Before I begin, I think
it is important to mention what I highlighted last week involving the
significance of implementing assessment FOR learning, instead of an old school
way of thinking involving assessment OF learning; that I am familiar with.
Taking this one step further I think one theme that stood out to me the most
during readings and lectures was how to grasp an assessment FOR and AS learning
approach. I could talk about the “Know, Do, Be” approach and how I fully agree
it is essential for the classroom, however I wanted to look at something that
stood out for me; why the integration of goals are so important and how they
seem to be a huge contributor for success.
When
I first came across the topic and implementation of goals, I was very much
against incorporating them; you will understand why soon. I remember when I was
in high school and each year in physical education we were assigned to write
three goals; one relating to exercise, one relating to nutrition, and one
general for the course. Well in grade twelve I think I had written down the
same three goals for four years. I knew it would get marked down that I
completed the task and didn’t need to focus on those goals because at the end
of the semester I knew I would be able to complete them without any effort. So
I figured, why would I want to implement goal setting in my future classrooms
when I know that the students won’t put any effort in just like I didn’t. It
seemed like goals were irrelevant and not very helpful, but it wasn’t until
after reading page 76 of the textbook that I realized these learning goals
differ immensely from the typical achievement goals I had been creating all
along. Learning goals aren’t specific goals determined by each individual, they
are collectively agreed upon by a whole group, and with this simple
understanding it made me look closer and not judge using goals in a classroom
as an ineffective strategy.
One
of the biggest questions I asked myself during my educational experience and
heard many other classmates say was “Why am I learning this”, or “How is this
going help me in the future?” Well, I believe implementing learning goals and
success criteria into the classroom will create many benefits. I am a huge
advocate for the teacher and student working together and using learning goals
in the classroom is a great way to implement this. These goals allow both the
teacher and student to have a shared understanding of what is expected in
learning and taking it one step further with success criteria it outlines
exactly what the student and teacher are looking for to achieve these learning
goals. Many times there has been a disconnect between teacher expectations and
how I interpreted an assignment and therefore have been penalized for it. But
implementing learning goals and having success criteria I believe will
eliminate these dysfunctions and also foster learning as students know exactly
why they are learning a certain topic and how it is to be carried out.
In
addition, this is beneficial for the teacher as they can further get to know
their students. Obtaining student input both individually and as a whole class helps
implement a constructivist and student – centered teaching approach. This is
what many classrooms are striving for because I know, as well as many others,
that promoting student learning comes first; and getting to know your students
interests, strengths and areas of improvements are steps to doing so.
Implementing learning goals that spark student interest will help engage
students in their learning and I believe will give them a sense of worth in
their classroom. It will also allow the teacher to facilitate students to
generate their own feedback as assessment features are clearly laid out in the
success criteria.
Overall,
starting with a rubric criterion (end product) and breaking it up into smaller
chunks including a learning goal, and what the teacher is looking for on how to
achieve the goal is a clear example of using a backward planning model and an
activity that meets assessment for learning. These learning goals and success
criteria exhibit not only clarity and specificity but it allows students to
foster their own learning which is what I admire. Students can see where they are struggling and / or
striving in certain areas all on their own without the teacher stating this.
But it also allows students to have an assessment as learning approach in which students can reflect on their own learning progress. I truly believe with this backward model approach students will be able to incorporate their own interests into their learning instead of being given a subjective rubric by the teacher. I have never thought of goals as being this strategic before but I now have a new found appreciation for using them in my future classrooms. Therefore, I believe that addressing learning goals and students co - constructing a success criteria will help eliminate the heartbreaking questions we hear from students when they ask "why am I learning this," and instead promote students to want to learn and take part in their own learning progression.
“Tell me and
I forget. Teach me and I remember. Involve me and I learn.” – Benjamin Franklin
http://www.youtube.com/watch?v=LLH_4ioIcw0
http://www.youtube.com/watch?v=LLH_4ioIcw0
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