• Student Goal-Setting

Foundational Strategy

  • The strategy of Student Goal-Setting helps students establish their own challenging, measurable, and attainable goals based on expectations of the AKS and students’ present assessed skill levels. Student Goal-Setting is a foundational strategy that supports short- and long-term learning goals across all instructional practices.

    When using Student Goal-Setting, the teacher will model and assist students in establishing specific and appropriate goals based on the AKS. Teachers will offer multiple opportunities for students to monitor, assess, and discuss their progress on meeting their learning goals.

    Students will: 

    • Create specific, measurable, attainable, relevant, and time-bound goals to reach an identified learning outcome related to the AKS.
    • Turn learning targets into actionable learning goals.
    • Analyze their own work to identify misconceptions and errors in order to make progress in their learning goals.

    Student Goal-Setting is not merely personal vision-setting (e.g., setting personal goals or career goals). It is a strategy that can help students differentiate their own methods for learning to promote their progress. This strategy is supported through identification of student misconceptions and error analysis.

Look Fors

  • The Teacher will…
    • continually guide students to set appropriate learning goals and support them in monitoring their progress.
    • communicate goals for each lesson using learning targets and provide opportunities during and after the learning for students to reflect on their progress toward mastery of the AKS. 
    The Students will…
    • identify and articulate learning targets for AKS and actively monitor and reflect on their own academic progress in learning the AKS.
    • evaluate work to identify misconceptions and errors to progress towards meeting learning goals.

Model Lessons

  •  Two Step Add and Subtract: X Marks the Spot

    Two Step Add and Subtract: X Marks the Spot

    Students are asked to reflect on where they are in understanding the learning targets for the lesson/unit. The students will provide evidence for their claim and what they will do for next steps in learning.

    Comments (-1)
  •  Shifting Sounds - Doppler Effect

    Shifting Sounds - Doppler Effect

    Students will identify vocabulary from a text and develop visuals that represent the meaning of the terms which will be used by collaborative groups to review and help them form a definition. Students will complete a PEOE protocol and self-evaluation of their learning.

    Comments (-1)
  • Comparing Functions: X Marks the Spot

    Students are presented several graphs of transformations and asked questions. Students then rate their level of understanding on how to answer the questions and include evidence they have to support their self-evaluation.

    Comments (-1)
  •  Recipe for Traits

    Recipe for Traits

    Students will conduct a self-assessment of their understanding of heredity. Following, students will work collaboratively to organize sentence strips about heredity to make the best paragraph describing the role of DNA and genes in how traits are passed on.

    Comments (-1)
  • For any questions with this guide or its content, please call Instructional Support at (678) 301-6804.