1c selecting instructional goals

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Domain 1, Planning, Preparation and Assessment, is a domain that encompasses demonstrating knowledge of content and pedagogy, demonstrating knowledge of students, selecting instructional goals and objectives, demonstrating knowledge of resources for teaching and for students’ use, designing coherent instruction, and assessing student learning.
Powered by Create your own unique website with customizable templates. Get Started Instructional planning must show a structure. Selection of materials and activities must support student learning relative to the district’s curricula. ELEMENTS AND INDICATORS OF PERFORMANCE Learning Activities. Learning activities designed and/or selected are suitable for diverse learners and support the instructional goals.
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
1c: “Selecting Instructional Goals” was changed to “Setting Instructional Outcomes.” 1f: “Assessing Student Learning” was revised to “Designing Student Assessments.” and must locate instructional materials to support the new learning.
1c. Establishing goals for the instructional support program appropriate to the setting and the teachers served . 1d. Demonstrating knowledge of resources, both within and beyond the school and district . 1e. Planning the instructional support program, integrated with the overall school program . 1f.
participation in selecting or adapting materials. Instructional groups Instructional groups do not support the instructional outcomes and offer no variety. Instructional groups partially support the instructional outcomes, with an effort at providing some variety. Instructional groups are varied as appropriate to the students and the
1c: Selecting Instructional Outcomes • Sequence and Alignment-Outcomes represent significant learning within the discipline • Clarity-Outcomes refer to what students will learn not what they will do • Balance- Outcomes reflect different types of learning such as knowledge, conceptual understanding and thinking skil ls
1c. Selecting instructional goals Teacher’s goals focus on insignificant learning rather than ILOs. Teacher’s goals are unsuitable for students, or are stated only as activities. Goals permit only a cursory means of assessment. Teacher’s goals focus on significant ILOs but are unsuitable for students in the class; they include instructional
Domain I: Planning and Preparation 1a. Demonstrating Knowledge of Content and Pedagogy: What is the content to be taught? What prerequisite learning is required? Support documents
1c. Selecting Instructional Goals 1d. Demonstrating Knowledge of Resources 1e. Designing Coherent Instruction 1f. Assessing Student Learning DOMAIN 2: The Classroom Environment (the interactions that occur in the classroom) 2a. Creating an Environment of Respect and Rapport 2b. Establishing a Culture for Learning 2c. Managing Classroom
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: 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?

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