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1C - Setting Instructional Outcomes
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.
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.
Elements of component 1C:
Elements of component 1C:
Value, sequence, and alignment
Clarity
Balance
Suitability for diverse students
Evidence of Component 1C
Evidence of Component 1C
Senior Practicum Capstone
Senior Practicum Capstone
During my Senior Practicum I was able to design and teach a complete unit to my students. Part of the design process was identifying needs of students, or gaps in their learning or development, and filing those gaps through instruction. My learning outcomes for the five lessons in the unit can be seen on page 11 of the document. These learning outcomes were written in a way that I could refer back to them in order to create meaningful lessons.
SoVaTa
SoVaTa
SoVaTa, or the South Valley Transition Assessment, is an Assessment I completed to help me see what setting instructional outcomes might look like when working with older students. The student I chose to work with was making a major transition in his life, and so I was about to assess him and then create learning outcomes appropriate for his ability level but also appropriate for the new learning environment he would be in.
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