Next Steps
Scaffolding to Individual Goal Setting
If there were a phase three I would be excited to make changes to my action research that could really benefit my students. First I would set more class goals with the students and try them during different types of lesson. Additionally, I would conduct whole class group discussions on goal setting, to see what they have learned about goal setting. When I see they can apply what they have learned about goal setting to themselves, I would slowly transition students from whole class goals to individual goals. The individual goals would still be for short periods of time, to fit their developmental abilities.
After a goal setting period students would be given time to reflect on whether or not they achieved their goal. I would provide them with the following guiding questions:
After individual reflection, students would come together for a group discussion based on their reflections. I would use this time as a comfortable teaching moment on how to set personal goals and work on them. After a few weeks of group and individual goal setting I would discuss and reflect with students about the entire process.
After a goal setting period students would be given time to reflect on whether or not they achieved their goal. I would provide them with the following guiding questions:
- Was the goal you set something you needed to work on or were already good at?
- How did it feel to set a goal just for yourself?
- Do you like setting group goals or individual goals- why?
- How easy or hard was it to remember your goal?
- How easy or hard was it to work on your goal during the lesson?
- Would you pick this goal again- why or why not?
After individual reflection, students would come together for a group discussion based on their reflections. I would use this time as a comfortable teaching moment on how to set personal goals and work on them. After a few weeks of group and individual goal setting I would discuss and reflect with students about the entire process.
Stretching Individual Goal Accountability
Once students have a handle on individual short term goals I would like to gradually increase students goal responsibility to last the entire day. I know students are capable of gradually increasing the length of time they are accountable for their goal because of the results from phase two. Students would start the day by setting individual goals in the morning. Throughout the day I would have student goal checks, where they would write down how they think they are doing on their goal. This would assure that the time frame that they are asked to pay attention to their behavior is still developmentally appropriate while allowing them to follow through with one goal for an entire day. At the end of the day they would review their behavior checks from the entire day and develop an overall review of their goal achievement.
My Focus
During the few weeks of goal setting I would monitor a few different aspects. First I would pay attention to students’ ability to set applicable individual goals. Next I would watch how their self reflection seemed to progress; as well as the difficulty or ease that the students had with setting and working on their goals. Finally I would pay attention to the overall classroom norms and see if they were changing or being maintained. My data would come from conversations, observations, and student reflections upholding the idea of three points of data to strength the accuracy of findings.