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Goal setting   oct 2010
 

Goal setting oct 2010

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    Goal setting   oct 2010 Goal setting oct 2010 Presentation Transcript

    • Setting Goals
      Raha International School
      October 2010
    • Why Goals ?
      Allows students to begin to become responsible for their own learning;
      Learning goals can help students close the gap between what they have achieved and what they want to achieve;
      Provides a focus for student improvement;
      Allows for personal benchmarks;
      Encourages students to take learning more seriously;
      Improves motivation (intrinsic); helps students make connections between their own personal choices and the end results;
      Supports differentiation
      Develops an importanttransdisciplinary skill;
    • Transdisciplinary Skill
      METACOGNITION (Thinking Skill)
      Analysing one’s own and others’ thought processes; thinking about how one thinks and how one learns.
    • Transdisciplinary Skills
      Metacognition is about:
      • being aware of what needs to be done and what options and choices are available to do it
      • self-monitoring (or regulating) thoughts and actions to keep focused on the goals and the best pathway to achieve them
      • self-evaluating progress and taking steps to change direction if necessary. (Wilson 2000)
    • What Does the IB say
      A portfolio is a celebration of an active mind at work. It provides a picture of each student’s progress and development over a period of time both as individual and group learners. It enables students to reflect with teachers, parents and peers in order to identify their strengths and growth as well as areas for improvement, and then to set individualgoalsand establish teaching and learning plans.
    • What Does the IB say
      Students are responsible for reflecting upon work samples they have chosen to share, that have been previously selected with guidance and support from the teacher and could be from the student’s portfolio. The student, parents and the teacher collaborate to establish and identify the student’s strengths and areas for improvement. This may lead to the setting of new goals, with all determining how they can support the achievement of the goals.
    • What Does the IB say
      Students learn best when the learning experiences they engage with provide them with the motivation to achieve their personal goals.
      Learners understand the interconnectedness of the factors that contribute to a safe and healthy lifestyle, and set goals and identify strategiesthat will help develop well-being.
      read a variety of books for pleasure, instruction and information; reflect regularly on reading and set future goals
    • The Goal Process
    • Effective personal learning goals
      are personally important to the student
      can be attained through the student’s own actions
      have a reasonable chance of being achieved in a set time frame (e.g. a semester)
      include a specific plan of action
      answer the student’s questions:
      What do I want to be able to do?
      How will I succeed in this goal?
      What do I need to learn?
      Why will this help my learning?
      What actions should I take to help achieve this goal?
      How will my behaviour be different in the future?
    • Personal Ownership
      It is important that students develop a sense of personal ownership of their learning goals.
      A combination of discussion, sharing, and writing can help students develop a sense of commitment and a range of goal development skills and strategies.
    • Supporting Students To Develop Personal Learning Goals
      Guide students to identify the kinds of goals to set AND the importance of choosing a limited number of goals related to their own learning needs.
    • Supporting Students To Develop Personal Learning Goals
      Supporting students to reflect on themselves as learners, and become more aware of their strengths and weaknesses.
    • Supporting Students To Develop Personal Learning Goals
      Use a number of self-assessment strategies and tools to help students reflect on what they have learnt and where they want to go next
    • Supporting Students To Develop Personal Learning Goals
      Providing students with a set of statements to focus on their goals, such as:
      ‘My strengths are…’
      ‘I feel frustrated when…’
      ‘I need help with…’
      ‘I need to find out more about…’
    • Supporting Students To Develop Personal Learning Goals
      Writing down goals as declarations of intent, not simply a wish list.
      ‘I will know my number bonds to 20’
      is stronger than
      ‘I want to try and know my number bonds to 20’.
    • Supporting Students To Develop Personal Learning Goals
      Develop a common schema to help focus goals for older students e.g. SMART goals.
      Specific
      Meaningful
      Action-based
      Realistic
      Time-based.
    • Supporting Students To Develop Personal Learning Goals
      Begin with providing students with examples of personal learning goals from which to select, as this can facilitate the process of goal setting and allow students to see how learning goals can be defined.
      e.g. ‘I will ask the right kind of questions that might help me understand better’
    • Supporting Students To Develop Personal Learning Goals
      Setting up processes where students comment on each others’ personal learning goals.
      Pair or small group discussions or student presentations may encourage students to talk about and share their learning goals with others. This will also help students learn from others how to express goals, and lead to strategies to achieve them.
    • Supporting Students To Develop Personal Learning Goals
      Lead the discussion with the children to:
      • set achievable and worthwhile goals
      • develop a plan of action for achieving their goals
      • plan for monitoring and reflecting regularly on their goals.
    • Supporting Students To Develop Personal Learning Goals
      Encourage students to discuss and present their goals as a publication or presentation which includes:
      • a review of last semester’s goals – achievements, challenges and a short explanation for each
      • learning goals for this semester – rationale for the goal and length of time for achieving the goal
      • an action plan for achieving each goal – actions, possible challenges and how they might be overcome
      • an action plan for monitoring goals – with whom will the student discuss their progress, as well as when and how
      • reflection process – when and how
    • Feedback
      Formative assessment aims to promote learning by giving regular and frequent feedback. This helps learners to improve knowledge and understanding, to foster enthusiasm for learning, to engage in thoughtful reflection, to develop the capacity for self-assessment, and to recognize the criteria for success.