As an education candidate, I understand the importance of setting clear and understandable instructional outcomes for students. In the video attached, I clearly state instructional outcomes with my students that are written in the form of student learning and permit viable methods of assessment. I also do hand motions and have the students mirror my words and actions to encourage active participation and listening. My cooperating teacher and I have different "I will" statements and "I Can" goals throughout the room for students to read. When students are able to repeat these goals, especially with our hand motions such as the ones in the video, they are able to learn by doing. This is based around the experiential learning theory established by David Kolb. This research-based theory states that students learn through doing, and by repeating and having motions that go along with learning goals they are able to develop a deeper connection to what they need to know. We have goals organized by subject that Reflect several different types of learning and represent coordination and integration with other subjects. For example, our Math SMART goals shown below list an "I Can" goal of solving word problems, which is integrated and coordinated with ELA standards and goals. The goals we provide students with are broad enough that excelling students can use higher-order thinking and expand their knowledge, but specific and simple enough that lower-performing students can still achieve the baseline goal. We also have students create their own individual goals that they keep on their desks for inspiration and motivation. As they complete these goals, we give them a star on our Super Improver Wall to show that when you set goals for yourself and stick to them that it can be very rewarding. Students can establish any type of goal they want from school based activities to home based activities that range in difficulty. For example, one goal seen in the attached slideshow is to play with a certain child on the playground while another goal is to get a golden ticket. This provides differentiation in whatever way is needed for individual students. When students are able to understand what they are expected to know and do, they feel more comfortable with the learning task at hand. If students do not understand what is expected of them then there is no real connection to the information being taught. Providing students with goals that are achievable in different ways for all levels of development will also make the topics more fun for excelling students and less daunting for struggling students.