SESSION 1 GOAL SETTING: IDENTIFYING CANDO GOALS

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1 SESSION 1 GOAL SETTING: IDENTIFYING CANDO GOALS Background: Executive Function: Executive function (EF) is a broad term used to describe the complex cognitive processes that are the foundation for goal-directed behaviors. These processes include: organizing, prioritizing, shifting flexibly (cognitive flexibility), accessing working memory, and self-monitoring. Goal Setting: Goal setting refers to the ability to identify a guiding purpose actions. Effective goals are based on an awareness of personal strengths and limitations as well as a detailed vision of the desired final result. In order to meet a goal, a student needs to carefully organize his or her approach, by considering both the big picture and the smaller steps involved. This session introduces students to CANDO goals and asks them to explore the importance of goal setting in their own lives. How to Teach Goal Setting Strategies: Students often struggle to create realistic goals. In fact, most of the goals students create for themselves are often vague and unattainable. They are often unable to see how their day-to-day responsibilities will help them attain their goals, and, as a result, students are left feeling frustrated. Therefore, as educators, one of the most useful strategies we can teach our students is how to set reasonable goals. In order to set effective and reasonable goals to guide their learning, students need to: Develop an understanding of their learning strengths and weaknesses. Understand the big picture and envision the endpoint of a goal. Place value on the task or the assignment in relation to their goal. Learn to set goals that are realistic, specific and appropriately challenging. When teaching goal-setting, consider using the following acronym CANDO.

2 Clear: Clear goals specifically state what is going to be accomplished and avoid vague or general language. Asking students to identify how they will know when they have accomplished their goal is effective in determining whether the goal is clear. For example, I want to work hard, is not clear because it is difficult to measure in terms of achievement. Appropriate: Appropriate goals are those that are realistic, considering previous experiences and accomplishments. For example, I want to get an A in math may not be an appropriate goal for a student who has a history of failing math courses. In this case, a more appropriate goal would be to pass every math test. Numerical: Numerical goals include ways in which achievement will be assessed. They typically include numbers such as grades, amounts to achieve, and/or date for completion. For example, a student who states their goal is to do well in school, will have trouble measuring progress. However, a goal such as, I will have a 3.0 GPA in the first quarter, is quantifiable and measurable. Doable: In order to ensure that a goal is achievable, students must consider the steps they will need to take to reach the goal. By considering these steps in advance, students are ensuring a greater likelihood of success. For example, a student whose goal is to get a 1600 on the SAT will find the goal much more doable if they think through the steps involved (i.e., register for the SAT, make vocabulary flash cards, spend an hour a day studying, etc.). Obstacles considered: The final step in setting goals is thinking through potential obstacles. By trouble shooting about challenges in advance, students can anticipate problems and revise their initial goal accordingly. For example, if a student s goal is to get an A in English, but he/she fails the first essay, it will help if he/she has a plan in place to help them get back on track (i.e., request teacher feedback, extra credit, etc.).

3 Session 1: Goal Setting: Identifying CANDO Goals TIME: 1 Hour LEARNING OBJECTIVES: By the end of this lesson, SMARTS participants will be able to: 1.) Recognize why it may be difficult to achieve goals 2.) Understand the importance of setting CANDO goals METHODS OF INSTRUCTION: Brainstorming Discussion Peer sharing MATERIALS: 1.) Chalkboard, flipchart or whiteboard with markers 2.) CANDO Goal Setting PowerPoint 3.) CANDO Goal Setting Guided Note-Taking handout TEACHER PREPARATION: 1.) Review CANDO Goal Setting PowerPoint and add any additional information you view as relevant for your students. 2.) CANDO Goal Setting Guided Note-Taking handout 3.) Write and post the following so that they are easily visible for reference: Daily Agenda List of activities Session Objectives Strategy notebook prompt for closure activity

4 METACOGNTIVE ACTIVATOR: Begin the session by asking students to write down 3 goals that they have for the school year in their strategy notebooks. GUIDED INSTRUCTION: -Begin the session with a general discussion about students goal setting practices. -Asking about best practices: How many of you have set goals for yourself in the past? The goals could have been related to anything - sports, music, or hobbies. What about school-related goals? o When do you usually set these types of goals? o Does anyone want to give an example of one of your school-related goals? Who has achieved one of their school-related goals recently? o How did you feel after achieving your goal? o Have you ever surprised yourself by achieving your goal? o Did this success motivate you to set more goals? Easier goals? More challenging goals? -Inquiring about frustrating experiences that have resulted from goal setting: How many of the school-related goals that you set for yourself do you usually accomplish? 100%, 75%, 50%, 25% or less? If your number was low, what usually prevents you from accomplishing your goals? Has anyone had an experience in which you set a goal you really wanted to accomplish but did not achieve it? o How does this make you feel about setting future goals? -Discussing the differences between long- and short-term goals and their roles in motivation: How many of you have some type of vision (even fuzzy) of yourself 5 years from now? o Does that vision motivate you to accomplish day-to-day goals

5 like completing homework, studying for a test, etc.? Why or why not? How many of you set goals at the beginning of the school year? o Are those goals as powerful in May as they were in September? Why not? How do you keep yourself motivated to achieve your goals on a day to day basis? Independent Practice- Distribute CANDO Goal Setting Guided Note-Taking handout Using the PowerPoint, introduce students to the importance of goal setting. Highlight the differences between reasonable goals and unreasonable goals. While reviewing the PowerPoint, students should complete the guided note-taking worksheet. DISCUSSION: Needs to be developed METACOGNITIVE WRAP-UP: Ask students to revisit the 3 goals that they wrote at the beginning of the session. Students should select one of these goals and change it to a CANDO goal. Collect these goals to be used as examples in the next session. OPTIONAL STRATEGY REFLECTIONS: Distribute strategy reflection sheets for students to complete and provide feedback about the lesson Take time for strategy sharing so that students can discuss their strategy reflection sheets with one another.

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