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. The outcomes should reflect their learning and pop up when assessed. There is also learning outcomes such as: factual and procedural knowledge, conceptual understanding, thinking and reasoning skills, and collaborative and communication strategies. This important because often outcomes set where the students are going to go as they learn the material. Along the way, it is a teacher's hope that the lesson is engaging enough for the student to manifest an enjoyment of the learn and concepts.
First ia value, sequence, and alignment, with this element students must grasp the concepts and create an understanding of the given ideas. Clarity is based in the outcomes and how they must align with a student's learning. It should be on their learning and not what they are expected to do when correctly assessed afterwards. Balance deals with making the types of learning equal, whether this is around knowledge, understanding of concepts, or their thinking skills. Finally, suitability for diverse students is simply having outcomes that can fit with any student in class. I can implement this component in my classroom by formulating lesson plans that fit and cater to all my students and the outcomes desired. With thorough and well-thought out lesson planning, I can do my best for the students to not just grasp the information, but also truly learn it so it goes into their long-term memory.
Artifacts:
Lesson plans that engage all students and keeps goals in mind
Assessments that fit with the material taught in class
Placing outcomes for the day/lesson on the board or on a seperate sign
Lesson plans that fit with standards and objectives.
Charlotte Danielson, (2011). The Framework for Teaching Evaluation Instrument. Retrieved from http://static.pdesas.org/content/documents/danielson_rubric_32.pdf