1c. Selecting instructional outcomes
When selecting instructional outcomes, I use FCAs (Focus Correction Areas). With the projects I present to students, I look for their demonstrations of specific techniques and approaches. Also, most projects contain content involving other subject areas. Whether it be math or language arts, I may look for specific measurements, vocabulary terms, or use of figurative language.
Sample Lesson Plan showing my approach and plan to gain instructional outcomes I'd like to achieve.
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Elements of component 1c are:
Indicators include:
Component 1c: Artifact List
- Value, sequence, and alignment: students must be able to build their understanding of important ideas from concept to concept
- Clarity: outcomes musts refer to what students will learn, not what they will do, and must permit viable methods of assessment
- Balance: outcomes should reflect different types of learning: such as knowledge, conceptual understanding, and thinking skills
- Suitability for diverse students: outcomes must be appropriate for all students in class
Indicators include:
- Outcomes of a challenging cognitive level
- Statements of student learning, not student activity
- Outcomes central to the discipline and related to those in other disciplines
- Permit assessment of student attainment
- Differentiated for students of varied ability
Component 1c: Artifact List
- Lessons Plans
- Instruction Plan for a Single Lesson