1c: Setting Instructional Outcomes

Teaching is a purposeful activity; even the most imaginative activities are directed toward certain desired learning. Therefore, establishing instructional outcomes entails identifying exactly what students will be expected to learn; the outcomes describe not 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 through which all students will be 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 may be 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 that students learn to read but also, educators hope, that they will like to read. In addition, experienced teachers are able to link their learning outcomes with outcomes both within their discipline and in other disciplines.

Danielson, C. 2013

Artifact 1c-1

Group Inquiry Lesson Plan.pdf

Group Inquiry Lesson Plan

This lesson plan was a group project in which our goal was to create a lesson plan that met multiple learning outcomes from a wide variety of subject areas and was engaging. The outcomes were designed to ensure that students could not only explain their learning, but extend it to different subjects. The outcomes for this lesson are demonstrated in the practice focus and the STEM focus. The disappearing ink lesson plan was created in a way that allowed students to prove their learning through assessment and identifies exactly what the students will be learning as a result of the lesson. Due to the nature of this lesson plan, the outcomes align with activities that are hands-on and engaging for the students while also ensuring that they are learning valuable content and information that they can use to benefit them in other subject areas as well.

Artifact 1c-2

Instructional Map & Collaboration Log Week 6.pdf

Instructional Map

This instructional map is from the Elementary Literacy Practicum. In this practicum, I worked with a group of two other practicum students to design literacy lessons for the four different grade levels that we were teaching. Our planning efforts had to be very intentional and ensure that all learning outcomes were being met, no matter who was teaching that day. All of our outcomes were designed with high-level thinking questions and assessments in mind. While it was difficult to coordinate all of our efforts together, this was an extremely important experience for me because it allowed me to practice setting clear outcomes for students that included assessments, differentiation, and an understanding of what resources would have to be used to effectively teach the different outcomes/lessons. Additionally, literacy lessons can, at times, become tedious and even boring for students. As my group designed these outcomes, we remained cognizant of the fact that we needed to ensure that our lessons achieved the desired outcomes while still remaining engaging and enjoyable for the students. This experience allowed me to gain a lot of practice in setting up strong instructional outcomes.

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