Learning Outcomes for the Long-Term Plan

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Review of the learning outcomes, how to organize them in the Long-term Plan and how to work along with UDL

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JIMENEZ ROSALES RAUL ALEJANDRO

México

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Learning Outcomes for the Long-Term Plan


Froggy Jumps Learning Outcomes for the Long-Term PlanVersión en línea Review of the learning outcomes, how to organize them in the Long-term Plan and how to work along with UDL por JIMENEZ ROSALES RAUL ALEJANDRO 1 1. What is a learning outcome? a A list of topics the teacher plans to explain b A measurable statement describing what students are expected to demonstrate c A description of the materials used in a lesson 2 2. Which sequence presents the learning outcomes from the broadest to the most specific? a A. Course objective → Unit objective → Class objective → Specific activity objectives b B. Unit objective → Course objective → Specific activity objectives → Class objective c C. Class objective → Unit objective → Course objective → Specific activity objectives 3 3. What does a course objective describe? a A. The performance expected at the end of one activity b B. The broad communicative performance expected at the end of the complete course c C. The vocabulary presented during one class 4 4. Which information should normally be included in a unit objective? a A. A communicative performance, language skill or context, target language, and a general criterion b B. The exact materials used in every activity c C. Only the grammatical structure taught in the unit 5 5. What should a class objective represent? a Every action the teacher will perform during the lesson b The main learning result students should demonstrate by the end of one lesson c The complete outcome of the 30-session course 6 6. At which level should students apply the complete ABCD structure studied in the Materials Design course? a Course objective b Unit objective c Specific activity objective 7 What does the letter B represent in the ABCD structure? a Behavior: the observable and measurable action performed by the student b Barrier: the difficulty students may experience c Background: the learner’s previous knowledge 8 What information belongs to the Condition component? a Only the minimum acceptable performance b The language skill, activity or material, language area, and specific content c Only the name of the student 9 Which statement demonstrates correct objective–evidence alignment? a A speaking objective is assessed only through a drawing b A writing objective is assessed only through oral participation c A speaking objective requires evidence of oral production 10 How should UDL flexibility be incorporated into the Long-Term Plan? a By changing the target language skill whenever students experience difficulty b By offering flexible pathways, supports, materials, and response options c By creating a different course objective for every student

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Learning Outcomes for the Long-Term Plan

Froggy Jumps

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Learning Outcomes for the Long-Term PlanVersión en línea

por JIMENEZ ROSALES RAUL ALEJANDRO

1. What is a learning outcome?

2. Which sequence presents the learning outcomes from the broadest to the most specific?

3. What does a course objective describe?

4. Which information should normally be included in a unit objective?

5. What should a class objective represent?

6. At which level should students apply the complete ABCD structure studied in the Materials Design course?

What does the letter B represent in the ABCD structure?

What information belongs to the Condition component?

Which statement demonstrates correct objective–evidence alignment?

How should UDL flexibility be incorporated into the Long-Term Plan?