Setting Instructional Outcomes
What is component 1C?
Learning outcomes are an important part of planning and preparation. Teachers should have learning outcomes that students are able to show at the conclusion of a lesson. These outcomes should correlate with what they already knew, what they just learned, and what they will learn in the future. Learning outcomes should then guide what types of resources, instruction, and assessment is used in the lesson.
Why do you need it?
What a teacher decides as learning outcomes is going to lead the lesson. These outcomes will affect what resources are used and how fulfillment of the outcome is assessed. By clearly establishing learning outcomes, students and teachers will be able to work toward achieving them.
What are the elements?
Value, sequence, and alignment: Learning outcomes should be building off of what students already know, and preparing them for what they have yet to learn.
Clarity: Outcomes should say what the students will be able to do, what they should not do, and how the teach will assess if the outcome has been reach. This will prevent any confusion from students about what they are to be learning.
Balance: Outcomes should be varied with different types of learning. Some examples include knowledge, conceptual understanding, and thinking skills.
Suitability for diverse students: Learning outcomes should be achievable by every student, but challenging enough to keep students in their zone of proximal development.
In the classroom…
*On a dry erase board in the back of a classroom, there is chart with a row for each different class. Within these rows, there are columns for the standards, learning outcomes, and assignments for the current lesson.
*In any given class, there is undeniably some differences in skill levels. To make learning outcomes suitable for all students, the teacher can work with advanced students to set more challenging individual goals.
What is component 1C?
Learning outcomes are an important part of planning and preparation. Teachers should have learning outcomes that students are able to show at the conclusion of a lesson. These outcomes should correlate with what they already knew, what they just learned, and what they will learn in the future. Learning outcomes should then guide what types of resources, instruction, and assessment is used in the lesson.
Why do you need it?
What a teacher decides as learning outcomes is going to lead the lesson. These outcomes will affect what resources are used and how fulfillment of the outcome is assessed. By clearly establishing learning outcomes, students and teachers will be able to work toward achieving them.
What are the elements?
Value, sequence, and alignment: Learning outcomes should be building off of what students already know, and preparing them for what they have yet to learn.
Clarity: Outcomes should say what the students will be able to do, what they should not do, and how the teach will assess if the outcome has been reach. This will prevent any confusion from students about what they are to be learning.
Balance: Outcomes should be varied with different types of learning. Some examples include knowledge, conceptual understanding, and thinking skills.
Suitability for diverse students: Learning outcomes should be achievable by every student, but challenging enough to keep students in their zone of proximal development.
In the classroom…
*On a dry erase board in the back of a classroom, there is chart with a row for each different class. Within these rows, there are columns for the standards, learning outcomes, and assignments for the current lesson.
*In any given class, there is undeniably some differences in skill levels. To make learning outcomes suitable for all students, the teacher can work with advanced students to set more challenging individual goals.
Resources:
PDE SAS. (2011). The Framework for Teaching Evaluation Instrument. [online] Available at: http://static.pdesas.org/content/documents/danielson_rubric_32.pdf [Accessed 12 Oct. 2017].
Flickr. (2011). Homework. [online] Available at: https://www.flickr.com/photos/chrisyarzab/5659535221 [Accessed 13 Oct. 2017].
PDE SAS. (2011). The Framework for Teaching Evaluation Instrument. [online] Available at: http://static.pdesas.org/content/documents/danielson_rubric_32.pdf [Accessed 12 Oct. 2017].
Flickr. (2011). Homework. [online] Available at: https://www.flickr.com/photos/chrisyarzab/5659535221 [Accessed 13 Oct. 2017].