Guide
Name
Goal Setting
Description
Goal setting is a learning process and an assessment strategy that supports reflective thinking and self-regulated learning. Because goal setting is a conceptual understanding, it must be taught explicitly to students [modeled by the teacher, guided by the teacher, shared by the teacher and students, guided by peers, and finally, an independent strategy for learning] and requires on-going reflective conversations about growing as a learner. Goal setting facilitates: differentiation as teachers plan to meet the learning needs of all students, portfolio assessment as learners collect the evidence of their learning journey towards their goal(s), and, student-led conferences as students and parents/guardians examine the evidence of learning toward the goal(s) and collaborate in planning the next steps/goal(s). Resources: Constructing Student-Generated Criteria http://www.edu.gov.mb.ca/k12/cur/multilevel/blms/blm_2.doc Assessment Plan: Year-at-a-Glance blm/ela/g/blm_4 Goal Setting blm/ela/g/elablm93 SBLM Gradual Release of Responsibility blm/ela/g/gradualrelease Metacognitive Reflection blm/ela/g/elablm92 SBLM My Learning Goal Log blm/ela/g/blm_3 SBLM Our/My Learning Plan blm/ela/g/blm_7 SBLM Personal Goal Setting blm/ela/g/blm46 SBLM Reflection Meta Cognition blm/ela/g/blm_1 SBLM Set Your Goal blm/ela/g/blm33 SBLM We Reached Our Goal! blm/ela/g/blm34 SBLM
Purposes Specific Learning Outcomes LICT Descriptors How To Do
Related Information
- Students will be taught explicitly to (considering the Gradual Release of Responsibility) Identify appropriate and attainable goal(s). If learners have not had previous exposure to goal setting, begin with a whole-class goal. For example, "Room 8 will be prepared to engage in Writers' Workshop 3 minutes after the bell." Students should set no more than 2-3 goals at one time. Determine what criteria from the class brainstorm chart (see file Constructing Student-Generated Criteria) each will use to monitor progress (collecting evidence and reflections along their learning journey). Plan the steps or action plan to meet their learning goal(s), and/or revise their goal(s). Have deep conversations about their learning goals and growth with the teacher and with their peers. Time for "reflection" needs to be part of the daily time-table or workshop routine. Continua support the setting of appropriate and attainable goals because learners can identify what they can do on a continuum, and see what the next step(s) on their learning journey will be. Teachers share their own goals with students and reflect on their progress towards attaining them. This acts as powerful models of self-directed learning. Teachers collaborate with students in setting their goals, using tools such as reading/writing continua, goal sheets, and portfolios. Conferencing could be Over-the-shoulder conference, formal conferences, or student-led conferences. Constructing Student-Generated Criteria link to file Met/Not-Yet-Met link to file Š 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 1 -
Guide
Reflection link to file Students use Portfolios to add evidence of their progress towards achieving learning goals. Link to portfolios Variations Assessment / Think Abouts References
- Independent Together: Supporting the Multilevel Learning Community http://www.edu.gov.mb.ca/k12/docs/support/multilevel/index.html pg.2.8 & 2.9
Keywords
Š 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 2 -