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

Mini Lesson Plan/Curriculum Map: I am effective at setting instructional outcomes as shown in these lesson plans and curriculum map. In Danielson 1C it states that “Teaching is a purposeful activity” (Danielson, C., 2013). These lesson plans show purposeful activities that are directed towards the objective.  Each lesson explains what students will learn throughout the lesson. The objective is then reflected in the assessment. The curriculum map shows the overall unit from whence the lessons came. The lessons build off of each other to help the students grasp the material at hand and develop a greater understanding.  

Artifact 1c-2

Compare/Contrast Lesson: This lesson that I taught to 4th graders shows my ability to set instructional outcomes. In this lesson I taught the students about comparing and contrasting the two characters in The Full House and The Empty House. I choose to read this book to them because it helped them be engaged with the material as I read to them. The students shared in my excitement of reading and learning. This lesson shows my ability to share my love for reading with the students and also help the students demonstrate their understanding of the content I taught. In Danielson component 1C it states “it’s important not only that students learn to read but also, educators hope, that they will like to read” (Danielson, C., 2013). My greatest hope for my students is that they will fall in love with learning and that their horizons will continue to expand with the knowledge they have gained.