by Angela Mansel, Professional Learning Specialist
STANDARD # 2: Understanding and Encouraging Student Learning, Growth and Development
Quality Indicator #2: Student goals
At the first of the year we make our resolutions in hopes that this year will be different. We’re finally going to lose that weight, find time to exercise, or save more money for the future. All too often, December rolls around and we haven’t even come close to meeting those lofty January expectations. What goes wrong? Why are these personal goals just so hard to keep?
While many of us don’t stick to our personal resolutions, teachers are experts at setting and reaching goals in our professional lives. We set out at the beginning of the school year with a list of learning goals that must be covered before the end of the year or even the end of the semester. We track those learning goals and monitor the success of our students and ourselves along the way. Then, once we get to the end of the year or semester, we reflect on how we did and what we can do better next time.
What is the difference between failed resolutions and successful learning goals? The answer to this question might improve our New Year’s Resolutions, but, more importantly, it will empower us to teach our students to set and keep goals. Both John Hattie (2012) and Robert Marzano (2007) refer to goal setting by students as one of the most effective learning strategies. It encourages a more active learning environment, which in turn leads to higher success for students. High quality goal setting does not come naturally, though. It is a strategy that needs to be taught in order to keep the goals from looking like the resolutions we don’t keep. One way of introducing goal setting is a widely used acronym, S.M.A.R.T.
S- Specific: Use language that is not vague.
Instead of “I’m going to be a good student in science this year,” say “I’m going to do all of my homework and complete the study guides to help me prepare for the tests in science. I will also pay attention in class and ask questions if I don’t understand.”
M- Measurable: How are you going to show progress towards your goal?
Ask these questions: How will I monitor my progress? What data am I going to use to show my progress? How will I know when I have reached my goal?
A - Attainable: Make it a goal that means something to you and that you can reach.
Remember not to make your goal so out of reach it isn’t worth trying for or so easy that it is accomplished without much effort.
R- Relevant: Is it something that relates to what you are doing right now?
The more relevant the goal, the more likely you’ll succeed.
T- Timely: What time limit have you put on yourself to meet this goal?
A time frame creates a sense of urgency and sets the goal in action.
The beginning of the calendar year is a great time to make those learning goals with our students, whether we are beginning a new semester with them or reflecting on their middle of the year testing. When students create their own goals and begin to see results, they gain more confidence, perform at a higher level, and are more motivated to learn—all of this just by including them in the goal setting that we already do naturally as teachers (Marzano, 2007).
So as we begin a New Year and think about crafting our resolutions, let’s be sure to think about our students’ goal-setting skills as well. What might be some upcoming opportunities for you to expose your students to SMART learning goals?
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York, NY: Routledge.
Marzano, R.J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: ASCD.