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   tried instruction 

Using a literacy fluency strategy can effectively help me demonstrate my proficiency in Domain 1e: Designing Coherent Instruction from the Danielson Framework for Teaching as I complete my student teaching portfolio. By incorporating a coherent, research-based approach to developing students' reading fluency, I can showcase my ability to "design learning experiences that are appropriate, in terms of sequencing and pacing, to the broader learning" as stated in Domain 1e. Documenting the implementation of a specific literacy fluency strategy, such as repeated readings or reader's theater, provides evidence of how I "coordinated and sequenced instructional materials and activities" to build fluency skills in a logical progression. Explaining the rationale behind the strategy, how it connects to broader learning goals, and its impact on student progress would align with Domain 1e's emphasis on "coordinating knowledge of content, of students, and of resources, to design coherent instruction."