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SMART Goals
Access to my Google Slides Presentation
Specific
Measurable
Attainable
Relevant (or Realistic)
Time-bound
A SMART goal is the difference between saying "I want to be better at Math" and "I want to raise my NWEA Math score by 4 points on the winter round of NWEA." The first goal, "I want to be better at Math," is too vague; whereas the second statement better prepares the student for reaching their goal. The student is aware of what they are working toward and when they want to achieve this goal.
After developing a SMART goal, students should decide on several action steps that will help them achieve their goal. Examples of action steps might be:
We've all set goals in our lives and know how difficult it can be at times, even if we have come up with the best action steps and intentions. For example, many of us have probably said something along the lines of, "I want to lose at least ##lbs before the event I'm attending in # months." You can tell yourself you are going to go to the gym multiple times a week, eat healthier, and maybe even cut out a guilty pleasure treat; but sometimes, even the best intentions fall flat. Many people, however, will agree that having someone to hold them accountable provides the motivation and encouragement they need to reach their goal.
Whether you are creating a SMART goal for yourself or you are having your students create SMART goals for themselves, we need people to help hold us accountable. As educators, that may come in the form of checking in on our teammates or chatting with our admin as we work toward our goals. In regards to our students, we must check in with them frequently. This could be in the form of weekly check-ins, quick non-formal chats or one-on-one conferences. Students could also have accountability buddies. Just as a gym buddy keeps you on track for meeting that weight-loss goal, an accountability buddy is a way for peers to check in with each other. Accountability buddies can pair-and-share their action steps, their success at meeting those goals, hurdles that are getting in the way, and how to overcome those hurdles. Holding ourselves, and our students, accountable is the most important step toward reaching a goal.
Here is a sample lesson plan for how to kick-off SMART goals in the classroom:
Specific
Measurable
Attainable
Relevant (or Realistic)
Time-bound
A SMART goal is the difference between saying "I want to be better at Math" and "I want to raise my NWEA Math score by 4 points on the winter round of NWEA." The first goal, "I want to be better at Math," is too vague; whereas the second statement better prepares the student for reaching their goal. The student is aware of what they are working toward and when they want to achieve this goal.
After developing a SMART goal, students should decide on several action steps that will help them achieve their goal. Examples of action steps might be:
- completing Dreambox goal each week
- working on Freckle for 45 min each week
- working on Xtra Math at least 3x a week
- reading at least 1 nonfiction book each week
- submitting assignments each day
We've all set goals in our lives and know how difficult it can be at times, even if we have come up with the best action steps and intentions. For example, many of us have probably said something along the lines of, "I want to lose at least ##lbs before the event I'm attending in # months." You can tell yourself you are going to go to the gym multiple times a week, eat healthier, and maybe even cut out a guilty pleasure treat; but sometimes, even the best intentions fall flat. Many people, however, will agree that having someone to hold them accountable provides the motivation and encouragement they need to reach their goal.
Whether you are creating a SMART goal for yourself or you are having your students create SMART goals for themselves, we need people to help hold us accountable. As educators, that may come in the form of checking in on our teammates or chatting with our admin as we work toward our goals. In regards to our students, we must check in with them frequently. This could be in the form of weekly check-ins, quick non-formal chats or one-on-one conferences. Students could also have accountability buddies. Just as a gym buddy keeps you on track for meeting that weight-loss goal, an accountability buddy is a way for peers to check in with each other. Accountability buddies can pair-and-share their action steps, their success at meeting those goals, hurdles that are getting in the way, and how to overcome those hurdles. Holding ourselves, and our students, accountable is the most important step toward reaching a goal.
Here is a sample lesson plan for how to kick-off SMART goals in the classroom:
- On the board, write “What helps you get better at (insert subject)?” Have students brainstorm a list. (This list will later serve as examples of action steps.)
- Next, introduce our new vocabulary: SMART goals. Talk through what each letter stands for and give examples for each.
- Specific -- Which goal is specific: "I want to score more points when I play basketball," or "I want to improve my accuracy on shooting layups when I play basketball."
- Measurable -- Which goal is measurable: "I want to make more layup baskets," or "For every 10 attempts, I want to make at least 8 layups, meaning I shoot with 80% accuracy."
- Attainable -- Which goal is more attainable: "I want to score 100 points in my next basketball game," or "I want to improve my average by 6 points during my basketball games."
- Relevant or Realistic -- Which goal is more realistic: "I want to be the best professional basketball player to ever live," or "I want to work toward moving from the Junior Varsity team to the Varsity team."
- Time-bound -- Which goal is time-bound: "I want to score lots of points," or "By the end of the season, I want to improve my average points per game by 6 points."
- Say to students, “What if I had the goal ‘I want to be better at (insert subject area)’ would that be a SMART goal?” Ask if this goal is specific, measurable, attainable, relevant, and time-bound. Brainstorm ways to make the goal SMARTer. Bring NWEA scores into this discussion. You could even say something like “I scored ### on (blank) area of NWEA, what would be an attainable improvement?” Model how your original basic goal can be expanded.
- Then discuss action steps. Refer back to that list and ask students which items on the list could help reach that SMART goal you just wrote.
- Tell students that they will be creating their own SMART goals to help guide their success for the winter round of NWEA.
- Conference with each student to look at individual data and decide together on a relevant goal. Student should choose action steps from your list to help them reach their goal. (Remember, your NWEA data will show you appropriate goals for students.)
- Decide on a place to keep each student’s SMART goal page, whether that be displayed or easily accessible in students’ notebooks/folders. Make a point to continually check in with students regarding their progress working on action steps and helping them keep their overall SMART goal in the forefront.
- Assign an "Accountability Buddy" and/or decide how frequently you are going to check in on students and their progress toward achieving action steps.
See, Think, Wonder Resources
What do you see?
What do you think is going on?
What does it make you wonder?
The See, Think, Wonder thinking pathway, is a way for students to unpack what they know and what they are curious about. This activity is prompted with a visual stimuli, such as a photo, object, digital media, data, patterns, etc.
When utilizing See, Think, Wonder, teachers will want to provide ample scaffolding and a gradual release of responsibility. When initially using this thinking pathway with students, teachers should make the activity highly structured, demonstrating to students how to work through their thinking. Over time, students will begin to gain comfort and confidence with completing the activity. At this time, the teacher can gradually release responsibility to the students. The teacher should roam the room, observing students' work and answering questions.
Visit the resources below for a more in depth look on how to effectively use this strategy with students.
What do you think is going on?
What does it make you wonder?
The See, Think, Wonder thinking pathway, is a way for students to unpack what they know and what they are curious about. This activity is prompted with a visual stimuli, such as a photo, object, digital media, data, patterns, etc.
When utilizing See, Think, Wonder, teachers will want to provide ample scaffolding and a gradual release of responsibility. When initially using this thinking pathway with students, teachers should make the activity highly structured, demonstrating to students how to work through their thinking. Over time, students will begin to gain comfort and confidence with completing the activity. At this time, the teacher can gradually release responsibility to the students. The teacher should roam the room, observing students' work and answering questions.
Visit the resources below for a more in depth look on how to effectively use this strategy with students.