Outcomes are suitable to groups of students in the class and are differentiated where necessary. Possible Examples A learning outcome for a fourth-grade class Outcomes consist of understanding the One of the learning outcomes is for The teacher encourages his students to set is to make a poster illustrating a poem. relationship between addition and students to appreciate the aesthetics of their own goals; he provides them a All the outcomes for a ninth-grade history multiplication and memorizing facts. 18th century English poetry. taxonomy of challenge verbs to help them class are factual knowledge. The outcomes are written with the needs of The outcomes for the history unit include strive for higher expectations. The topic of the social studies unit involves the group in mind; however, the some factual information, as well as a Students will develop a concept map that “middle” the concept of revolutions, but the teacher advanced students are bored, and some comparison of the perspectives of different links previous learning goals to those they expects his students to remember only the lower-level students are struggling. groups in the events leading to the are currently working on. important dates of battles. Revolutionary War. Some students identify additional learning. Though there are a number of ELL students The teacher reviews the project Possible Examples in the class, the outcomes state that all expectations and modifies some goals to be (cont.) writing must be grammatically correct. in line with students’ IEP objectives.
Outcomes are suitable to groups of students in the class and are differentiated where necessary. Possible Examples Possible Examples (cont.) A learning outcome for a fourth-grade class is to make a poster illustrating a poem. All the outcomes for a ninth-grade history class are factual knowledge. The topic of the social studies unit involves the concept of revolutions, but the teacher expects his students to remember only the important dates of battles. Though there are a number of ELL students in the class, the outcomes state that all writing must be grammatically correct. Outcomes consist of understanding the relationship between addition and multiplication and memorizing facts. The outcomes are written with the needs of the “middle” group in mind; however, the advanced students are bored, and some lower-level students are struggling. One of the learning outcomes is for students to appreciate the aesthetics of 18th century English poetry. The outcomes for the history unit include some factual information, as well as a comparison of the perspectives of different groups in the events leading to the Revolutionary War. The teacher reviews the project expectations and modifies some goals to be in line with students’ IEP objectives. The teacher encourages his students to set their own goals; he provides them a taxonomy of challenge verbs to help them strive for higher expectations. Students will develop a concept map that links previous learning goals to those they are currently working on. Some students identify additional learning.
danielson_framework_2011_ky_2.docx