Learning Outcomes for the Long-Term Plan

Froggy Jumps

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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

Mexico

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Learning Outcomes for the Long-Term Plan


Froggy Jumps Learning Outcomes for the Long-Term PlanOnline version Review of the learning outcomes, how to organize them in the Long-term Plan and how to work along with UDL by 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

You can integrate the game into an LMS compatible with LTI 1.1 or LTI 1.3 such as Canvas, Moodle, or Blackboard. This way, the scores will be automatically saved into the platform’s gradebook.

Learning Outcomes for the Long-Term Plan

Froggy Jumps

About this activity

Created by

Download the paper version to play

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Learning Outcomes for the Long-Term PlanOnline version

by 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?