2. Set Learning Goals: |
We all have the desire to set goals no matter how big or small and when we achieve those goals it gives us satisfaction; it helps build confidence to then achieve even more. What happens when we set goals and never achieve them? That can be devastating to yourself; the same is for the students. If we continue to have students set goals that are not manageable we are not helping in building their confidence. No matter the size of the goal we as educators need to break it up into bite size pieces to generate confidence that will help build determination.
Success is built through effort. "Attitudes are learned behaviors...because they're learned behaviors, they can also be unlearned through mastery experiences--opportunities to experience success, even on a small scale" (Goodwin, B & Hubble, E.R., 2013, P 20). Students need to feel success no matter how small the goal, so it's imperative to set small yet challenging learning goals for students to begin to feel successful. The more successful they feel the more effort they will put t forth. However, before you begin to help guide students to setting small learning goals they need to see and understand the big picture and the relevancy.
Here are some suggestions to break up learning goals.
1. Show students the big picture and make it relevant.
2. Start with one small bite sized goal.
3. List the steps that need to be taken in order to achieve the goal.
4. Tack action and monitor the progress.
5. Celebrate the successes.
Please see below an example of a graphic organizer that I created for my unit. I had students take a pre-assessment before I taught Unit 4 along with a rubric and then had them fill out this goal worksheet. It includes the goal they will focus on (most of my students had to write a goal that was focused on mastering one and two step equations), the objectives that they will need to master along with steps that they will need to do to meet the objectives, and lastly, they had to fill in an action table that tracked their progress. I gave students some helpful sites, games, and videos to watch to master their objectives, the results in the end were amazing to see. By creating a smaller goal for my students they were able to then show mastery for multi-step equations.
Please see the worksheet below: (This is a living document and will change and evolve with time.)
Success is built through effort. "Attitudes are learned behaviors...because they're learned behaviors, they can also be unlearned through mastery experiences--opportunities to experience success, even on a small scale" (Goodwin, B & Hubble, E.R., 2013, P 20). Students need to feel success no matter how small the goal, so it's imperative to set small yet challenging learning goals for students to begin to feel successful. The more successful they feel the more effort they will put t forth. However, before you begin to help guide students to setting small learning goals they need to see and understand the big picture and the relevancy.
Here are some suggestions to break up learning goals.
1. Show students the big picture and make it relevant.
2. Start with one small bite sized goal.
3. List the steps that need to be taken in order to achieve the goal.
4. Tack action and monitor the progress.
5. Celebrate the successes.
Please see below an example of a graphic organizer that I created for my unit. I had students take a pre-assessment before I taught Unit 4 along with a rubric and then had them fill out this goal worksheet. It includes the goal they will focus on (most of my students had to write a goal that was focused on mastering one and two step equations), the objectives that they will need to master along with steps that they will need to do to meet the objectives, and lastly, they had to fill in an action table that tracked their progress. I gave students some helpful sites, games, and videos to watch to master their objectives, the results in the end were amazing to see. By creating a smaller goal for my students they were able to then show mastery for multi-step equations.
Please see the worksheet below: (This is a living document and will change and evolve with time.)
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References:
Goodwin, R. & Hubbell, E. R. (2013). The 12 touchstones of good teaching: A checklist for staying focused every day.
Alexandria, VA: ASCD.
Goodwin, R. & Hubbell, E. R. (2013). The 12 touchstones of good teaching: A checklist for staying focused every day.
Alexandria, VA: ASCD.