Part
A: BACKGROUND READING
Part
B: WHAT IS A GOAL?
Part
C: INSTRUCTIONAL OBJECTIVES: INDIVIDUAL SHORT-TERM GOAL WORK
Part
D: INSTRUCTIONAL STEPS
1. Class needs assessment
2. Identifying goals and planning
3. Carrying out the plan and monitoring progress
4. Evaluating and documenting progress
Go to sample Goal Worksheets
This century has seen an increasing interest in the adult learner as separate and unique from the child and adolescent learner. One distinction made in the literature is that an adult’s readiness to learn is related to life’s demands. The literature often mentions learning related to individual goals and needs. A study conducted by the National Center for the Study of Adult Learning and Literacy (NCSALL) sought to "identify and explore the forces that are supporting adults to persist in their studies and the forces that are acting to hinder their persistence" (Comings, Parrella, and Soricone, 1999). The findings suggest that "participants who have goals in mind are likely to persist in their studies, and changing a goal through experience appears to be a positive decision" (ibid.).
Effective adult programs today strive to provide meaningful, learner-centered instruction that is informed by learners’ needs, interests, and goals. For example, at REEP (an adult ESL program with classes of 25-30 students), tailoring instruction to class needs and class goals is accomplished through class curriculum negotiation, whereby students negotiate the course content and set class goals. Such a process gives learners a voice in their instruction, informs and tailors instruction, and improves practice through a better understanding of learners’ needs. See Needs Assessment on side bar.
All the benefits described for class needs assessment apply to working with individual learners on their specific goals. Also, such work provides a way of better addressing individual needs in large classes. It can increase motivation and confidence. Learners commit more time to study outside of class, a problem with busy adult students. Including goals in a program’s assessment system also provides a way to report gains not reflected on standardized tests. It also helps the field better articulate the importance of education in our adult learners’ lives.
Yet, working with individuals
on their specific goals is undoubtedly more time consuming and complicated
than class goals and raises questions that programs and instructors need
to address. For example: What is a goal? How much class time does it take?
How can a teacher help 20+ students with their individual goals? Read on
to find out.
The way programs or instructors approach goal work with individual learners is influenced by their definition of a goal. A goal can be defined in numerous ways:
The end toward which effort is directed. (Webster’s New Collegiate Dictionary)
Goals are expected learning outcomes given the needs and abilities of learners, the types of educational/tutoring services provided, and the designated time periods assigned for goal attainment. (Goal Attainment Scaling)
Long term learning ventures are prescribed courses of learning (e.g. GED) and use standard measures in pre-test/post/test process to determine a learner’s starting point as well as to measure progress. (Lennox McLendon)
A goal is a short-term learning objective that can realistically be accomplished within one instructional cycle, i.e. 4-15 hours per week over 12 weeks. (REEP)
Short term learning projects address a short term need that is very context specific. For example, a limited English proficient custodian wants to be able to respond to inquiries for directions. (Lennox McLendon)
Achievement, purpose,
winning, career, being an expert, reaching, dreams and wishes. (REEP
learners, 10/98).
Part
C: INSTRUCTIONAL OBJECTIVES: INDIVIDUAL SHORT-TERM GOAL WORK
| To plan, adults
need to be able to set and prioritize goals, develop an organized approach
to activities and objectives, actively carry out the plan, monitor the
plan’s progress, and evaluate its effectiveness while considering any need
to adjust the plan.
EFF standard
statement for the skill, Plan
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As indicated in the above quote, working with learners on their individual goals does more than help them achieve a stated goal. While working on a specific goal, learners are developing many other skills that can be applied to future education goals as well as other life endeavors. These skills are represented in the instructional objectives covered at REEP:
1)
Understand the concept of goal setting.
2)
State a realistic goal for the instructional cycle.
3)
Identify strategies to achieve the goal.
4)
Create a plan to achieve the goal.
5)
Carry out the plan, monitor goal work, and refine goals and strategies,
as needed.
6)
Evaluate and demonstrate achievement of/progress toward goal.
These objectives as well
as the progress made toward achievement of the stated goal are assessed
at the end of the goal process.
The process/instructional
steps used at REEP mirror the instructional objectives outlined in Part
C and consist of 1. class
needs assessment, 2. identifying
goals and 3. carrying
out the plan/monitoring progress.
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Plan. |
Learner/Teacher Conference mid-way. |
Learner Teacher Conference. |
1. CLASS NEEDS ASSESSMENT AND GOAL SETTING (Also see Needs Assessment on Side Bar)
Individual goals should grow out of the class needs assessment process. This helps maintain a connection between individual and class work and assists with management and facilitation of multiple goals. If possible, individual goal work should be linked to the learner’s long term goal since successful short-term goals are often components of longer-term goals.
For class needs assessment and goal setting, the teacher uses level appropriate tools to assist learners in:
Why are you studying English?
Which language skill did
you choose as most important in the class needs assessment (reading, writing,
speaking, or listening?)
Why is this skill important
for you?
When is that skill difficult
for you? Think of a time when you couldn't do something in English.
What do you want to be able
to do when you finish this class?
2. IDENTIFYING GOALS AND PLANNING
In this critical step, the teacher guides the learners in identifying and articulating an individual goal as well as developing a plan to achieve the goal.
The goal needs to be realistic, achievable, and measurable within the given time frame. Examples of potential realistic goals (given the time frame as well as the level and ability of the student), include:
If the goals are not
realistic and achievable, the learners will be frustrated by the process
and will not have the sense of accomplishment or progress that is a motivating
factor with individual goals. Unrealistic goals tend to be too broad, have
more than one goal embedded into them, lack focus, have no criteria or
context, and need qualifiers. Examples of unrealistic goals given the time
frame allotted at REEP include:
Modeling and samples
are critical in assisting learners in articulating a realistic goal and
planning strategies to achieve the goal. The teacher should model the process
with a sample student goal or a goal of his/her own. Given a particular
context (e.g. family literacy, a unit on health or work), the teacher and
students can brainstorm a list of possible goals. Samples of unrealistic
as well as realistic goals help learners understand the concept of a short-term
vs. a long-term goal. Then, using a realistic goal as a model, the teacher
can work with the class to state the goal, do a pre-assessment, and develop
a list of strategies to achieve that goal.
| A formulaic
goal statement helps learners identify a measurable language goal that
is achievable given the time frame.
The goal statement should include
what (e.g. identified skill) and why (in order to/so I can), for example:
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Once the process has been modeled and worked through as a group, the learners write out their goal and strategies and complete the goal pre-assessment (e.g. where I am now and where I want to be). The assessment serves as a baseline assessment against which to measure progress made throughout the goal process. Even if the goal is not achieved, it is helpful for the student to see progress. It also helps the learner and teacher identify whether or not the goal is too broad, given the time frame and learners’ abilities.
The teacher reviews the goals, plans (strategies), and self-assessments. If the goals seem unrealistic or the plans do not match the goal, the students can self or peer critique the goals/plan. Some questions could include: Can this goal really be accomplished in 12 weeks? Will the strategies in my plan help me achieve my goal and how?
3. CARRYING OUT THE PLAN/MONITORING PROGRESS
Depending on the type of goal, plan, and learning style of the student, learners reflect on their progress and activities in various ways throughout the goal process. Some learners enjoy keeping a record of their goal activities, e.g. on a log or in a portfolio; others resist these approaches. Typically, learners enjoy and benefit from periodic opportunities to share their progress with each other and get feedback from other learners on their progress and strategies. This can be done as a whole group, in homogeneous small groups (learners with similar goals), or heterogeneous small groups (learners with different goals). Learners generally want to talk with and get feedback from their teachers about their goals. This can be accomplished during the middle and end of cycle individual progress conferences.
4. EVALUATING AND DOCUMENTING PROGRESS
Achievement of/progress toward the goal is assessed by the learner and the teacher at the end of the goal process. The process (i.e. instructional objectives) is assessed by the teacher.
Learners reflect on the achievement of their goal and record their assessment on their goal worksheet. Learners should show evidence of progress/achievement. Evidence could include demonstration of new skills, documentation from outside sources (e.g. a promotion, a certificate), statements about how the student feels/functions now, anecdotal statements, such as, "I spoke to my boss about...I couldn't do that before.", etc.
Teachers assess progress toward/achievement of the goal based on overall progress in the class, performance evaluation or student demonstration, learner self-assessment, and/or achievement of related class objectives. The teacher records the assessment and evidence on the learners’ progress report. The teacher also assesses achievement of the instructional objectives (process), records the assessment on the learner’s progress report, and discusses the learner’s progress during the individual conferences at the end of the cycle.
PART D: CONCLUSION
The goal process outlined in this reading takes time and experimentation. However, when well implemented, learners, programs, instructors, and the field benefit. Goal work allows a learner to state a learning goal and make plans to meet the goal. The direction of the learning is conducted by the learner (Hiemstra 1990). It also helps the learner develop planning skills and practice language skills while working on a specific individual goal. Programs and instructors can learn more about their students and their needs through goal work. This information can be used to inform instruction and improve program effectiveness. Finally, fund providers want evidence of learners' educational gains and attainment of their learning goals. Goal work can be used to provide evidence that learners are making progress.
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Worksheets
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