2. FACE Adult Education Curriculum
Established
• K-12 curriculum
• College syllabus
Student-centered
• FACE Adult Education
curriculum
3. A Variety of Goals
FACE adult students may want to:
Improve Basic Skills
(reading, writing, math,
technology)
Study to
take the
GED test
Enroll in
college and
pass college
courses
Improve their
finances
Get a better
job
Improve
work skills,
get a job
4. A Variety of Goals
FACE adult students may want to:
Support
and teach
their
children
Become
more active
in their
children’s
schools
Learn more
about their
language and
culture
Improve
their own
and their
families’
health
Study issues
of importance
in their
communities
5. Adult Goals Drive
FACE Programming
Adult
education
students
are
diverse
FACE is
student-centered
Each
classroom
is unique
Curriculum
is designed
with each
student in
mind
6. Everyone Has Goals
First Steps – Share Stories
Set the tone by telling your own story about setting,
achieving, and even falling short of a goal.
Ask students to think of goals they have set and
achieved in any area of their lives and what helped
or what hindered them.
Ask students to share some goals that they currently
have, make a list, and discuss common and unique
goals.
7. The Importance of Making a Plan
First Steps – Active Learning
Do an activity with students that forces them to make
plans such as preparing for an event, inviting a guest
speaker, or making a special card for their children.
OR
Do the Goals, Goals, Goals activity (University of
North Carolina) with students.
Discuss the importance of making plans when setting
goals.
8. Let’s Set a Common Goal
First Steps – Define Goal Setting Terms and Process
Choose a goal that students have in common such
as reading each night as a family, maintaining 100%
attendance, or eating more fruits and vegetables.
Use the Goal Setting Step-by-Step handout as a
large group activity.
Help students learn goal setting terms and become
familiar with the process they will use individually
when they set their own goals in FACE.
9. Identifying Goals
Ask students, “What are your dreams
for five years in the future?”
Provide art supplies and magazines for
students to create a mural, a vision for
their future.
Hang the boards at school or home
where students will see them often.
Talk about how we can create what we
want in our lives through our efforts and
positive attitudes.
“My dream is to study a lot
because I want to help my
daughter in her homework and I
want to get a job to help my
husband because we want some
day to have a house and be
together always.”
Activity #1 – Create a Vision Board
10. Identifying Goals
Categories for Goals Activity #2 – Brainstorm One-year Goals
Provide examples of goals in the
categories of our adult roles.
Give students time to brainstorm their
goals for this year in FACE in all the
categories.
Have students talk aloud about their goals
for this year.
Students who have goals in common may
want to work together in achieving them.
family
work
school
personal
community
11. Questions to discover my goals
What can FACE do
for you?
What interests do
you have in these
areas?
What are your
strengths in these
areas?
What’s important
to you in these
areas?
What do you
want to learn
more about?
What would you
like to accomplish
this year?
What would you
like people to say
about you?
What are some
things you would
like to change?
12. FACE Monthly Progress Sheets
My Goals – Choose Monthly Goals
Use the FACE Adult Progress Sheets to
identify goals.
At the beginning of the month have
students choose at least one FACE goal.
During the month, provide materials and
support for them to complete these goals.
Group students together who are working
on the same goals.
At the end of the month reflect on
achievements and progress.
SY 2014-2015 FACE Adult Education Monthly Progress Sheet
Month ____________
Do one of these each month to identify short term (and long term goals). This form is documentation
needed for the end of the year reporting.
(To be completed by the student – and also reviewed/referred to at the end of the month)
Adult’s Name __________________________________
Worker Role:
W1: Completes job application
W2: Attends job interview or Job/Career Fair
W3: Becomes employed
W4: Receives work promotion
W5: Retains employment for more than 3
months
W6: Obtains a better job
W7: Completes Employability Skills Training
W8: Completes work-based project or training
W9: Participates in job-shadowing (1/2-1 day)
W10: Participates in volunteer work experience
(1 week or more)
W11: Receives food handler’s training
W12: Receives food handler’s permit
W13: Works on CDA
W14: Receives CDA
W15: Receives other certification/license
W16: Uses specialized technology on the job
Citizen/Community Role:
C1: Registers to vote or votes for 1st time
C2: Votes in local or national election
C3: Obtains driver’s license or CDL
C4: Volunteers in child’s school, including
reading to elementary children, after-school
programs, judging science fair, etc.
C5: Volunteers in community improvement
activities (e.g., recycling, making quilts
and/or clothing for those in need)
C6: Serves on Tribal Council or school board
C7: Participates in fundraising for community
projects
C8: Produces RealeBooks for school and/or
community
C9: Writes a letter to the local newspaper or
to a politician to express his/her point of
view
13. Steps to Reaching Goals
Goal Setting – Step by Step
Have students
choose one goal
that they really
want to accomplish
and write it on the
top of the Step-by-
Step Goal Setting
handout.
Give students
time to
brainstorm all the
steps they will
need to take to
achieve this goal.
Ask students to
categorize the
steps, then have
them think about
which steps need
to happen first.
Have pairs of students
review each other’s steps
to reach their goals, give
feedback and discuss
how long it might take to
complete the steps.
Think about what
resources, information,
skills, and help they will
need
14. Step-by-Step Brainstorming:
Get a Job
List things I do well
Write a resume
Get references
Get experience
Get a new outfit
Arrange childcare
Do the interview
Consider the pay
Have a back-up plan
Learn about the
worksite
Find out who is hiring
Brush up on my skills
Practice for the interview
Talk to people doing this
job
Arrange transportation
Explore jobs in the area
Fill out the application
15. Categorize & Prioritize: Get a Job
•List things I do well
•Explore jobs in the area
•Consider the pay
•Find out who is hiring
•Talk to people doing this
job
Job
Search
• Get experience
• Write a resume
• Get references
• Brush up on my
skills
Qualify
for
jobs
• Arrange transportation
• Arrange childcare
• Get a new outfit
• Have a back-up plan
Personal
• Learn about the
worksite
• Fill out the
application
• Practice for the
interview
• Do the interview
Apply
for a
job
16. Goal Setting Motivation
Goal Setting – Motivating Reasons, People, Messages
After students write their goal on the top of the What’s My Motivation?
handout, challenge them to take 10 minutes and think of 20 reasons
they want to achieve their goal.
Have students list people who will support them in achieving their goal.
1. Write down why achieving this goal would make those other people happy.
2. Have students think about who they will talk about their goal with in
addition to the other students in class.
Have students think about some positive messages they have heard
that might pertain to their goal.
1. Have students write these messages down.
2. Ask students, “Why are these messages important to you?”
17. Find a Quote to Inspire Your Goals
Goal Setting – Inspiring Messages
18. Let’s Get Specific
Goal Setting – Reflect, Write it, Say it Aloud, Take Action
Guide students to reflect on their goals.
1. Present the elements of SMART Goals.
2. Have students evaluate their goals against these elements.
3. Ask, ”Does this goal inspire you? Are you ready to do the work it takes to
accomplish this goal?”
Have students rewrite their goals and then read them aloud to one
another.
Provide a weekly or monthly calendar.
1. Have students think about when they are going to work on the steps to
achieve their goal.
2. Have students designate times on the calendar to work on their goal.
Have students make a plan for the following day, week, or month.
1. Have students write specific actions they will take on the calendars.
2. Ask, “What first steps did you decide to take and when will you take
them?”
20. Adapting along the way
On the Path – Check-in, Support, Guide, Teach
Have daily and weekly check-ins with students about their goals and
encourage students to support one another.
Guide students with the resources, information, skills, and help they
need.
As they learn new information, help them to adapt their steps toward
reaching their goals.
21. This is what I have done so far
On the Path – Celebrate Achievements
Find ways to acknowledge what students have done along the
way; celebrate achievements both big and small.
Create a bulletin board where students can post the steps they
have completed to reaching their goals.
22. The Role of Goals
Drive the adult education curriculum
Set the foundation for goal setting
Envision long-term goals
Identify the steps to achieve goals
Keep motivated
Get the resources, information, skills, and help
Keep track of what to do
Reflect and adapt
Celebrate achievements
23. FACE Adult Education: The Role of Goals
FACE Adult Education Implementation 2014
For more information contact:
FACE@familieslearning.org
Editor's Notes
Welcome to the FACE Adult Education Implementation on Demand presentations.
This presentation is titled The Role of Goals.
Follow along with the handout packet for this presentation.
In adult education it is essential that adult students think about why they are enrolled in FACE and what they would like to accomplish.
Adult student goals are the foundation of our adult education curriculum.
In this presentation we will discuss how adult goals drive the curriculum.
You will also become familiar with several activities to help your students set and accomplish their goals.
To understand why adult goals are so important in FACE,
it may take a shift in our thinking as teachers,
especially if we have a background in teaching
in K-12 education or in college courses.
In K-12 classrooms, there is a pre-determined, established curriculum for the grade level.
In college courses, there is an established, pre-determined syllabus for the course.
But in our FACE adult education classes,
our adult students come from a variety of educational backgrounds, have diverse skill sets, and have needs and goals that are not all the same.
This is what makes FACE adult education student-centered.
This is also what makes adult education an exciting opportunity
for students to accomplish their real-life goals,
and for teachers to focus on what really matters to students.
In FACE, adult education students may want to accomplish a variety of things; they may have a variety of goals in several areas of their lives including family, work, community, education, and personal areas. They may want to
Improve basic skills such as reading, writing, math and technology,
Study to take the GED test, or
Enroll in college and pass college courses
These goals would be in the area of education.
Improving finances may be a personal, family, or career goal.
And it may even be that all of these goals are connected to improving work skills, getting a job, or getting a better job.
FACE adult students usually have several goals in the area of being a parent or family member, such as supporting and teaching their children and becoming more active in their children’s schools.
Learning about language and culture is a goal that may be in the area of community, personal, educational, family, or even career.
Many students are interested in learning more about community issues such as housing, natural resources, and local government.
And finally, many students also have goals to improve their own and their families health
In each FACE adult education class, you may see this type of diversity in adult goals.
So we can see why adult goals drive FACE programming.
It’s because our adult students are diverse, and what our they want to do in FACE is also diverse.
It’s our job to help adult students in the FACE program accomplish what they want.
This is more important than to offering a predetermined curriculum, even if that’s what we, as teachers, think they need.
By addressing the goals of the adults in our program, our instruction will be student-centered, and each classroom will be unique.
And in this way our students will be motivated and excited to learn.
They will know that FACE is helping them reach their life goals.
In FACE adult education we need to design curriculum with each student in mind.
Let’s talk about some first steps in helping students set these life goals. This is on page 2 of your handouts.
Let’s set the foundation for goal setting by calling to mind our past experiences with goals. Everyone has goals and everyone has set and accomplished goals in their lives, no matter how big or small, and even if we didn’t put the title of GOALS on what we wanted to achieve.
Think of goals that you have had and share a story with your students about your own goals.
Then have students think of goals they have set and achieved. Ask them to share what helped or hindered them.
These stories will show that we have all had success in the past and we can have successes in the future. Goal stories also show that we accomplish great things through our planning and effort.
Next ask students to share some goals they currently have. Students will see that they have some goals in common with one another and that some goals are uniquely theirs.
Let students know that in FACE we will all help one another work on and achieve our goals.
Another important fist step in focusing on goals in FACE is to discuss the importance of making plans.
There are many times during the year that FACE adult education students make plans together.
Some examples include planning for their participation in school and community events and activities, for guest speakers in Parent Time, and making books, cards, and bulletin boards for their children and the school.
Use this opportunity to talk about the importance of planning.
When we plan we identify and prioritize the steps we need to take
We gather and organize our materials and ideas
We take action and make adjustments as we go
And we reflect on and celebrate what we have completed
These are all important aspects to goal setting as well.
In your packet there is also a lesson plan for an activity called Goals, goals, goals. This activity will bring out the same important aspects of making a plan. The activity is also a fun way to learn about the goal setting process.
Before students choose their own goal to focus on, go through the goal setting process with them as a group. This is also an opportunity for them to become more familiar with goal setting terms. The ideas of long, mid-range and short-term goals are often confusing.
Long-term goals can may take from one year to many years to accomplish. When we set a goal to get a college degree, for example, this is a goal that may take two to four years, or even more.
Mid-term goals may take from one month to a year to accomplish. When we set a goal to improve our own and our families’ health, for example, in one month we might be able to see the effects of getting more rest and exercise in one month’s time, but it might take a year to learn about healthy foods, overhaul our diets, and lose weight.
Short-term goals might be things we can accomplish in a few hours, a few days, or a few weeks. We often talk about steps to take in reaching our mid and long-term goals and these steps might also be seen as short-term goals to accomplish along the way. In fact, it is important to celebrate achieving these short-term goals because the road to reaching long-term goals can be long.
In your packet is a Step-by-step Goal Setting Handout that you can use as a whole group lesson, We will go over the step-by-step approach to use, but first let’s look at three strategies you can use to help students brainstorm possible long-term and mid-range goals.
There are three activities that many teachers in FACE have found useful in helping students to identify their goals. We are now on page 5 of your handout packet.
The first is creating a vision board.
There is power in creating a visual representation of goals.
Many people think that looking at the mural over time and visualizing our goals as achieved, we can actually get the strength to make good decisions that move us closer to achieving our goals.
It may stimulate students to think about their goals in categories.
As adults we have many roles, and the goals we have can fit into these categories.
Family, work, personal, school, and community.
Be ready to give some examples from each category, have students brainstorm individually or in groups, and have them share what they have brainstormed aloud.
To get the activity going, there are a variety of questions we can think about in each of these areas.
You can ask specifically about FACE, as in “What can FACE do for you and your family?” or “What would you like to accomplish in FACE?”
You can ask about students’ interests and strengths.
You might ask what is important to them in these areas, what they would like to learn more about, or what they would like to change.
You will not need to use all these questions.
Choose a question that will be most stimulating to your students.
Perhaps you want to give students question to think about at home over night.
The question is not as important as the result:
What students want to accomplish in FACE.
One of the outcomes of FACE is the fact that adults achieve a variety of goals during the year, and each year, teachers report the goals achieved.
Adult goals are documented monthly on the FACE Monthly Progress Sheets. It helps to have students put specific dates on the goals they have achieved.
Students usually find the lists of possible goals in the categories of community, worker, family, education, and other help to stimulate their thinking about the goals they would like to focus on.
We have seen three activities to help students think about their long-term goals. If you choose to do them all, it will take several days or even weeks to complete these activities.
After students identify their goals, from any of these brainstorming activities, our job as teachers is to think about how we will support students in achieving these goals during their time in FACE.
The work that students need to do to accomplish their goals is what drives our adult education curriculum.
Now let’s talk about helping students to identify and take the steps necessary to achieving their goals.
In the brainstorming activities, each student will undoubtedly identify several goals they want to achieve. It’s important for them to think through one at a time.
You can use the Step-by-step Goal Setting Handout on page 8 in your packet.
Have students choose one goal they really want to work on and accomplish in FACE.
Now it is time to brainstorm all the steps they will need to take to achieve this one goal. Categorizing the steps will help them stay organized.
To prioritize the steps, ask, “Are there some things that need to be done before other things can be done?” “Is it true that you can do this before you do that?”
If students are brainstorming on the computer, it will be easier for them to move the steps around on their lists.
Once students have worked on their own, have them work in pairs and give each other input and feedback.
Next students think about how long it might take to complete each step, as well as what resources information, skills, and help they might need.
Here is an example of a student brainstorming what steps it might take to achieve the goal of getting a job.
As you look over the list, you might think of some things that should be added to the list based not only on what you know about getting a job in your community, but also what you know about this student.
Here is the same list after the student has categorized and prioritized the list of steps.
The steps seem much more doable when they are organized and prioritized.
When the student presents the list to another student to discuss, more ideas and a more refined prioritization might happen.
This is also a time when you as the teacher could guide the students.
When the students think about the timeline and what resources, information, skills, and help they will need, this is where you get your next steps as a teacher.
Your job is to assist with the resources, information, skills, and help.
If the students have decided on their goals themselves, chances are that their motivation to work on and achieve their goals are high.
And it will take high motivation to put in the effort necessary to reach most goals.
Here are three ways to help students talk about motivation. This information will also help you as you are working with each student.
Ask students to think of all the reasons they want to achieve their goal.
Next have students think of the people in their lives who will support them in working on their goal. These are also the people they will go to when they need a pep talk and when they achieve their goal and want to celebrate with people who care about them.
Another part of keeping motivation strong is to think of positive messages they have heard. They should write these messages down and reread at them often.
An example of a positive message might be, “My father always said I was really smart, and he meant that in a good way.”
Another example of a positive message could be a quote students have heard.
In your handouts there is a list of quotes for you to use to help students find valuable words to motivate them to achieve their goals.
For example, a quote from Cray Horse about vision you may want to use when students are working on their long-term goals is,
A very great vision is needed and the man who has it must follow it, as the eagle seeks the deepest blue of the sky.
Here are some other examples of quotes and art.
You may have some posters on the walls of your classroom that would help students keep motivated and keep working on their goals.
This would be a good time to read them together and discuss their meaning.
Have students look in the Internet for some quotes that will inspire their goals. They can print them and keep them in their notebooks.
They may want to put these messages on the desktops of their computers.
They may want to take some quotes home to display, where they will see them every day.
Now it’s time to get specific again. We want students to write their goal down, to say it aloud, and to start to take actions toward meeting their goals.
First, have students reflect on their goal. Are they inspired by their goal? Are they ready to do the work it takes to accomplish their goal?
In your packet is the SMART Goals Handout on page 10. This will help students in reflecting and writing their goal down. It’s not important that they state their goal in any formal SMART goal format, but looking at these questions may help them to revise their goal.
After this activity, have students read their goals aloud to one another; also ask them to think about the other people in their lives they want to read their goal to.
Saying our goals aloud helps us commit to them.
Calendars help us commit time to working on our goals.
First students need to think about when they will work on their goals on a regular basis. If students are coming to school every day, adult education time is when they would focus on their goals.
If there are things they need to do out side of school, then they need to think about when they will fit these things into their lives.
There are a great variety of calendars available online that students can use to write down the steps they will take to achieve their goals.
In your handout packet on pages 11, 12, & 13 are three calendars: daily, weekly, and monthly. The daily and monthly calendars are interactive so students can adapt them on their computers.
If students come to school four days a week, they can write down specific actions they will take each day. After they have prioritized the steps from their brainstormed list, then all they have to do is start with number 1.
Many FACE teachers take time each morning to plan for the day with students. This would be a good time for students to look at their list of what steps they will take that day and be sure they have the resources they need. Students can use these calendars to also list the activities they have committed to like after-school appointments. This will also help students realize how much time they might have outside of school to work on their goal.
Additionally, many FACE teachers take time at the end of the day to reflect with students on how the day was. This would be a good time for students to talk about what they accomplished. Were they able to complete what they thought they would? Was there an unexpected barrier? How will they adjust for this tomorrow?
As students do the daily work in achieving their goals, it’s important to help them adapt their plans and timelines.
As you see how students are progressing, what you need to do to support, guide, and teach will become clear. You goal is to help each student achieve her or his goal.
What if students’ goals change? This is bound to happen. And all is not lost. This actually happens frequently when students get specific and realistic by actually making the time and getting the support to take action on their goals.
It’s very possible that a student might set the goal of starting college in a few months time; but during the process of taking the steps necessary to reach that goal, she might discover that it will take a year to study, apply, find financial assistance, and set up child care for her youngest. Or she might even discover that college is not going to ensure her the job she had in mind.
While students might look at this as a set back, we can help them to see that the work they have done is valuable and has contributed to their setting a new goal that might take them in a different direction.
It’s not important that we reach every goal we set, but it is important to keep working to reach our dreams.
Find ways to acknowledge what students have accomplished along the way.
Acknowledging students for taking positive action in reaching goals is important.
If a student has completed five steps out of the 20 needed to achieve the goal, we can celebrate 25% of the goal achieved.
And as in our last example, if students change their goals, if they change their direction, it is easier to show them all they have done and all they have learned when we have been documenting and acknowledge their work along the way.
Is there a place in your classroom where students can keep track of the steps they have taken along the way? See what everyone has accomplished is a great motivator for all the students and their families, as well as a great way to show visitors to the classroom what students are working on.
In this presentation we have discussed the role of goals in FACE adult education.
We have seen that adult goals drive the adult education curriculum
Now you have a toolbox of activities to help students envision long-term goals and identify the short-term steps that will get them closer and closer to their goal.
We’ve discussed the importance of students committing to their goals and keeping motivated.
We have helped define your job as the adult education teacher as providing resources, information, skills, and help that students need to achieve their goals.
You can also help students to keep track of the steps they are going to take and have taken, and to reflect often on their goals and adapt as needed.
And as students work on the goals that they have chosen, they will feel successful along the way when we acknowledge the steps they have taken.
This is how we as FACE adult education teachers meet the needs and goals of our adult students. And in this way, fulfill the promise of FACE.
