*Setting instructional outcomes professional learning 1c. Setting Instructional Outcomes 1d. Demonstrating Knowledge of Resources 1e: Designing Coherent Instruction 1f: Designing Student Assessments 01June16 3. Learning Outcomes: 1f. Designing Student Assessments • Understand the elements of 1f • Distinguish the difference in levels of performance • Review examples of 1f evidence • Identify my level of performance on 1f • Create next*

1c Setting Instructional Outcomes SARAH HORN. 1c: Setting Instructional Outcomes Lesson/unit plans that contain learning outcomes that are rigorous and represent a range of important learning Lesson plans that show a variety of instructional strategies leading to an outcome Samples of differentiated learning activities, materials, assessment strategies, benchmarks Learning targets/ “I can” statements in lesson plan or posted in the, Instructional outcomes are also a great way to make sure that the lesson being taught is guided by state standards. Through this planning and setting outcomes, students can reflect on other important topics and connect the lesson they are learning to their previous knowledge. The elements of component 1C are:.

Component 1C is Setting Instructional Outcomes which means making sure you identify exactly what the student should be learning, this does not mean telling the students what to do but JUST what they should learn. The students should learn before they start the activity what knowledge they will obtain after they complete the assignment. There are multiple different types of learning outcomes including factual … 1c Setting Instructional Outcomes ☒ Identify the actual performance (e.g., test scores, performance tasks, etc.) to establish starting points (i.e., baseline) for students. EL Starting points were determined based upon data collected from pre-assessment tools and self-assessment tools: LD Novice Partial Mastery Mastery Above Mastery Distinguished

1c: Setting Instructional Outcomes 1. Why do we have to have an end in mind (instructional outcome) for all instruction? 2. When we think of instructional outcomes, do we think of what the students will do as a result of the instruction or what they will learn as a result of the instruction? 1c Elements . Value, sequence, and alignment •Outcomes represent significant learning in the Setting instructional outcomes revolves around three outcomes. The teacher should have their lesson plan be challenging, central, and differentiated. Some examples of using Component 1 include: developing lesson plans, using the common core curricula, and …

1c. Setting instructional outcomes ! value, sequence and alignment ! clarity ! balance ! suitability for diverse learners 1d. Demonstrating knowledge of resources ! resources for classroom use ! resources to extend content knowledge and pedagogy ! resources for students 1e. Designing coherent instruction ! learning activities Component 1C is Setting Instructional Outcomes which means making sure you identify exactly what the student should be learning, this does not mean telling the students what to do but JUST what they should learn. The students should learn before they start the activity what knowledge they will obtain after they complete the assignment. There are multiple different types of learning outcomes including factual …

In component 1C, setting instructional outcomes entails identifying exactly what students are expected to learn in the class. Instructional outcomes describe what students will learn, but not what they will do. These outcomes should manipulate themselves into various forms of assessment, so each student can effectively display their Component 1C is Setting Instructional Outcomes which means making sure you identify exactly what the student should be learning, this does not mean telling the students what to do but JUST what they should learn. The students should learn before they start the activity what knowledge they will obtain after they complete the assignment. There are multiple different types of learning outcomes including factual …

1c. Setting Instructional Outcomes Suitability for diverse students Example of Distinguished Level of 1c: Outcomes are at a challenging cognitive level Outcomes differentiated for students of varied ability Elements: Statements reflect student learning, not student activity The 1c: Setting Instructional Outcomes Lesson/unit plans that contain learning outcomes that are rigorous and represent a range of important learning Lesson plans that show a variety of instructional strategies leading to an outcome Samples of differentiated learning activities, materials, assessment strategies, benchmarks . Possible Artifacts for Danielson Domains One and Four Educator

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 Setting instructional outcomes professional learning activity Through engaging in this 60-minute professional learning activity, participants will craft lesson-specific instructional outcomes that are rigorous, clear, measurable, written in the form of student learning, aligned to relevant standards, and represent important learning in the discipline.

Setting Instructional Outcomes What is component 1C? Learning outcomes are an important part of planning and preparation. Teachers should have learning outcomes that students are able to show at the conclusion of a lesson. These outcomes should correlate with what they already knew, what they just learned, and what they will learn in the future 1c: Setting instructional outcomes Evaluator/teacher conversations pathways Lesson/unit plan Observation - Same learning target, differentiated - Students can articulate the learning target when asked - Targets reflect clear expectations that are aligned to standards - …

Setting instructional outcomes revolves around three outcomes. The teacher should have their lesson plan be challenging, central, and differentiated. Some examples of using Component 1 include: developing lesson plans, using the common core curricula, and … 1c: Setting instructional outcomes Evaluator/teacher conversations pathways Lesson/unit plan Observation - Same learning target, differentiated - Students can articulate the learning target when asked - Targets reflect clear expectations that are aligned to standards - …

Setting instructional outcomes revolves around three outcomes. The teacher should have their lesson plan be challenging, central, and differentiated. Some examples of using Component 1 include: developing lesson plans, using the common core curricula, and … Rubric for Component 1c: Setting Instructional Outcomes Level 4 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

While setting instructional outcomes, teachers must consider their present relevance as what future learning is made possible by the outcomes; Outcomes should include a variety of knowledge domains, including knowledge comprehension, application, analysis, synthesis, and evaluation (Clemenson, 2014) 1c – Setting instructional outcomes Value Sequence and alignment Clarity Balance Suitability for diverse learners Lesson plans (units) aligned to curriculum guides/CCSS Instructional outcomes are listed on the board prior to class instruction

1c Setting Instructional Outcomes SARAH HORN. 1c Setting Instructional Outcomes ☒ Identify the actual performance (e.g., test scores, performance tasks, etc.) to establish starting points (i.e., baseline) for students. EL Starting points were determined based upon data collected from pre-assessment tools and self-assessment tools: LD Novice Partial Mastery Mastery Above Mastery Distinguished, Component 1c: Setting Instructional Outcomes in the Danielson 2013 Framework for Teaching addresses value, sequence, and alignment of outcomes; clarity of outcomes; balance of outcomes; and suitability of outcomes for diverse students..

1c Setting Instructional Outcomes SARAH HORN. 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 1c. Setting Instructional Outcomes 1d. Demonstrating Knowledge of Resources 1e: Designing Coherent Instruction 1f: Designing Student Assessments 01June16 3. Learning Outcomes: 1f. Designing Student Assessments • Understand the elements of 1f • Distinguish the difference in levels of performance • Review examples of 1f evidence • Identify my level of performance on 1f • Create next.

06/04/2013 · Alignment of Gizmos to SDHC Classroom Teacher Evaluation Tool Domain 1C - Setting Instructional Outcomes. Setting instructional outcomes professional learning activity Through engaging in this 60-minute professional learning activity, participants will craft lesson-specific instructional outcomes that are rigorous, clear, measurable, written in the form of student learning, aligned to relevant standards, and represent important learning in the discipline.

Components 1a: Demonstrating Knowledge of Content and Pedagogy, 1c: Setting Instructional Objectives) The students in my class have varying skills in math. In addition, they have a variety of learning styles based on a learning style inventory that my students completed in the beginning of the school year. The content of the lesson was based on 1c: Setting Instructional Outcomes 1. Why do we have to have an end in mind (instructional outcome) for all instruction? 2. When we think of instructional outcomes, do we think of what the students will do as a result of the instruction or what they will learn as a result of the instruction? 1c Elements . Value, sequence, and alignment •Outcomes represent significant learning in the

Setting Instructional Outcomes is identifying exactly what students will be expected to learn. These outcomes do not describe what teachers want the students to do, but identify what it is that the students will learn.Not only should instructional outcomes demonstrate the learning to take place, they must also incorporate a variety of forms of assessment that will be used to measure a student Component 1C: Setting Instructional Outcomes. Domain 1C is about informing students of the goals and objectives for the lesson they are going to learn. They are necessary because they show students what is to be learned from a certain lesson. These outcomes should be related to state standards, curriculum guides, and the common core. We need component 1C because teachers should have a goal and

1c Setting Instructional Outcomes ☒ Identify the actual performance (e.g., test scores, performance tasks, etc.) to establish starting points (i.e., baseline) for students. EL Starting points were determined based upon data collected from pre-assessment tools and self-assessment tools: LD Novice Partial Mastery Mastery Above Mastery Distinguished Setting instructional outcomes professional learning activity Through engaging in this 60-minute professional learning activity, participants will craft lesson-specific instructional outcomes that are rigorous, clear, measurable, written in the form of student learning, aligned to relevant standards, and represent important learning in the discipline.

Components 1a: Demonstrating Knowledge of Content and Pedagogy, 1c: Setting Instructional Objectives) The students in my class have varying skills in math. In addition, they have a variety of learning styles based on a learning style inventory that my students completed in the beginning of the school year. The content of the lesson was based on 1c. Setting Instructional Outcomes • Understand the elements of 1c • Distinguish the difference in levels of performance • Review examples of 1c evidence • Identify my level of performance on 1c • Create next steps to improve my level of performance in 1c 01June16 4. Understanding 1c. Setting Instructional Outcomes • Teachers create purpose for student work. It is a teacher’s

Congruence with instructional outcomes. The assessments teachers provide must match the learning expectations of the students. Teachers need to create their own assessments to match the lessons they teach. This is needed because if a teacher pulls a already prepared test off the internet, the test might have questions that are poorly worded and 1c: Setting instructional outcomes Evaluator/teacher conversations pathways Lesson/unit plan Observation - Same learning target, differentiated - Students can articulate the learning target when asked - Targets reflect clear expectations that are aligned to standards - …

1c. Setting Instructional Outcomes • Understand the elements of 1c • Distinguish the difference in levels of performance • Review examples of 1c evidence • Identify my level of performance on 1c • Create next steps to improve my level of performance in 1c 01June16 4. Understanding 1c. Setting Instructional Outcomes • Teachers create purpose for student work. It is a teacher’s 1c. Setting Instructional Outcomes Suitability for diverse students Example of Distinguished Level of 1c: Outcomes are at a challenging cognitive level Outcomes differentiated for students of varied ability Elements: Statements reflect student learning, not student activity The

This lesson gives an overview of how to bring greater clarity to instructional outcomes. You'll learn strategies to move from unsatisfactory outcomes to ones that best support student learning. This component of the Danielson Framework involves selecting instructional outcomes so the students know exactly what they will be learning during the day's lesson. These outcomes guide learning...

1c: Setting instructional outcomes Evaluator/teacher conversations pathways Lesson/unit plan Observation - Same learning target, differentiated - Students can articulate the learning target when asked - Targets reflect clear expectations that are aligned to standards - … 1c. Setting Instructional Outcomes 1d. Demonstrating Knowledge of Resources 1e: Designing Coherent Instruction 1f: Designing Student Assessments 01June16 3. Learning Outcomes: 1f. Designing Student Assessments • Understand the elements of 1f • Distinguish the difference in levels of performance • Review examples of 1f evidence • Identify my level of performance on 1f • Create next

Setting instructional outcomes revolves around three outcomes. The teacher should have their lesson plan be challenging, central, and differentiated. Some examples of using Component 1 include: developing lesson plans, using the common core curricula, and … 02/06/2017 · 4.1 Setting Instructional Outcomes – All the instructional outcomes are clear, written in the form of student learning. Most suggest viable methods of assessment [1]. Any good lesson begins with strong instructional outcomes. When outcomes are specific, measurable, and attainable, determining a lesson's success is made much more clear.

Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi. SETTING INSTRUCTIONAL OUTCOMES - Danielson 2013 • necessary, are suitabl DESIGNING COHERENT INSTRUCTION - Danielson 2013 • • 1c FAILING - 0 NEEDS IMPROVEMENT - 1 PROFICIENT - 2 DISTINGUISHED - 3 TES • Outcomes lack rigor. • expectations and rigor.Outcomes do not represent important learning in the discipline. Outcomes are not clear or are stated as activities. • Outcomes are …

1c Setting Instructional Outcomes Danielson Framework. 1c: Setting Instructional Outcomes Lesson/unit plans that contain learning outcomes that are rigorous and represent a range of important learning Lesson plans that show a variety of instructional strategies leading to an outcome Samples of differentiated learning activities, materials, assessment strategies, benchmarks . Possible Artifacts for Danielson Domains One and Four Educator, Planning and Preparation. 10 1c Setting Instructional Outcomes Teaching is a purposeful activity; even the most imaginative activities are directed towards 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.

1c SETTING INSTRUCTIONAL OUTCOMES cbwes.net. 1c: Setting Instructional Outcomes Lesson/unit plans that contain learning outcomes that are rigorous and represent a range of important learning Lesson plans that show a variety of instructional strategies leading to an outcome Samples of differentiated learning activities, materials, assessment strategies, benchmarks Learning targets/ “I can” statements in lesson plan or posted in the, While setting instructional outcomes, teachers must consider their present relevance as what future learning is made possible by the outcomes; Outcomes should include a variety of knowledge domains, including knowledge comprehension, application, analysis, synthesis, and evaluation (Clemenson, 2014).

Component 1C is Setting Instructional Outcomes which means making sure you identify exactly what the student should be learning, this does not mean telling the students what to do but JUST what they should learn. The students should learn before they start the activity what knowledge they will obtain after they complete the assignment. There are multiple different types of learning outcomes including factual … Setting instructional outcomes revolves around three outcomes. The teacher should have their lesson plan be challenging, central, and differentiated. Some examples of using Component 1 include: developing lesson plans, using the common core curricula, and …

Rubric for Component 1c: Setting Instructional Outcomes Level 4 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 Congruence with instructional outcomes. The assessments teachers provide must match the learning expectations of the students. Teachers need to create their own assessments to match the lessons they teach. This is needed because if a teacher pulls a already prepared test off the internet, the test might have questions that are poorly worded and

1c: Setting Instructional Outcomes Lesson/unit plans that contain learning outcomes that are rigorous and represent a range of important learning Lesson plans that show a variety of instructional strategies leading to an outcome Samples of differentiated learning activities, materials, assessment strategies, benchmarks . Possible Artifacts for Danielson Domains One and Four Educator 1c: Setting Instructional Outcomes Lesson/unit plans that contain learning outcomes that are rigorous and represent a range of important learning Lesson plans that show a variety of instructional strategies leading to an outcome Samples of differentiated learning activities, materials, assessment strategies, benchmarks . Possible Artifacts for Danielson Domains One and Four Educator

1c. Setting Instructional Outcomes Suitability for diverse students Example of Distinguished Level of 1c: Outcomes are at a challenging cognitive level Outcomes differentiated for students of varied ability Elements: Statements reflect student learning, not student activity The While setting instructional outcomes, teachers must consider their present relevance as what future learning is made possible by the outcomes; Outcomes should include a variety of knowledge domains, including knowledge comprehension, application, analysis, synthesis, and evaluation (Clemenson, 2014)

Setting Structural Outcomes For every lesson that they teach, teachers should be sure to set objectives for the lesson that comply with state and/or national standards. These set outcomes help the... In component 1C, setting instructional outcomes entails identifying exactly what students are expected to learn in the class. Instructional outcomes describe what students will learn, but not what they will do. These outcomes should manipulate themselves into various forms of assessment, so each student can effectively display their

Aug 19, 2015 - Explore garciatl's board "1c Setting Instructional Outcomes" on Pinterest. See more ideas about Teacher resources, Teacher tools and Teaching. 1c – Setting instructional outcomes Value Sequence and alignment Clarity Balance Suitability for diverse learners Lesson plans (units) aligned to curriculum guides/CCSS Instructional outcomes are listed on the board prior to class instruction

1c: Setting instructional outcomes Evaluator/teacher conversations pathways Lesson/unit plan Observation - Same learning target, differentiated - Students can articulate the learning target when asked - Targets reflect clear expectations that are aligned to standards - … 1c. Setting Instructional Outcomes Suitability for diverse students Example of Distinguished Level of 1c: Outcomes are at a challenging cognitive level Outcomes differentiated for students of varied ability Elements: Statements reflect student learning, not student activity The

This component of the Danielson Framework involves selecting instructional outcomes so the students know exactly what they will be learning during the day's lesson. These outcomes guide learning... Instructional outcomes are also a great way to make sure that the lesson being taught is guided by state standards. Through this planning and setting outcomes, students can reflect on other important topics and connect the lesson they are learning to their previous knowledge. The elements of component 1C are:

1c. Setting Instructional Outcomes 1d. Demonstrating Knowledge of Resources 1e: Designing Coherent Instruction 1f: Designing Student Assessments 01June16 3. Learning Outcomes: 1f. Designing Student Assessments • Understand the elements of 1f • Distinguish the difference in levels of performance • Review examples of 1f evidence • Identify my level of performance on 1f • Create next 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. The elements of component 1c are:

Setting Instructional Outcomes is identifying exactly what students will be expected to learn. These outcomes do not describe what teachers want the students to do, but identify what it is that the students will learn.Not only should instructional outcomes demonstrate the learning to take place, they must also incorporate a variety of forms of assessment that will be used to measure a student Component 1c: Setting Instructional Outcomes in the Danielson 2013 Framework for Teaching addresses value, sequence, and alignment of outcomes; clarity of outcomes; balance of outcomes; and suitability of outcomes for diverse students.

1c SETTING INSTRUCTIONAL OUTCOMES cbwes.net. Component 1C: Setting Instructional Outcomes. Domain 1C is about informing students of the goals and objectives for the lesson they are going to learn. They are necessary because they show students what is to be learned from a certain lesson. These outcomes should be related to state standards, curriculum guides, and the common core. We need component 1C because teachers should have a goal and, Danielson (2007) says that instructional outcomes should be clearly stated in terms of student learning, challenging to the students' current level, and central to content while coordinating with other disciplines (pg 52). Outcomes have to be appropriate for all learners in the classroom, recognizing and embracing the diversity found there.

1c Setting Instructional Outcomes Welcome to Christine. 1c. Setting Instructional Outcomes • Understand the elements of 1c • Distinguish the difference in levels of performance • Review examples of 1c evidence • Identify my level of performance on 1c • Create next steps to improve my level of performance in 1c 01June16 4. Understanding 1c. Setting Instructional Outcomes • Teachers create purpose for student work. It is a teacher’s, This lesson gives an overview of how to bring greater clarity to instructional outcomes. You'll learn strategies to move from unsatisfactory outcomes to ones that best support student learning..

11 Best 1c Setting Instructional Outcomes images Teacher. Danielson (2007) says that instructional outcomes should be clearly stated in terms of student learning, challenging to the students' current level, and central to content while coordinating with other disciplines (pg 52). Outcomes have to be appropriate for all learners in the classroom, recognizing and embracing the diversity found there, In this lesson, you'll learn how to set balanced instructional outcomes. You'll also review examples of different types of knowledge, and find out how to integrate outcomes with other educational.

1c Setting Instructional Outcomes Jordyn. Rubric for Component 1c: Setting Instructional Outcomes Level 4 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 Outcomes are written in terms of what students will learn rather than do. Outcomes represent a range of types: factual knowledge, conceptual understanding, reasoning, social interaction, management, and communication. Outcomes, differentiated where necessary, are suitable to ….

Instructional outcomes are also a great way to make sure that the lesson being taught is guided by state standards. Through this planning and setting outcomes, students can reflect on other important topics and connect the lesson they are learning to their previous knowledge. The elements of component 1C are: 1c: Setting Instructional Outcomes Lesson/unit plans that contain learning outcomes that are rigorous and represent a range of important learning Lesson plans that show a variety of instructional strategies leading to an outcome Samples of differentiated learning activities, materials, assessment strategies, benchmarks . Possible Artifacts for Danielson Domains One and Four Educator

09/08/2018 · At the 5-something mark I say that lesson plans are due to facilitators at the end of this week (8/17). This is false. Lesson plans are due on Friday, 8/24 to your facilitator. • Examples of instructional scaffolding in the classroom • Examples of communication with families • Progress monitoring logs • Instructional grouping techniques • Student profile worksheets • Inventories, surveys and communication to families are used to gather information about students at the beginning of the year. 1c – •Setting Instructional outcomes • Value, sequence

1c: Setting Instructional Outcomes 1. Why do we have to have an end in mind (instructional outcome) for all instruction? 2. When we think of instructional outcomes, do we think of what the students will do as a result of the instruction or what they will learn as a result of the instruction? 1c Elements . Value, sequence, and alignment •Outcomes represent significant learning in the In this lesson, you'll learn how to set balanced instructional outcomes. You'll also review examples of different types of knowledge, and find out how to integrate outcomes with other educational

Component 1c is regarding the outcomes a lesson should eventually meet. However, a lesson should be formed around the desired outcomes. Instructional outcomes show what is expected of the students to learn and thus also fit with the assessment sides of the teaching. 1c. Setting Instructional Outcomes 1d. Demonstrating Knowledge of Resources 1e: Designing Coherent Instruction 1f: Designing Student Assessments 01June16 3. Learning Outcomes: 1f. Designing Student Assessments • Understand the elements of 1f • Distinguish the difference in levels of performance • Review examples of 1f evidence • Identify my level of performance on 1f • Create next

1c – Setting instructional outcomes Value Sequence and alignment Clarity Balance Suitability for diverse learners Lesson plans (units) aligned to curriculum guides/CCSS Instructional outcomes are listed on the board prior to class instruction 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

Rubric for Component 1c: Setting Instructional Outcomes Level 4 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 Component C of Domain 1 centers in on the importance of setting instructional outcomes. Essentially, every teachers lesson plan should represent the expectation of significant learning within the discipline. This includes making lesson plans clear about what the students will learn rather than just what they will be doing. Lastly, Domain 1

While setting instructional outcomes, teachers must consider their present relevance as what future learning is made possible by the outcomes; Outcomes should include a variety of knowledge domains, including knowledge comprehension, application, analysis, synthesis, and evaluation (Clemenson, 2014) 02/06/2017 · 4.1 Setting Instructional Outcomes – All the instructional outcomes are clear, written in the form of student learning. Most suggest viable methods of assessment [1]. Any good lesson begins with strong instructional outcomes. When outcomes are specific, measurable, and attainable, determining a lesson's success is made much more clear.

While setting instructional outcomes, teachers must consider their present relevance as what future learning is made possible by the outcomes; Outcomes should include a variety of knowledge domains, including knowledge comprehension, application, analysis, synthesis, and evaluation (Clemenson, 2014) 1c Setting Instructional Outcomes General Examples Outcomes represent low expectations for students and lack of rigor, and not all of them reflect important learning in the discipline. Outcomes are stated as activities rather than as student learning. Outcomes reflect only one type of learning and

Setting Instructional Outcomes What is component 1C? Learning outcomes are an important part of planning and preparation. Teachers should have learning outcomes that students are able to show at the conclusion of a lesson. These outcomes should correlate with what they already knew, what they just learned, and what they will learn in the future Teacher Generated Examples of Artifacts and Evidence updated 12/17/2013 Page 1 of 6 Criterion Element Example Artifacts/ Evidence Criterion 1: Centering instruction on high expectations for student achievement . 2b: Establishing a culture for learning • student generated chart on what hard work looks/sounds like • student(s) explain to the evaluator what their role as a learner is

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 In this lesson, you'll learn how to set balanced instructional outcomes. You'll also review examples of different types of knowledge, and find out how to integrate outcomes with other educational

SETTING INSTRUCTIONAL OUTCOMES - Danielson 2013 • necessary, are suitabl DESIGNING COHERENT INSTRUCTION - Danielson 2013 • • 1c FAILING - 0 NEEDS IMPROVEMENT - 1 PROFICIENT - 2 DISTINGUISHED - 3 TES • Outcomes lack rigor. • expectations and rigor.Outcomes do not represent important learning in the discipline. Outcomes are not clear or are stated as activities. • Outcomes are … 1c – Setting instructional outcomes Value Sequence and alignment Clarity Balance Suitability for diverse learners Lesson plans (units) aligned to curriculum guides/CCSS Instructional outcomes are listed on the board prior to class instruction

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