Setting Instructional Outcomes Sample Clauses

Setting Instructional Outcomes. Unsatisfactory Basic Proficient Distinguished Outcomes represent Most outcomes represent rigorous and important learning in the discipline. All the instructional outcomes are clear, are written in the form of student learning, and suggest viable methods of assessment. Outcomes reflect several different types of learning and opportunities for coordination. Outcomes take into account the varying needs of groups of students. All outcomes represent rigorous and important learning in the discipline. The outcomes are clear, are written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learning and, where appropriate, represent opportunities for both coordination and integration. Outcomes take into account the varying needs of individual students. moderately high expectations and rigor. Outcomes represent low expectations for students Some reflect important learning in the discipline and lack of rigor, and not all and consist of a of them reflect important learning in the discipline. combination of outcomes and activities. Outcomes are stated as Outcomes reflect several activities rather than as types of learning, but student learning. teacher has made no Outcomes reflect only one type of learning and only attempt at coordination or integration. one discipline or strand Most of the outcomes are and are suitable for only suitable for most of the some students. students in the class in accordance with global assessments of student learning. Critical Attributes Outcomes represent a mixture of low expectations and rigor. Some outcomes reflect important learning in the discipline. Outcomes are suitable for most of the class. Outcomes represent high expectations and rigor. In addition to the characteristics of “proficient”: Teacher plans make reference to curricular frameworks or blueprints to ensure accurate sequencing. Teacher connects outcomes to previous and future learning. Outcomes are differentiated to encourage individual students to take educational risks. Outcomes lack rigor. Outcomes are related to the “big ideas” of the discipline. Outcomes do not represent important learning in the Outcomes are written in terms of what students will discipline. learn rather than do. Outcomes are not clear or are stated as activities. Outcomes represent a range: factual, conceptual Outcomes are not suitable for many students in the class. understanding, reasoning, social, management, communication. Outcomes...
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Setting Instructional Outcomes. Please state your objectives (“As a result of this lesson, students will be able to…”) for this lesson and list both the targeted Common Core Learning Standards and ACT College Readiness Standards for 7th and 8th grades) that align with each objective.
Sample 1Sample 2
Setting Instructional Outcomes. Unsatisfactory Basic Proficient Distinguished Outcomes represent Most outcomes represent rigorous and important learning in the discipline. All the instructional outcomes are clear, are written in the form of student learning, and suggest viable methods of assessment. Outcomes reflect several different types of learning and opportunities for coordination. Outcomes take into account the varying needs of groups of students. All outcomes represent rigorous and important learning in the discipline. The outcomes are clear, are written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learning and, where appropriate, represent opportunities for both coordination and integration. Outcomes take into account the varying needs of individual students. moderately high expectations and rigor. Outcomes represent low expectations for students and lack of rigor, and not all of them reflect important learning in the discipline. Some reflect important learning in the discipline and consist of a combination of outcomes and activities. Outcomes are stated as activities rather than as student learning. Outcomes reflect several types of learning, but teacher has made no Outcomes reflect only one attempt at coordination or type of learning and only integration. one discipline or strand and are suitable for only some students. Most of the outcomes are suitable for most of the students in the class in accordance with global assessments of student learning.
Sample 1
Setting Instructional Outcomes. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Outcomes represent low ex- pectations for students and lack of rigor, and not all of them reflect important learn- ing in the discipline. Outcomes are stated as activ- ities rather than as student learning. Outcomes reflect only one type of learning and only one discipline or strand and are suitable for only some stu- dents. Outcomes represent moder- ately high expectations and rigor. Some reflect important learn- ing in the discipline and con- sist of a combination of out- comes and activities. Outcomes reflect several types of learning, but teacher has made no attempt at coor- dination or integration. Most of the outcomes are suitable for most of the stu- dents in the class in accord- ance with global assessments of student learning. Most outcomes represent rig- orous and important learning in the discipline. All the instructional out- comes are clear, are written in the form of student learning, and suggest viable methods of assessment. Outcomes reflect several diff erent types of learning and opportunities for coordi- nation. Outcomes take into account the varying needs of groups of students. All outcomes represent rigor- ous and important learning in the discipline. The outcomes are clear, are written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several diff erent types of learning and, where appropriate, rep- resent opportunities for both coordination and integration. Outcomes take into account the varying needs of individ- ual students.
Sample 1
Setting Instructional Outcomes. Teaching is a purposeful activity; even the most imaginative activities are directed towards certain desired learning. Therefore, establishing instructional outcomes entails identifying exactly what students will be expected to learn; the outcomes do not describe what students will do, but what they will learn. The instructional outcomes should reflect important learning and must lend themselves to various forms of assessment so that all students are able to demonstrate their understanding of the content. Insofar as the outcomes determine the instructional activities, the resources used, their suitability for diverse learners, and the methods of assessment employed, they hold a central place in Domain 1. Learning outcomes are of a number of different types: factual and procedural knowledge, conceptual understanding, thinking and reasoning skills, and collaborative and communication strategies. In addition, some learning outcomes refer to dispositions; it’s important not only for students to learn to read, but educators also hope that they will like to read. In addition, experienced teachers are able to link their learning outcomes with others both within their discipline and in other disciplines. The elements of component 1c are:  Value, sequence, and alignment Students must be able to build their understanding of important ideas from concept to concept  Clarity Outcomes must refer to what students will learn, not what they will do, and must permit viable methods of assessment  Balance Outcomes should reflect different types of learning: such as knowledge, conceptual understanding, and thinking skills  Suitability for diverse students Outcomes must be appropriate for all students in the class Indicators include:  Outcomes of a challenging cognitive level  Statements of student learning, not student activity  Outcomes central to the discipline and related to those in other disciplines  Permit assessment of student attainment  Differentiated for students of varied ability Highly Effective Effective Developing Ineffective
Sample 1
Setting Instructional Outcomes. (For example: What are the objectives o f the lesson? How do these objectives relate to the sequence o f learning in your discipline? How do the objectives reflect varying needs among students and maintain rigor?)
Sample 1

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