Clearly articulated learning goals are the key to maximising learning by allowing for more purposeful learning to occur. At Hobsonville Point Secondary School, learning goals allow for greater personalisation of learning across the three strands of our school curriculum – Big Projects, Learning Hubs, and Specialist Learning Modules.
Term one ended with student led individual education meetings (IEMs). During these meetings, students led their coach and their parents/whanau through their learning this term and used evidence of their learning to set new goals.
Prior to these meetings, I had led our learning community through some goal setting exercises. We started with the differences between learning goals and performance goals, based on Zimmerman’s research, and then collectively set learning goals. Setting a goal is in itself not enough – it is important to know the success criteria of the goal and the strategies needed to get there. The activity that I ran with the students is here.
Once the students were familiar with the learning goals, success criteria and strategies of goals, they worked in their hubs on a mix and match activity. Once they were happy with how they matched up the goals, they discussed the merits of each. Then it was onto business. They each set a goal based on their learning needs, established the success criteria for their goals, and devised some strategies. We used peer critiquing during this exercise – on the one hand, it gave the goal setter an extra perspective, particularly around the validity of the goals and/or strategies, and on the other hand the open discussions gave extra support for students who were struggling to set their goals. Once the goals were set, with clear success criteria and strategies, the students added them to their IEM summary document that they would be sharing during their meeting. Students in my learning hub mainly set two meaningful learning goals for term 2.
During the IEM, the student, coach and whanau all revisited the goals and looked at them in light of the learning conversation. Some goals were adjusted slightly, many had new strategies added to them in light of the assessment narratives derived by both the students and the teachers on the learning modules, some goals stayed the same. Each student’s goals are personalised and relevant. The final part of the IEM document that was shared with the student, coach and whanau was a set of agreed responsibilities in order for the goals to be met – the whanau, coach and student all stated what they needed to do to help in meeting the learning goals.
Examples of students’ goals:
To manage my learning so I am not rushed
To understand the full concept of place and space (key concept for T2)
To generate written reflections which are more detailed
To focus during the generating phase so I don’t end up being weary.
To take more risks in learning
To focus by identifying and planning to find more than one strategy or approach
Where to next?
It is one thing to set goals and another to have them as central to the student’s personalised learning path. The first step was to use these goals to help the students select appropriate modules for term 2. Module selection had to be completed the day following IEMs. As a learning coach, I was able to guide them in making module selections that would allow them to meet their goals and use the strategies that we had agreed upon as their goals were so clearly articulated and relevant to their needs.
The problem with goal setting in secondary school is how to communicate the information to all teaching staff – for HPSS that is going beyond the learning coach and sharing with big project guides, module teachers and extra-curricular leaders. My responsibility as a coach in many of the IEMs was to share the goals with all teaching staff. I am planning on using KAMAR to do this so that any teacher can see the goals of the students. I love the idea of empowering our teachers to know our learners and their learning needs, and for teachers to plan accordingly. I see KAMAR as being a tool for all teachers to provide feedback on students and how much more meaningful will that feedback be if they are aware of the learning goals.
However, that is not enough. I think that goals need to be visible so I am planning on displaying each students goals in our hub area – inspired by the wonderful teachers at HPPS – and using visual means to track progress towards the goal (watch this space!). Our student-coach conferencing in term 2 will focus around progress of learning, in light of these goals, and figuring out where to next.