Series Tch Tips: Three Ways to Practice Goal Setting with Your Students

Three Ways to Practice Goal Setting with Your Students

Lesson Objective: Help students take an active role in their learning
All Grades / All Subjects / Engagement
2 MIN

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Discussion and Supporting Materials

Thought starters

  1. How could setting mindfulness goals affect students' performance in other areas?
  2. Why is it helpful to make goals public?
  3. How could you incorporate peer feedback into the goal writing process?

42 Comments

  • Private message to John Ford
  1. How could setting mindfulness goals affect students' performance in other areas? Students may begin to be more focus and do better work, become a more critical thinker and learn from others mistakes.
  2. Why is it helpful to make goals public? Students know peers are working on their mistakes to improve just as others are in their learning. This may improve ownship of work and progress.
  3. How could you incorporate peer feedback into the goal writing process? Ask students to write (sentence or paragraph writting) then do, the peer feedback and learn of areas to work on for next couple of months
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  • Private message to Maggie OBrian

I love how the students gave positive feedback and then something to improve upon. The idea of using a sticky note to write the area of improvement and then use that as a checklist. It is purposeful and a strategy and that can easily be implemented in the classrom. 

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  • Private message to Michael Stires

Setting goals with students allows them to think of ways to achieve mindfulness with self-reflection to be able to see the areas where they need to improve in their learning. Having that motivation to chase after those goals empowers the students because they know that they will have that support from the teacher.

It is important to make goals public because it allows for the accountability aspects to be present and reminds them whenever they can see it written down. Having this with students allows them to be persistent in achieving their goals. Ms. LaCour does a great job presenting this to the students.

Incorporating peer feedback into the goal writing process develops the creativity for students to allow them to put their goals down on paper. Being able to write things down and receiving that feedback allows students to see different perspectives, to be able to take the feedback and incorporate into their life and listen to another perspective that the student may have not thought about.

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  • Private message to Lan Pham

The video is great as it provides teachers, especially new ones, with various ideas of asking students to take an active role in their learning by setting goals themselves.

Setting mindfulness goals bring students to be present and self-reflection, thinking of how they are doing now in their learning and what they want to make better. It is helpful that by walk and talk, students share their thoughts with partners,  write their goals down with one specific example, and post them.  This way gives the students the motivation for their learning towards the goals they set.

Ms. Monique LaCour has a great idea to help her students improve their learning by asking them to write about how their number talks are going so far and think about the way that can help enhance their number talks. By doing this, students reflect on what they are doing well, what needs to be improved, and how. Posting up all of these notes is crucial as they work as reminders of what the students have to work on to reach their goals.

The way that Ms. Marion Ivey applies in her class is wonderful. I like the idea of setting goals from peer feedback. The students get feedback from their friends, write it down and the feedback guides them to set their goals. It can help not only the students who receive feedback but also the feedback givers. By collaborating this way, both can review and foster their learning effectively.

 

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Transcripts

  • Imagine and visualize what it means to be present. So, close your eyes for just a moment. I had the

    Imagine and visualize what it means to be present. So, close your eyes for just a moment. I had the kids think about it for a moment. - And, what do you think it means to be present? - I think that. - And then get with their partner, and kinda do a walk and talk, and then to write things down on Post-It Notes. Give me one specific example. - To be in the moment, and not worry what is after. - Okay, so heres what we're going to do. I want you to write your reflection in your writing notebook, but it's going to be more on a personal level, and what you are going to work on over the next couple of months. - On your whiteboard, you're going to put a sticky note. Think about something that we should try next time to make our number talk stronger. - I should try to speak more. - Students were sharing out feedback, a chance to say, this worked, this didn't work, and we can start to brainstorm around how to make things work in a more smooth way. - We could try to get the group to listen. - Which side, honey? Okay. Students are bringing their self-selected best work to share with the class for author's chair. Think first about one thing he did a great job at, and one thing that you think he could work on. - You did a nice job on the picture, but what you need to work on is using the end marks. - Yeah, of course. I always forget to do that sometimes. - So why don't you put your checks on the ones that you're gonna focus on. Having that pure feedback really, really guided them in where to start making revisions. - Oh yeah, I forgot an end mark.

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