[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-166522-en":3,"doc-seo-166522-105":30,"detail-sidebar-cat-1-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":11,"category_id":12,"category_name":13,"doc_title":14,"doc_description":15,"doc_content":16,"file_id":17,"file_url":18,"file_type":19,"file_size":20,"view_count":4,"is_deleted":4,"is_public":11,"is_downloadable":11,"audit_status":11,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":15,"update_tm":28,"read_time":29},166522,2336475104957,"นรินทร์","https://ap-avatar.wpscdn.com/avatar/22000c4c6bd8a5076e1?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787554080175789136",1,11,"Presentations","Outcomes and Indicators - Lesson Plan Companion","Outcomes and Indicators defines how learning goals are articulated and measured within lesson planning. It explains outcomes as overarching targets that require sequencing across units and breaking down into prerequisite knowledge and skills. It clarifies indicators as observable, measurable evidence of student achievement—examples rather than checklists—and notes that indicators should not restrict assessment methods. The guidance also emphasizes non-negotiable planning practices focused on outcomes, selective indicators, and alignment to what is taught and assessed in each lesson.","LESSON PLAN COMPANION DOCUMENT\n\u0003Table of Contents\n\u0013 TOC \\o \"1-3\" \\h \\z \\u \u0014\u0013 HYPERLINK \\l \"_Toc227923796\" \u0014Key Resource\t\u0013 PAGEREF _Toc227923796 \\h \u00143\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc227923797\" \u0014Artificial Intelligence (A.I.) Acknowledgement\t\u0013 PAGEREF _Toc227923797 \\h \u00143\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc227923798\" \u0014Outcomes and Indicators\t\u0013 PAGEREF _Toc227923798 \\h \u00144\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc227923799\" \u0014I Can Statements\t\u0013 PAGEREF _Toc227923799 \\h \u00144\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc227923800\" \u0014Broad Areas of Learning and the Cross-Curricular Competencies\t\u0013 PAGEREF _Toc227923800 \\h \u00145\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc227923801\" \u0014First Nations Métis and Inuit Learning\t\u0013 PAGEREF _Toc227923801 \\h \u00146\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc227923802\" \u0014Enduring Understandings/Essential Questions\t\u0013 PAGEREF _Toc227923802 \\h \u00147\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc227923803\" \u0014Assessment and Evidence of Learning\t\u0013 PAGEREF _Toc227923803 \\h \u00148\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc227923804\" \u0014Adaptations and Differentiation\t\u0013 PAGEREF _Toc227923804 \\h \u001410\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc227923805\" \u0014Instructional Strategies\t\u0013 PAGEREF _Toc227923805 \\h \u001411\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc227923806\" \u0014Time\t\u0013 PAGEREF _Toc227923806 \\h \u001412\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc227923807\" \u0014Motivational Set\t\u0013 PAGEREF _Toc227923807 \\h \u001413\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc227923808\" \u0014Step By Step Procedures\t\u0013 PAGEREF _Toc227923808 \\h \u001413\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc227923809\" \u0014Closure\t\u0013 PAGEREF _Toc227923809 \\h \u001413\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc227923810\" \u0014Materials/Resources\t\u0013 PAGEREF _Toc227923810 \\h \u001414\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc227923811\" \u0014Reflections\t\u0013 PAGEREF _Toc227923811 \\h \u001414\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc227923812\" \u0014Appendix A - Non-Negotiables – Checklist Outcomes and Indicators\t\u0013 PAGEREF _Toc227923812 \\h \u001415\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc227923813\" \u0014Appendix B – Broad Areas of Learning and Cross Curricular Competencies\t\u0013 PAGEREF _Toc227923813 \\h \u001416\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc227923814\" \u0014Appendix C - Examples of Adaptations\t\u0013 PAGEREF _Toc227923814 \\h \u001421\u0015\u0015\n\u0015\u0004\n\u000f\nKey Resource - \u0013 HYPERLINK \"https://education.usask.ca/documents/field-experiences-documents/field-experiences-handbook.pdf\" \\h \u0014Field Experiences Handbook\u0015\nYou will find links for:\n\u0013 HYPERLINK \"https://education.usask.ca/documents/field-experiences-documents/lesson_plan_template.docx\" \\h \u0014Lesson Plan Template\u0015 (EDST 321.3)\n\u0013 HYPERLINK \"https://education.usask.ca/documents/field-experiences-documents/edst-322/mini_unit_plan_template.docx\" \\h \u0014Mini Unit Plan Template\u0015 (EDST 322.3)\n\u0013 HYPERLINK \"https://education.usask.ca/documents/field-experiences-documents/observation_feedback_form.docx\" \\h \u0014Lesson Observation and Feedback Form\u0015\nArtificial Intelligence (A.I.) Acknowledgement\nUSask AI website, the emphasis is on being transparent and specific about when, how, and what AI tools were used: \u0013 HYPERLINK \"https://ai.usask.ca/\" \u0014https://ai.usask.ca/\u0015\nAccording to USask’s guidance on AI use, acknowledgements should include the name of the software, the version or model, and the date the output was generated. Below are examples that we asked Microsoft Copilot to generate of how TCs could appropriately acknowledge AI use when AI is used to assist with lesson planning, aligned with USask’s transparency expectations:\nExample 1: AI Used for Brainstorming Learning Activities\n• Microsoft. Copilot (Version February 2026). Output generated March 15, 2026. Used to brainstorm lesson activities and guiding questions for a Grade 6 Science lesson.\nExample 2: AI Used to Draft Lesson Objectives or Success Criteria\n• OpenAI. ChatGPT (GPT 5 Chat model, March 2026). Output generated March 20, 2026. Used to help draft learning objectives and success criteria aligned with curriculum outcomes.\nExample 3: AI Used to Adapt a Lesson for Diverse Learners\n• OpenAI. ChatGPT (GPT 5 Chat model, March 2026). Output generated March 22, 2026. Used to suggest differentiation strategies and accommodations for diverse learners.\nExample 4: AI Used Alongside Curriculum Documents\n• Saskatchewan Ministry of Education. (2010). Grade 4 English Language Arts Curriculum.\n• Microsoft. Copilot (Version February ","cbCaiaeA4hEvtpCZ","https://ap.wps.com/l/cbCaiaeA4hEvtpCZ","docx",666423,22,"English","en",105,"# Outcomes and Indicators\n## Outcomes\n## Indicators\n## Non-negotiables\n## I Can Statements","[{\"question\":\"What is the difference between an outcome and an indicator?\",\"answer\":\"An outcome is the overarching learning goal students must know, understand, or be able to do. 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Indicators are observable, measurable ways students can demonstrate that the outcome has been achieved.","Answer",{"name":79,"@type":74,"acceptedAnswer":80},"Why should indicators be treated as examples rather than checklists?",{"text":81,"@type":77},"Indicators provide concrete actions, behaviours, or evidence teachers can look for. They do not limit how teachers can assess learning, and they are not required to be followed as a strict checklist.",{"name":83,"@type":74,"acceptedAnswer":84},"What are the key non-negotiables when planning lesson outcomes and indicators?",{"text":85,"@type":77},"Planning starts with outcomes, not activities. 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