Planning a course for students is very intricate and detailed. Although our curriculum is provided to us by our district, it is critical to take the content and make it our own. Each year I identify my students' needs and how they internalize information to properly drive instruction. In doing so, the way I present content each year changes because of student abilities, the development of technology, and the resources provided to our Title I campus. Since my innovation plan is to incorporate blended learning in my classroom environment, the 3 Column table will be pivotal in mapping out how I will implement this new learning style, and still align with the coursework provided by the district. This column will be available to students, parents, and administration at all times to follow course outcomes and assessments that will be provided. The BAHG will be the most important aspect of this figure because it explains the ultimate end goal of our course unit. 

Dr. Fink builds in blended learning concepts within his Guide to Designing Courses. In the text, he explains we should minimize wasted class time and assign coursework outside of the classroom to maximize time for experiential and reflective activities (Fink, 2003).  He also provides a plethora of visuals that will guide me in creating a cohesive, aligned, and intentional curriculum that will prepare my students to become lifelong learners that can thrive in any learning capacity. 

The most challenging aspect will be ensuring my students are making meaningful connections. In Dr. Harapnuik's (2015) Module 3 video, he inserts a clip from Seth Godin's TedTalk where he explains we must put our students in settings that lend themselves to engaging in illusion, passion, and insight. This supports my constructivist teaching style to engage students in hands-on learning and provide them with an immersive learning experience. This plan will be adjusted throughout the course as needed to ensure students are receiving the necessary learning experience to ensure their success.