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Background

Background. Teachers will already have a background on goal setting and what it means to create professional goals. Teachers have made ongoing goals, and I meet with them on a monthly basis to discuss their goals and changes they have made.

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Background

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Presentation Transcript

  1. Background • Teachers will already have a background on goal setting and what it means to create professional goals. • Teachers have made ongoing goals, and I meet with them on a monthly basis to discuss their goals and changes they have made. • By beginning this next step, I must feel teachers feel confident in creating goals themselves.

  2. Goal Setting in the Classroom Presenter: Tara Estep

  3. Goals defined… • “Something that the person wants to achieve” • Locke and Latham, 1990, p.2 • SHARE • A personal or professional goal that you have achieved! • A professional goal that you are still working on. • What are your goals for today’s session?

  4. Motivational effects of goal setting • Goals direct attention and action toward an intended target • Goals mobilize effort in proportion to the difficulty of the task to be accomplished • Goals promote persistence and effort • Goals promote the development of creative plans and strategies to reach them • Goals provide a reference point that provides information about one’s performance

  5. Why Goals? • Goals provide standards for knowing how well one is doing, thus activating a self-evaluation process. • “Simply adopting a goal without knowing how one is doing, or knowing how one is doing in the absence of a goal, has no lasting motivational effect.” • Bandura, 1997, p.128

  6. Long Term Goals • Long term goals keep us directed toward our ultimate target • Long term goals help keep the larger picture in mind

  7. You need short term goals to meet your long term goals… • Short Term goals are stepping stones to the long term goal • Without short term goals people fail to take the necessary steps to accomplish the long term goal • Together the short and long term goal will contribute to achievement and self regulation

  8. Michael Jordan… • “I approach everything step by step....I had always set short-term goals.  As I look back, each one of the steps or successes led to the next one.  When I got cut from the varsity team as a sophomore in high school, I learned something.  I knew I never wanted to feel that bad again....So I set a goal of becoming a starter on the varsity.  That’s what I focused on all summer.  When I worked on my game, that’s what I thought about.  When it happened, I set another goal, a reasonable, manageable goal that I could realistically achieve if I worked hard enough....I guess I approached it with the end in mind.  I knew exactly where I wanted to go, and I focused on getting there.  As I reached those goals, they built on one another.  I gained a little confidence every time I came through. “

  9. How do we achieve these goals? • WITH COMMITMENT! • Goal Intensity • Amount of effort that goes into formulating the goal • Goal Participation • Students must participate in setting goals, and when assigning goals students must be able to accept them • Peer Influence • Group cohesiveness increases commitment

  10. What does this look like in the classroom? • Present tasks and assignments to students as goals to be accomplished. • Have students keep a record of goals set and their performance, so they can monitor their performance. Graph their performance so students can see progress. • Create a weekly or bi-weekly log where students are reflecting on work. Add it to portfolios.

  11. How can I implement? • Teacher sharing: • Mrs. Moser will share about how her student portfolios and weekly student/teacher logs • Mrs. Shaffer will share about how she creates long and short term goals for the classroom • Mr. Smith will share student examples of his fifth graders setting math goals

  12. Examples of how to use goals in the classroom! • http://www.gifted.uconn.edu/Siegle/SelfEfficacy/GoalForm.html • http://www.gifted.uconn.edu/Siegle/SelfEfficacy/January.htm

  13. More Examples…

  14. Feedback is part of the process • Goals tell students what type of performance is to be attained, and a way of evaluating actions and efforts • Feedback is used to track progress in relation to the goals and adjust or self correct

  15. It’s Time! Here are your PLANS for student goals… 1. Pick a goal 2. List ways to meet the goal 3. And make Notes 4. Sequence and organize notes

  16. Having trouble getting a child to formulate goals? Try This! • Goal Interview—Ask students… • Tell or write a story about something they want for themselves • Tell why they want a particular thing • Tell how they will attain a goal • What could stop them from getting the goal • Tell about overcoming the obstacle

  17. Video • http://www.youtube.com/watch?v=3ZXg4R8H7Qw

  18. Upcoming Events! • http://www.informaworld.com/smpp/content~content=a784754873~db=all • Check this article out! Read it before our next PLC so you can discuss with your group. Notice how goal setting ties in with self-efficacy. • I look forward to our upcoming goal setting meeting. At this meeting be ready to share how your classroom and students are goal setting.

  19. Works Cited • Alderman, M. Kay (2008). Motivation for Achievement: 3rd Edition, Library of Congress Cataloging in Publication Data, New York, NY. • http://www.informaworld.com/smpp/content~content=a784754873~db=all • http://www.gifted.uconn.edu/Siegle/SelfEfficacy/section0.html • http://specialed.about.com/od/worksheets/ss/goalsetting_2.htm

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