When students know clearly what the goals are, it is much easier for the students to achieve those goals. How can we make our goals clear and make sure students are learning what they need to know?
Will Richarson has been a pioneer in the educational technology field. His blogs, wikkis and website provide extensive tools and theories. In addition to the link from the syllabus, he has a website www.willrichardson.com that is packed full of ideas. Did anything stand out to you?
I think in order to make our goals clear; students should be involved in designing and implementing class goals. This can be done with a process similar to how we designed the social contract in class. In the beginning of the year teachers can discuss goals with students. This allows for student input and ensures that students understand what is to be expected of them.
ReplyDeleteThe goals should be written somewhere where all students have access to them. To ensure that these goals are being met, the teacher should periodically review and discuss progress with students.
Goals are just words on a page unless there is some meaning behind them. Students need to see what the goals look like in action and they need to know that they had a part in putting them in place. Generating a list of goals together and deciphering which are necessary to ensure that we have the best learning environment is the best way to start. Talking about the meaning of each goal and what the goal looks like and why it is necessary should be discussed as we are generating our goals (not too many goals either). The Social Contract is a great way to establish the goals and all students know they had a say in what is being implemented into their classroom. We need to set expectations for behavior as a class and hold each other accountable for following through with each goal. The check sign that we used last class was a great way to “check” each other and it held us accountable for our actions. Referring to the goals often and explaining how students are doing with the goals should also be discussed. Students should understand that goals are put into place to create a safe and exciting learning environment and we need EVERYONE’S help! :o)
ReplyDeleteWill Richardson has such interesting blogs, thanks for sharing!
The “I Love Social Studies Class!” title caught my eye and the blog was encouraging. Will told about his son coming home from school (with excitement) and explained what he was doing in Social Studies class. He is reading, The Lightning Thief which has to do with Greek Mythology, which interests his son. Too often or not we find that students loose this excitement and just go through the steps in place to graduate. Then, when thinking of a career their passions are nowhere to be found and they are clueless about what to major in. They just know that they need to start college right away because that is what is expected. Teaching needs to catch each student in a differentiated approach to reach this excitement phase so that (hopefully) students can stop just going through the steps. Excitement creates motivation and motivation drives someone to do well and take hold of their education.
After reading this blog, I looked up Finland's system of education. While it doesn’t have much to do with the blog, they are at the top. I read, “While the U.S.A. holds teachers accountable for teaching, in Finland they hold the student accountable for learning”. Something to ponder…
In order to make goals clear in the classroom, it is important teacher and students create them together. Brainstorming ideas, an effective read aloud, or like what we did together in class with the Social Contract, is an excellent way to establish goals. When a situation arises or we need to remind students about their behavior, goals need to be visible in the classroom as a reference for all. It is important that goals are reviewed and explained periodically. Goals should be rolled out in the beginning of the school year so students know what is expected of them. There are so many benefits in creating goals. It helps keep everyone on track, responsible for their own learning and behavior, as well serve as a guideline during the decision making process. Goals can improve teaching and learning in the classroom.
ReplyDeleteReading Chapter 2 made me think back to my undergrad studies and how much emphasis was put on how to word the objectives for the day correctly rather than on how the students will be learning that day. The emphasis was placed solely on how to write correct objectives, when it should have been placed on the quality of the objectives and how they will allow for learning to take place. Much like my undergrad education courses, I feel a lot of teachers are taught exactly how to word objectives correctly and not the purpose of the objective itself. The objectives/ goals symbolize the importance of why students need to learn the material and how learning the material will benefit them in their future studies in education. Every goal made is intertwined with future goals as well as previous goals. Goals are like stepping stones and each one plays a significant role. Goals are just mere words that lose their meaning over time if they are not combined with worth and strategies of how one can learn far after their goals are accomplished. Goals set in class are truly met when for example, 10 years down the road after a student graduates that they take what they learned in their English Class in high school about persuasive essays and use that knowledge in the real world at work. As long as the goals are clear, discusses frequently, broken down into steps, reviewed, revised if needed, and measured then there should be no reason for a goal not to be met by a student. As chapter 2 discusses, you can create a rubric or a learning scale for each student to provide a clear understanding of what each learning goal entails for the day. The learning goals should be broken down into simple steps. Learning goals should always be able to be measured somehow to ensure for effectiveness and for each student's overall progress in achieving these goals. A teacher truly succeeds in my opinion if they get their students to understand the importance of meeting the goals in class and using what they have learned in the classroom as newly gained wisdom they can always carry with them wherever life may take them.
ReplyDeleteI found so many interesting archives, quotes, and information on Will Richarson's website. One of the archives that really stood out to me was, "Standardizing Creativity and Innovation, Really?" It made me think back to our discussion in class about what the world would be like without tests. I have and always will be someone who is not a great test taker and does not believe that tests define intelligence, especially creativity. Yes, the more time goes on and technology is updated the more possibilities there are made available in education. However, the downfall to this is the heavy emphasis that is placed on standardized tests, the competition there is now for kids entering kindergarten, and the fact that society defines intelligence due to a student's test scores rather than what their distinctive intellect has to offer. Everyone is smart in their own way and a lot of standardized tests strip down a student's imagination. I loved this quote from the archive, "What kills me is that we are even attempting to measure creativity and innovation by a “computer scored test” when we have this thing called a teacher already in the room and the potential of many other human assessors via the network who could do a much better job." Will could not be more true when stating this. In my opinion, the person with big dreams far exceeds the person with all the facts. We should not be trying to create a robotic assembly line of brilliant students all alike and rather act as guides and let students create themselves according to their own unique brilliance.
SUBMITTED BY KACEY SCHICK
Wow! Great stuff. The beginning of good teaching does start with goals. The goals must simply be what we want the student to be able to do at the end of the unit. Teaching students to Think is the greatest challenge. Quick answers without much thought is not benefiting anyone.
ReplyDeleteHow do we spark a students interest, and get them to find out their passion and love is so easily lost. But when you really think about it, isn't that what we want?
When I first started student teaching ensuring my goals were stated correctly was a challenge the first week or two of school. I had the same trouble as so many new teachers do I stated my “Students will be able to” and “Ensure students” and in reality that did nothing for my students. My Fellow teacher said yes it looks good on the board, but those were really my goals for the class, not my students. I thought I was doing the right thing, that was how I was thought in school, she knew exactly were I was coming from and she was extremely helpful, she said “I had the same problem” Together we came up with goals for our class and these goals become not only goals for that specific class but for the entire school year, as well.
ReplyDeleteLooking at Will Richardson's website and just looking at the first few main titles one really stuck out to me “What if we did school for kids, not adults” that one line really made me think a lot even before I started reading. What IF adults DID have school for students and not for themselves, what a completely different educational system would be in place! He stated many times that we only teach to the test, which I believe is very true for many teachers, and once that test is over, or the material needed to pass that test is learned, learning then stops and the teacher jumps to the next topic or the school year is over . I think its terrible sad, because its mostly true. We had this discussion in class what if there was no state exams, and the learning that could take place. Many people would cry “outrage” and all sorts of terrible language if this did occur. However, we have proof that it could work, all we have to do is look at Finland, who is surpassing us in education. Something to ponder....
The best way to succeed is to set goals for yourself, school, teacher,and our family. As some of you may know I coach sports. Before each season I have a meeting and at that meeting I ask the kids to write down three goals for themselves that are realistic. By setting goals we learn to be responsible. When you study hard you get an A, when you want a new car you set goals and save money. Goals happen everyday in all aspects of life. When we develop our goals it is good for all involved to talk it out and determine what are the best for that individual. Obviously goals for some may not be appropriate for another. Unfourtunatly many times people compare children and their goals; which is not fair. Individual goals for the individual. In order to teach what must be learned these goals must be revisited from time to time. It is important to remind the child what they are working towards.
ReplyDeleteWill Richardson is a very interesting man. I did a bit of searching on him and he has many good resources and ideas. I found a video on youtube that I thought was interesting. In the video he talks about how his daughter learned to play Journey on the piano but her teacher said she wasn't ready. The lightbulb immedietly went off in my head asking why would you discourage someone from learning. Doesn't learning embody wonder,exploration, excitement, and thrill? Me personally I think that learning should bring together all those things.
Hi Susan,
ReplyDeleteBelow is my response to the blog. I've been trying to post to no
avail. I hope this isn't too late...
Susan Vinski
While reading chapter 3 in Jackson's book, I was particularly struck
by the Stockdale Paradox on page 88. How interesting that the
optimists were the ones how did not survive the prison camp. Even
though they had the ability to hope despite their bleak circumstances,
the optimists were focused on a specific outcome and were broken
hearted when the outcome did not occur. They did not confront their
realities and work out ways to meet their goals. Much of a teacher's
disappointment could stem from having optimism for our students to
meet our high expectations, without assessing the current makeup of
the classroom. I agree with all of the above bloggers: it is just so
important to be specific in our goal planning - making sure to include
students in the planning process - and being able to modify our
strategies as needed. It's kind of like trying to lose weight - you
can be optimistic that you'll lose those 10 lbs, but unless you have a
clear plan to meet the goal, you'll just end up disappointed with the
results!
SUBMITTED BY SUSAN VINSKI
Thanks again. I so enjoy reading your thoughts and clear insights. I too was amazed at the Journey's example. We can limit our students by our own restrictions and lack of understanding of who we are teaching. That's what is great about Jackson's book, start where your students are, know where they are going and expect them to get there.
ReplyDeleteRobyn Jackson spoke about how as educators we want our students to become, “lifelong learners” or to “think like scientists” etc. Sure, and those catch phrases may be nice and all, but our ultimate goal is to show our students how to achieve our learning goals. By creating concrete goals in which students are able to clearly understand is half the battle. And by doing so, keeps students on the track to mastery. By providing rubrics, charts, checklists, and other graphic organizers, students have a much better chance of grasping concepts needed to complete the teachers learning goal(s), and will be better prepared for the next chapters/lessons ahead.
ReplyDeleteI found the blog, What if we Did School for Kids, Not Adults? On Will Richardson.
My favorite part was this quote by Ken Bernstein “Our schools are now, and have for more than a century, largely been structured for the convenience of the adults involved with them than for the real benefit and learning of the students whom somehow we seem to want to treat as interchangeable parts.” our children should never be treated as numbers to be managed and improved…. This system needs to be fundamentally changed. How do we tell our children that their passions don’t matter. But, then tell them they must go master “the test“.
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“Partnering” seems to be a very effective method for meeting the educational
ReplyDeleteneeds of our society today. I could not agree more with Prensky on the fact that
we have drifted into and era where the importance of technology has become
overwhelming. Almost every bit of information we receive comes from an electronic
modality and this is no different for our students.
I really appreciate the analogy suggested by Prensky, which described
students as rockets rather than trains on a track. In the “oldschool” methodology
of teaching, the track is laid for the student to follow and without the specifically
enumerated path to follow, the student will not reach his or her goal. In contrast,
Prensky identifies the modern student as a rocket because of the different ways
that students today can learn, just as a rocket may swirl and make changes to its
trajectory in order to reach its destination. The driving point of this metaphor being
the fact that students may learn and utilize the various tools (technology) differently
to reach a similar outcome.
Another major aspect of partnering that I’d like to discuss is the role of
the educator, within the technology-consumed world that students now inhabit.
Prensky explains how technology merely represents a tool for students to utilize.
However, in the end, “it is the job of the students, and not the teacher, to use it”.
Subsequently, it is the teacher’s job to make sure that these tools are being used
properly. Based on what Prensky explains and my own opinion, I feel that this job of
regulating the technological usage and guiding the student is all the more important.
It’s no secret that most students are already technological fluent. Where
these students lack is in their ability to utilize these tools for a greater educational
purpose or goal. Their fluency often only goes as far as facebook, twitter and other
seemingly non-important programs. That is why I feel the guidance of someone
who can disseminate fact from fiction, and important from trivial in the vast world
of technological interaction is so important. It is also important for educators to
help students navigate their own passions which may be hard to identify, or draw
out of all the electronic stimuli that students are presented with today. It seems
like students have much technical fluency, but often can be found only browsing
Facebook or something of the sort.
In order for the ideas of partnering to truly successful, educators must
hone the technological focus of students by harnessing the curiosity and fluency of
modern students. I like to think of it like this: Without teachers, students may be
caught wandering the vast technological desert in search of knowledge, but only
finding the mindlessness of Facebook and dancing kitty cats. We must show them
how to use these great tools, which they have grown accustomed and develop their
intellectual desire for learning through the technological means that have already
greatly established themselves in the lives of students everywhere.
SUBMITTED BY CHRIS FOSTER
Several have hit on the point that we are designing our curriculum and schools around adults. It takes courage to admit that and make the changes to prove it false.
ReplyDeleteStudents need to dive into learning, guided by a devoted individual who is truly looking out for their interest and passions while bringing the subject they love to life. There is no substitute for the connection and dedication a good teacher can make in a student's life. Even if they don't hear about it for years to come.
I found Will Richardson website to be fascinating and filled with interesting information. I agree with the blog What if we Did School for Kids, Not Adults? In order for us to keep it meaningful for our students, we must recognize their passions and interests. And by doing so, we can really help them value their education.
ReplyDeleteHi
ReplyDeleteMeghan, if you can, post again, it did not work.
ReplyDeleteI sign in under google, but use my liu address and password.
If anyone is having trouble posting, send me via email and I will post for you.
I feel that we can make our goals clear and make sure students are learning what they need to know by simply telling students upfront what our goals are and then trying to relate to the students our goals in order to motivate and engage students. It sometimes feels (especially when I was a student in elementary school) that teachers are keeping secrets from students. Almost as though they are trying to trap or trick them. But a successful teacher is truthful and hones. Tells students upfront and clearly what they want them to know, understand, and be able to do before even beginning the unit or lesson. As an effective teacher, you need to understand how your students interpret information and then adjust your teaching accordingly. By hiding your goals and teaching to the "class", students often become confused and bored and therefore your goals and the students goals are never met.
ReplyDeleteWhen I visited Will Richardson's website, I found this one article to be very intriguing, "What if we did school for Kids, Not Adults" This particular quote is was caught my attention the most:
"It’s offensive the way we talk about kids as if they are numbers to be managed and improved, that success has less to do with the types of human beings they become than the scores they “achieve,” and that their desire and ability to continue to learn really doesn’t factor that much into the equation." (Richardson, W.) It made me think about how we have become so obsessed with grades and numbers that we have forgotten about people and communities. It made me think about the ten year old boy that I tutor twice a week that can't spell, still holds his pencil as if he were in kindergarten, and cannot properly create letters or numbers. He is also two grades below in reading. It also made me think about his parents told me how he didn't try in school because he said he didn't need to because he was going to grow up and be a garbage man and garbage men don't know how to read and write. This boggled my mind. How could this have happened? The child was in fourth grade. I worked with him for the rest of the school year as I learned how to become effective and motivating. Due to my encouragement and passion, he now wants to become a geologist and works extra hard in all of his school work because a geologist needs to know how to compute, spell, read and do research, and know history to determine the minerals origins. I am just hoping that this years teacher is able to inspire and motivate him as much as I try.
Goals are a statement of what we want our students to accomplish. They should be well thought out and clearly stated. The goals should be consistent with what is being taught and what you expect your students to accomplish at the end of the lesson. Once goals are set students can pay attention to the items the teacher deems as significant to the lesson. Goals give the students a clear picture of what the expectations are and where to focus their time and attention. Goals give students something to strive for. Setting goals helps to motivate the student and gives the students a sense of accomplishment when a goal is reached.
ReplyDeleteWhat immediately jumped out to me on Will Richardson’s blog is the October 4th entry titled No Quick Fix. When I first read the title I thought of my commencement address from Bethune-Cookman University delivered by Patricia Russell McLeod who informed us “The Elevator STo Success is Not Working, You Must Take The Stairs. After delving into the blog I soon realized that he was urging educators to reflect on their own learning before they try to fix the wrongs in education today. Wow, then I was propelled to the here and now. I often find myself in conversations with colleagues and friends about what needs to happen in our schools today. My constant position in these conversations is to simply remember when. Richardson hit the nail on the head. There is no quick fix to educating children. While there is no quick fix, what we do as educators is not difficult either. What we do is simple and beautiful. We simply need to remember when and understand that teaching is a work of heart.
I love that comment Sharion. There certainly is no elevator. In fact every year there seems to be an even steeper staircase!!
ReplyDeleteIn order to create and define goals in a classroom, students must know they exist. To do this, teachers and students can create them together. Social contracts are great ways to begin a school year, and warm students up to being aware of their education. In addition to this, I think it would be great, at the beginning of the year, to ask students what they want to learn throughout the year. Following that, as teachers we can list the major objectives of the school year. For example in kindergarten, we could define the goals as identifying our letters, letter sounds, and words we use often or everyday. We can show students where we would use these words everyday, and how helpful these words will be when we learn them. On a more specific level, teachers may write the objectives of a fourth grade math lesson on the board everyday so that students are aware of what needs to get done and why it needs to get accomplished. I also think its very important to relate these goals to every day life. If goals or objectives do not pertain to student’s lives, they will have little interest in things they think they will never use again.
ReplyDeleteStudents need to be setting goals for themselves in an out of their academic life. As teachers, we need to instill the need for identifying and striving towards goals in academics as well in everyday life. It is so important to make these goals known.
ReplyDeleteTeachers need to set goals for their students and students need to meet those goals and expectations. They should be individualized goals and specific to help students stay on task and focused throughout the year. Have students set thei goals for the class throughout the year and meet with them to discuss them and meet with them periodically to make sure their goals are still in reach to be achieved. Students need motivation and by setting goals it gives students something to strive for.
Teachers to need to set goals for a class as well. I truly believe in this as a benefit to teachers and students. It tells students what is expected and helps teachers push students to get there.
Individual goals and group goals are so very important in the teaching world and in everday life. People need something to hold up to and push to achieve. We need to be setting goals that will definitely be met as well as goals that could become a struggle but with hard work and effort, are achievable!
Goals and goal setting strategies are important tools to have in any
ReplyDeleteclassroom because they enable the teacher and student to identify their level of
achievement. Students need to have clearly defined goals in order to make sure that
they reach “proficient” levels. Basically, goal setting is important for measuring how
far we’ve come, and where we are trying to go.
One good example of how to set goals in the classroom would be to identify
standards and create rubrics for standards so that students always have an idea of
what their goals are when doing any assignment. This will also ensure the quality of
student work because goals are clearly defined and more easily assessed. However, I
also feel that dwelling too much on standardized goals may restrict students in some
ways. There needs to be personal investment in goal setting. Meaning, students need
to play a role in the process of creating goals because otherwise, educational goals
Another great example of goal setting in the classroom is the example given
to us last class using the social contract. The great thing about the social contract is
that it is not solely a teacher oriented goal-setting plan. The students take part in the
creation of what THEY consider valuable. In contrast, the mere stating of classroom
rules seems much less effective because the goal making process does not include
the students who in the end, have to follow these rules and expectations.
Another aspect of student orientated goal setting that I feel is very important
is the monitoring of progress and maintenance. For instance, the social contract
becomes a reflective contract for student to follow and in the same way, students
can often be the ones who monitor it as well. A perfect example of this is the “Foul”
and “Check” behavior that we talked about in class. Not only are students involved
in the creation of the social contract, but they are also participants in implementing
its law. So, students are responsible for setting, reviewing and measuring the goals
According to Will Richardson and Ken Robinson, excessive goal setting can
restrict creativity. Ken Robinson describes how the industrial model of education
has ultimately led to the simplification of knowledge into main categories that are
deemed important to those who established the model. Obviously, what may seem
important to one person may not seem important to another. In the same respect,
the definition of standards and goals is important for measuring educational
success. Its when we place too much emphasis on seemingly unimportant things,
that students may lose interest because we are not nurturing the individual student,
but rather the failing industrial model which has since reigned.
One blog on Richardson’s website describes the key elements of successful
education and I want to discuss one aspect of this formula. The first element
is “Master Unlearning”, which refers to the constant reformation of a broken system
and the need to redefine goals and expectations. Both Richardson and Robinson
seem to agree that the constant reformation of the industrial model and the lack of
result suggest that the model is broken. As Robinson suggests, we need a revolution
in education. We need to redefine “goals” and what is deemed important to our
students who will take over our role in the future. Richardson describes some
roadblocks to educational overhaul being the interests of those major companies
involved with the current system. The “adults” involved in the current system who
have something to lose are unwilling to change even if it might be best for kids.
Like anything in education, balance is everything. It is important to define
goals, but more importantly, goals must be relevant to the lives of students and
not just the workload and economics of adults who in the end, care more about
themselves than the students they are claiming to help.
SUBMITTED BY CHRIS FOSTER