What is component 1c?
Component 1c is setting instructional outcomes. As teachers, we can allow for imagination and creativity with resources, materials, and content, but it is really important that we have expected outcomes for the learning and direction of the class. The goal is to guide them in what they learn and give them freedom to learn it in the ways that best fit them individually. We should also provide different forms of assessment so that all students are able to demonstrate their knowledge and understanding of the material and content. Our resources should also support the diverse learners in our class. The overall goal is to create an atmosphere that allows for diverse learners to learn in a guided way that allows for the best opportunity for success.
Why do we need it?
We as teachers should be prepared, able, and ready to aid and guide students. If we do not have planned outcomes for our students, we are doing our students a disservice. It is so vital that we those outcomes early, as well. It is important that students know what to expect. The diverse learners that are in our class require those outcomes; the materials, resources, and content we present should be varying in ways for students to learn. Not every student is the same, so this component really preps us for when we will face that in the classroom.
What are the elements?
Component 1c is comprised of 4 elements: value, sequence, and alignment; clarity; balance; and suitability for diverse students Value, sequence, and alignment means that there should be parallels and similarities in presentation between different concepts so students can build understanding of key ideas from concept to concept. Finding out how you are going to do this is key, but once a teacher finds it, they should stick to it. Clarity means that it is very clear that is what students learn and not how they will learn; this is vital because not every mind is the same. We are allowing for imagination and creativity of students within boundaries. The assessments should also realistic and feasible for all students, as well. Balance means that the outcomes reflect different types of learning. This could include knowledge of material, understanding of concepts, and ability to apply thinking skills. This skills are important to students because learning is more than just memorization and "plug-and-chug"; it is so much more, so we must make that clear and guide this. We can apply different tips, methods, and ideas to help them develop this in a way that best suits them as an individual learner. Suitability for diverse students means that we understand we have diverse learners in our classroom and then taking the next step to meet them where they are. Taking that extra step to understand their background, knowledge base, and personality is what separates teachers of impact from the rest. We can then use this knowledge to make sure our outcomes allow for that diversity, which changes from class to class and student to student.
Cool ideas to help implement component 1c?
References:
- Danielson Group » The Framework. (2017). Danielsongroup.org. Retrieved 12 October 2017, from http://www.danielsongroup.org/framework/
- (2017). I.pinimg.com. Retrieved 12 October 2017, from https://i.pinimg.com/736x/d6/9f/4e/d69f4e59a4842e6d26d3cb9f1dc6782b--kids-work-to-work.jpg
- (2017). Ww2.odu.edu. Retrieved 12 October 2017, from http://ww2.odu.edu/webcomm/testing/sacs/qep/images/IDW-Rubric-with-definitions-revised-9-15-15-1.jpg
- (2017). I.pinimg.com. Retrieved 12 October 2017, from https://i.pinimg.com/736x/c2/a3/cd/c2a3cdfca276c97f84f9ce2eb01c92e1--second-grade-fourth-grade.jpg
- (2017). Madisonteachers.org. Retrieved 12 October 2017, from http://www.madisonteachers.org/wp-content/uploads/2014/12/TeacherArtifacts-examples.pdf