Learning Environment & Situational Factors to Consider

1. Specific Context of the Teaching/Learning Situation

How many students are in the class? Is the course primary, secondary, undergraduate, or graduate
level? How long and frequent are the class meetings? How will the course be delivered: live, online,
blended, flipped or in a classroom or lab? What physical elements of the learning environment will
affect the class? What technology, networking and access issues will affect the class?
● This course will be designed for certain members of the Special Services department of BISD which
comprises approximately 20 individuals. The course will later be modified to meet the needs of
other district administrators within this department and within other departments.
● To learn more about my innovation plan and the phases of implementation, please click here.
● The class meetings will take place in conjunction with the existing biweekly leadership meetings
which usually occur in person for up to two hours.
● Every participant will be required to attend with their district-issued laptop and they will be
expected to share their feedback from the weekly temperature checks.
● Every leadership meeting should begin with a relationship building circle which should take no
longer than ten minutes to complete.

2. General Context of the Learning Situation

What learning expectations are placed on this course or curriculum by: the school, district, university,
college and/or department? the profession? society?
● The learning expectations placed by the Special Services department of BISD for this course are:
○ To better understand MTSS (Multi-Tiered System of Supports) and its functionality within the
district
○ To better utilize SEL (social-emotional learning) resources district-wide
○ To learn and recognize the benefits of blended learning and incorporate it into appropriate
and feasible learning environments
3. Nature of the Subject
Is this subject primarily theoretical, practical, or a combination? Is the subject primarily convergent or
divergent? Are there important changes or controversies occurring within the field?
● This course is primarily a combination of theory and practical application.
● MTSS is perceived as the new hot topic or band aid solution for the various challenges that a school
(district) may be facing. Actually, MTSS has existed for decades and is the consolidation of all efforts
made by all leaders to support the growth of all learners. The practical application of this includes
structured meetings to review the challenges and pain points of the school (district). The success of
these meetings is highly dependent on effective communication and intentional collaboration.
● SEL is also a practice that has existed for as long as humans have been interacting with one
another. It has not always been called SEL. There is a colossal misconception that SEL should take
place only with young children and that once we are a certain age, we have collected all of the tools
we need to successfully navigate the world. Regular implementation of SEL with adult learners
reminds us that learning is continuous and forever, there are more tools which we can
incorporate/replace, and it helps us to see ourselves and those around us with a kinder
perspective.

Learning environment & Situational factors adopted from: by L. Dee Fink, (2003) Creating Significant Learning
Experiences: An Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass
4. Characteristics of the Learners
What is the life situation of the learners (e.g., socio-economic, cultural, personal, family, professional
goals)? What prior knowledge, experiences, and initial feelings do students usually have about this
subject? What are their learning goals and expectations?
● The learners of this course are district administrators with numerous amounts and types of
personal and professional experience which directly and indirectly influences the work we do.
● Most learners have little exposure or practice of blended learning, MTSS, and SEL.
● Our learning goals are twofold:
○ Increase effective communication and intentional collaboration within the department
○ Increase knowledge and practices of MTSS

5. Characteristics of the Teacher

What beliefs and values does the teacher have about teaching and learning? What is his/her attitude
toward: the subject? students? What level of knowledge or familiarity does s/he have with this subject?
What are his/her strengths in teaching?
● My beliefs and values about teaching and learning are rooted in:
○ growth mindset
○ andragogy (the study of adult learning)
○ intentional collaboration
○ effective communication
○ accommodating language, identity, culture, community and family
○ the theories of humanism and social constructivism
● To learn more, please review my learning philosophy.
● My strengths in teaching are my diverse experience, my deep desire to help in any way that I can
and my consistent practice of self-reflection so that I can be my best self to support the growth of my
learners and myself.

Learning environment & Situational factors adopted from: by L. Dee Fink, (2003) Creating Significant Learning
Experiences: An Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass