In component 1C, setting instructional outcomes entails identifying exactly what students are expected to learn in the class. Instructional outcomes describe what students will learn, but not what they will do. These outcomes should manipulate themselves into various forms of assessment, so each student can effectively display their understanding of the content. Learning outcomes can take numerous forms and can differ for students and their preferences, including factual and procedural knowledge, conceptual understanding, thinking and reasoning skills, and collaboration and communication strategies. Students should be able to display sequence in their learning by building their understanding of important ideas from concept to concept. The learning outcomes should also be clear and permit feasible forms of assessment. These outcomes should also reflect various types of learning that occur in the classroom, including knowledge, conceptual understanding, and thinking skills. All learning outcomes should be obtainable by all students, regardless of their backgrounds.
References: The Framework for Teaching Evaluating Instrument Domain 1: Planning and Preparation. (2011). Retrieved October 10, 2018, from https://www.danielsongroup.org/framework/