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Your assessments and instruction are aligned with your learning outcomes. This should all be cyclical.

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Your assessments and instruction are aligned with your learning outcomes. This should all be cyclical.

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Having clear goals and a clear path to get students to that goal.  If a student cannot follow your path, they will not get to the goal - this takes intensive
planning

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being able to use assessment for student and teacher reflection - towards continued improvement

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The power components are all student centered with the goal of student learning in mind - where we want them to be, how to get them there, and how to assess that they made it/learned the information.

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What do you want them to learn and how do we assess that learning

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1C: meeting students where they are. The outcomes should challenge the student but also not be at frustration level

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1C: meeting students where they are. The outcomes should challenge the student but also not be at frustration level

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1F: The final assessment should match the goals. Also, this is helpful for future planning.

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Your instruction is aligned with your assessments and learning outcomes. It should all be cyclical.

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Your instruction is aligned with your assessments and learning outcomes. It should all be cyclical.

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1e builds the pathway to get to the outcome

1f - have you met your end goal? Or do you need to reteach....guides future planning (cycle)

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Because these power components set up a clear structure and foundation for learning with valuable outcomes.

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-the outcome is our goal
-purposeful and coherent
-a,b, and d are needed to nail power components and can be shown through c, e, and f. (ex. knowledge of resources can be seen though coherent instruction.)

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Assessments are the end goal - where we are going

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Tanya & Camila      1c - Talks about Clarity and the end in mind                           

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Tanya & Camila      1c - Talks about Clarity and the end in mind                           

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1e -knowing your students and individualizing their instruction

1f- it brings both 1c and 1e together.

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1E: stresses the importance of higher order thinking skills (harder to do on the fly)

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1E: stresses the importance of higher order thinking skills (harder to do on the fly)

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Outcome: gives you the goal

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Start with the end in mind, this helps you plan great instruction, and in the end deliver a strong assessment. 

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Start with the end in mind, this helps you plan great instruction, and in the end deliver a strong assessment. 

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1C- The "end game." The goal. Depth for every learner. Scope and sequence.

1E- You need this to get to 1C. 1E and 1C are dependent on each other. Focuses on differentiating.

1F- The outcome. Result of your planning.Did you meet your goal? Reflection on teaching and learning.

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connected to student outcomes

Ensuring that there is alignment between where you want to go and how you are getting there

Reaching all students

Helps you hit all different learning styles

Using the correct assessments that move the class and students forward