Goal Setting

This activity is divided into 4 weeks:  

Week 1 - DIFFERENT TYPES OF GOALS: 

• DIFFERENT TYPES OF GOALS:  Distinguish among the three types of goals: long-range, mid-range, and short-range.

• CLASS DISCUSSION & GOAL BRAINSTORM HANDOUT:  Lead a class discussion defining the amount of time for a goal to be considered long range, mid range or short range and complete the top of Student handout Goal Brainstorm. Guidelines may need to be provided based on grade level.

  • • • Long Range: where they would like to end up (generally more than one or two years)

      • Mid-Range: the steps to meeting their long-range goal (generally six months to two years)

      • Short Range: immediate goals necessary to achieve mid and long-range goals (generally less than six months)

• WHEN GOALS FAIL:  Introduce the notion that when people do not reach their long range goals, its often because they failed to set mid range an short range goals related to the long range goal.

• BRAINSTORM EXAMPLES:  Work with students to complete the bottom of Student Handout Goal Brainstorm. Afterward, have students individually brainstorm additional examples of each of the three-goal types.

• PAIR SHARE:  Have students Pair Share their list of goals.

• CONCLUDE WITH REFLECTION:  Conclude this week's lesson with the following written reflection:

  • • Why is it important to have short-range and mid-range goals?

    • Reflecting on your list of goals, set a long-range academic goal that you will work toward.

Weeks 2 and 3 - SHORT & MID RANG GOALS:

• DEVELOP SHORT/MID RANGE GOALS:  Develop one short-range and one mid-range goal that connects to your long-range goal.

• HANDOUT GOAL SETTING OUTLINE:  Use Student Handout Goal Setting Outline (GPA) to introduce the GPA acronym (Goal, Plan, Action) and explain its use in accomplishing goals.

  • • • When describing goals, have students refer to 6.3c: Setting SMART Goals, as it coincides with the “G” in the GPA acronym. It may be beneficial for students to complete this before moving on to their “Plan” and “Action steps.”

• EXPLAIN STUDENT CONTINUED USE:  Explain that, from now on, students can use the GPA outline for writing short-range, mid-range, and long-range goals.

• MODEL GPA USE:  Model using the GPA outline for a short range goal and a mid range goal, as students will use the outline for their short range and mid range goal.

• IDENTIFY PAYOFFS:  Define "payoffs". Identify potential payoffs to reaching goals. Students will record the payoff that connects to their goals.

• IDENTIFY OBSTACLES:  Define "obstacles". Identify obstacles that may stand in the way of reaching their goals, as well as ways that they can overcome these obstacles. Students will record potential obstacles to their goals.

Week 4 - VISUALIZING GOAL: 

• VISUALIZING GOALS:  Introduce the concept of visualizing goals. Share that many professional athletes and performers use this concept effectively to pursue and achieve their goals. They visualize themselves in the athletic setting going through the specific actions step-by-step that they will complete to make their goals happen.

  • • • • Share with students that the better they become at seeing themselves accomplishing their goals, the more obtainable their goals will become.

• VISUAL REPRESENTATION:  Have students make a visual representation of their journey to their long-range goal. Make sure that they include an image of themselves accomplishing this goal.

• BRAINSTORM:  Brainstorm possible images, symbols, and artwork that they may use. They may start a sketch on notepaper, and then transfer it to a larger poster.

  • • • • They may start a sketch on notepaper, and then transfer it to a larger poster.

• DISPLAY POSTERS:  Display the posters around the classroom or have students post their posters at home where they will be able to see them daily.

• HANDOUT, VISUALIZING YOUR GOAL:  Students may also use the power of visualization for mid-range and short-range goals. Use Student Handout Visualizing Your Goal to have students reflect on the vision of accomplishing their goals.

Week 5 - :

• CELEBRATE ACCOMPLISHMENTS:  

  • • • CELEBRATION ACTIVITY:  Start a traditional recognition celebration activity. Remember to celebrate small accomplishments, as well as large ones.

      • ACCOMPLISHMENT BULLETIN BOARD:  Start an “Accomplishment Bulletin Board.”

      • SUCCESS FRIDAY:  Share successes orally during “Success Friday.”

      • PHONE CALLS HOME:  Make phone calls home to share successes with parents.

      • NEWSLETTER:  Send home a “Good News” newsletter to acknowledge achievements.

      • SUCCESS MESSAGES:  Write positive “success” messages in students’ agendas/planners.

Adapt to Primary:

• Develop a card or simple term sort for students where they will identify and rationalize why various goals are short range, mid range and long range goals. A 3 column note format could also be created for this activity, with the column headings being that of each type of goal.

• Identify a general long range goal for the class to pursue. Then, allow students to brianstorm short range and mid range goals that connect to the long range goal. Write these goals as a class, so students have practice with writing goals before developing their own.

• Create a web/concept map of the long range, mid range and short range goals, so students can visualzie how the goals connect to one another. 

To increase rigor: 

• Have students identify their long range goal, and then develop one of the each of the following: a short and mid range literacy goal, a short and mid range math/science goal and a short a mid range personal goal. Once each of these goals has been developed, students will connect them to their long range goal.