Workshop 4
Welcome
Questions/ queries
Outline of the day’s programme
9.05: Review of last workshop
9.15: Implementing changes
9.40: Motivation, evaluation and student responsibility for learning: General evidence
10.30: Morning tea
11.00: Goal setting: the evidence
11.40: Goal setting in practice
12.30: Lunch
1.00: Planning for change
1.30: Where to next?
Teaching resource
◦ Class climate ideas you might use
Action plan
◦ Changes you have planned/ implemented this term
◦ Have you tried anything new?
◦ How are the innovations going?
What do high expectation teachers say?
What does the research evidence say?
How can we put it together in our classrooms?
Heather: “I just think that having mixed ability with the ability is really important so that they have all got a contribution to make and their skills, their particular skills are valued this way because if you have a pecking order in the class, motivation can go out the window and you won’t see star charts and stuff like that in my room. I am more interested in intrinsic motivation than extrinsic so I don’t have them.”
Helen: “I’m always looking to see what interests children.”
Holly: “I have a couple of really low kids who aren’t interested in maths and just don’t like it, but they love cricket so we found some batting averages activities and they just loved it and they worked on that problem for 40 minutes until they worked it out…Sometimes it’s finding activities that they are interested in, rather than just doing something they are not into.”
Heather: “Well I think they have to know what they can do… Actually knowing what it is that they are learning to do is really powerful and potent. So it’s easy for the children to know what they are working on and I try to always be specific about why we are doing it because
I just think that’s educationally sound. I think they need to know when they have made personal progress.”
Regular monitoring
Setting goals, re-setting goals
◦ Heather: “The lessons are needs-based in that I give a lot of feedback to children and in the talking you know about them, and the watching, observing, that’s the time when I actually identify their learning or lack of learning and what skill they need to sharpen next, so then I weave that into whatever
I am doing.”
Self-monitoring
Learning intentions
Holly: “The children can choose the activities they do so they are not grouped for actual activities.”
“ I just sort of give them an idea of where we are going, how we are going to get there but I actually let them take some ownership of the process. How do you want to do it? Do we want to use overheads? Do we want to make a video of what we are doing?... But I actually let them take some ownership of the process.”
Helen: “There are activities that they can go to by choice. There are computer activities…”
Holly: “I basically give them a choice to a point and as long as they are going in the right direction that I want them to be going in…So often I try and let them decide on their own learning experiences.”
Hannah: “I might give them a range and say we could work on this, or we could work on that, what would you like to work on? So that they have got to take ownership of it.”
What are they?
Impact of mastery goals
School policy and traditional culture
Performance goals
◦ Performance approach
◦ Performance avoid
Why do some people perform better on work tasks than others?
When is goal-setting effective?
Conditions required
Processes involved
Consequences
Capacity to meet goals
Commitment to goals
Specific and unambiguous goals
Goals:
Create a discrepancy between current and desired action or outcomes
Motivate persistent goalrelevant behaviour
Focus attention and effort
Higher performance and learning
Sense of purpose and priority
Increased sense of self-efficacy and selfmanagement
Increased enjoyment of task
Higher levels of performance
Greater satisfaction
Importance of feedback
Based on learning intentions
Feedback provides the basis for setting goals
Feedback should emphasise progress
Self-efficacy and motivation
Self-efficacy and teachers
Setting proximal goals
Promoting self-motivation
Specific
Challenging
Competitively self-referenced
Self-improvement based
Goal-setting enhances self-directed behaviour; sustains motivation; enhances self-efficacy
Goal setting bridges the gap between learning intentions and success criteria
Key factors:
◦ Motivation
◦ Attention
◦ Challenge
◦ Feedback
◦ Self-efficacy
◦ Self-regulation
◦ The proximal versus the distal nature of the goal
◦ Self-set versus teacher-assisted goals
Individual learning pathway
What next?
Progress chart
Specific
Measurable
Achievable
Realistic
Timely
Teach about goal setting
Teach strategies for setting personal goals in relation to a pre-test they have had
Teach how to set and write goals
How will I introduce goal setting into my classroom?
How could the goal-setting booklet be adapted for my classroom?
How will I use asTTle to set goals with my students?
Project partners
Journal surveys
Research timetable
◦ Expectation survey late June
◦ asTTle tests – late June/ early July
◦ Videos: August
◦ Teacher beliefs questionnaire: November
◦ Student questionnaires: November
◦ asTTle tests: November
◦ Evaluation of the first year: late November
After school meetings/ workshops?
Mentoring of colleagues?
My availability
Other suggestions?