Selecting Instructional Goals DPAS-II for Teachers: Criterion 1a Interactive Handout Name: ________________ _______________ Session Objectives: Teachers will enhance their knowledge of criterion of the DPAS-II framework related to Selecting Appropriate Instructional Goals Teachers will build their skills in Selecting Instructional Goals What are characteristics of strong lesson outcomes? Criterion Ineffective Needs Effective Highly Effective Improvement 1a: Setting Teacher’s goals Teacher’s goals Teacher’s goals Teacher’s goals Instructional represent trivial are of moderate represent reflect high-level Goals learning, are value or valuable learning learning relating unsuitable for suitability for and are suitable to curriculum students, or are students in the for most students frameworks and stated only as class consisting of in the class; they standards; they instructional a combination of reflect are adapted, activities, and goals and opportunities for where necessary, they do not activities, some of integration and to the needs of permit viable which permit permit viable individual methods of viable methods of methods of students and assessment assessment. assessment. permit viable methods of assessment. In groups of four, describe instructional goals at each of the 4 levels of performance.
Selecting Instructional Goals DPAS-II for Teachers: Criterion 1a Interactive Handout Name: ________________ _______________ Session Objectives: Teachers will enhance their knowledge of criterion of the DPAS-II framework related to Selecting Appropriate Instructional Goals Teachers will build their skills in Selecting Instructional Goals What are characteristics of strong lesson outcomes? Criterion Ineffective Needs Improvement Effective Highly Effective 1a: Setting Instructional Goals Teacher’s goals represent trivial learning, are unsuitable for students, or are stated only as instructional activities, and they do not permit viable methods of assessment Teacher’s goals are of moderate value or suitability for students in the class consisting of a combination of goals and activities, some of which permit viable methods of assessment. Teacher’s goals represent valuable learning and are suitable for most students in the class; they reflect opportunities for integration and permit viable methods of assessment. Teacher’s goals reflect high-level learning relating to curriculum frameworks and standards; they are adapted, where necessary, to the needs of individual students and permit viable methods of assessment. In groups of four, describe instructional goals at each of the 4 levels of performance.
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