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: Unit Topic, Standard, and Objectives

Artifact 1c-2: Social Studies Unit Plan

This unit plan provided an eleven-day overview of what my group and I would teach to a third-grade class. We started with the standard and then immediately collaborated on the what the correlated assessment should be. This helped us reflect as to what we desired the students should learn and the strategies necessary to accomplish these goals. Overall, this set instructional outcomes through reflecting important learning and assessment through various evaluations.