Tool demonstrations. | – Progress checks. – Reflections. – Exit tickets. – Peer reviews. – Simulated conversations. – Postsecondary plan map. – CCMR readiness checklist. – Student-led planning conference. – Goal reflection essay. |
Worksheet 2
A Year (or More) After This Course, I Want Students to…
A year or even several years after completing this course, I hope students can confidently navigate whatever postsecondary path they choose such as college, career, or military. My goal is for them to draw on the planning tools, decision-making strategies, and self-advocacy habits they built throughout the course. Instead of waiting for someone to tell them what to do next, I want them to be able to “connect the dots” between their goals, the requirements they must meet, and the steps needed to move forward. Research consistently shows that students who develop strong self-management and decision-making skills are more successful in college and career settings, particularly when they feel a sense of ownership in the process (Conley, 2014; Savickas, 2013).
My Big Hairy Audacious Goal (BHAG)
My overarching goal is to help students design, manage, and execute a personalized postsecondary plan with clarity and confidence. I want them to think critically, make informed choices, and advocate for themselves throughout high school and into their adult lives. This aligns with the broader idea of college and career readiness, which emphasizes not only academic preparation but also noncognitive skills such as persistence, problem-solving, and self-regulation (Conley, 2014).
Foundational Knowledge
To be successful, students need a strong understanding of key College, Career, and Military Readiness (CCMR) components. This includes FAFSA/TASFA, college applications, military enlistment steps, endorsements, TSI requirements, dual credit, certifications, important deadlines, and common terminology. They should also understand the overall purpose and sequence of postsecondary planning and the difference between simply “collecting dots” (completing tasks) and truly “connecting dots” (understanding how each step fits into their future). As research in career development emphasizes, students benefit most when they can connect their learning to meaningful long-term goals (Savickas, 2013).
Application Goals
Students will apply critical, practical, and creative thinking throughout the planning process. They will learn to evaluate options, solve real problems, communicate clearly and professionally, organize tasks, and make impactful decisions. They will also practice managing a long-term, multi-step process that requires consistent follow-through—skills that directly support college and workforce readiness (Conley, 2014).
Integration Goals
Learners should be able to connect their academic choices with their long-term aspirations, aligning personal interests with future pathways. They will integrate CCMR requirements with real-life responsibilities and recognize how current decisions influence future opportunities. This level of integration helps students understand the relevance of their learning, which contributes to stronger motivation and persistence.
Human Dimensions Goals
Students will grow in their understanding of themselves and others. They will reflect on their strengths, motivations, and areas where they need support. At the same time, they will learn how to communicate and collaborate with counselors, college representatives, military recruiters, and peers. As they gain perspective on different postsecondary journeys, they also develop empathy and a broader understanding of the world around them.
Caring Goals
As the course progresses, students should begin to show increased confidence, ownership, and curiosity. They will learn to value long-term planning and feel more empowered to shape their futures on their own terms. When students care about their goals and see the relevance of their efforts, they are more likely to persist even when the process becomes challenging.
Learning-How-to-Learn Goals
Finally, students will develop the ability to learn independently. They will practice staying organized, seeking information, researching effectively, and using various tools to support their planning. Over time, they will become more self-directed learners who can plan, monitor, and adjust their progress without relying on detailed, step-by-step instructions. These skills support lifelong learning and adaptability, which are essential in an ever-changing educational and workforce environment.
References
Conley, D. T. (2014). Getting ready for college, careers, and the Common Core: What every educator needs to know. Jossey-Bass.
Savickas, M. L. (2013). Career construction theory and practice. In S. D. Brown & R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (2nd ed., pp. 147–183). Wiley.