The Ubd by Wiggins and Mctighe and the Fink’s three column table, I found them very useful in creating a significant learning and leading environment for the students.
 

BHAG, asks you to start with a backward design model within an outcome-based education (OBE)Framework that will help you clearly articulate the course outcomes.

I followed L Dee's Fink's model of designing a significant learning environment by giving a choice. ownership and voice through authentic learning opportunities to the learner, and if I want to follow this learning style I have to build courses or program differently. I should start with backward design mythology. I should use the focus of the BHAG in my design and development to ensure that my goal is strategic and emotionally compelling enough to speak to where my students will be after the course. The goal should focus more on who the students will be or become as a result of the course and not just focus on what they will be able to do. that requires me to start with it which I construct by imagining what learning looks like or can accomplish by the end of the course. I have followed the Fink taxonomy that has outlined the process in greater detail in the post It's About Learning | Tag Archive | Fink’s taxonomy (harapnuik.org)

I should always get motivated when I design a course and remember what Simon Sinek argues, people aren't interested in what they need to do as much as they are interested in why they need to do. That addresses the learner emotionally rather than rationally and that the heads won't go where the heart won't be.

It is an entirely student-centered environment. BHAG is the goal that I added for them. It is like the road for a driver that takes them to the end with purpose! The adventure starts on the way; Learner will explore the map first, then through

This way they will listen, read the signs, pay attention to the route, ask if there is any question and curiosity will lead their learning.

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Aligning learning outcomes/goals with learning activities and outcomes

Throughout this plan, I’ve worked to incorporate many different types of thinking and learning. Learners will be immersed in practical,  creative,  and critical thinking. They will be using ideas that are familiar to them (Situation levels and conversation) to influence their planned designs and the direction of their projects. I’m most looking forward to seeing how the students personally connect to the course material and how their experiences in making a conversation with no fear with their choice,  ownership,  voice through authentic learning process. and shows that technology is a tool that can help bring your big ideas to life in ways that you may not have imagined.

Students should walk away with analyzing and evaluative skills,  which they will carry on throughout their following years in linguistics. Students will definitely be learning how to manage their complex situation, and I will provide guidance in doing so through( LSA) goals.

• Critical thinking,  in which students analyze and evaluate.

Students will be required to recognize and analyze new words, evaluate conversation modules, identify meaning and pronunciation. 

• Creative thinking,  in which students imagine and create.

Students will need to create conversation modules to authentic problems,  apply existing knowledge to generate new ideas and new sentences to generate new conversation .

• Practical thinking,  in which students solve problems and make decisions.

Students will need to apply knowledge to familiar and unfamiliar situations and transfer knowledge and experiences to create a different conversation.

Learning a second Language with constructivist,  script theory and applying the digital 21 century innovation will expand the learning and build a significant learning environment.

Related to the target language that you want to learn, the number of students in every level should be 10! The Course divided into three levels: Beginners, Intermediate, Advanced! The course will be a blended learning course! The class needs internet, chrome book or iPad and headset. Every class needs 20 minutes Reading,  20 minutes listening,  20 minutes writing and practicing. So it is one hour a day, four days a week. The learner should complete 144 hours to get to the advanced level. Every learner should have an account with a course number. Additional programs will be used including, YouTube, Quizlet,  Mondly,  Duolingo and several websites to enhance learning such as The Yojik Website. Second language learners should make a conversation with a native speaker and they should record their voice.

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