What is it? Component C of Domain 1 centers in on the importance of setting instructional outcomes. Essentially, every teachers lesson plan should represent the expectation of significant learning within the discipline. This includes making lesson plans clear about what the students will learn rather than just what they will be doing. Lastly, Domain 1 component C also focuses on the importance of students engaging in different types of learning including conceptual understanding and thinking skills rather than simply a knowledge of the discipline.
Why do we need it? Educators need component 1C because it is impossible to properly teach without first knowing what you want the students to learn. It is key that a teacher knows the objective and what the expectations are before beginning a lesson. If component 1C was not used then many classrooms would consist of students and teachers just going through the motions without an actual goal in mind. This component is important because it ensures that students are reaching their intended learning goals as well as staying on target with projections and expectations for future grade levels.
What are the elements? This component includes four different elements. The first element targets value, sequence, and alignment. What this means is that it is necessary and important for student's to be able to build their understanding of important ideas from concept to concept on top of one another like blocks. The second element focuses on clarity. Essentially this means that the outcomes that teachers set must refer to what students will learn and not what they will do. This also means that all outcomes must permit viable methods of assessment. The next element centers on balance. A classroom environment depends upon balance because outcomes should reflect different types of learning, such as knowledge, conceptual understanding, and thinking skills. The fourth, and last, element of component 1C is all about suitability for diverse students. This element ensures that outcomes are appropriate for all the students in the class.
What does implementation look like? In regards to component 1C, implementation involves the educator creating lesson plans that detail not just the activities that students will be doing but what they will be learning from said activities. In higher grade levels teachers can supply students with rubrics identifying what proficiency looks like so that students will have a clear knowledge of the expected outcome and will be able to work towards it. Teachers can also create a list of essential questions for every lesson or unit that are linked to the outcomes in mind. At the end of the unit the teacher can review these questions with the students and develop a clear understanding of whether or not the expectations of learning were met. In lower grade levels teachers can post "I can" statements around the classroom, like the ones seen in the picture below. This enables both teacher and child the ability to refer to them in order to see if they are staying in line with the learning targets.
Sources: Danielson Group » The Framework. (2017). Danielsongroup.org. Retrieved 21 September 2017, from http://www.danielsongroup.org/framework/
Easy Objectives Display. (2017). Pinterest. Retrieved 12 October 2017, from https://www.pinterest.com/pin/570409109038350012/