Day3 Helping Students... 2009

Helping Students Achieve Academic SuccessAngela M. Housand, Ph.D.Ahousand@gmail.comConfratute 2008University of Connecticut

TodayHousekeepingThis course for creditQuestions to this pointEffective Goal Setting

The greater danger for most of us lies not in setting our aim too high and falling short; but in setting our aim too low, and achieving our mark.-Michelangelo

Student keeping a recordStudent tracking progressStudent assessment of goal attainmentHigher order thinking & metacognitive strategy use

Student reflection on readingStudent participation in assessment and reviewExplicit strategy instructionPurpose for reading and goal settingEfficacy building via specific feedback

What is your personal definition of success?

Goal Setting: Why bother?Challenges students to give their efforts a preplanned directionTake responsibility for the key events that give form to their experienceProvides opportunity for reflection

All great achievements require time…-Maya Angelou

Not a Crystal BallThere are no guarantees that goals will be achievedIncreases chance of successBecomes a lifelong process

Goal Attainment is not luck, it is work and it takes time.

Effective Goal SettingPositive Statements“Improve understanding” vs. “Don’t make mistakes”Be PreciseMeasurable: Dates, times, amountsWrite Goals DownGives them more “force”

Effective Goal SettingSet PrioritiesWhen working with multiple goals or objectives, give each a statusHelps direct attention and avoid feelings of being overwhelmedKeep Objectives SmallObjectives are incremental steps within larger goalIf the tasks are too large, progress is masked

Effective Goal SettingSet Performance GoalsSet goals that you have as much control over as possible (especially in the beginning)Outcome goals are based on reward of achieving something“I want to beat my best time.”Necessary SkillsStudents must have necessary skills to achieve goal to be successful

Unrealistic GoalsGoals set by other peopleMay be in conflict with student values, beliefs, or desiresInsufficient InformationNeed realistic understanding of what is being attemptedAlways Expecting BestFocus on raising student’s average performance and increasing consistency

Insufficient GoalsFear of FailureFear prevents risk takingFailure is a positive: shows where room for improvement existsTaking it “too easy”Will not achieve anything of worth

Set goals that are slightly out of your immediate grasp, but not so far that there is not hope of achieving them.

Set goals that are slightly out of your immediate grasp, but not so far that there is not hope of achieving them.Think:Vygotsky & The Zone of Proximal Development

The gem cannot be polished without friction, nor man perfected without trials.Chinese Proverb

Think it ThroughWhat skills do I need to achieve this?What information and knowledge do I need?What help or assistance do I need?What resources do I need?What can block progress?Is there a better way of doing this?

What Kind of Goal?ArtisticWhat do you want to create, invent, form, generate, or make?AttitudeIs there any part of the way you behave that upsets you?

What Kind of Goal?AcademicWhat level do you want to reach in school?What do you want to accomplish that you have not before?EducationWhat information and skills will you need to achieve your current goal? Your future goals?

What Kind of Goal?FamilyHow do you want to be seen by your parents or by other members of your family?PhysicalAre there any athletic goals you want to achieve?Do you want to create habits that lead to lifelong health?

SpecificMeasurableAttainableRealisticTime-bound

What Kind of Goal?Public Service

What Kind of Goal?Public ServiceDo you want to make the worlda better place?

Staying the CoursePeriodically review goals and modify to reflect changing priorities and experienceInvolve others in the goal: Inform, discuss, and shareEngage with successful, motivated people who also set goalsCreate a “Goals Collage”

AttainmentMeasure and take pride in the achievement of goalsDemonstrates forward progressCelebrate and enjoy the satisfaction of achievementSet a new goal

If goal was achieved easily, make next goal harderIf goal took to long to achieve, make next goal a little easierIf something was learned that leads to need for revision of other goals, do soIf skills were lacking, set goals to learn necessary skillsSetting a New Goal

Writing PromptI would like to improve…Some people are unhappy with…I want to learn more about…An idea I would like to try…Something I think would really make a difference is…Something I would like to change is…

Failure is Part of the Process

Failure is an Opportunity to Learn

Overcoming Obstacles Resilience Perseverance(Cox, 1926; Reis, 1995, 1998, 2005; Sternberg & Lubart 1993; Van-Tassel Baska 1989; Walberg et. al., 1981; Walberg & Paik, 2005)

Chance can allow you to accomplish a goal every once in a while, but consistent achievement happens only if you love what you are doing.Bart Conner1984 Olympic Gold Medalist

Critical Thinking and Problem Solving 21st Century SkillsLearning and InnovationMake Judgments & Decisions:Reflect critically on learning experiences and processes

Self-Reflection & Self-MonitoringDid I accomplish what I planned to do?

Was I distracted and how did I get back to work?

Did I plan enough time or did it take longer than I thought?

In which situation did I accomplish the most work?

Critical Thinking and Problem Solving 21st Century SkillsLearning and InnovationUse Systems Thinking:Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems

Mindmap:Problem Solving, Goal Setting, & Decision MakingComplete the circles with your goal and steps to achieve it. Then number the circle in the order you need to attack your goal.Goal:From Becoming an Achiever, Carolyn Coil, Pieces of Learning

McCoach Goals WorksheetDirections:Please complete all of the following sentences regarding the class that you are focusing on for this program. There are no right or wrong answers. Put down the first idea that comes into your head. When you are done, give this form back to your teacher/counselor. When I try hard in this class, it's because _________________________. I would spend more time on my schoolwork if _________________________. If I do poorly in this class, then ___________________________________. When I don't try hard in this class, it's because ____________________. I would rather do ___________________ than do my work for this class. Doing well in this class will help me to ________________________. Doing poorly in this class will keep me from ________________________. This class is important because ________________________________. The most interesting thing that I learned this year is _______________________. The thing that I am most interested in learning more about is ________________. The most interesting thing that I learned in _______ class is _________________. I feel best about myself when _______________________________________. I feel worst about myself when _____________________________________. I am most proud of _____________________________________________. I wish that I could ______________________________________________. When I grow up, I want to ________________________________________.I really value ___________________________________________________.Note: The goal valuations interventions are based on the work of D. Betsy McCoach.

Goal Setting Plan(Based on Heacox, 1991)1. What is one area of your class performance that you really want to improve? (This is your long term goal. It may take you several weeks, months, or even a whole school year to improve this goal.) This goal is important to me because: 2. What is one thing that you can do NOW to help you reach your long-term goal? (This is your short-term goal. You should be able to accomplish this goal in 2-4 weeks.) 3. What steps do you need to reach your short-term goal? 4. What things or people might keep you from reaching your goal? These are your obstacles. 5. What can you do to get around your obstacles? These are your solutions. 7. What special materials or help do you need to reach your goal? These are your resources. 8. How will you reward yourself when you achieve your goal? These are your incentives. 9. How and when will you check on your progress toward your goal? Who will help you to check on your progress? Checkpoint 1 Date: ____________________________________________________ Checkpoint 2 Date: ____________________________________________________ I am committed to working toward achieving my short term goal.Student's signature: Today's date: Witness (Teacher's) signature:

What school related goals would you like to work toward during the next grading period?a. b.c.During this school year?a.b.After high school?a.b.What personal goals would you like to achieve in the next six months?a.b.c.Within the next year or two?a.b.How do you expect to achieve these goals?a.b.c.a.b.a.b.How do you hope to achieve these goals?a.b.c.a.b.Goal Setting or…WHERE DO YOU WANT TO GOANDHOW DO YOU PLAN TO GET THERE?From Motivating Achievers, Carolyn Coil, Pieces of Learning

PROBLEM SOLVING FOR GOAL SETTINGAND DECISION MAKINGStep 1: State the problem.Step 2: With at least one other person, brainstorm possible solutions to the problem. Remember, in brainstorming all ideas are accepted!IDEAS1.2.3.4.5.6.7.8.Step 3: Now write some positive points and some negative points about the ideas listed. In your list of ideas (above) put + for each positive idea and – for each negative idea.Step 4: In the space below, write down the ideas you will try and when you will try them. IDEA TIME LINEFrom Motivating Achievers, Carolyn Coil, Pieces of Learning

ResourcesGoal SettingA learning center webpage that provides rationale for goal setting, suggestions for setting effective goals, and examples of how to write goals.http://webspace.ship.edu/learning/goal_setting2.htmNine Quick Learning Strategies for SuccessProvides students with learning strategies to accomplish a variety of learning outcomes.http://student.norquest.ca/onlinelearning/ninequick/index.htm

Day3 Helping Students... 2009

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