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Student Goal Setting: An Evidence-Based Practice

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Student Goal Setting: An Evidence-Based Practice

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Methods of Family Planning & School Children

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By setting and tracking some learning goals, students can build a growth mindset and practice metacognition.

Westend61 GmbH / Alamy Stock Photo

Student achievement is often defined by predetermined benchmarks, grades, or scores; however, this one-size-fits-all approach doesn't typically acknowledge or account for students' growth.

Taking a differentiated approach to student goal-setting enables learners to redefine success by demonstrating personal progress and taking accountability for their role in the learning process. Incorporating student-created goals into the assessment process promotes intrinsic motivation, purposeful engagement, and high-quality effort from students.

Collecting Baseline Data for Goal-Setting

When determining which data to use for baseline measurements in connection with students' goals, select data points that can be assessed multiple times throughout the year and that align with specific grade-level concepts or skills. This ensures that students' data collection is meaningful and connects with instruction and learning activities.

It's essential that baseline data be charted in a way that is meaningful and comprehensible to students. In my class, each student receives their own data sheet, where they graph their initial data. The sheets include spaces for additional assessments, and by using the same collection sheet throughout the year, students can look at side-by-side comparisons of their performance over time. This format makes learning visible and lends itself to clear conversations about growth, reflection, and areas for continued improvement.

Goal Setting and Progress Monitoring

Once baseline data is collected, I conference with studentsto identify their initial scores, highlight strengths, discuss areas for growth, and set their first incremental goal.

In the goal-setting process, I typically give students a minimum range (e.g., strive to achieve 10 to 15 points above their baseline measurements for their intended goal), particularly students who are performing below grade level and have the most growth to make.

However, I allow students to set higher goals if they choose to. This approach ensures that students are making progress and working toward grade-level standards while keeping their goals realistic. For students who are already performing at or above the grade-level benchmark, goals may include maintaining a specific average, making percentage increases in their results over time, or tracking a new goal or data measurement altogether.

Whether you choose to have your students track their growth biweekly, monthly, quarterly, or per unit, it is essential that they have enough time between measurements to see meaningful growth and change, yet are checking on their progress frequently enough to feel engaged and connected.

Continued Conferencing

During follow-up conferences, students track their next data measurement on their individual graph, compare their scores with their intended goal, and reflect on the assessment. While students are tracking their assessment data, the teacher engages with students in quick (two- or three-minute) discussions about their most recent performance; they identify strengths and struggles, talk about progress made (or the lack thereof), and set the next incremental goal.

The goal-tracking graph sheet serves as an entry point for discussions with students, since the teacher is able to identify whether growth was achieved, scores were stagnant, or scores decreased. The focus of each conference is based on where students fall within this continuum.

For example, if a student made significant growth or reached their goal, that achievement is celebrated, the student reflects and determines what helped them succeed (e.g., effort, focus, learning activities), and they set a new, higher-reaching goal.

If a student's scores remained stagnant or decreased, then the conversation focuses on identifying challenges (e.g., rushed through the assessment) and brainstorming ways to support the student's performance as they work toward the same goal, or a revised goal, before the next checkpoint.

Goal-setting conversations typically take the place of small group instruction, allowing students time to complete independent work when not in their conference.

3-Step Conferencing: Reflect, Track Data, Set Goals

When engaging with students through reflective conferencing, I focus on incorporating three aspects regardless of how students perform on benchmark assessments. First, I probe the student's initial thoughts, such as "How did your assessment go? What went well, or what was challenging? What can you keep doing, or change for next time?"

Next, as students update their data sheet, we talk about their performance, learning process, and areas for adjustment.

Finally, after setting a revised or entirely new goal, I talk with the student about how to prepare for success, whether through independent learning activities, additional small group instruction, access to additional resources/supports, or strategies to support their performance on future assessments (e.g., taking their time, showing their work, going back and rereading, eliminating wrong answers, finding optimal seating to maximize their focus, or asking for clarification).

In my experience, setting goals holds students accountable for their learning; fosters positive perceptions of assessments over time (due to its emphasis on growth over time and its visual representation of student progress throughout the year); and bolsters connections between instruction, guided practice, independent application, and assessment.

Through the use of differentiated goal-setting and data tracking, students authentically engage in the learning process and recognize the purpose and intentions behind learning activities that directly support progress toward their goals. This approach may also instill a growth mindset, providing students with equitable opportunities for success.

By setting goals, tracking individual growth, and celebrating their accomplishments while reflecting on moments of struggle (and engaging in collaborative problem-solving), students practice metacognition, gain self-awareness, and widen their definition of success while learning.

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Strategies for Supporting Student Goal-Setting

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Supporting student goal-setting helps teachers foster a growth mindset and metacognition, and make learning visible across time.

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Research Matters/Elegant Simplicity in Brain Science

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Research Matters/Elegant Simplicity in Brain Science

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Teaching is, in many ways, akin to performing non-invasive brain surgery on a couple dozen patients at a time, creating conditions that rewire students' brains to retain vast amounts of new knowledge and skills. So it's a good idea for teachers to know a thing or two about how their students' brains work-in particular, how they convert information to memory.

What exactly teachers ought to learn about the brain, though, remains an open question. Fortunately, cognitive psychology, or the study of learning, offers many powerful and practical insights for educators. While many of these insights are decades old, they've remained hidden in plain view from educators, as they're rarely taught in teacher-preparation programs (Greenberg, Pomerance, & Walsh, 2016).

How might we incorporate what we know about the brain into classrooms? A good place to start is the information processing model-a scientific explanation of the journey information takes to go from our external environment to our deep memory (Sousa, 2016). Pairing this model with research on effective teaching and learning offers many insights into not just what to do in the classroom, but why it works, which is the essence of teacher professionalism. In Bryan's new book, Learning That Sticks (Goodwin, Gibson, & Rouleau, 2020), he and his coauthors describe a six-phase model of learning and how teachers can support it.

Become interested. Learning begins with signals we receive from our environment via our sensory register. Scientists estimate that our brains receive roughly 11 million bits of information per second but can only process about 120 bits of information per second (Levitin, 2015). We filter all those stimuli down to a pinhole of salient information by focusing first on stimuli freighted with emotions, followed by novel or interesting stimuli (Medina, 2008). Basically, if students are to learn anything, they must first become interested in it.

Commit to learning. When we become interested in something, it enters our immediate memory, where it remains for about 30 seconds before we either ignore it or move it to the next stage of information processing. Our brains must assess whether what's in immediate memory demands further attention-if it has value, meaning, or potential reward (Sousa, 2016). For learning to occur, students must commit to learning the information or material we present to them, which they're more apt to do if they see value in what they're learning and believe they're capable of learning it.

Focus on new learning. Once we commit to learning, we begin to process what we're learning in our working memory, which is composed of a "visuospatial sketchpad" for visual information, a "phonological loop" for written and spoken language, and a "central executive" that coordinates our visual and verbal processing and retrieves prior knowledge (Baddeley & Logie, 1999). Not coincidentally, we absorb learning more readily when we receive it both verbally and visually, engaging both "sides" of our working memory. Studies show, for example, that one of the best ways to support new learning is to illustrate abstract (verbal) ideas with concrete (visual) examples (Pashler et al., 2007), such as pairing an abstract definition of food chain ("a hierarchical series of organisms each dependent on the next as a source of food") with a visual, concrete example (e.g., insects → birds → bobcats).

Make sense of learning. Our working memories have limitations, including "timing out" after 5 to 20 minutes of focused attention (Medina, 2008). On top of that, we can only juggle a few bits of information at a time. Given these limitations, it's important to chunk instruction into brief (5- to 10-minute) segments that give students time to make sense of new content by thinking about it, categorizing it, and connecting it to prior learning.

Practice and reflect. At this point, there's only one way to move learning into so-called long-term memory: repetition, which causes a substance called myelin to grow around newly formed neural pathways, helping them fire together to automate a new skill or mental connection (Bengtsson et al., 2005). The best form of repetition is distributed practice-sessions spread over days or weeks-versus information crammed together in an intensive massed practice session. In addition, quizzing ourselves on new learning ( self-evaluation) and straining to recall new learning ( retrieval practice) supports long-term memory better than common (but largely ineffective) strategies like re-reading, highlighting text, or writing summaries (Dunlosky et al., 2013).

Extend and apply. Long-term memory consists of two different functions: storage and retrieval. This explains why we sometimes must "jog" our memory: we've stored information, yet have too few hooks to retrieve it. Cognitive science shows that the more richly we encode new learning-that is, the more associations or connections (including personal ones) we make to it-the easier it for us to retrieve (Dunlosky et al., 2013). So to both store and retrieve learning, students need opportunities to extend and apply their learning through novel and real-world applications, such as using mathematical formulas to solve complex real-world problems, comparing history to current events, or making personal connections to literary works.

These briefly described phases of learning just scratch the surface, of course, of what we know about the brain and learning. Hopefully, though, educators will find some elegant simplicity in this model-one that reflects the complexity of brain science while remaining lucid enough to guide the design of instructional opportunities that engage students in deep learning.

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Research Matters / Elegant Simplicity in Brain Science

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A six-phase model for learning and retaining information.

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Those of us with fitness trackers on our wrist or finger know how often they can spark conversations. Technologies allow us to track the number of steps we take each day, our heart rate and oxygen levels, and even the quality of our sleep. These biometric data report how you are doing compared to averages of other users, but also compared to your own past performance-marking progress that many people want to share. When Nancy hit a new personal record of 22,427 steps in a single day, she made sure everyone knew about it (now you do, too).

Athletes refer to their PR (personal record) in competitions and use past performance markers to set new goals. Even outside of direct competition, many of us talk about our "personal best" professionally or otherwise. The competition is with ourselves. Once we achieve a new PR, we create a new objective. Nancy's new goal is 25,000 steps.

Academic personal best goals have received growing attention in the last decade as a means for fostering a self-directed learning mindset. These kinds of personal best goals meet three conditions: (1) they are specific; (2) they are challenging; and (3) they are competitively self-referenced, meaning that a student's performance is compared to their own past performance, as opposed to the performance of their peers.

Goal Setting in Learning

Academic goal setting is a crucial dimension of a student's ability to cognitively self-regulate. Goal setting is also a constructive academic behavior, along with perseverance, motivation, and planning, that impacts learning. A student who can focus their attention, concentrate, and activate mental processes to connect concepts they are learning is far more likely to succeed in the classroom. Cognitive self-regulation encompasses many observable academic skills, such as taking notes, completing a task, and persisting when faced with challenges. Goals can improve students' ability to delay gratification and reduce impulsive behaviors, allowing them to focus on the learning at hand.

The source of goals is important. Mastery goals focus on learning content ("I want to learn how to calculate slope"). In contrast, many students only focus on performance goals, such as "Getting an A in Algebra I." That objective is also quite distant, because the student isn't going to know whether they achieved it or not until the end of the year. Incremental goals help students break down long-term objectives into manageable pieces, allowing them to monitor their progress. Initial and mid-unit assessments give students interval data to gauge how they're doing.

Academic mastery goals are more powerful when they are incremental, and when students actively participate in their development. In doing so, the goals often shift from an exclusive focus on performance to more of an emphasis on mastery. In other words, moving from "I want to get an A in Algebra" to "I want to learn how to calculate slope" shortens the time needed to achieve the goal while also focusing on necessary learning instead of looking narrowly at academic achievement. But how else might we ramp up goal setting that emphasizes growth, not just achievement?

Frame Personal Best Goals

When we set goals for ourselves, we typically don't start with the most ambitious outcomes we can think of. Chances are good that Nancy's walking goal is not on par with a professional athlete's. But it's her goal and it spurs her forward. Students who are not yet making expected progress may struggle in setting goals, especially if they are focused on perfection. Their past performance may be evidence to them that they can never reach high-level performance, a self-defeating attitude that further hinders their learning.

Conversations about one's personal best, which is self-referenced, can be useful in building self-efficacy, the belief that one can achieve their goals. Begin the discussion by exploring an academic or school-related goal students have for themselves. Ask them some questions to learn more about their goal. Possible questions include:

To illustrate, the video that accompanies this column (see below) shows intervention paraprofessional Cynthia Ramirez meeting with Cesar, a multilingual learner receiving intervention supports. Every month, she works with him to identify intermediate language-development goals, such as increasing the complexity of books he is reading, that move him closer to his longer-term aim to read on grade level.

Identify Resources and Steps

Academic goals can seem overwhelming to some students, and they may need reminders about what resources they can draw upon. A student whose goal is to advance to the next Lexile level in reading comprehension, for example, may struggle coming up with a plan to achieve this. It's good to discuss available resources, asking things like:

What resources can you draw on inside yourself? ( I met my last goal, so I have some confidence; the next topic we're studying is interesting to me)

What school resources can you use? ( My teacher is good at finding books I like; I can work with classmates; I can record my reading and listen to it so I know where I am making mistakes)

What resources can your family offer? ( My grandma asks to read with me; They are proud of me)

Once students have identified their resources, help them break their goal into incremental action steps they can more easily follow. The student with the goal of reaching the next Lexile level might identify these steps:

1. Meet with the reading teacher to talk about new personal best goal and ask for help achieving it.

2. Read for 15 minutes every night with my grandma.

3. Record myself reading every Friday and listen to it with my teacher.

Maintain Forward Momentum

Change the narrative of schooling by encouraging students at all achievement levels to identify personal best goals. When it comes to learning, the goal isn't about outperforming everyone else, but rather about understanding current performance and using that information to move to the next level.

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Forming specific and incremental goals for themselves helps students focus on achieving mastery in their learning-and stay engaged.

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Encouraging students to set goals for themselves-the first phase of self-regulated learning-helps them develop a growth mindset.

"Setting goals is the first step in turning the invisible into the visible." -Tony Robbins

Many students may not necessarily have the tools to set academic goals and lack strategies to enact change and work toward those goals. Teachers can provide structure to help students set academic goals that are realistic and appropriate as well as achievable. It is important to note that goal setting is not just an activity for the beginning of the school year, but an ongoing process.

It personalizes the learning process based on their needs.

It creates intention and motivation that empowers students.

It establishes accountability to shift responsibility to students.

It provides a foundation for students to advocate for their needs.

Setting academic goals is the first phase of self-regulated learning. Irrespective of the model proposed by leading researchers such as Barry Zimmerman, self-regulated learning always begins with a goal-planning phase. Goal setting is an essential component for growth and development in our students for several reasons:

Goal setting can be done at any age-as long as it is age appropriate. Teaching the skill of goal setting coupled with reflecting and revising goals can give students the self-regulated learning tools for a growth mindset toward academic development.

With students as young as kindergarten, more scaffolding is needed. At the beginning of each day, students can select an emoji or picture that represents some action from a predetermined list of possible options. If teaching virtually, students can do this at the beginning of the session. If teaching in person, students can perhaps tape their goal to their desk or table area or perhaps a chart displayed in the classroom. The class can spend a few moments discussing goals and what actions they can do to achieve those goals. Teachers can invite other students to make suggestions for their peers. At the end of the day, allow students to rate themselves with stars and to think about how they could do things differently for the next day.

Upper Elementary and Middle School

For students who are slightly older and able to write, an excellent way to develop the habit of creating, planning, and reflecting on goals can be done through the use of short-term daily goals using sticky notes. At the beginning of the day, students take a few minutes to imagine some task, behavior, or skill they want to focus their intentions on for that specific day. Let the students keep the notes somewhere visible, so they can refer back to the goal throughout the day. Include class conversations with either a partner, a small group, or the whole class at the beginning and end of the day. Focus on the achievement of the goal, but suggest growth mindset strategies to focus on the wins as well as necessary changes for further improvement.

What do you think about the choices in goals for the week? (Were they realistic and appropriate? Were they the most needed for growth at this time?)

How did you progress toward your goals? (Did you have clear, actionable steps?)

What were some of the wins for the week?

What are some ways you can continue to improve on your development of these goals?

Once students have more advanced writing skills, it may be useful for them to keep a chart or table of their goals in a logbook. Students record in the morning, not only the goals but an action plan, and then reflect on strategies for improvement at the end of the day. At the end of each week, allow students time to reflect on their goals for the next week with structured prompts such as the following:

While a logbook is functional, it can be a more motivating experience to allow students to engage in creativity and personalization. Allow them to have fun with the process and create a goal journey map. They identify a goal, which is the end of the map. They also identify different benchmarks or steps to complete along the path or journey toward that goal. Students then have a visual representation of the progress of their journey.

High School

For high school students, l use a reflection sheet after each unit or chapter to create a regular habit of revisiting goals. Ask students the following questions:

What are some areas that you can improve upon? What are some areas that need more attention or focus? What could you do differently?

What specific and concrete actions can you do?

How can you advocate for yourself? In other words, how can your teacher, your peers, or others guide you toward your goal?

What were the wins for this chapter or unit? In other words, what things did you do well or what areas did you improve?

I always begin new units with an independent work day or two. During this time, the students are working on their reading skills, while I conference with their classmates independently.

Goal setting can help with classroom management and academic performance. It allows students to become more aware of expectations and concrete methods to achieve an outcome. It scaffolds the process, making it more manageable. With goal setting that is reflective and iterative, students establish a growth mindset as they engage in monitoring of their progress and reflecting on it as outlined by Zimmerman and Dale Schunk.

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Encouraging students to set goals for themselves-the first phase of self-regulated learning-helps them develop a growth mindset.

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6 Activities That Inspire A Goal-Setting Mindset in Students

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6 Activities That Inspire A Goal-Setting Mindset in Students

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When researchers from the University of Scranton tracked 200 people who had made New Year's resolutions, they found that close to 80 percent kept their pledges for one week-but just 19 percent managed to stick to them for a period of two years.

There are plenty of reasons resolutions fall flat. We tend to set "unattainable goals-ones that are too difficult for us to meet because we don't have the energy, skills, or resources required to bring them to fruition," writes Haiyang Yang, an associate professor at Johns Hopkins University, for the Harvard Business Review. Often, our goals are too vague, or we neglect to plan for unanticipated "external forces," Yang and his co-authors assert.

Framing goals so they're realistic, achievable, and even motivating-and then developing the habits to monitor progress and stick with them over the long haul-are critical components of successful goal setting, research shows, but these aren't skills we're born with, they tend to require planning and practice.

For students, learning to set and meet goals is an important competency that, over time, places the responsibility of meeting academic objectives squarely in their hands. But to be effective, teaching them these skills should start small. "Too often, we ask students to tackle their areas of greatest deficit prematurely," writes Maurice J. Elias, a professor of psychology at Rutgers University. "First, we need to have them build skills and confidence in an area that is genuinely important to them, and then they need to have a success experience. From small successes, larger successes can be built."

Carving out the time to teach kids these highly transferable skills-across grade levels and subject areas-is worth the effort and can lead students to "feel in control of their learning," writes NWEA research scientist Chase Nordengren for Phi Delta Kappan. "Effective goal-setting practices help students focus on specific outcomes, encourage them to seek academic challenges, and make clear the connection between immediate tasks and future accomplishments."

Here are six activities to help scaffold the process of goal setting, providing students with a deeper understanding of how to recognize when they need to set a goal, how to think about their own progress, and how to move forward when they encounter hurdles along the way:

1. Start Early and Take Your Time: As early as kindergarten, kids can begin visualizing and articulating personal and academic goals, says Alissa Alteri Shea, a first-grade teacher in Western Massachusetts. To get her students started, Shea asks them to reflect on their hopes and dreams for the school year ahead. Structured reflection prompts like "Why do we come to school?" get kids thinking and talking about what they would like to accomplish.

Shea facilitates these conversations over the course of several days-to illustrate that "setting learning goals takes time and requires thoughtfulness"-recording each student's answer into a class list. Some goals emerge slowly, she notes, as students acclimate to day-to-day classroom and school routines. After a week has passed, each child selects a goal from the co-created list. With paper, markers, crayons, or watercolors, students illustrate their goals and share them with the class.

2. Keep it Simple: To help upper elementary and middle school students develop the habit of creating, planning, and reflecting on goals, educational consultant Stephanie Toro suggests starting small. For a few minutes each morning, ask students to imagine and select a new task or skill they'd like to develop, then write it down on a sticky note. Each goal should be something simple that demonstrates a clear behavior, like "Try to share more of my ideas in class" or "Listen to others more," says Toro. Because the note itself acts as a quick visual reminder, students can place it on the corner of their desk or anywhere prominent where they will see it throughout the day.

As the week comes to a close, students spend some time reflecting on their goals and why they chose them, as well as what choices helped or hindered their progress. Questions can range from "How did you progress toward your goals?" to "What were some of the wins for the week?"

3. Tap Into Dreams: At the beginning of each school year, eighth-grade English teacher Cathleen Beachboard schedules a check-in with each one of her students to ask them a series of questions about their interests, goals, and what they feel they excel at. It's both a get-to-know-you exercise for Beachboard and an intro to teaching her students the complex work of goal-setting.

One student planned to travel to Spain, attend college, and eventually become CEO of a company, Beachboard recalls. Together, they broke down the goals into smaller steps and plotted the points for achieving these lofty goals: a beginner Spanish class to start, earning top grades in math, taking accounting in high school, and learning to read at a lexile level of 1,340.

To keep her students motivated and accountable, Beachboard paired them up with goal buddies and asked them to track their progress in a spreadsheet over the course of nine weeks.

4. Make Goal-Setting Visual: Challenging students to regularly visualize and communicate what they care about and want to work toward builds motivation and confidence, writes educational consultant Catlin Tucker for her blog. One way to do this is by having them create vision boards. "In the day-to-day craziness of life, it's easy to move from one task to another without stopping to take inventory of where we currently are, and where we hope to be one day. The same is true for our students," Tucker writes. "I want them to reflect on and articulate what they care about and want to work toward."

While students can choose from a variety of materials and mediums-creating a collage of clippings from old magazines, for example, or using digital tools like Canva or Google Slides-Tucker says the process should begin with space and time to "reflect on what is important to them personally and academically." Try asking questions like, "What motivates you?" or "What are you hoping to accomplish or achieve this year?"

5. Set stretch goals: As a way to challenge her students to set and exceed their own expectations, Beachboard carves out time each week for them to set or revise goals for themselves that are connected to the curriculum and their own learning.

During the course of a lesson, students practice a number of skills and learn new concepts. Toward the end of each class, students pair up with a classmate to give and receive feedback: a glow-something the student did well in the lesson-and a grow-something the student can work on. Students use the feedback as well as their own view of their performance to set what Beachboard calls a weekly stretch goal, a goal that requires a higher amount of effort for students to achieve, recording their progress on a Feedback Tracking Form.

"Students start to see trends in the areas that they need to grow in," Beachboard explains. "'I'm doing well with describing sentences but need to use more adjectives. I can be more descriptive.' Being more descriptive then becomes a goal which they work toward."

6. Imagine the goal and the hurdles: The successful pursuit of a goal requires students to avoid indulging in the fantasy of a desired outcome and its benefits, keeping both feet firmly planted on the ground.

When psychologist Angela Duckworth and a team of researchers taught middle school students the metacognitive skills that combine "mental elaboration of a desired future and the present reality standing in the way,"-an exercise called mental contrasting-they found that the intervention "significantly improved" the students' report card grades, their attendance, and behavior. This process results in "a strong mental association between future and reality" that motivates students to work toward overcoming any obstacles in order to achieve their desired outcome.

Students start by imagining an objective or target, as well as the positive and negative consequences that may come from achieving the goal. For example, a student might imagine practicing her soccer skills over the summer, and how she might make the team this year if she works hard. She realizes she'll have less time for homework and friends after school, but decides that the positive outcome outweighs the negative.

Next, she identifies obstacles that stand in her way-time, resources, or knowledge, for example-and plots a strategy for overcoming them. Taking private soccer lessons with a coach, for example, could help her understand the skills she'll need to focus on to achieve her goal.

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6 Activities That Inspire A Goal-Setting Mindset In Students

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From daily sticky notes to multi-week hopes and dreams conferences, here are six activities to help foster a goal-setting (and goal-achieving) mentality in students.

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Goal setting for kids | Small Talk | CBC Kids

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BE INTENTIONAL | Powerful #motivational Video | Wake Up and Listen #dailymotivation #sales #startup

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When middle and high school students set short- and long-term goals, they can see a path to the success they hope for.

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The Dog Strikes Back 2012 Volkswagen Game Day Commercial

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Engaging Students in Goal Setting and Monitoring Progress

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Engaging Students in Goal Setting and Monitoring Progress

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Engaging Students in Goal Setting and Monitoring Progress

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The New Office Episode 3: Goal Setting-Funny 

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The New Office Episode 3: Goal Setting-Funny 

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The New Office, Ep. 3: Goal Setting (Buchanan & Edwards)

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Student Responsibility - Holding Oneself Accountable

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Student Responsibility - Holding Oneself Accountable

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Student Responsibility_ Holding Oneself Accountable - Center for Responsive Schools

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Holding Students Accountable_ Teaching Strategies_ Teaching Resources_ Center for Innovative Teaching and Learning_ Indiana University Bloomington

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The Case for (Quality) Homework - Education Next

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Does Homework Still Have Value? A John Hopkins Education Expert Weighs In.

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Does Homework Still Have Value? A John Hopkins Education Expert Weighs In.

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Does homework still have value_ A Johns Hopkins education expert weighs in _ Hub