Abstract
The article is devoted to current issues of lesson design based on student expected learning outcomes. One of the distinctive features of recently approved new Federal State Educational Standards for primary and basic general education is refined and detailed requirements for the expected educational outcomes. In this regard, tools for the teacher to develop those outcomes in order to plan a lesson or a study course in a logical way taking into account the educational interests of students are in dire need. The authors of the article consider the Understanding by Design model as such a tool, since this framework makes it possible to design learning outcomes (distinguishing between understanding, acquisition and transfer goals) and direct the learning process towards desired results. The article provides theoretical foundations for the development of an instructional design model, examines the stages of the design of learning outcomes, the selection of study activities and the identification of teaching strategies. A description of the first stage of design — the design of the expected learning outcomes according to different facets of understanding and of the acquisition and transfer goals — is given in detail.
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