All instruction is directed toward a set of learning outcomes. These outcomes include knowledge of facts and critical thinking skills relevant to the subject being taught. Teachers must know the ultimate purpose of the activities, projects, and lessons that are assigned or taught. One element of this component is clarity when describing outcomes. Outcomes are not what students are completing as homework; instead, an outcome is something that the student has learned. Another element is balance, which refers to variation in outcomes based on learning styles. In addition to these two elements, outcomes should be attainable and relevant to all students, and should be interconnected, building off of previous concepts in systematic ways.
References:
The Danielson Group. The Framework. Retrieved from http://www.danielsongroup.org/framework/
References:
The Danielson Group. The Framework. Retrieved from http://www.danielsongroup.org/framework/