setting instructional outcomes
What is Component 1C?
Component 1C is about the importance of objectives. Not only must the teacher prove how he is upholding state standards, but also, it is important for the student to see how he is going to learn something that will benefit him in the future.
Why is it important?
The teacher must have in mind a standard to fulfill with his lesson. He must also show the students what they should be studying to find out during the lesson. There are a variety of types of knowledge that a student should acquire from different lessons. For example there are differences between basic knowledge, and understanding; between, understanding, and applying; and several other types of learning. One high type of learning is understanding how the current topic relates not only to other topics from the class, but also to topics from other classes.
What are the Elements of Component 1C?
The first element of Component 1C states that the objectives must be based on important information and state standards, and must be challenging, yet fall in an order that makes sense in relation to the surrounding topics.
The second element specifies that the objectives must be clearly stated, but also be tested using a variety of methods in order to ensure the most trustworthy results.
The third element mentions that the outcomes must be balanced. The outcomes of the lesson must include many different standards, as well as different types of knowledge and skills.
The final element of Component 1C describes the importance of the outcomes meeting the needs of the individual.
What are some artifacts demonstrating Component 1C?
Some artifacts related to Component 1C might include a lesson plan, specifically the objective listed in it, especially with the state standard noted in the objective. Another example could be an assessment that shows that these standards have been met, as well as a sampling of a variety of different plans on different topics, and with different teaching methods practiced.
Danielson, C. (2007). Enhancing professional practice a framework for teaching (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.
Component 1C is about the importance of objectives. Not only must the teacher prove how he is upholding state standards, but also, it is important for the student to see how he is going to learn something that will benefit him in the future.
Why is it important?
The teacher must have in mind a standard to fulfill with his lesson. He must also show the students what they should be studying to find out during the lesson. There are a variety of types of knowledge that a student should acquire from different lessons. For example there are differences between basic knowledge, and understanding; between, understanding, and applying; and several other types of learning. One high type of learning is understanding how the current topic relates not only to other topics from the class, but also to topics from other classes.
What are the Elements of Component 1C?
The first element of Component 1C states that the objectives must be based on important information and state standards, and must be challenging, yet fall in an order that makes sense in relation to the surrounding topics.
The second element specifies that the objectives must be clearly stated, but also be tested using a variety of methods in order to ensure the most trustworthy results.
The third element mentions that the outcomes must be balanced. The outcomes of the lesson must include many different standards, as well as different types of knowledge and skills.
The final element of Component 1C describes the importance of the outcomes meeting the needs of the individual.
What are some artifacts demonstrating Component 1C?
Some artifacts related to Component 1C might include a lesson plan, specifically the objective listed in it, especially with the state standard noted in the objective. Another example could be an assessment that shows that these standards have been met, as well as a sampling of a variety of different plans on different topics, and with different teaching methods practiced.
Danielson, C. (2007). Enhancing professional practice a framework for teaching (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.