Difference between revisions of "Learning Outcomes"
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==Learning Outcomes by Grade== | ==Learning Outcomes by Grade== | ||
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| + | '''Learning outcomes''' are defined as statements that articulate the knowledge or skills a child is expected to acquire by the conclusion of a lesson. Each learning outcome is framed with a verb aligned with [[Bloom's Taxonomy]], which guides educators in customizing their lessons to align with the essential knowledge related to the topic at hand. | ||
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| + | For grades 1-4, you will find that each unit commences with a lesson summary, while grades 5-12 incorporate lesson objectives. It is important to distinguish these components from learning outcomes. The lesson summary provides a concise overview of the lesson’s content, designed to give students a quick reference to understand what the lesson encompasses and what they should achieve by its conclusion. Conversely, the lesson objectives are phrased as ''“I can…”'' statements, intentionally structured to help students recognize their learning goals by the end of the session. These are specific to that lesson which may have multiple learning outcomes mapped to it. | ||
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| + | Learning outcomes serve as foundation stones for a Sunday School lesson, or may be taught individually. They equip teachers with a clear understanding of an important concept that needs to be taught at that level. | ||
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| + | It is important to remember that the textbook is just one of several resources available to accomplish the outcomes of a learning outcome. Talmido has additional Orthodox resources that are recommended to further enhance and support the teaching of these vital learning objectives. | ||
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| + | * '''[https://youtu.be/euXeuZ5qCEA Short Video on Learning Outcomes]''' | ||
| + | * '''Assessing Learning Outcomes''' | ||
| + | ** [https://drive.google.com/file/d/1U2cmFxgv2ysVsZj7BS2K09tTsFTCbOcZ/view?usp=sharing Bloom’s Critical Thinking Cue Question], Adapted by C. Allen (January 2013) from Public Consulting Group’s Center for Resource Management, in partnership with the Council of Chief State School Officers, August 2007 | ||
| + | ** [https://bcc-cuny.libguides.com/c.php?g=824903&p=5897590 Critical thinking and Information Literacy], Bronx Community College Library | ||
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| + | [[File:Learning Outcome.jpeg|800px|center]] | ||
Revision as of 02:44, 22 September 2024
Learning Outcomes by Grade
Note: There are no learning outcomes for the foundational years (i.e., Pre-Kindergarten and Kindergarten)
| Introduction | Developing | Mastery |
| Understanding & Remembering (i.e., What?) |
Applying & Analyzing (i.e., How?) |
Evaluating & Creating (i.e., Why?) |
| Grade 1 Learning Outcomes | Grade 5 Learning Outcomes | Grade 9 Learning Outcomes |
| Grade 2 Learning Outcomes | Grade 6 Learning Outcomes | Grade 10 Learning Outcomes |
| Grade 3 Learning Outcomes | Grade 7 Learning Outcomes | Grade 11 Learning Outcomes |
| Grade 4 Learning Outcomes | Grade 8 Learning Outcomes | Grade 12 Learning Outcomes |
Learning outcomes are defined as statements that articulate the knowledge or skills a child is expected to acquire by the conclusion of a lesson. Each learning outcome is framed with a verb aligned with Bloom's Taxonomy, which guides educators in customizing their lessons to align with the essential knowledge related to the topic at hand.
For grades 1-4, you will find that each unit commences with a lesson summary, while grades 5-12 incorporate lesson objectives. It is important to distinguish these components from learning outcomes. The lesson summary provides a concise overview of the lesson’s content, designed to give students a quick reference to understand what the lesson encompasses and what they should achieve by its conclusion. Conversely, the lesson objectives are phrased as “I can…” statements, intentionally structured to help students recognize their learning goals by the end of the session. These are specific to that lesson which may have multiple learning outcomes mapped to it.
Learning outcomes serve as foundation stones for a Sunday School lesson, or may be taught individually. They equip teachers with a clear understanding of an important concept that needs to be taught at that level.
It is important to remember that the textbook is just one of several resources available to accomplish the outcomes of a learning outcome. Talmido has additional Orthodox resources that are recommended to further enhance and support the teaching of these vital learning objectives.
- Short Video on Learning Outcomes
- Assessing Learning Outcomes
- Bloom’s Critical Thinking Cue Question, Adapted by C. Allen (January 2013) from Public Consulting Group’s Center for Resource Management, in partnership with the Council of Chief State School Officers, August 2007
- Critical thinking and Information Literacy, Bronx Community College Library
