Goals

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Goals
Adapted from http//www.laubach-on.ca/Trainingpo
st/gsover.htm
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Overview What is goal setting?

• Goal setting involves a series of steps. The
  goals must be realistic and obtainable. The
  student needs to know himself through
  understanding his values, interests, and
  strengths.
• The goal must be clearly stated
• The should be measurable so that progress can be
  seen
• The goal should be challenging
• The goal should have a deadline
• This module illustrates the value of goals, the
  goal-setting process, realistic goals, necessary
  skills and activities you can do with your
  student.
•  

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Why is goal setting necessary?

• Setting goals helps both tutors and students to
  plan appropriate lessons and track progress.
• Setting goals answers a number of questions
• Where do I want to go?
• Where am I now?
• How do I get where I want to go?

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If goals are set, they help to

• Define what tasks need to be completed to achieve
  the goal (goal assessment)
• Define what plans must be made (training plans)
• See what skills are already achieved (current
  level)
• This student-centered approach promotes active
  participation on the part of the learner, while
  also addressing Adult Learning Principles as
  well.

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Where can goal setting be done?

• Goal setting is an on-going process. It can be
  short term or long term. Goals can be set at the
  beginning of the literacy instruction and
  revisited on a regular basis. Goals can also be
  set at the beginning of an individual lesson and
  pertain to just that lesson.A learner who has a
  specific goal will then possess a purpose for his
  learning. This will act as a motivating factor.

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Where can the goal setting be done?

• Setting goals can be part of the literacy
  lessons. Vocabulary, planning and researching may
  become literacy activities. As well, goal setting
  can be a discrete activity from the literacy
  lessons. It could be an activity carried out by
  the program coordinator. Please remember that
  if it is not clear what you are trying to
  achieve, it is very difficult to know what to
  evaluate!

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How can students set goals?

• THE BROAD GOAL
• SKILLS NEEDED TO REACH A GOAL
• HOW THOSE SKILLS WILL BE ACQUIRED
• DEVELOPMENT OF A LEARNING/ACTION/TRAINING PLAN
• EVALUATION

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THE BROAD GOAL

• Some students may not be aware of what
  constitutes a 'goal'. Brainstorm with the student
  to prepare a list of everyday activities that
  could be considered goals. Example, losing
  weight, stopping smoking, getting to work on
  time, New Year's Resolutions.
• Once the concept is put into everyday context,
  then goal setting does not become a scary issue.

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SKILLS NEEDED TO REACH A GOAL

• When setting goals, the student needs to be aware
  of his values. In other words, it is hard to work
  towards a goal that is in conflict with the
  student's values.
• For example, a student who values spending time
  with family will be in conflict with a goal that
  requires time away from the family (i.e. a job
  that requires travel).
• Help the student clarify his values by asking
  what is important to him.

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HOW THOSE SKILLS WILL BE ACQUIRED

• If the goal is related to literacy instruction,
  it might be made up of skills that need to be
  attained. In order to have a learning related
  goal, on-going assessment is critical. In this
  way both the tutor and the student can see
  progress towards the goal.
• Also, on-going assessment allows for revision of
  the goal and its timelines!

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DEVELOPMENT OF A LEARNING/ACTION/TRAINING PLAN

• The goal should be broken down into steps. For
  example, if the goal is to complete high school
  the steps should be made smaller. How many
  credits need to be obtained? How many credits can
  realistically be done in one year. Smaller steps
  allow greater success!
• Adapted from Goal Setting for Learners by
  Stephanie Brennan (1997)

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EVALUATION

• "Progress in achieving these goals needs to be
  evaluated on an ongoing basis. Once the goals
  have been reached, the learner needs to celebrate
  the achievement and set new goals."

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Student Activity

• A tutor may do a goal-setting activity with their
  student by using the following worksheetsStuden
  t Worksheet 1 Needs, Wants and DreamsStudent
  Worksheet 2 My ValuesStudent Worksheet 3
  My Goal "Not all learnersare as definite about
  what they wish to accomplish. Many will say that
  they just want to improve their reading and
  writing or learn to read and write. For learners
  who want to improve their reading and writing, it
  is helpful to approach goal setting by having the
  learner think about everyday tasks that need
  reading, writing and arithmetic. The learner can
  then decide which ones he or she would like to do
  better."

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Student Worksheet 1 Needs, Wants and Dreams

• Name
• Date
• Note sometimes one person's need (a car) is
  another person's want (a car). It depends on your
  individual situation. 
• Needs Things I need to do or have (food,
  clothing, work)Wants Things I want to have or
  to do (better clothing, car)Dreams Things I
  dram of doing or having (vacation, promotion)
• Goal Setting for LearnersInstructors
  ManualMarch, 1997

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Student Worksheet 2 My Values

• Name
• Date
• Consider what your values and beliefs are in
  certain areas of your life, for example,
  considering your family, your work, your
  learning. 
•      

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Student Worksheet 3 My Goal

• Name
• Date
• Remember the four parts of a goal
• Precisely stated
• Measurable
• Challenging
• Deadline
• My goal is toIf you have met all four
  conditions of a goal, you are on the path to
  success! Congratulations!