Goal SettingStrategies to help students Develop and Achieve their Goals Set the Stage • To encourage students to be honest and comfortable when looking at their strengths and weaknesses, we need to build the right environment – It needs to be emotionally safe with a clear focus on growth for each student. (Keep our discussions around the “real” issue at all times) – Consistently honor classroom and individual strengths. A core classroom value would be: EVERYONE understands that everyone has strengths. Quotes to Prompt Great Goal Setting Discussions • “The difference between a dream and a goal is action.” • What is worth doing is worth doing well.” • “All Glory Comes from Daring to Begin.” ~Eugene Ware Quotes to Prompt Great Goal Setting Discussions p.2 • “I’ve missed more than 9,000 shots in my career. Twenty-six times I’ve been trusted to take the game winning shot and missed. I’ve failed over and over again in life. And, that is why I succeed.” ~Michael Jordan • The difference between the impossible and the possible lies in a person’s determination.” Tommy Lasorda • “Do what you can, with what you have, where you are.” Theodore Roosevelt Evidence Used to Determine Goals • Note student strengths first as you examine the the evidence • If you have MAP data, you can use the Class report to discover goal area strengths and choose areas to improve. If you use this info to set classroom goals, it provides an excellent opportunity to model setting individual goals. Evidence Used to Determine Goals p.2 • Students can use their individual reports to note strengths and choose one goal area to address • Print just one goal area and range from DesCartes or the Learning Continuum to narrow your focus and a student’s focus. • If you don’t have MAP data, what assessments, portfolios, or sample work will your students examine to choose appropriate goals? Learn to Write Specific Action Steps • Students may need support to accurately define the challenge as well as the specific action steps. If they are “stuck” ask them to reflect on what they think they’d have to do differently in order to reach their goal. Then if you ask why they don’t do that now, you’ll find additional insight as well! Student Example: • The following slide is a student’s first attempt to write goals to improve his primary study skills. Which do you feel should be broken into more specific action steps or reworded in order to be measurable? Student Sample 1 – – – – – – – – – – – – Listen better in Class Sit in a different location in class Take good classroom notes Participate in classroom discussions Ask more questions when I don’t understand something in class Learn how to preview chapters before reading them Read chapters before doing my homework Write down questions when I don’t understand something I’ve read Write down my assignments correctly Learn how to study for tests Ask someone to help me study Hand in homework on time Self-Monitoring is Critical • If a student doesn’t have a system to self-correct, the process isn’t intrinsic and the student won’t typically make lasting changes. • Students may need help initially. You may need to build a bridge to selfmonitoring by providing modeled support from a peer for a week or two The Importance of Encouraging Vocabulary • Supportive words: I can, I will, I’ll try, I’ll do it, I can make it happen • Excuse words: I can’t, never, It won’t work, if, maybe, won’t Sample Formats • Challenge: I want to improve my reading comprehension skills • Goal: I will read a book each month • Action Steps: – I will go to the library each week – I will choose a book in my Lexile range – I will find magazines on subjects that interest me and will read them during my free time each day – I will find 30 minutes each day to read – I won’t watch TV or play video games from 6:30-8:30 each night – I won’t get on IM or take phone calls from friends between 6:30 and 8:30 pm each night What would you change ? Sample Classroom Goal: Sample Student Goal: Goal Setting Frames from ATI : Younger Students • Name: _____________ Date:___ • I will learn: ___________________ • My “before” picture-evidence I used to choose my goal:_________________________________ • My plan is to: __________________________ • I need these materials ___________________ • I will ask for help from ___________________ • I will be ready to show my learning on this day: • My “after” picture—I will show my learning by: Goal Setting Frames from ATI : Older Students • • • • • • • Name: ___________Date:__ What I need to learn: ______________ Evidence of current level of achievement:_ Plan of Action ____________________ Help needed---what and who: _________ Time Frame: _____________________ Evidence of achieving my goal: _________ Helpful Resources • Classroom Assessment for Student Learning: Doing it Right-Using it Well, by Richard J. Stiggins, Judith A. Arter, Jan and Stephen Chappuis, Assessment Training Institute, c.2004 • Goal setting for Students: A Success Tool for Grades 5-12 by John Bishop. Around $10.00 on Amazon • Website: http://www.goal-setting-guide.com