1c - Setting Instructional Outcomes

Examples from Charlotte Danielson:

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Evidence from the 2017-2018 and 2018-2019 School Years:

All outcomes represent high-level learning in the discipline. They are clear, are written in the form of student learning, and permit viable methods of assessment:

• Since we have moved towards common assessments throughout the grade level, I pretty much use the assessments from Math in Focus, Schoolwide, History Alive, and Science Companion, as is.
• Nearly all learning objectives are now based on standards (from our standards-based report card, our grading sheets from the district, and the objectives provided to us from each program that we've adopted). Teachers rarely have to write curricular outcomes anymore. 

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• I have added an assessment to Words their Way in order to get more information on each child's progress towards learning their spelling patterns.​
• My students are constantly writing personal goals, reflecting on their progress towards those goals, collecting evidence towards meeting those goals, and deciding when goals have been met using a structure I created called SMAARTER Goals.
• I write the first few for them to use as a guide, and then they use 15 minutes during WIN Time to address each goal.

Outcomes reflect several different types of learning, and where appropriate, represent both coordination and integration:

Teacher's Plans reference curricular frameworks or blueprints to ensure accurate sequencing and plans connect outcomes to previous and future learning:​

• Math in Focus - I teach the lessons in the order that was given to us by the district office. I understand the prerequisite skills my students need to be successful in each unit and also know where they are "headed" in fifth grade. I assign IXL skills for each chapter that align with the skills being taught in Math in Focus. These skills act as a preview of lessons to come, extra practice, extensions of the lessons' skills, and review. Lessons are in the Singapore Math format.

• Schoolwide Reading - The district gave us the sequence of the five units. I went through each unit and replaced some lessons with ones that I've taught in the past that have the same objective. Ideally, I'd like to integrate non-fiction Schoolwide with non-fiction writing (i.e. Expository/Informative/Research and Persuasive writing). Common core standards were met with some of the lessons, while some standards were met during the independent reading portion of the lesson. Common Core standards play an important role in my Reading mini-lessons and my students' Lit Circle videos.​

• Writing - This year, I used a combination of WEX, WritingCity, and Writer's Workshop to meet the needs of my students. Rather than just focus on the three units that WEX provides, I also had my students complete units in Persuasive writing, Explanatory writing, and Research writing. These non-fiction writing units integrate nicely with science, social studies, Passion Time, and more. With WEX, students focused on personal narratives, fictional narratives, and responding to literature.
• Science Companion - I taught the three science units in the order that the district mandated and planned each unit in the order Science Companion suggested. I utilized my fourth grade team for LOTS of help with supplies, preparation, and suggestions. Since I had taught one of the units in the past, I was able to jump right in and get started. A few lessons were changed since I taught it, but the Big Ideas mostly remained the same. I integrated a debate into the Energy unit, complete with Persuasive writing, Research writing, Listening & Speaking skills and a slew of 21st Century skills. 
• History Alive - I taught all nine units as suggested by History Alive and the district. I had taught these lessons in previous years, so I had lots of supplemental materials to support the units and integrated a few projects into the experience as well. Since I've taught 5th grade for 19 years, I also understand what follows these nine units, so I was able to give my students a "sneak peak" into what's to come in order to pique their interests!

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• Words their Way - Students learned word study at their current level, with peers learning the same words, with teacher support each week. I assessed them twice during the year to ensure that groups were meeting their needs. I gave students additional practice using SpellingCity, so they could learn vocabulary and spelling as well. I supplemented this program with commonly misspelled words, grammar, spelling feedback during writing, and editing lessons.

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​Examples of "lessons" that challenge a student's cognitive level:

• Since "rigor" or "challenge" is different for every child and is really a byproduct of differentiation, here is a blog post I wrote that focuses in on how I create challenging lessons for each of my students.
• Just by being in a student-led classroom, students are finding "rigor" within everything they do. Since this is a collaborative task, it is the teacher's responsibility to encourage strong effort, constant improvement, and the desire to seek out challenges in their everyday work.
• One task I had my students complete that was particularly challenging for all was our Human Body Research Paper. Students had to research each of the 6 main systems of the body, paraphrase their learning, and organize it all into a cohesive paper.
• I had my students complete challenges that were actually global contests with prizes. I helped them meet all the requirements for entry, and they did all the work for winning the prize!
• Passion Time is always an opportunity for personal rigor, and it's been my way of differentiating various skills and understandings for several years now.

Examples of lessons that focus on student learning and not on student activities:

• I personally find this question odd, because the goal of all of my lessons are for student learning and not completing activities, so I have to say that all of my lessons and units are acceptable examples. That being said, not every student learns every objective of every lesson every time, so although my goal is always student learning, I also appreciate knowing that each of my students are making incremental improvements every day (even if they don't achieve mastery).
• Here is an explanation of some of the ways I've changed my perspective on my purpose as an educator.

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• Differentiation has been an important area of focus for me since my 2nd year of teaching (my first year was all about survival!). I completed a hefty master's thesis called, "Differentiated Instruction in the Intermediate Classroom" and utilized the research and expertise of Carol Ann Tomlinson for many of my claims. It is my belief that differentiation in the 5th grade classroom is much more effective when it's related to differentiated expectations and feedback, rather than differentiated work that groups students by apparent need and creates animosity amongst students. We all have areas of strength and areas of weakness, but those who are deemed weaker than average on numerous activities each day are often perceived differently by their peers and not appreciated for the things they can do well. Therefore, my entire curriculum is set up for built-in differentiation. Students challenge themselves and others (with my support) to constantly improve and grow.  

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• Examples of lessons where student learning outcomes represent a range of factual, conceptual understanding, reasoning, social, management, and communication. Facts vs. Concepts is a huge part of our Human Body Research Paper unit. I try to get students to understand that the "cool information" is really just a fact and that they need to explain how each system works and what it does before worrying about the neat facts! Reasoning is a big focus during our Westward Expansion simulation where students make decisions collaboratively as a whole class based on information presented by the teacher. They research, synthesize that information with what they already know, and make decisions based on what the outcomes might be. Social, management, and communication lessons are constantly being done throughout the year via mini-lessons or classroom meetings.

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• In our classroom, Goal-Setting is a vital part of what we do each and every day. During our end-of-the-day routine, students evaluate our day and describe what we did well and what we need to improve on. Through that discussion, the student who has taken on the role of Evaluator for the day, chooses the most important weakness from the day to make a whole-class goal for the next day. We write it down and students remind each other of the goal throughout the next day. Students also create individual goals by identifying relative weak areas, creating a plan for achieving the goal, and recording evidence that supports progress towards the goal. I add personal goals, as necessary.

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• I believe in the single point rubric style of assessment. Therefore, I explain the minimum expectations for each student to complete the assignment, but ask students to exceed those baselines as much as they can. This allows students to know what is required and gives them the creative flexibility to make it their own & try to exceed standards. Throughout the work process, I observe, answer questions, give feedback, and help each student improve. When we run out of classtime, students who haven't met minimum requirements finish at home or at Homework Club. Peers help each other every step of the way.

 

• Outcomes are posted on the board for Math and Reading for most lessons. Students know where these are posted, and know that these are the Big Ideas that they are responsible for.