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Goal 1: Critical Thinking

“By the end of the semester, 80% of students in the yoga and meditation club will improve emotional regulation and communication skills by applying at least three mindfulness techniques in daily stress management, assessed through self-reflection and group discussions.”

• S (Specific): The goal focuses on students improving emotional regulation and communication skills through mindfulness techniques.

• M (Measurable): Success is measured by students applying at least three mindfulness techniques, evaluated through self-reflections and group discussions.

• A (Achievable): It is achievable given the weekly yoga and meditation sessions and guided reflections.

• R (Relevant): The goal is relevant to students’ emotional and social growth, which is key for their overall well-being.

• T (Time-bound): The goal is set to be completed by the end of the semester.

Goal 2: Collaboration

“Within six weeks, students will improve collaboration skills by leading group meditation sessions and participating in peer discussions, with 90% achieving ‘proficient’ on a collaboration rubric.”

• S (Specific): The goal focuses on improving collaboration through group-led meditation and peer discussions.

• M (Measurable): Success is measured by 90% of students achieving ‘proficient’ on a collaboration rubric.

• A (Achievable): The goal is realistic given the peer review sessions and structured group roles.

• R (Relevant): The goal aligns with enhancing students’ communication and teamwork skills in the club setting.

• T (Time-bound): The goal is set to be achieved within six weeks.

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Goal 1: Focus on Critical Thinking

“By the end of the semester, 80% of students will improve their critical thinking by researching and analyzing the chemical composition of everyday products, achieving 75% accuracy on a rubric assessing analysis, research depth, and chemistry understanding.”

Strategies:

• Weekly Research: Students will investigate the chemical makeup of everyday products like cleaning supplies or cosmetics, connecting classroom concepts to real-world items.

• Case Studies: Students will analyze case studies involving chemicals with significant environmental or health impacts.

• Reflections: Students will complete reflective journals, documenting their research process and how chemistry concepts apply to their chosen products.

Goal 2: Focus on Collaboration

“Within six weeks, students will enhance collaboration skills by working in groups to research and present on product chemicals, with 85% of groups achieving a ‘proficient’ score on a rubric assessing communication and teamwork.”

Strategies:

• Group Roles: Assign specific roles (researcher, presenter, note-taker) to ensure equal participation.

• Peer Review: Groups will engage in at least three peer review sessions for feedback on their research and presentations.

• Rubric: Use a collaboration rubric to assess group dynamics and provide feedback after each review.

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Here’s my condensed summary of the two SMART goals I developed earlier in the module:

Goal 1: Focus on Critical Thinking

“By the end of the semester, 85% of students will demonstrate improved critical thinking by analyzing and explaining at least three complex Algebraic problems during group presentations, achieving 70% accuracy as assessed by a rubric.”

Goal 2: Focus on Collaboration

“Within the next six weeks, students will enhance their collaboration skills by participating in group problem-solving tasks, with each member contributing equally. 80% of groups will achieve a ‘proficient’ score on a peer-reviewed collaboration rubric.”

I’m looking forward to any feedback you might have on how to improve these goals, particularly regarding their measurability and relevance to Algebra instruction. I’ll also be reviewing a peer’s post and offering feedback on their goals.

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Goal 1: Critical Thinking

Specific: Daily 10 minute problem-solving example - to transform a simple figure defined by its vertices, using matrix operations, and graphing the new figure accurately.

Measurable: 75% of students will have correctly graphed 75% of the daily transformations by the end of the unit

Achievable: I will first teach and model the process - I will circulate giving guidance especially for the first day

Relevant: The unit will also include research into the use of matrices for animating characters in video games and their figure transformations will model that possibility

Time-bound: The daily transformation exercises will last the duration of the unit , likely 4-5 days

Goal 2:Focus on Collaboration with peer review sessions

Specific: Students will be assigned to groups of 4, with their set of matrix transformations. They will exchange their work with others in the group. Everyone will make comments on the work before them and return the work to its owner.

Measurable: 80% of students will comment on the work of 3 other students

Achievable: I will provide answer keys to all the unit daily examples and students will use those to comment on correctness - they can also comment on neatness and clarity

Relevant: Seeing the work of others will be enlightening and give them ideas for how they can improve their own math presentation, and the comments they receive will be ecudational as well

Time-bound: This will be an end of unit activity, taking 30-40 minutes

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Here is an example of a summary:

As a Spanish AP teacher, I have two SMART goals:

Goal 1: Critical Thinking

• Specific: 85% of students will analyze current event articles using the “windows and mirrors” concept by semester’s end.

• Measurable: Reflections and discussions, graded via rubric.

• Achievable: Supported by guided prompts and scaffolding.

• Relevant: Fosters critical thinking and cultural awareness.

• Time-bound: Evaluated monthly.

Goal 2: Discussion Skills

• Specific: Students will engage in five discussions on current events over six weeks.

• Measurable: Discussions assessed for argument clarity and peer engagement.

• Achievable: Feedback and peer reviews ensure improvement.

• Relevant: Prepares students for AP exams.

• Time-bound: Completed within six weeks.

Strategies: Weekly readings, peer discussions, and rubric assessments. Challenges, like engagement and time management, will be addressed by offering varied article difficulty and integrating discussions into class time.

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Goal 1: Critical thinking through Literacy

Specific: Answering Implicit reading comprehension questions by identifying Theme, Tone, and Mood.

Measurable: scoring 80% on 3 out of 4 assessments over 2 quarters.

Actionable/Achievable: Students currently are able to answer explicit questions and already have an overview undersanding of theme, tone, and mood.

Relevant: Understanding Implicit meaning is essential to basic human communication and understanding

Time-Bound: By the end of Quarter 2

Goal2: Improve Collaborative learnign through group presentation

Specific: Work on group project with indentified roles and required components.

Measurable: Measured by Teacher rubric to include required components, and evidence of role.

Actionable: Students are able to work on short-term assignments. This will be taking the short term assignments and extending it over a longer period of time.

Relevant: team work and role assignment is essential to work in future.

Time Bound: By the end of Quarter 1.

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Goal 1: Focus on Critical Thinking through Measurement, Computation, and Tolerance

Specific: 80% of students will demonstrate proficiency in computing and measuring arc length by actively laying out the exterior wall of the Music Wing Addition of their school.

Measurable:  Students will measure the radius, angle in degrees (converted to radians), and arc length in meters to the nearest centimeter.  After computing the arc length using the radius and angle measure, they will compare their theoretical results with their measured results and express the tolerance in percent accuracy.

Actionable/Achievable: Students will develop a formula for finding arc length with the teacher’s help, so that they can use that formula to compute the arc length. Students will receive instruction in the use of measuring tools as necessary.

Relevant: The students’ layout of the arced wall on site will take place just a month ahead of the actual building construction.

Time-bound: Work will be completed over the next three weeks.

Goal 2: Focus on Collaboration through Math Discourse:

Specific: Students will contribute to classroom dialogue in their project groups at least two times each day.

Measurable:  Teacher will circulate to count and monitor the quality of interactions. Written feedback will be given to students weekly.

Actionable/Achievable: Students will have access to sentence frames that remind them of how they might share an idea, ask a clarifying question, expand on a concept, and make mathematical connections.

Relevant: The students will have an opportunity to learn about building layout for construction. They will compile questions from their work to ask the construction manager who will visit at the end of the project.

Time-bound:  Students will have 10 minutes at the beginning and end of each class to discuss the group arc length project. It will be completed over the next three weeks.