Collaborative Goal Setting

•"Thinking about one’s thinking"

•The processes used to plan, monitor, and assess one’s understanding and performance. 

•Metacognition includes a critical awareness of a) one’s thinking and learning and b) oneself as a thinker and learner.

•Metacognitive practices increase students’ abilities to transfer or adapt their learning to new contexts and tasks.

•Introduce the structure. 

•Set a class goal 

• work collaboratively to set appropriate individual goals.

Tips for teachers

• Emotions, and engagement play a key role in learning with respect to encoding and efficient retrieval of information; goals selected should be student-led. 

• Comment/question never dictate, suggest or tell

• Support student choice- once the approach has been learned, and confidence is growing with the student- selected goal encouragement can be given to consider setting goals for other skill areas ("Hmm is this a challenge? I wonder if that would be a GPDC?")

• Use curious questions to guide and ensure success- set  a time frame, ask questions to "boil down" the goal to one that can easily be tracked and achieved in the time, and help the student(s) create visual reminders, and simple tracking systems to support. 

• Students with executive function challenges

• Students with Developmental or motor development challenges

• Students working toward social/emotional and regulation goals