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.
Possible Examples Possible Examples (cont.) The teacher students that they’re doing lessons because it’s on the test, in the book, or mandated by the district. Teacher says to a student: “Why don’t you try this easier problem?” Students turn in sloppy or incomplete work. Students don’t engage in work, and the teacher ignores it. Students have not completed their homework, and the teacher does not respond. Almost all of the activities are busy work. Teacher says: “Let’s get through this.” Teachers says: “I think most of you will be able to do this.” Students consult with one another to determine how to fill out a worksheet but do not encourage each other to questions their ideas. Teacher does not encourage students who are struggling. Only some students get down to work after an assignment is given or after entering the room. Teacher says: “This is important: you’ll need to speak grammatical English when you apply for a job.” Teacher says: “This idea is really important! It’s central to our understanding of history.” Teacher says: “Let’s work on this together: it’s hard, but you all will be able to do it well.” Teacher hands a paper back to a student, saying, “I know you can do a better job on this.” The student accepts the comment without complaint. Students get down to work right away when an assignment is given or after entering the room. The teacher says: “It’s really fun to find the patterns for factoring polynomials.” Student asks a classmate to explain a concept or procedure s/he didn’t quite follow the teacher’s explanation. Students question one another on answers. Student asks the teacher whether s/he can redo a piece of work since s/he now sees how it could be strengthened. Students work even when the teacher isn’t working with them or directing their efforts.