What is it?
Setting instructional outcomes may seem like a hard concept to understand and implicate but it really is very simple. This means that teachers should be instructing positive outcomes of what their students will learn. It focuses more on not the students way of learning content but the actual content that they will learn. Instructional outcomes can be hard to measure but teachers will have the most success in ways that measure student knowledge of through different types of assessment.
Setting instructional outcomes is important because it is very easy to get off track and not stick to the lesson plans for the day but setting specific goals will help the teacher stay on track while also keeping the high standards set by the students on track. Each state has specific measures that students should be in line with so the teacher has another reason to keep students on the path of their goals.
Setting instructional outcomes is important because it is very easy to get off track and not stick to the lesson plans for the day but setting specific goals will help the teacher stay on track while also keeping the high standards set by the students on track. Each state has specific measures that students should be in line with so the teacher has another reason to keep students on the path of their goals.
elements
1. Value, sequence, and alignment
2. Clarity
3. Balance
4. Suitable for diverse students
2. Clarity
3. Balance
4. Suitable for diverse students
artifacts
Syllabus: The teacher can give their students a syllabus at the beginning of the year that has all expectations listed and a detailed calendar of specific content areas that the class is so reach and understand at a certain point throughout the year.
Folder and Checklist: The teacher could give each student either a folder or small accordion folder with each subject where a list of expectations for each week and listed within each subject. The student would be required to demonstrate knowledge of so called expectations each week.
Folder and Checklist: The teacher could give each student either a folder or small accordion folder with each subject where a list of expectations for each week and listed within each subject. The student would be required to demonstrate knowledge of so called expectations each week.
Danielson, C. (2007). Enhancing professional practice a framework for teaching (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.