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All of us will develop the use of SMART target setting to challenge our learners. Some of us will be able to start using the eILP with our learners. A Few of us will also be able to identify and evaluate the strengths in our current practice, and how we can further improve. SMART OR SMARTER? : SMART OR SMARTER? SMART target setting? Specific, Measurable, Achievable, Realistic, Time bound. Have you considered SMARTER targets Enjoyable & Relevant… First Task : First Task Look around the room at your colleagues. Think about how different each of you are, and what each of your goals from today’s session might be. In small groups make a list of all that makes each of you different, and what might affect the way in which you meet these goals today. Be prepared to share with the group. Things YOU said? : Things YOU said? Interests of the learners; Values of their course; Learning styles; Cultural differences; Self discipline; Motivation; Peers; Times of the lessons (am/pm); Learning difficulties; Concentration span; Glasses / visual impairment; Dietary needs; Habits, hobbies. Age; Gender; Upbringing; Confidence; Communication skills; Intelligence (perceived/past); Environment; Different accents; Resources; Academic levels… Slide 6: “Goals are the fuel in the furnace of achievement” Brian Tracy, Eat that Frog What You Are Already Doing? : What You Are Already Doing? Tracking Grades APS score, MTG, Minimum UCAS target. Predicted grades, Predicted UCAS. Current status / current working grades. Group Profiles Detailed notes of ongoing progress / strategies Learning styles Functional Skills Being Explicit… : Being Explicit… Lesson Plans / Schemes of Work: Outcomes (All, some, few)… Individual needs boxes on LP… Within the LP tasks, explain why you are doing things to help meet both the individual and group’s targets. Group Profiles / Supporting Documents: What are you doing to help each learner (what extra things have you agreed to do, etc)? What have been the outcomes? Resources: Explain how these might help different learner’s needs, Extension activities, Target setting sheets, etc. Methods : Methods You can reflect the individual goals of the learners and accommodate differences in many ways, including: Time given to complete activities etc, Interest in the activities themselves, Levels or difficulty of the tasks / content, Learning styles of the individuals, Resources provided, complexity, colours, The tasks and the explanations, Maturity and life experience, Individual or group… Why? : Why? If you set targets for yourself or learners that are not SMART, you can’t tell if you’ve /they’ve succeeded or not. An example : An example “I want more money.” Have I succeeded if I find 1p in the street? What if I find 50p? How would I know? Another example : Another example “I want to lose weight.” Have I succeeded if I lose 2 grams? Have I succeeded if I lose a kilogram? What if it takes me 5 years to do it? Am I still successful? What does SMART mean? : What does SMART mean? Let’s look at what each letter stands for.... S is for Specific : S is for Specific “Specific” means that you have to say what you want to do, very clearly. Specific Targets.. : Specific Targets.. “I want to lose weight” is NOT specific. “I want to lose 4 kilos” is specific. M is for Measurable : M is for Measurable Measurable targets tell you exactly what you need to do to succeed. “I want to be able to run 800 metres faster” is not measurable. How much faster do I want to be able to go? A Measurable Target : A Measurable Target “I want to run 800 metres in 2.5 minutes” is measurable. If I run 800 metres in 4 minutes, I know I haven’t succeeded yet! A is for Achievable. : A is for Achievable. “I’m going to earn £3,000 by next week” is probably NOT achievable – unless your job is robbing banks! Neither is: “I am going to run 800 metres in 2 seconds.” An Achievable Target : An Achievable Target An achievable target has to be something you can do. “I am going to read for 10 minutes every day this week” is probably achievable for most people. R is for Relevant : R is for Relevant What I’m going to do needs to help me to get what I want. If I want to get fit, finding out about famous footballers won’t help. A Relevant Target : A Relevant Target It would be more useful to do some football practice every day! T is for Timed : T is for Timed If I don’t know how much time I have, I don’t know when to take action. How hard do I have to train? When does my work have to be completed? A Timed Target : A Timed Target “I want to be able to run 800 metres in 2.5 minutes by August 5th, this year” is a timed target. Now I can arrange a training routine. So remember... : So remember... Targets must be: Specific Measurable Achievable Relevant and Timed Explore how to create SMART targets with learners : Explore how to create SMART targets with learners Are you feeling confident? Find a partner and tell them one thing that you would like to achieve by the end of this term. Through a dialogue, use the elements of SMART to agree a SMART target. As a group feedback all your reflections. Setting SMARTER targets : Setting SMARTER targets Consider how helpful the targets are on the handout for learners. You have 5 minutes to read and consider the targets. Using the blank box at the end of the handout, consider a scenario where you have either had to set a target and make it SMARTER, or where you MIGHT need to set a SMART target. Reflective practice : Reflective practice Complete the handout ‘How good are you at?’ Once complete, pick out strong points and two points you could work on. Spend the next 2min 27sec coaching your working partner on developing those skills. 4min 54sec total time! Recap of Target Setting : Recap of Target Setting Lead on from assessments. Understood. Owned / Collaboration. Prior achievement / future goal. WHAT to do… And understand WHY? Refer back / cyclical, Contribute to the eILP process… Using Smart Target Setting In The New e-ILP : Using Smart Target Setting In The New e-ILP You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.