Getting SMART with ILPS
Getting SMART with ILPS
•
•
•
•
•
•
•
•
S – Specific
M – Measurable
A – Achievable
R – Realistic
T - Time – framed
E – Exciting
R – Rewarding
Set yourself a SMART target for this session.
Check with the person next to you – is it
SMART(ER)?
Find the formula that works – more of what does work and less
of what doesn’t.
Time consuming
Fail to
motivate
learners
Filling in
forms
ILPs
Low
expectations
Meaningless
targets
No specific
guidance on
how to
improve
Why bother?
• As a group, write down 5 reasons why target
setting with learners is worthwhile.
• Try prioritising your reasons and justify your
choices
Rationale for using target setting
• Motivator
• Focuses learners through concrete and meaningful
steps
• Useful record
• Learners face reality and acknowledge problem areas
• Facilitates reflection
• Develops learning skills
• Celebrates success
• Would you play football without goals at either end?
ILPs from a student perspective
•
•
•
•
•
•
Got to talk – to you, on my own!!!
Don’t know what you want me to say
I’m on the course aren’t I?
Rather be with my mates
More paperwork
You look as bored as me
“Tutors work harder on ILPs than
the students themselves”
Which of the following are SMART?
•
•
•
•
•
•
•
•
•
•
I want to be a nurse
I am going out on Saturday
I will hand my assignment in by 9am on Tuesday
I will make chips for my tea at 6 o’clock
I will have my hair cut soon
I will write 1000 words of my assignment tonight after the pub
I will work in the LRC every Wednesday morning
I will write my essay plan before I go out at 8pm tonight
I want to be a pop star
By the time I am twenty I will own my own car
• Use the Tutorial Preparation Sheet and Scoring
Goals.
• How could you use them to prepare your
students before the 1-1 tutorial session?
What do I do with my target?
Targets, targets, targets
•
•
•
•
•
•
•
To achieve B, B, C at A level
To hand in the next two assignments on time
To arrive on time for the next lesson
To get a Merit for Unit 3
To improve my referencing
To get over 60% in the test
To be able to sent an email to my grandson
Joint problem solving: a structure
• S – Identify and agree the symptoms
• C – Identify and agree the causes
• O – Identify and agree the options for moving
forward
• P – Discuss the preferred options
• E – Execute: Agree and record course of action
Agree consequences of not
following through
Last activity – honest!
• Think of a student you have worked with who
has failed to meet a set target.
• With a partner, work through the SCOPE
model to establish a way forward for this
student