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Strategies for Supporting Student Goal-Setting

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Strategies for Supporting Student Goal-Setting

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The Edutopia article "Strategies for Supporting Student Goal-Setting" by Victoriana Savas offers a practical framework that aligns closely with ISTE Standard 1.1a: Empowered Learner. This resource is particularly valuable for K–12 educators seeking to implement goal-setting practices in their classrooms. It provides actionable strategies, such as student-teacher conferences and data tracking sheets, to facilitate individualized goal-setting and reflection.

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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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Technology Lessons for Students – YouTube Playlist

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Technology Lessons for Students – YouTube Playlist

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The "Technology Lessons for Students" YouTube Playlist is a great resource that directly supports ISTE Standard 1.1d: Technology Fundamentals, particularly for elementary learners. Each video in the playlist focuses on practical, accessible tech skills that help younger students understand both the functionality and purpose of everyday technologies. The primary audience for this playlist is elementary students and the educators who support them.

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The Be Internet Awesome program, developed by Google in partnership with the National PTA, is designed to teach children the fundamentals of digital citizenship and online safety. It empowers students to explore the online world with confidence, promoting responsible and empathetic online interactions. The program aligns with ISTE Standards 1.2.a Digital Footprint and 1.2.b Online Interactions. The primary audience for this program is elementary and middle school students, along with their parents and educators.

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The Internet Keep Safe Coalition is dedicated to protecting children, families, and schools by assessing, advising, and certifying organizations that collect, use, and share personal information and data that is protected by law.

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Be Internet Awesome is a multifaceted program that includes a fun and free web-based game called Interland and an educational curriculum to teach kids how to be safe and responsible explorers of the online world.

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Digital Citizenship Lesson Plan: Digital Compass

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Digital Citizenship Lesson Plan: Digital Compass

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BrainPOP's Digital Compass is an interactive, game-based lesson plan designed to teach students about digital citizenship through immersive storytelling. Students navigate the perspectives of various characters facing real-world digital dilemmas, such as cyberbullying, online privacy, and digital drama. This resource aligns with several ISTE standards, including 1.2.b Online Interactions, 1.2.c Safeguard Well-being, and 1.2.d Digital Privacy. The program is intended for students in grades 3–12. Educators can integrate Digital Compass into their curriculum as a standalone activity or as part of a broader digital citizenship program.

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Digital Citizenship Lesson Plan: Digital Compass | BrainPOP Educators

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This lesson plan, adaptable for grades 3-12, features the innovative game Digital Compass, in which players explore how decisions they make in their digital lives affect other aspects of their lives. Through a choose-your-own-path format, students play through the perspective of one of eight main characters, each of whom is facing a different digital citizenship... See more »

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How to Teach Online Research Skills to Elementary Students

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How to Teach Online Research Skills to Elementary Students

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SweetSearch is a highly relevant and valuable tool that aligns closely with ISTE Standard 1.3.a, which emphasizes students’ ability to use effective research strategies to find resources supporting their learning needs, interests, and creative pursuits. This resource is particularly suited for elementary students beginning to develop foundational digital literacy and research skills. It empowers them to practice critical thinking by evaluating sources for credibility and relevance. Educators can incorporate SweetSearch into research projects or digital literacy lessons to scaffold students’ abilities to independently locate trustworthy information while fostering confidence and autonomy in their learning process.

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How to Teach Online Research Skills to Elementary Students

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Elementary students, who are already active consumers of technology, can benefit greatly from early instruction on how to conduct research

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The R.E.A.L. Method for Evaluating Websites, as presented by Lessons by Sandy, is an age-appropriate instructional strategy that directly aligns with ISTE Standard 1.3.b – Evaluate Information. This standard encourages students to "evaluate the accuracy, validity, bias, origin, and relevance of digital content," and Sandy's framework does just that by guiding young learners through a simple but meaningful acronym:

R – Read the URL

E – Examine the content

A – Ask about the author

L – Look at the links

The resource is particularly useful for elementary teachers and media specialists looking to integrate research skills into content areas like science, social studies, or language arts.

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Teaching students how to evaluate websites and determine whether they are reliable to use is an important skill, especially these days with the vast amount of information on the internet.While there are many different acronyms that can be used to help kids remember how to check the validity of a website, I like to use the R.E.A.L. method.

To teach it for the first time, I tell students that I heard about a new animal that is in danger. I make a point of opening a Google search page on the projector for them to see, and explain that I can type in " Mountain Walrus" in the search box. I show them that the first website at the top of the search results was the one I had read, ( http://www.hmssurprise.org/Miscellany/walrus.php ), and the one I wanted to share with them.

Here's what I did with 3rd grade:

I gave third graders a few minutes to look over the article in partners. Then I had everyone come back together to share things they learned about the Mountain Walrus . Then I asked the kids, "What do you think we can do to help?" and immediately I got suggestions such as:

"We can make posters and tell other people about how it's in danger."

"We can tell our parents and see if they can help."

"We can get a law passed so it's illegal to hunt them."

"We could move them to a protected area where their habitat will be safe."

At this point, I asked them, "Did anyone question whether this article was giving us reliable information?" Things quickly got quiet. I then asked, "Do you think we need to research Mountain Walruses a little more and double check this website before we start sharing information about them?" They were quiet, and then someone spoke up and asked "So Mountain Walruses aren't real?!" I responded "I don't know...but should we do something to find out for sure before we share this information with others?" They all agreed.

First, I went back to the Google search page and typed in " Mountain Walrus ". I asked them, "Did you know that Google has an ads program where you can pay for your website to appear at the top of the search results? But, what you have to remember is that doesn't mean that the website is reliable." I tell them to think about the Google search box as a door into a huge warehouse. When you type a search request, you are walking through the door. Inside the warehouse there are diamond rings (very reliable websites with great, factual information), but there are also plastic rings (websites that are not filled with facts or have misleading information.)

At this point, I introduced the concept of " R.E.A.L. " using the posters.

We went through each one, putting green checkmarks if the Mountain Walrus website met reliable criteria, and red tally marks if there were any unreliable criteria. We used our school's databases to look up Mountain Walruses, to see if we could verify the information from the article. Unfortunately, we were not able to find any mention of the animal. This, combined with all the other red checkmarks, helped the kids determine this was NOT a website to trust.

I also created a PowerPoint Slideshow to review the information and then handed them a bookmark to take with them.

Here's what I did with 4th grade:

With 4th grade, I did a shortened version of the Mountain Walrus lesson, and then gave them each student a bookmark. They worked in pairs, using the checklist, to try and determine if the websites were reliable or not. Before they left, I had them share their evidence on whether the websites were reliable or unreliable.

Save the Rennets at http://savetherennets.com/

Whale Sightings at https://www.northshorevisitor.com/activities/whale-watching/

Here's what I did with 5th grade:

I started out with a condensed version of the Mountain Walrus lesson that I did in 3rd grade, and then I handed out this activity page to pairs of students.

With their parter, they investigated four different websites to determine if they were reliable resources.The 4 websites I used were:

Tree Octopus here at https://zapatopi.net/treeoctopus/

2. All About Explorers: Christopher Columbus at https://www.allaboutexplorers.com/explorers/columbus/

3. Dog Island at http://www.thedogisland.com/

4. The Jackalope Conspiracy at http://www.sudftw.com/jackcon.htm

After about 20 minutes, I had them come back together to share their findings, but they were having so much fun and didn't have enough time to get to all 4 websites that we decided to continue on their next visit.

Surprisingly, no one spoiled anything and when they came back the following week, they finished investigating and marked their evidence on the checklist criteria. As we discussed their findings, I reminded them to use reliable sources, like our databases, to verify information they find on the internet or social media before sharing.

At the end of our time, I inevitably get the question, "So...which websites were fake?!"My response is always "Well, after our lessons, you SHOULD be able to tell me!"This gets groans from some, and chuckles from others.(By the way, all four websites are fake!)LOL 🙂

If you'd like to do this activity with your kids, you can find it here on my website or at my TpT store.

I hope you find this useful! Don't forget to share any other activities you do with students to help them learn how to evaluate websites!

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How to Evaluate Websites with Elementary Students - Lessons by Sandy

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Teaching students how to evaluate websites and determine whether they are reliable to use is an important skill, especially these days with the vast amount of information on the internet. While there are many different acronyms that can be used to help kids remember how to check the validity of a website, I like to...

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Designing Solutions – MiTechKids Lesson Plan

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Designing Solutions – MiTechKids Lesson Plan

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The "Designing Solutions – MiTechKids" lesson plan is a resource that aligns with ISTE Standard 1.4.b – Design Constraints. This resource is specifically created for kindergarten students, making it uniquely tailored to young learners just beginning to explore digital creativity and problem-solving. Teachers can integrate this lesson during a technology block, STEM unit, or even as a cross-curricular extension of literacy or science instruction.

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Website for REMC Association of Michigan

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The ISTE Activity: Try, Try Again! is an instructional tool that directly aligns with ISTE Standard 1.4.d – Open-Ended Problems. This lesson encourages young learners to reflect on what it means to persevere and to recognize perseverance in themselves and others. Educators can invite students to share personal stories and scenarios where they demonstrated or witnessed persistence. Thus, the activity builds emotional awareness and resilience, critical qualities for success in any problem-solving environment. The intended use is for K-5 elementary students within classroom SEL or technology-integrated instruction.

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Practice perseverance | Try, Try Again! | K-2 | ISTE Student Standards

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The resource “The Tech Interactive: Get in the Game” is an excellent fit for ISTE Standard 1.5.a – Problem Definitions, particularly for elementary students who are beginning to engage with computational thinking and technology-assisted problem solving. This activity focuses on designing board games by breaking down complex ideas into manageable parts through decomposition, recognizing patterns in rules or game mechanics (pattern recognition), identifying the core elements needed to create a functioning game (abstraction), and developing clear, step-by-step procedures or rules (algorithms). The intended audience is educators and parents who have 3rd-5th-grade students.

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Computational Thinking Lessons | The Tech Interactive

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Browse our computational thinking lessons and discover out interdisciplinary approach to computer programming!

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The LEGO® Education: Coding Express – Introduction to Looping resource is a tool that directly supports ISTE Standard 1.5.c – Decompose Problems. This lesson explores computational thinking by decomposing familiar tasks into logical steps. Students use LEGO® DUPLO® trains and color-coded action bricks to simulate looped behavior, such as having the train stop, turn, or sound its horn at regular intervals. By building and programming the train, students actively break down the abstract concept of repetition into observable, controllable steps. The intended audience is early elementary students, especially kindergarteners, who are just beginning to develop foundational problem-solving and sequencing skills.

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The Seesaw platform is a highly effective tool that aligns closely with ISTE Standard 1.6.a (Choose Platforms or Tools) and 1.6.c (Communicate Complex Ideas). Seesaw’s design allows students to select the most appropriate digital medium, whether recording audio or video, typing text, drawing, or uploading images and files, to respond to learning prompts. Seesaw is particularly suited for elementary learners (grades K-5). Additionally, teachers can use Seesaw as a digital portfolio platform where students document learning over time, reflect on their progress, and share insights with peers and families.

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Seesaw | Elementary Learning Experience Platform

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Elementary Learning Experience Platform | Seesaw

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Seesaw is a Learning Experience Platform with 25M+ users, enhancing elementary education, engagement, and school culture while improving academic success.

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The Scratch and Scratch Jr. platform is a resource that strongly supports ISTE Standards 1.6.b (Original and Remixed Works) and 1.6.d (Customize the Message). Scratch and Scratch Jr. empower students to create original digital projects, including animations, stories, games, and interactive presentations. Learners can design unique works from scratch while also offering the opportunity to remix and build upon existing projects shared within the Scratch community. Additionally, Scratch users actively make decisions about how best to convey their ideas through digital storytelling and interaction. Scratch Jr. is geared toward early elementary students (K-2) and Scratch targets upper elementary students (grades 3–5 and beyond).

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Kidblog offers an accessible and safe environment where young learners can express themselves digitally and connect with peers beyond their immediate classroom. This resource allows students to read and engage thoughtfully with diverse opinions and perspectives shared by classmates locally and potentially global participants. Kidblog is ideal for elementary through middle school students. Educators can create private, moderated class blogs to ensure a safe online environment, making it suitable for classrooms focusing on writing, social studies, or any content area where reflection and discussion are emphasized.

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Fanschool is a learning platform that helps students own their learning. It is a place where students can share their work, get feedback from their peers and teachers, and connect with other learners. Fanschool is designed to be student-centered, and it gives students the power to control their own learning journey. Fanschool offers a variety of features that help students own their learning. These features include: Fanschool is a powerful tool that can help students own their learning. It is a place where students can share their work, get feedback, and connect with other learners. Fanschool is a great resource for students of all ages, and it can help them reach their full potential. Here are some of the benefits of using Fanschool:

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The future of student publishing - Fanschool

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Student publishing that works. Purposefully share your work. Publish to your portfolio. Own your learning.

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24 Project Ideas from Global Digital Citizenship Foundation

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24 Project Ideas from Global Digital Citizenship Foundation

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This resource from Learning in Hand offers a valuable collection of project-based learning (PBL) ideas. These projects are designed to engage young learners in meaningful, real-world challenges that foster critical thinking, creativity, and collaboration. This resource targets numerous ISTE Standards, including 1.7.c (Project Teams) and 1.7.d (Local and Global Issues). This resource is intended for elementary educators seeking to implement PBL in their classrooms. The projects are adaptable across various subjects and can be integrated into existing curricula. Teachers can use these ideas as starting points, modifying them to suit their students' interests and learning objectives.

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24 Project Ideas from Global Digital Citizenship Foundation — Learning in Hand with Tony Vincent

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Developing interesting, relevant, and meaningful driving questions is challenging. To help teachers with project based learning, Global Digital Citizenship Foundation has free publications with project ideas and resource links.