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Teach the teacher goal setting (unit three)Presentation Transcript
Louis Cabuhat, Dean of Education
“If you don‟t know where you are going,
any road will get you there”
- Richard S. Sagor
Connecting Your Actions to the Target
• Performance Targets (INDIVIDUAL OUTCOMES)
– Ask yourself, “What are students expected to gain from
– Improved motivation √
– Improved engagement √
– Realistic goal-setting
– Improved achievement
• Process Targets (TECHNIQUES or STRATEGIES)
– Development of an Early Warning System
• Unit One dealt with
• Motivation is driven by emotion
According to Chickering (2006), “motivation is the key to
persistence, moving through successfully, and learning
that lasts” (p. 13).
• Unit two dealt with
Learners who are Involved, Interested and Connected are more
likely to persist.
Recap: Discussion Board
“How can you tell if Susan is Engaged?”
“…did [Susan] enroll just because of her parents?” Ms. Lee
“[I am going to pay particular attention to] eye contact” Alex Esparcia
“I would ask her during her „private time‟ with me, how she feels about
the class” Meryl Harlow
“I would arrange to set aside the last 30 minutes of the class to have all
the students, including Susan partner up with a fellow student” J. Jeong
“ I would use is group activities” Anthony Cervantes
“Immediate Assessment” Avic Magsaysay (better known as formative
Drafting a Scale: Engagement
Worst NeedsImprovement Asexpected Above Expectations Best
1 2 3 4 5
Workingin your groups, take afew minutesto discusswhat an "asexpected" rating(on ascale of 1 - 5) lookslike. Remember to anchor
your discussion to our dynamic case: Susan. For example, if Susan were to meet your expectationson engagement, what would that look like
to you?Usingthisworksheet, draft one word adjectivesor small sentencesto explain what an 'engaged' Susan might look like. Think - Best
Our Early Warning System is taking
Worst NeedsImprovement Asexpected AboveExpectations Best
` 1 2 3 4 5
Asksfor help (asneeded) -
Unit Three – Goal-setting and
Introduction to Futuring
Learners will be able to:
Diagram steps that may be used to set realistic goals
Define Futuring techniques
Explain the benefits to Futuring
• “Adults do not become adults in an instant – it is a
developmental process” (Knowles, Holton III, &
Swanson, 2005, p. 220).
• The primary purpose of a university is to assist a
learner to develop competencies (Davis, 2012)
• “Learners who are unable to form positive
motivational “attitudes” towards goal fulfillment
are at greater risk of dropping from program”
• Instrument Goals
Goal-setting (what we know)
Morrow & Ackermann (2012)
• Cognitive = Thoughts
– Lower level cognitive domain: cite, count, list, name, define
– Higher level cognitive domain: select, compare, criticize,
• The impact of „thought processes’ on tangible goal-
– Question: Do you always begin a class with the MOST
challenging question possible?
• The impact of past experiences on goal-setting
What does it take to set realistic
Where does Susan Fall?
• Futuring is a systematic process for planning for the future
– Describe many different types of futures
– Develop or change culture
– Discover areas of opportunities (related to the mission statement)
– Create a common language
• Create a scenario whereby success occurs
Futuring (Yes; this is a word)
Turn this Into this
Reread Susan’s Case
Susan is a new student who is attending classes at Bryman College –
A for-profit organization. As a new enrollment to the school, Susan
repeatedly misses assignment deadlines and submits work late.
While in class, her instructor notices that Susan frequently avoids eye
contact with others and she excludes herself from group discussions.
Now, in her third week of a four week module, it doesn’t look
good. Susan has failed her mid-term exam. And now, the teacher is
concerned that some of Susan‟s behavior is an early indication of
what‟s about to come – another drop for the college; another failed
attempt. So, in an effort to address the problem, the teacher presents
what she knows of Susan to colleagues at the college. And, to her
surprise, several of the other staff members are dealing with a „Susan‟
of their own. What‟s even more unsettling – the College attrition rate
for newly enrolled students is extremely high.
Return to EduOs.net
case anchoring your
ideas to Goal-Setting
• Bobby, O. (2008). Applying Piaget's theory of cognitive development to mathematics instruction.
Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=e7f33571-263d-4dad-
• Chickering, A. W. (2006, May/June). Every student can learn - if... Retrieved from
• Davis, D. (2012). Introduction to student development theory [Web]. Retrieved from
• Encyclopedia of business: Futuring. (2012). Retrieved from
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