1c. Setting Instructional Outcomes

• Value, sequence, and alignment
• Clarity
• Balance
• Suitability for diverse students

All outcomes represent high-level learning in the discipline. They are clear, are written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learning and, where appropriate, represent both coordination and integration. Outcomes are differentiated, in whatever way is needed, for individual students.

Setting instructional outcomes is something that occurs daily in my classroom at both the curriculum and classroom level. At the beginning of each class period, the objectives for the day are posted on the board where students know to find them, and we review what the students should be able to accomplish by the end of the day, week, or unit. Often these outcomes are modified for the individual learner as well. Below are some examples of rubrics for various projects and writing pieces that are always reviewed at length with students so that they understand what is expected of them. I will typically have students write the rubric in their own words as well to support understanding.