To set goals
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The document introduces the concept of goal setting using the SMART framework. It discusses setting long, medium, and short term goals and provides examples of goals for academic studies, a math preparation course, and the next week. It then explains each element of the SMART framework - goals should be Specific, Measurable, Ambitious, Realistic, and Time-bound. An exercise is proposed to have the participants practice setting SMART goals.
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To set goals
The document introduces the SMART technique for setting goals. SMART is an acronym that provides criteria for goals to be specific, measurable, ambitious, realistic, and time-bound. The document explains each letter of SMART and provides examples of goals that meet the SMART criteria, such as finishing the first five chapters of a course by the end of the week.
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This document provides tips and techniques for effective exam revision, including:
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2. Developing a study schedule well in advance, balancing subjects, and leaving time for a review period before exams.
3. Using past exams and sample questions to practice constructing outlines and "perfect answers".
4. Maintaining health, rest, and breaks during the revision period to reduce stress and maximize focus. Regular review of topics is critical for long-term retention.
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This document lists various activities that can be used as bell work or starters at the beginning of a class, including word searches, crosswords, odd one out activities, multiple choice questions, worksheets involving definitions, sequences, causes and effects, inferences, diagrams, and other tasks to engage students in reviewing and reinforcing key terms and concepts from previous lessons.
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The document discusses different note-taking methods and strategies for taking notes from reading textbooks and other materials. It explains that it is important to identify the organizational scheme being used to present information, such as listing, spatial order, time order, compare and contrast, statement and support, or definition. Matching your note-taking method to the organizational scheme will help you understand and recall the information better. The document provides examples of strategies for taking notes from group discussions and reading, including using abbreviations. It also introduces the SQ3R method of survey, question, read, recite and review.
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This document provides descriptions of various revision activities teachers can use with students, including: using mini-whiteboards or hand signals for quick questions; having students create songs to remember key facts; turning quizzes into engaging PowerPoints with images; competitive drawing games like Pictionary; an A-Z activity where students think of related words for each letter; having students teach parts of a topic to the class; and more interactive games and assessments to boost engagement like Splat, Taboo, storytelling, Blockbusters, and carousel questions.
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To set goals
The document introduces the SMART technique for setting goals. SMART is an acronym that provides criteria for goals to be specific, measurable, ambitious, realistic, and time-bound. The document explains each letter of SMART and provides examples of goals that meet the SMART criteria, such as finishing the first five chapters of a course by the end of the week.
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This document provides tips and techniques for effective exam revision, including:
1. Using index cards, mind maps, notes, and visual materials to organize key concepts. Active study methods like teaching others and regular review are emphasized.
2. Developing a study schedule well in advance, balancing subjects, and leaving time for a review period before exams.
3. Using past exams and sample questions to practice constructing outlines and "perfect answers".
4. Maintaining health, rest, and breaks during the revision period to reduce stress and maximize focus. Regular review of topics is critical for long-term retention.
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The document discusses different note-taking methods and strategies for taking notes from reading textbooks and other materials. It explains that it is important to identify the organizational scheme being used to present information, such as listing, spatial order, time order, compare and contrast, statement and support, or definition. Matching your note-taking method to the organizational scheme will help you understand and recall the information better. The document provides examples of strategies for taking notes from group discussions and reading, including using abbreviations. It also introduces the SQ3R method of survey, question, read, recite and review.
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The document discusses best practices for effective notetaking. It recommends taking notes during classes and while reading materials to reduce the amount of information needed to study. Studies have shown that better notetaking leads to higher test scores, as regular note-taking helps improve recall and makes learning new information easier. The document also provides tips for organizing notes through outlining and Cornell note-taking methods, which involve separating key ideas from details to help map connections between concepts.
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This document provides descriptions of various revision activities teachers can use with students, including: using mini-whiteboards or hand signals for quick questions; having students create songs to remember key facts; turning quizzes into engaging PowerPoints with images; competitive drawing games like Pictionary; an A-Z activity where students think of related words for each letter; having students teach parts of a topic to the class; and more interactive games and assessments to boost engagement like Splat, Taboo, storytelling, Blockbusters, and carousel questions.
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Power Strategies after break
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Goalsetting 2
Setting goals is important for several reasons: goals determine the direction of your actions, help you stay on track and focused on important tasks, and allow you to monitor your success. Goals should be differentiated based on timeframes - long term goals span numerous years and are visionary, medium term goals are for specific time periods like a year or quarter, and short term goals are for reasonable short time periods like completing a course. When setting goals it is important to identify whether they are long, medium, or short term.
Smashing VCE: How To Study And Still Have A Life (With Planner)
This document provides study tips and strategies for VCE students. It includes sections on study skills, core study strategies, subject-specific strategies, and planning study around other commitments. Some key points covered are:
- The difference between homework assigned by teachers and independent study tasks set by students themselves.
- The importance of setting specific and achievable study goals, such as improving understanding of topics, skills, or memory in a subject.
- Core strategies like pre-viewing content before class, asking questions, and summarizing rather than just highlighting, to aid understanding.
- Subject-specific strategies and checklists of topics from past exams to identify areas to focus study on.
- A study
Setting Realistic Goals
Setting realistic goals is important for work performance and life balance. Taking short breaks from work can increase productivity by refreshing the mind. It is also important to set aside personal time for family and friends to reduce stress. Proper scheduling and prioritizing tasks according to importance and deadlines allows work to be focused and completed efficiently.
Learning targetsand i can statements power point
Learning targets frame lessons from the student's point of view and help students understand the purpose and importance of learning specific concepts. Unlike objectives which guide instruction, learning targets are written in a way that is understandable to students, often using "I CAN..." statements to describe what students will know and be able to do. Educators must break down standards into clear learning targets so that students and teachers can identify what is being taught and assess progress towards mastery. The targets should build upon one another and address the key knowledge, reasoning, skills, and products needed to meet the overall standard.
Smashing VCE: How To Study And Still Have A Life (No Planner)
This document provides an overview and advice for effective studying in VCE. It discusses:
- The difference between homework assigned by teachers and independent study that students set for themselves.
- The importance of setting specific, measurable study goals to focus on areas of weakness rather than just reviewing what is already known. These goals should target understanding, skills, and memory.
- Strategies for identifying areas of weakness by reviewing past exams and assessments, and using these to form study goals in topics to better understand, skills to improve, and information to remember.
- The need to set strategy goals that are specific, relevant and achievable in order to make effective progress, such as committing to 5-15 minutes of
Introtoplanning2011
The document discusses the importance of objectives in lesson planning. It provides definitions of learning objectives and lists other names they may go by. Some key points made include:
- Objectives were originally used in WWII to make teaching more efficient and were later applied to public schools in the 1960s.
- Objectives should describe what the learner is expected to achieve and can be measured by behaviors like listing, naming or explaining.
- Effective lesson planning is important as it forces teachers to consider what and how they will teach, and helps structure lessons for both teachers and students.
Goals galore
The document discusses the importance of setting SMART goals. It defines goals and different types of goals such as short-term and long-term goals. It emphasizes that goals should be specific, measurable, attainable, realistic, and time-bound. Examples are provided of SMART education goals about attending college and SMART financial goals about saving money for an iPod. Setting SMART goals serves as a roadmap and provides direction to help people achieve future success.
SMART target setting for West Thames College students
The document discusses setting SMART targets, which are goals that are specific, measurable, achievable, realistic, and time-bound. Setting SMART targets has numerous benefits, such as increasing motivation and self-confidence. It also helps with monitoring progress and identifying areas for improvement. The document provides examples of both SMART and non-SMART targets, explaining how to ensure targets meet all five SMART criteria by asking a series of questions. Breaking long-term goals into shorter-term SMART targets is recommended.
Setting Professional Goals
The document provides perspectives on goal setting and guidelines for creating SMART goals. It emphasizes that goals give life meaning and motivate people to strive and accomplish things they otherwise thought impossible. The acronym SMART is used to outline goals that are specific, measurable, attainable, realistic, and timely. Examples of specific, measurable goals are provided. The document encourages writing goals down and posting them as a motivator and to hold oneself accountable.
Setting Professional Goals
The document provides perspectives on goal setting and guidelines for creating SMART goals. It emphasizes that goals give life meaning and motivate people to strive and accomplish things they otherwise thought impossible. The acronym SMART is used to outline goals that are specific, measurable, attainable, realistic, and timely. Examples of specific, measurable goals are provided. The document encourages writing goals down and posting them in a visible place to stay motivated and on track to achieve them.
6.pdf
The document discusses SMART goals and how to write them. It explains that SMART is an acronym that stands for Specific, Measurable, Attainable, Relevant, and Time-Based. It provides guidance on how to make goals specific, measurable, attainable, relevant, and time-based. It recommends starting with the 5 W questions - what, when, who, why, where - to make a goal specific. It suggests adding numbers or metrics to make a goal measurable and considering strategies and tools to make a goal attainable. A goal should be reasonable and declare the desired final result to be relevant. A rational timeline is needed to make a goal time-based.
Creating Lesson Plans - The Basics
The document provides guidance on creating effective lesson plans. It discusses the importance of lesson plans for organizing instruction, managing the classroom, and meeting student needs. Key components of a strong lesson plan are outlined, including standards, objectives, assessments, materials, and a detailed procedure. The procedure should include an engaging opening, clear instruction, activities, and a closing summary. Assessments must be aligned to objectives. Modifications for diverse learners should also be included. Overall, the document emphasizes the importance of planning for effective teaching and student learning.
Strats for college succ [e doc find.com][1]
This document provides an overview of a course on strategies for college success. It covers topics like self-assessment, goal setting, time management, study skills, and stress management. The goal is to expose students to various techniques that will help them succeed academically. Specific lessons discuss setting achievable goals, identifying learning styles, dealing with anxiety and stress, and developing effective study habits. Students complete self-assessments and write reflections to apply the concepts. The course aims to help students optimize their learning and better manage the demands of college.
Goal setting
The document discusses the goal setting process, which involves identifying lifetime goals and breaking them down into progressively smaller targets to achieve over periods like 10 years, 1 year, 6 months, and 1 month. It provides examples of different types of goals for career, financial, education, family, artistic pursuits, attitude, physical health, pleasure, and public service. It also outlines best practices for writing goals using the SMART framework and adjusting goals based on progress.
Learning objectives & success criteria inset
This document discusses effective use of learning objectives and success criteria when planning lessons. It defines learning objectives as what students will learn and success criteria as how students will demonstrate their learning. It provides tips for writing clear, specific objectives and criteria, such as separating the learning from the context, using verbs that describe the learning rather than just the task, and avoiding simply repeating the objective in the criteria. The document also discusses common pitfalls to avoid and gives examples of well-written objectives and criteria for both literacy and maths lessons.
Target setting
The document discusses SMART targets, which are goals that are Specific, Measurable, Achievable, Relevant, and Time-bound. It provides examples of targets that are and are not SMART and explains the benefits of setting SMART targets, such as having something clear to aim for and being able to track your progress. It also lists some potential targets and asks the reader to turn three of them into proper SMART targets.
iDO - Targeting your success
This document provides strategies for effective goal setting to help achieve academic success. It recommends clearly defining specific, measurable, achievable, realistic, and time-bound short-term and long-term goals. Short-term goals should support long-term goals and allow progress to be evaluated through checkpoints. Potential barriers should be identified and addressed, and alternative paths considered. Self-reward encourages continued progress toward goals.
Five year plan
Bethany Dunbar created a five-year plan to achieve her goal of being happy and content through continuous life experiences. Her plan includes obtaining a marketing degree and becoming a marketing manager, which will provide happiness, financial stability, and her dream job. She breaks her goal down into smaller, time-bound objectives over five years, including completing her bachelor's degree by 2018, improving her language and problem-solving skills, and addressing potential obstacles like lack of motivation, time management, and procrastination.
Target setting powerpoint
This document provides instructions for students to set targets for the upcoming school year in their PSHE class. Students are asked to review their performance from last year, including any comments from teachers. They identify areas they did well in and areas that need improvement. Finally, students set 4 SMART targets focused on weaknesses from last year in order to improve their performance in the coming weeks. The document ends with an activity where students create an acrostic poem to help them remember their goals.
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Smashing VCE: How To Study And Still Have A Life (With Planner)
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SMART target setting for West Thames College students
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This document discusses time management strategies for an e-learning course on pressure measurement. It recommends creating a schedule before starting the course by blocking out time in your calendar. During the course, track how long each content section takes so you can adjust your schedule. Reflect on your progress after each chapter and revise your schedule as needed. The document stresses starting early, allowing enough time for each chapter, keeping to a schedule, and applying time management strategies to daily work as well. An exercise is provided to help practice these strategies.
Procrastionation
This document discusses procrastination in the context of e-learning courses and daily work. It identifies three major reasons for procrastination: stress, excessive overload, and exhaustion. It then provides seven helpful strategies to tackle procrastination, such as breaking large tasks into smaller, more manageable ones; starting with easy tasks; overcoming inhibition by working for 30 minutes; maintaining a to-do list; and rewarding yourself upon completion of tasks. The document encourages applying these strategies during the first chapter to stay motivated.
Learning strategies
The document discusses different learning strategies to help readers learn new content from an e-training course more effectively. It outlines cognitive learning strategies like structuring, summarizing, repetition, and practice. It also discusses metacognitive strategies like control, creating a study plan or schedule, and monitoring comprehension. Finally, it discusses using resources like asking others questions, explaining topics to someone else, and using the internet to clarify questions. The overall aim is to provide a framework to optimize learning and apply knowledge in a work context.
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This chapter discusses methods for motivating oneself, both directly and indirectly. It outlines learning objectives around developing skills for self-motivation during training courses and daily work. Specific techniques are presented, including setting SMART goals, rewarding accomplishments, triggering interests, and maintaining a positive mindset. The chapter emphasizes that individuals are responsible for their own motivation and should celebrate successes to feel appreciated and remain driven. Proper time management is also important for motivation.
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This document discusses how to deal with distractions at work. It identifies internal distractions like hunger, thirst, tiredness and lack of activity or oxygen. External distractions include a messy desk, noises, visual distractions, lighting issues, and meetings/calls. The document recommends staying hydrated, taking breaks, keeping a tidy desk with only needed documents, working in a quiet space with good lighting, and postponing interruptions if possible. The goal is to reduce distractions to improve productivity and performance.
Goalsetting überarbeitet
This document discusses setting goals for an e-learning course on pressure measurement. It encourages the reader to write down short, medium, and long term goals related to the course and their career. The goals should follow the SMART criteria of being specific, measurable, attainable, realistic, and time bound. Formulating goals this way helps provide direction, focus, and a means to track progress.
Goalsetting überarbeitet
1) Complete the e-learning course "Basics of Pressure Measurement" by understanding all content and reaching as many points as possible.
2) Increase my knowledge of pressure measurement through setting short, medium, and long-term goals related to the course and my career.
3) Formulate my professional career goals using the SMART criteria to make them clear, measurable, and achievable.
Motivation
Motivation describes the pursuit of goals based on emotional and neuronal activities, triggering readiness to act as a driving force for behavior. Motivation is important for work, but only 13% of employees are fully engaged and motivated, while 67% work according to rules and 20% have quit internally. Self-motivation techniques include setting SMART goals, self-reward, and maintaining a positive mindset by focusing on challenges rather than problems. Proper time management and balancing work obligations are also important for sustaining motivation.
Motivation
The document discusses motivation at work. Motivation describes the pursuit of goals based on emotional and neuronal activities and triggers readiness to act. Motivation is important for employees and employers. While only 13% of employees are fully engaged and motivated, self-motivation techniques like setting SMART goals, self-reward, and maintaining a positive mindset can help increase motivation levels. Regularly accomplishing tasks, even in small steps, and time management are also discussed as important for sustaining work motivation.
Dealingwithdistraction
This document discusses how to deal with distractions at the workplace. It identifies common sources of distraction like phones, coworkers, noise and a messy desk. It recommends eliminating noisy equipment, visual distractions, and telling visitors you are busy if they interrupt your focus. The key messages are that distractions waste time, are often easy to ignore, and effective elimination helps you get more work done. It suggests keeping your desk organized, postponing meetings if distracted, reducing office noise, and scheduling focus time without interruptions.
Dealingwithdistraction
This document discusses how to deal with distractions at the workplace. It identifies common sources of distraction like ringing phones, coworkers, noises, and messy desks. It recommends eliminating noisy equipment, visual distractions, and telling visitors you are busy if they interrupt your focus. The key messages are that distractions waste time, are often easy to ignore, and effective elimination helps you get more work done. It suggests organizing your desk, postponing meetings or calls, reducing noises, and scheduling focus time without interruptions.
Dealingwithdistraction
This document discusses how to deal with distractions at the workplace. It identifies common sources of distraction like phones, coworkers, noise and a messy desk. It recommends eliminating noisy equipment, visual distractions, and limiting meetings and calls when trying to focus. The key messages are that distractions waste a lot of time and energy, are often easy to ignore, and effective elimination of distractions allows workers to get more work done.
Dealingwithdistraction
This document discusses how to deal with distractions at the workplace. It identifies common sources of distraction like ringing phones, coworkers, noises, and messy desks. It recommends eliminating noisy equipment, visual distractions, and telling visitors you are busy if they interrupt your focus. The key messages are that distractions waste time, are often easy to ignore, and effective elimination helps you get more work done. It suggests organizing your desk, postponing meetings or calls, reducing noises, and scheduling focus time without interruptions.
Goalsetting
The document discusses setting goals using the SMART framework. It explains that goals should be specific, measurable, attainable, realistic, and time-bound. Readers are instructed to write down three goals on a worksheet, structuring them according to long, medium, and short-term timeframes. They are then asked to rewrite their goals using the SMART criteria and detailing them on another worksheet.
Dealing with distractions
The document discusses dealing with distractions at the workplace. It identifies internal distractions like hunger, thirst, tiredness and lack of exercise. External distractions include an unorganized desk, noises, lighting issues, and interruptions from meetings or phone calls. The document provides tips for reducing distractions, such as keeping your desk organized, improving lighting and noise conditions, taking breaks to move around, and being able to politely pause conversations to focus. Eliminating distractions can improve productivity and performance.
Learning strategies
The document discusses various learning strategies to help process new information, including cognitive, metacognitive, and resource-oriented strategies. Cognitive strategies involve structuring, summarizing, repetition, and practicing information. It is recommended to repeat new knowledge every other day to solidify it, and to practice applying strategies through exercises. Metacognitive strategies involve planning, monitoring, and evaluating one's learning process.
Dealing with distractions
The document discusses dealing with distractions at the workplace. It identifies internal distractions like hunger, thirst, tiredness and lack of exercise. External distractions include an unorganized desk, noises, lighting issues, and interruptions from meetings or phone calls. The document provides tips for reducing distractions, such as keeping your desk organized, improving lighting and noise conditions, taking breaks to move around, and being able to politely pause conversations to focus. Eliminating distractions can improve productivity and performance.
Motivation
Motivation is important for success at work. There are indirect and direct ways to self-motivate. Indirect methods include ensuring good sleep, exercise, and avoiding distractions. Direct methods involve setting SMART goals, creating a sense of accomplishment by crossing off to-do lists, and triggering interests by learning about new products. Having a positive mindset by viewing challenges positively can also boost motivation. Ultimately, people are responsible for their own motivation and should celebrate their own successes.
Procrastination
This document discusses procrastination and provides strategies to avoid it. It defines procrastination as postponing tasks instead of completing them immediately. The three main reasons for procrastination are stress, excessive overload, and inactivity. It then offers several strategies to combat procrastination, including breaking large tasks into smaller steps, starting with easier tasks, committing to work for 30 minutes to overcome initial hesitation, using to-do lists, and rewarding yourself for completing unpleasant tasks. The overall goal is to help the reader understand why they procrastinate and give them practical tips to avoid postponing tasks in the future.
Time management
This document discusses methods for improving time management. It outlines 4 steps: 1) analyze current time management, 2) detect and combat "time thieves", 3) plan time using methods like ABCD prioritization and the Alpen method, and 4) gain time using the Pareto principle. The document provides examples and exercises to help the reader reflect on their time usage and improve their weekly planning through applying these time management techniques.
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To set goals
- 1. Hi! I am back again.
- 2. I want to introduce you to somebody :
- 3. That is Lisa. She also participate in this course
- 4. That is Lisa. She also participate in this course Hi!
- 5. First I will tell Lisa and you something about goal setting
- 6. First I will tell Lisa and you something about goal setting Ok.
- 7. First I will tell Lisa and you something about goal setting Ok. Go…!
- 8. To set goals
- 9. Why should I set goals?
- 10. Why should I set goals? During the exercise you have just noticed that it makes a difference whether the goal of a journey is…
- 11. Why should I set goals? ...a beach holiday...
- 12. Why should I set goals? ...a skiing holiday... ...a beach holiday...
- 13. Why should I set goals? ...or a city trip… ...a skiing holiday... ...a beach holiday...
- 37. Now I show you a technique that is helpful for phrasing goals. They are especially good for the motivation
- 38. Now I show you a technique that is helpful for phrasing goals. They are especially good for the motivation The SMART- technique
- 39. Now I show you a technique that is helpful for phrasing goals. They are especially good for the motivation The SMART- technique SMART sounds good...
- 40. S M A R T
- 41. S M A R T Each letter stands for an important criterion, if you intend to set goals you should take every letter into account
- 42. How to phrase the SMART - goals? pecific S M A R T
- 43. How to phrase the SMART - goals? pecific S M A R T The goal should be phrased specific, not global
- 44. How to phrase the SMART - goals? pecific S M A R T Lisa, would you like to give an example?
- 45. How to phrase the SMART - goals? pecific S M A R T I would like to work on many chapters in the preparation course!
- 46. How to phrase the SMART - goals? pecific S M A R T well, it still does not sound specific. Try it again!
- 47. How to phrase the SMART - goals? pecific S M A R T maybe: I want to work on all chapters -from the maths preparation course- that I had problems with!
- 48. How to phrase the SMART - goals? pecific S M A R T Yes, that sounds much better!
- 49. How to phrase the SMART - goals? easurable S M A R T The goal should be m easurable, thus you can always check, whether you reach it, or not
- 50. How to phrase the SMART - goals? easurable S M A R T I would like to calculate all modules from the preparation course
- 51. How to phrase the SMART - goals? easurable S M A R T goody!
- 52. How to phrase the SMART - goals? mbitious S M A R T The goal should be ambitious, so that we are not underchallanged
- 53. How to phrase the SMART - goals? mbitious S M A R T I would like to work on three chapters in the preparation course, every day
- 54. How to phrase the SMART - goals? mbitious S M A R T Aha.
- 55. How to phrase the SMART - goals? ealistic S M A R T But a goal needs to be realistic, otherwise you will soon be frustrated
- 56. How to phrase the SMART - goals? ealistic S M A R T Ok, I understand: I will try to do two chapters every day.
- 57. How to phrase the SMART - goals? ealistic S M A R T In the course of time you will experience how fast you can move forward
- 58. How to phrase the SMART - goals? ealistic S M A R T For me, that sounds much better. But what you personally can handle I can not say much about it
- 59. How to phrase the SMART - goals? ime-bound S M A R T In the end goals should be time phased that means with a proper point of time
- 60. How to phrase the SMART - goals? ime-bound S M A R T I would like to finish the first five chapters till the end of this week
- 61. How to phrase the SMART - goals? ime-bound S M A R T Good plan!
- 62. How to phrase the SMART - goals? S M A R T pecific easurable mbitious ealistic ime-bound
- 63. How to phrase the SMART - goals? S M A R T pecific easurable mbitious ealistic ime-bound If you define your goals you should consider the SMART-criteria!
- 64. How to phrase the SMART - goals? S M A R T pecific easurable mbitious ealistic ime-bound I will do. just keep it in mind: S-M-A-R-T...
- 65. For that purpose we are going to do an exercise
- 66. Now you can exit this presentation. Press the button “next” in the section
Editor's Notes
- Beispiel : In vier Jahren will ich mit der Schule und einem Bachelorstudium fertig sein und anfangen zu arbeiten.
- Beispiel : In vier Jahren will ich mit der Schule und einem Bachelorstudium fertig sein und anfangen zu arbeiten.
- Beispiel : In vier Jahren will ich mit der Schule und einem Bachelorstudium fertig sein und anfangen zu arbeiten.
- Beispiel : In vier Jahren will ich mit der Schule und einem Bachelorstudium fertig sein und anfangen zu arbeiten.
- Beispiel : In vier Jahren will ich mit der Schule und einem Bachelorstudium fertig sein und anfangen zu arbeiten.
- Beispiel : In vier Jahren will ich mit der Schule und einem Bachelorstudium fertig sein und anfangen zu arbeiten.
- Beispiel: Im nächsten Halbjahr will ich meine Leistungskurse mindestens mit „gut “ bestehen und mich über mögliche Fachhochschulstudiengänge informieren.
- Beispiel: Im nächsten Halbjahr will ich meine Leistungskurse mindestens mit „gut “ bestehen und mich über mögliche Fachhochschulstudiengänge informieren.
- Beispiel: Im nächsten Halbjahr will ich meine Leistungskurse mindestens mit „gut “ bestehen und mich über mögliche Fachhochschulstudiengänge informieren.
- Beispiel: Im nächsten Halbjahr will ich meine Leistungskurse mindestens mit „gut “ bestehen und mich über mögliche Fachhochschulstudiengänge informieren.
- Beispiel: Bis zum Ende der Woche will ich die nächsten beiden Lektionen angeschaut und verstanden haben.
- Beispiel: Bis zum Ende der Woche will ich die nächsten beiden Lektionen angeschaut und verstanden haben.
- Beispiel: Bis zum Ende der Woche will ich die nächsten beiden Lektionen angeschaut und verstanden haben.
- Beispiel: Bis zum Ende der Woche will ich die nächsten beiden Lektionen angeschaut und verstanden haben.