Goal Orientation
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What You Tried for Confidence & Success
 Share your experience at your table.
 Was it successful or not? Why do you think so?
How could it be improved if not successful?
When/how might you use this strategy again?
 Report to large group
Goal Orientation
Mastery Goal
Performance
 Internally driven
 Externally driven
 Focus is learning
 Focus is performing
 Students participate
 Teacher directed
 Revision & improvement
 Norm referenced
important
 Everyone can succeed
 Challenge is promoted
 Growth Mindset
(foreshadow)
 Winners & losers
 Students tend to play it safe
 Fixed Mindset (foreshadow)
 Can be Approach or
Avoidance
Review of Chapter
 What did you think of this way of conceptualizing
student motivation?
 Were you familiar with mastery (learning) and
performance (ego) goals as concepts? Have you
noticed this in your students whether you knew the
name for it or not?
 What barriers exist in promoting mastery over
performance?
Review of Findings
•
In general, few students have mastery goals for science.
•
Students are more likely to be organized & diligent when mastery
goals are emphasized.
•
Mastery Goal Oriented classrooms promote deep processing of
content, comprehension monitoring, reorganizing new information,
and making connections to prior knowledge
•
Science classrooms tend to emphasize performance goals
•
In terms of motivation, emphasizing deeper understanding of the
topics benefited female students more than male students.
•
Parent involvement is associated with students’ mastery goal
orientation.
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?
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Rewards
Are they all they are cracked up to be?

Assessment and Awareness

Personal Goal Orientation

Classroom Goal Orientation
(Individual)
Complete the Personal Mastery
Goal Scale for 2 students in your
class:

One who gets very high grades

one who seems
engaged/interested but gets
low grades.
Discuss the level of mastery goal
orientation of these 2 students.
Now, evaluate your classroom.
What is the emphasis?
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Classroom Goal Structures
Mastery
Performance
Success
Improvement, progress,
mastery
Good grades, better than
others
Effort
Learn new things
Demonstrate ability
Satisfaction
Progress, Mastery
Outperforming others,
“sliding by”
Evaluation
Progress
Social comparison
(Posting grades)
Mistakes
Part of learning process
Failure, lack of ability
Ability (Mindset)
Growth
Fixed
Promote Deep Processing of Information
Notice how this teacher has students THINK and thereby learn
about content often taught as rote.
1. Identify a topic that you are teaching or will teach soon
2. How can you have the students: a. Compare, contrast;
b. Classify; c. Find patterns; d. Explain: Why? How? How do
you know?; e. Provide evidence; f. Predict, hypothesize;
Identify cause and effect
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Promote Mastery
 Deliberately make mistakes and ask students to catch them.
 Permit revision & Respond to error as a learning experience.
 Directly Teach about Goal Orientation.
 Provide reassurance, feedback, and instrumental support.
 Tell about scientists who failed
before succeeding.
 Be a role model for mastery learning
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Promote Self Regulation
Fostering Parent Involvement
 Are the parents of your students oriented to
performance?
Brief articles for parents
Homework tips on the website
Promote parent child talk about science: ask your
students to teach their parents something
Your Plan
SCIENCE PLANS
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