SETTING LEARNING GOALS:
“Research shows that we gain not only confidence but also satisfaction when we achieve goals” (Goodwin, B. & Hubble, E., 2013 pg. 19). This resonates not only in education, but in every aspect of life. When someone sets high expectations for you, you will work harder to meet if not exceed these expectations.
But how can we get students to “buy in” to these goals and expectations? I believe the answer is having the students take charge and ownership of these goals. If they don’t believe in the goals and expectations set, they will not work hard to achieve them. Goodwin and Hubble state “simply calling out learning objectives won’t make students learn if they don’t adopt the goals as their own. This is why it’s important for teachers to translate objectives into something meaningful to students and help students personalize their learning goals” (Goodwin, B. & Hubble, E., 2013 pg. 26-27).
I feel that one of the primary goals as a teacher is not only to teach the curriculum, but to push the students. We do not want our students to “get by”, but to push themselves farther than they thought they could go. The reward? The students then have a greater sense of accomplishment and pride in their work knowing that when they went in to it, it seemed unattainable.
But how can we ensure that we are pushing our students based on their individual needs? This is where, I believe, unpacking the standards is key. According to Goodwin and Hubble “having standards and unpacking them, however, can help you identify the prior knowledge they do need in order to identify and address any gaps they may have in their prior knowledge” (Goodwin, B. & Hubble, E., 2013 pg. 12). No two students are exactly alike, and by unpacking the standards, you are able to cater to each student’s individual needs. This will help assist the student in being successful at the task at hand.
“Teachers must communicate clear expectations for learning and explicit directions and guidance, while tapping into students’ interest and intrinsic motivation by highlighting meaningful learning goals and giving students opportunities for self-directed learning” (Jang, Reeve, & Deci, 2010).
I found the reading from the Center on Education Policy very helpful in giving ideas on how to set and help students set goals. I especially liked how it reminded us that goal setting will be constantly fine-tuned. There is always room for improvement. “Setting learning goals is another instructional practice which benefits from fine-tuning. Teachers who set, define, and communicate appropriate learning objectives employ research-based strategies such as:
I think that breaking down a long-term goal into smaller objectives is key to reaching the end goal. If a student sees that they are meeting the smaller goals they have set, they won’t feel as overwhelmed by the long-term goal. Success begets success. “When it comes to goal setting, smaller is better. Help your students set small, achievable goals that can be accomplished quickly. As you work through a project or unit, you can help them set more difficult and larger, longer-term goals. During the initial phase of any project, short-term goals that ensure immediate success are essential. Young students, in particular, are not able to focus on long-term goals. One setback during a long series of successes with short-term goals is much easier to handle than a larger set-back with one long-term goal” (Siegel, D, 2000). For example: a first grade student want to learn how to spell 100 words. This is the long term goal. The student breaks this large goal down into smaller goals so as not to get discouraged. The student decides to learn how to spell 10 new words a week. Each week, they practice the words they learned from the previous week and add their new words for the current week. With each set of words mastered, the student builds confidence and is motivated to continue learning. This step process makes the end goal less daunting. “Albert Bandura and Dale Schunk (1981) showed that when elementary students are taught to carve up large, distant goals into smaller sub-goals, several useful outcomes follow: They make faster progress in learning skills or content, they learn an important self-regulation skill, and they improve their self-efficacy and interest in the task” (Siegel, D, 2000).
Not being a teacher myself, and wanting to pursue a career as a first or second grade teacher, I do not have experience in helping students of this age set goals. However, I believe that I would have each student set a daily goal at the start of each day which I would write on the board. We would assess their progress half-way through the day, and reflect on the goal at the end of the day. I think making a goal tracking poster and hanging it in the classroom would be fun for the students. Each time they achieve a goal they set for themselves, they get to add a star to the poster. I also think that having a “star of the week” is a great way to motivate students.
But how can we get students to “buy in” to these goals and expectations? I believe the answer is having the students take charge and ownership of these goals. If they don’t believe in the goals and expectations set, they will not work hard to achieve them. Goodwin and Hubble state “simply calling out learning objectives won’t make students learn if they don’t adopt the goals as their own. This is why it’s important for teachers to translate objectives into something meaningful to students and help students personalize their learning goals” (Goodwin, B. & Hubble, E., 2013 pg. 26-27).
I feel that one of the primary goals as a teacher is not only to teach the curriculum, but to push the students. We do not want our students to “get by”, but to push themselves farther than they thought they could go. The reward? The students then have a greater sense of accomplishment and pride in their work knowing that when they went in to it, it seemed unattainable.
But how can we ensure that we are pushing our students based on their individual needs? This is where, I believe, unpacking the standards is key. According to Goodwin and Hubble “having standards and unpacking them, however, can help you identify the prior knowledge they do need in order to identify and address any gaps they may have in their prior knowledge” (Goodwin, B. & Hubble, E., 2013 pg. 12). No two students are exactly alike, and by unpacking the standards, you are able to cater to each student’s individual needs. This will help assist the student in being successful at the task at hand.
“Teachers must communicate clear expectations for learning and explicit directions and guidance, while tapping into students’ interest and intrinsic motivation by highlighting meaningful learning goals and giving students opportunities for self-directed learning” (Jang, Reeve, & Deci, 2010).
I found the reading from the Center on Education Policy very helpful in giving ideas on how to set and help students set goals. I especially liked how it reminded us that goal setting will be constantly fine-tuned. There is always room for improvement. “Setting learning goals is another instructional practice which benefits from fine-tuning. Teachers who set, define, and communicate appropriate learning objectives employ research-based strategies such as:
- Goals should be flexible and general. If a goal is too focused on a narrowly defined outcome, it limits learning potential. If students are shown one example of successful learning it will inhibit the possible range of artifacts students would create in their authentic construction of knowledge. If students understand that the goal is for them to learn how a piston works, they may fail to learn its relationship to other parts in an engine.
- Student ownership makes a difference. Ask students to create their own goals. Help them personalize and refine their own set of goals by sharing examples, modeling the process, or creating strategies for documenting and completion, such as contracts, video-recordings, or learning journals.
- Allow students enough time to adapt goals. Give students time to adapt the concepts and ideas in goals to their interests, learning styles, and existing knowledge base.
- Use advance organizers to introduce goals. Use related strategies to enhance goal introduction to students. Advance organizers can help students prepare for, focus on, and personalize goals.
- Help students understand different kinds of goals. There are short-term and long-term goals. In classrooms with different instructional practices, setting and meeting objectives may need to take many forms. Provide students practice setting personal goals and meeting them in different contexts.
- Focus goals on understanding. Ensure that goals are less about accomplishing tasks and more focused on understanding and applying concepts” (CEP, 2012).
I think that breaking down a long-term goal into smaller objectives is key to reaching the end goal. If a student sees that they are meeting the smaller goals they have set, they won’t feel as overwhelmed by the long-term goal. Success begets success. “When it comes to goal setting, smaller is better. Help your students set small, achievable goals that can be accomplished quickly. As you work through a project or unit, you can help them set more difficult and larger, longer-term goals. During the initial phase of any project, short-term goals that ensure immediate success are essential. Young students, in particular, are not able to focus on long-term goals. One setback during a long series of successes with short-term goals is much easier to handle than a larger set-back with one long-term goal” (Siegel, D, 2000). For example: a first grade student want to learn how to spell 100 words. This is the long term goal. The student breaks this large goal down into smaller goals so as not to get discouraged. The student decides to learn how to spell 10 new words a week. Each week, they practice the words they learned from the previous week and add their new words for the current week. With each set of words mastered, the student builds confidence and is motivated to continue learning. This step process makes the end goal less daunting. “Albert Bandura and Dale Schunk (1981) showed that when elementary students are taught to carve up large, distant goals into smaller sub-goals, several useful outcomes follow: They make faster progress in learning skills or content, they learn an important self-regulation skill, and they improve their self-efficacy and interest in the task” (Siegel, D, 2000).
Not being a teacher myself, and wanting to pursue a career as a first or second grade teacher, I do not have experience in helping students of this age set goals. However, I believe that I would have each student set a daily goal at the start of each day which I would write on the board. We would assess their progress half-way through the day, and reflect on the goal at the end of the day. I think making a goal tracking poster and hanging it in the classroom would be fun for the students. Each time they achieve a goal they set for themselves, they get to add a star to the poster. I also think that having a “star of the week” is a great way to motivate students.
References
Center on Education Policy (CEP). "(2012, May 22) Can goals motivate students?" [Background Paper 3 from report Student motivation: An overlooked piece of school reform.]. Retrieved from http://www.cep-dc.org/publications/index.cfm?selectedYear=2012.
Goodwin, R. & Hubbell, E. R. (2013). The 12 touchstones of good teaching: A checklist for staying focused every day. Alexandria, VA: ASCD.
Jang, H., Reeve, J., & Deci, E. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588–600.
Siegel, D., Self-Efficacy Intervention. (2000). Help Students Set Goals. The National Research Center on the Gifted and Talented (NRC/GT). University of Connecticut. Retrieved from http://www.gifted.uconn.edu/siegle/selfefficacy/section8.html.
Yildirim, C & Guner, E. (2011). Self efficacy: it's role and sources [Video file]. Retrieved from https://www.youtube.com/watch?v=wrzzbaomLmc#action=share.
Center on Education Policy (CEP). "(2012, May 22) Can goals motivate students?" [Background Paper 3 from report Student motivation: An overlooked piece of school reform.]. Retrieved from http://www.cep-dc.org/publications/index.cfm?selectedYear=2012.
Goodwin, R. & Hubbell, E. R. (2013). The 12 touchstones of good teaching: A checklist for staying focused every day. Alexandria, VA: ASCD.
Jang, H., Reeve, J., & Deci, E. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588–600.
Siegel, D., Self-Efficacy Intervention. (2000). Help Students Set Goals. The National Research Center on the Gifted and Talented (NRC/GT). University of Connecticut. Retrieved from http://www.gifted.uconn.edu/siegle/selfefficacy/section8.html.
Yildirim, C & Guner, E. (2011). Self efficacy: it's role and sources [Video file]. Retrieved from https://www.youtube.com/watch?v=wrzzbaomLmc#action=share.