Louis Cabuhat, Dean of Education Bryman College

Goal-setting – Unit Three

TEACHER THE TEACHER

“If you don’t know where you are going, any road will get you there”

- Richard S. Sagor

Connecting Your Actions to the TargetIMPROVED OUTCOMES

• Performance Targets (INDIVIDUAL OUTCOMES)

– Ask yourself, “What are students expected to gain from our ‘actions”?

– Improved motivation √

– Improved engagement √

– Realistic goal-setting

– Improved achievement

• Process Targets (TECHNIQUES or STRATEGIES)

– Development of an Early Warning System

Training Targets(Sagor, 2011)

• Unit One dealt with

• Motivation is driven by emotion

According to Chickering (2006), “motivation is the key to persistence, moving through successfully, and learning that lasts” (p. 13).

• Unit two dealt with

Learners who are Involved, Interested and Connected are more likely to persist.

engagement

motivationRecap

Recap: Discussion Board “How can you tell if Susan is Engaged?”

“…did [Susan] enroll just because of her parents?” Ms. Lee

“[I am going to pay particular attention to] eye contact” Alex Esparcia

“I would ask her during her ‘private time’ with me, how she feels about the class” Meryl Harlow

“I would arrange to set aside the last 30 minutes of the class to have all the students, including Susan partner up with a fellow student” J. Jeong

“ I would use is group activities” Anthony Cervantes

“Immediate Assessment” Avic Magsaysay (better known as formative assessment)

Drafting a Scale: EngagementWorst Needs Improvement As expected Above Expectations Best

1 2 3 4 5

Directions:Working in your groups, take a few minutes to discuss what an "as expected" rating (on a scale of 1 - 5) looks like. Remember to anchor

your discussion to our dynamic case: Susan. For example, if Susan were to meet your expectations on engagement, what would that look like

to you? Using this worksheet, draft one word adjectives or small sentences to explain what an 'engaged' Susan might look like. Think - Best

case scenario!

Rating

Engagement

Our Early Warning System is taking shape!

Worst Needs Improvement As expected Above Expectations Best

` 1 2 3 4 5

Rating

Motivation

Punctual

Brings books/supplies to class

each day

Maintains eye contact

Assists others to learn

Asks for help (as needed) -

Submits assignments on-time

Accepts criticism

Unit Three – Goal-setting and Introduction to Futuring

Learners will be able to:Diagram steps that may be used to set realistic goals

Define Futuring techniques

Explain the benefits to Futuring

• “Adults do not become adults in an instant – it is a developmental process” (Knowles, Holton III, & Swanson, 2005, p. 220).

• The primary purpose of a university is to assist a learner to develop competencies (Davis, 2012)

• “Learners who are unable to form positive motivational “attitudes” towards goal fulfillment are at greater risk of dropping from program”

• Instrument Goals

Goal-setting (what we know)

Morrow & Ackermann (2012)

• Cognitive = Thoughts– Lower level cognitive domain: cite, count, list, name, define

– Higher level cognitive domain: select, compare, criticize, evaluate

• The impact of ‘thought processes’ on tangible goal-setting– Question: Do you always begin a class with the MOST

challenging question possible?

• The impact of past experiences on goal-setting

What does it take to set realistic goals?

Where does Susan Fall?

• Futuring is a systematic process for planning for the future

• Benefits:– Describe many different types of futures

– Develop or change culture

– Discover areas of opportunities (related to the mission statement)

– Create a common language

• Create a scenario whereby success occurs

Futuring (Yes; this is a word)

Turn this Into this

Reread Susan’s CaseSusan is a new student who is attending classes at Bryman College – A for-profit organization. As a new enrollment to the school, Susan repeatedly misses assignment deadlines and submits work late. While in class, her instructor notices that Susan frequently avoids eye contact with others and she excludes herself from group discussions. Now, in her third week of a four week module, it doesn’t look good. Susan has failed her mid-term exam. And now, the teacher is concerned that some of Susan’s behavior is an early indication of what’s about to come – another drop for the college; another failed attempt. So, in an effort to address the problem, the teacher presents what she knows of Susan to colleagues at the college. And, to her surprise, several of the other staff members are dealing with a ‘Susan’ of their own. What’s even more unsettling – the College attrition rate for newly enrolled students is extremely high.

Return to EduOs.net to continue

addressing Susan’s case anchoring your

ideas to Goal-Setting and Futuring

• Bobby, O. (2008). Applying Piaget's theory of cognitive development to mathematics instruction. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=e7f33571-263d-4dad-82be-68fcaf1e1c4d@sessionmgr11&vid=6&hid=122

• Chickering, A. W. (2006, May/June). Every student can learn - if... Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=dd514ab9-a85f-48c3-9d53-3d83ca6df5e0@sessionmgr112&vid=15&hid=122

• Davis, D. (2012). Introduction to student development theory [Web]. Retrieved from http://www.youtube.com/watch?v=hvnH54Hqez8

• Encyclopedia of business: Futuring. (2012). Retrieved from http://www.referenceforbusiness.com/management/Ex-Gov/Futuring.html

• Godet, M. and Roubelat, F. (1996) ‘Creating the future: the use and misuse of scenarios’, Long Range Planning, Vol. 29, No. 2, pp.164---171.

• Hadley, W. M. (2006). L.d. students' access to higher education: Self-advocacy and support. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=15944741-b8df-4f11-9d08-7411b32ba1fc@sessionmgr114&vid=10&hid=11

Reference List

• Knowles, M., Holton, E., & Swanson, R. (2005). The adult learner: the definitive classic in adult education and human resource development. (6th ed.). Burlington, MA: Elsevier.

• Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. (3rd ed.). San Francisco, CA: Jossey-Bass.

• Mietzner, D., & Reger, G. (2005). Advantages and disadvantages of scenario approaches for strategic foresight. Int. J. Technology Intelligence and Planning, 1(2), 220-239.

• Moorcraft, R. (2007). The art of the clairvoyant. Manger: The british journal of administrative management, 4-5.

Reference List

• Morrow, J. A., & Ackermann, M. E. (2012). Intention to persist and retention of first-year students: The importance of motivation and sense of belonging. College student journal, 46(3), 483-491. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=efc82f3b-eac7-4d11-91da-acc4e88f76d0@sessionmgr15&vid=7&hid=113

• Sagor, R. (2011). The action research guidebook: a four-stage process for educators and school teams. (2 ed.). Thousand Oak, California: Corwin.

• Sandeen, A., & Barr, M. J. (2007). Critical issues for student affairs: challenges and opportunities. San Francisco, California: Jossey-Bass.

Reference List