Setting Instructional

Outcomes
Domain 1: Component 1c

Angela Anderson
Term 2 End Product EIA Year 3
Checklist

Reasons for Choosing this

Component
O Emphasis on tiered instruction
O I want to be more purposeful in

designing differentiated instruction. I

believe that clarity regarding
outcomes will help.
O New curriculum
O I want to become more

knowledgeable about what the

standards in my curriculum mean to
me and my students in the classroom

You got to be careful if you

dont know where youre
going, because you might
not get there.
-Yogi Berra

Research
O Resources from Moodle
Balancing Instructional Outcomes Chart
O Outcome or Activity
O Element Value, Sequence and Alignment
O

O Outside Resources
Look Fors and Listen Fors in Components of Charlotte
Danielsons Framework for Professional Practice (www.ciclt.net/)
O Look Fors and Listen Fors:
Goals are age/level appropriate
Goals are suitable for diverse learners
Goals = what students will learn as opposed to lesson objectives
which = what students will know, understand, and be able to do
Goals can be assessed
O

Greece Central School District Steps for Backward Design (

http://www.greececsd.org/district.cfm?subpage=1276 )

Possible Strategies
O Backward Mapping
O Unpack Standards
O Create Outcomes that Address Multiple Types of

Learning
O Evaluate Whether or Not Outcomes are
Activities
O Evaluate Outcomes for Value, Sequence and
Alignment
O Involve Students in Identifying Outcomes and
Assessing Whether They Have Met the Outcome
in Order to Guide Future Outcome Selection

Strategies Implemented
O

Unpack the Standards

O I recently attended a CFIP meeting and heard references to this
term. As it was explained further, I realized that in my Backward
Mapping work, I had also been Unpacking the Standards in my
curriculum. I have begun to think about the standards which are
guiding my instruction and to analyze what specific skills/concepts
students need to learn in order to meet the overarching standard.
For example, when I looked at the standard which asks students to
collaboratively discuss, I realized that they needed to know how to
have a discussion, which meant that they needed to know how to
listen to others, respond appropriately, build on the ideas of
others, etc.

Backward Mapping
O After unpacking the standard, I was able to more clearly think
about how I would assess whether students had demonstrated the
skills that I had identified. From there, I was able to plan the
specific outcomes that students should be working toward and
how I would structure my instruction to assist them. This
procedure was extremely helpful in designing lessons that had
more focused impact on students and that incorporated stronger
assessment of whether students had met the outcomes, since my

Strategies Implemented
O Multiple Types of Learning
O I have also tried to make sure that my instruction is addressing

more than one type of learning. For example, in working

toward collaborative discussion, I was able to design lessons
that addressed procedural knowledge, conceptual
understanding, communication skills, and collaboration skills.
O Outcome or Activity Evaluation
O I had not consciously considered this concept prior to this class.

I think that I was often designing activities that I hoped would

help students reach the outcomes that I had in mind. I have
now reversed that part of my planning. I identify clear
outcomes and then consider what activities will move students
forward in their learning. I now state my outcomes to students
as I can statements that demonstrate to them their learning
goals.

Next Steps
O

Extend strategies to other teaching units

O I primarily focused on one unit during Term 2. I would like to gradually
work toward unpacking standards and backward mapping on a
consistent basis.

O Focus on sequencing and alignment with other curricular

areas
O

Moving forward, as I extend these strategies to other units, I need to

look at how my outcomes connect to prior learning/outcomes and to
future outcomes to ensure that I am building on students learning. I
also would like to connect more closely to other content areas,
especially history, in order to better understand they type of reading
and writing expected in those classes and to see how we can work
together on similar outcomes.

O Involve students in developing outcomes and assessing

learning
O

I noticed that Distinguished teachers involve their students in

making connections between outcomes and to identify how students
will demonstrate whether they have met an outcome. I would like to
work toward collaborating with students more in these areas.

You tell me, and I forget. You

teach me, and I remember.
You involve me, and I learn.

-Benjamin Franklin