Clearly Identified Key Outcomes
Clearly Identified Key Outcomes
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TQS: 3. Demonstrating a Professional Body of Knowledge. A teacher applies a current and comprehensive repertiore of effective planning, instruction, and assessment practices to meet the learning needs of every student. Achievement of this competency is demonstrated by indicators such as:
planning and designing learning activities that:
address the learning outcomes outlined in programs of study;
incorporate a range of instructional strategies, including the appropriate use(s) of digital technology, according to the context, content, desired outcomes and the learning needs of students; and
foster student understanding of the link between the activity and the intended learning outcomes.
Essential Questions
Essential Questions
What will students learn?
What will I do to establish and communicate the learning goals?
- Teaching is informed by the front matter of the programs of studies.
- The teacher recognizes not all outcomes are of equal importance, therefore a teacher or team of teachers examines their programs of study to determine the essential outcomes (the rocks, sand and water outcomes).
- Instruction is focused on the essential outcomes (rocks).
- The teacher clearly communicates outcomes with students. Students are able to explain what they are supposed to be learning and why it's important to learn the goals / outcomes.
- The outcomes drive the choice of instructional and assessment strategies. There is alignment.
- The teacher plans for cross-curricular integration whenever appropriate.
- The teacher has an understanding of "surrounding" curriculum (outcomes at the grade level below and above) (where students are coming from and going to next in their learning).
- It is important for the teacher to know the outcomes his / her students are aiming for but it may not be the same for each child in each classroom. Outcomes may need to be adapted or modified for specific students in the classroom depending on their learning needs (e.g. life / functional skills focus, social / behavioral focus).
- The teacher recognizes that the enrolled grade outcomes may not be appropriate for all students therefore adaptations for these students may include selecting outcomes at a grade level below the enrolled grade or providing enrichment opportunities for students who are mastering or excelling within their enrolled grade.
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