1. SEAL Going for Goals Workshop
Presenter: SEBD Team
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2. KEY POINTS FOR ACTIVITIES
Designed to be carried out in the staff room to help adults tune into the strands of the theme at an adult level
Opportunity for participants to experience at first hand some of the activities children will be engaging with at different stages, prior to introducing to staff in school
Leading to staff in school having opportunities to think about the issues involved in working with children on how we motivate ourselves, how to reach goals and how to be an effective learner

3. Going For Goals - Motivation
Motivation involves:
Encouraging learners to be able to set a goal
Breaking a long term goal into small steps
Being persistent through a range of strategies
Realising when a goal has been met
Reviewing the effectiveness of what has been done

4. Going for Goals – Knowing and Understanding Ourselves as Learners
In order to remain well motivated we need to be self-aware in the area of learning
The theme provides opportunities for children to consider how they learn best and the conditions they need for learning
The theme draws on the work of Howard Gardner on multiple intelligences to help children consider the question ‘How Am I Clever?’ rather than ‘How Clever Am I?’
Enables children to consider their particular strengths in learning by seeing, doing or talking and listening

5. Going for Goals – Problem Solving and Making Wise Choices
The problem-solving process is considered more fully in this theme
Encourages children to make choices about their actions
In KS2 children are provided with opportunities to:
predict outcomes of their actions, considering probable likelihood of success
predict the effect their choice might have on themselves and their own feelings, the feelings of other individuals and the various communities of people their choice will impact on.

6. Going For Goals – Solution Focused Approaches
The materials use ideas from ‘solution-focussed’ methodology
Encourage children with goal setting and planning to reach a goal
Links to
Excellence and Enjoyment: learning and teaching in the primary years materials (DFES G)
Activities in the Conditions for Learning booklet (pp 26-30)
Learning to Learn: progression in the key aspects of learning booklet (pp 46-49) 4 5 6 7 8 3 9 2 10 1 1
The miracle is at the other side of the bridge – what small steps can you take to get there?

7. Activity One – Types of Motivation
Time Guide – 10 Mins
Resources
Flip Chart paper divided into three parts labelled Intrinsic motivation, External motivation, Internal motivation
Pens
Sticky notes
What to do
Thought shower all the different activities that the children in your classes did today. Write them on sticky notes, with one activity on each
Read out the definitions of the three types of motivation (next page)
In groups take it in turns to read out the activities on your sticky notes and place them on the flip chart, according to which of the three types of motivation were involved, and how you encouraged the children to complete the activity.

8. Activity One – Types of Motivation (2)
Definitions
Intrinsic Motivation -
This is when we are motivated by the experience of doing an activity which is in itself engaging, interesting and enjoyable for us
External Motivation –
When we do something to obtain a reward or avoid a punishment
Internal Motivation –
When we do something because the outcome is valued in itself

9. Activity One – Types of Motivation (3)
Reflect:
What type of motivation are we trying to encourage in the children?
How do we ensure that the children are becoming more self-motivated?
Applying Learning:
It is likely that internal and intrinsic motivation will emerge as most valued.
Agree on one or two things that you are going to try out to encourage internal and intrinsic motivation in children

10. Activity 2 – Qualities of teaching that enhance internal motivation
Time Guide 5 Minutes
There are some teaching strategies that are thought to encourage internal motivation in learners. Some of these are included in the table on the next page
Resources
A photocopy of the table
What to do
Give each staff member a copy of the table. Each staff member to rate themselves according to how frequently they use the strategies in the table.
Talk to a partner and give examples to show why you have rated yourself in the way you have.

11. Activity 2 – Qualities of teaching that enhance internal motivation (2)
Applying Learning
In pairs, choose one or two of the aspects and decide a practical step that you might take to move one step towards the right hand side of the scale and use more strategies to encourage internal motivation.
With your partner, discuss how you are going to support, encourage and motivate each other as you try out your ideas.

12. Activity 3 – Keeping going when things get tough
Time Guide 30 Mins
Resources
Materials to make a staffroom poster
What to do
Individually, or in pairs, spend a minute thinking about the last task that you did when you found it hard to keep going. (This might be writing reports for parents, completing an essay for a course, doing the ironing, raking the leaves).
Thought shower: What was motivating you? What strategies did you use to keep going?

13. Activity 3 – Keeping going when things get tough (2)
Your ideas will probably include some or all of these strategies
Setting yourself a time challenge
Breaking down the task and promising yourself a reward for completing each chunk
Having a break, doing something completely different
Sleeping on it
Walking around
Visualising or thinking about what it will be like when the task is finished
Asking others to help
Talking through what you are doing
Receiving feedback from others
When you have finished, create a staffroom poster of your favoured ways to keep going

14. Activity 3 – Keeping going when things get tough (3)
Applying Learning
Complete the task with the children in your class and create your own classroom poster
It will be interesting to consider how you might accommodate some of the strategies the children may suggest (such as walking around, having a break, doing something completely different or working towards a reward)
As a whole staff or phase group, you might also agree to consider with your class what to do when you are stuck. Children might agree five key actions before they ask an adult for help. These might be put on the wall or on each child’s table.

15. Activity 4 – Encouraging Autonomy
Time Guide – 15 minutes
Resources
Flip chart paper & pens
What to do
This activity may be best carried out in phase groups. Consider the questions:
What choices did the children in our class make for themselves today/yesterday?
How many ways do we encourage autonomy in our classrooms?
What ideas can you think of that will encourage autonomy? Think creatively and include all the ideas you can think of (even those that seem impractical)
Compare the lists each phase group has come up with.
Applying learning
Use an additional strategy each week. Review progress.

16. Activity 5 – Knowing Ourselves as a Learner
Time Guide
Resources
A copy for each person of the resource How am I clever?
(from Yellow Set: Year 3)
Teachers’ planning files
Background
There are many ways of categorising the way we are as a learner.
As a school you might already have adopted a particular approach
The advantages of using one or more of these approaches is to help us provide a rich learning environment for all children, encouraging them to use all their senses and learning styles to the fullest extent. The danger is that we label children and so reduce opportunities and expectations.

17. Activity 5 – Knowing Ourselves as a Learner 1(continued)
Background (continued)
The materials in this theme use two main approaches to learning style.
Firstly when encouraging children to consider ‘How am I clever?’ rather than ‘How clever am I’? They draw on the ideas of Howard Gardner and his theories of multiple intelligence.
These approaches are not the only way of considering learning style or ‘intelligence’. If you look on the internet you will find other approaches. You will also find some online questionnaires to find out about your own learning styles and intelligences. It can be fun to try these out.

18. Activity 5 – Knowing Ourselves as a Learner 1(continued)
What to do
Use the resource sheet How am I clever?
In pairs, examine your planning for the coming week. How many intelligences does it cater for?
Can you make sure that over the week you plan activities that meet the needs of children with all the different intelligences?

19. Activity 5 – Knowing Ourselves as a Learner 1(continued)
Applying Learning
Share your plans with your colleagues.
Try out any new ideas with your classes and report back at a future meeting

20. Activity 6 – Knowing Ourselves as a Learner (2)
Time Guide: Minutes
Background
The second approach used in the materials for this theme is to encourage children to consider whether they enjoy learning by:
Seeing – The visual learner
Talking – The verbal learner
Listening – The auditory learner
Touching/doing – The kinaesthetic learner

21. Activity 6 – Knowing Ourselves as a Learner (2.2)
What to do
Work in small groups, asking for suggestions about learning opportunities you could introduce that draw on your least used style
Applying Learning
Try these suggestions in the classroom and report back at a future meeting

22. Activity 7 – Qualities of a Good Learner
Time Guide:
Resources:
Copy of the story The fourth son from the Green set resource sheets Year 5
What to do
Read the story The Fourth Son.
When you have finished you might like to use a community of enquiry if you are familiar with this approach, or you might discuss the following questions:
Which son had been given the most useful present from the spirit? Why?
What would be written on the six stones? Remember, the pebbles are small and only one or two words can be written on each

23. Activity 7 – Qualities of a Good Learner (2)
You might like to look at the work of others and use one of their frameworks to extend and develop your own ideas.
Examples of published models available on line are:
The Campaign for Learning the 5Rs ( ) or
Guy Claxton’s 4Rs (
You could also watch video clip 1 from ‘Learning to Learn: progression in key aspects of learning’ from Excellence and Enjoyment: learning and teaching in the primary years (DfES G)
How good a learner are you? Rate yourself with a scale of 1 to 10 against the ‘learning to learn’ qualities or skills you have decided on.

24. Activity 7 – Qualities of a Good Learner (3)
Applying Learning
Decide on strategies you can use with the children to promote the learning to learn qualities or skills you have identified. Try out your ideas in the classroom.
All staff might like to work with the children to identify the learning to learn qualities they think are important. Children might use these to help them reflect on their learning and plan to become a better learner.

25. Activity 8 – Problem-solving Strategy
Time Guide:
Resources:
A copy of the Problem-solving strategy poster from the whole-school resource file
What to do:
This activity can be done in small groups (possible phase groups) or as a whole staff.
Individually or in pairs, first consider any problems that really rile and irritate you at school. This might be a particular time in the school day or it might relate to a group of children and how they behave. Take a little time to share your problems before choosing one to use to practice the problem-solving strategy together.

26. Activity 8 – Problem-solving Strategy (2)
Example of a problem
In my class things always seem to go wrong at the beginning of the day. The children are slow to settle and I seem to have to tell them off. This starts the day badly when I really want to have a pleasant start.
Use the problem-solving strategy to come up with the best possible solution.
Applying Learning
Try out your solution and report back at a later meeting.

27. Activity 9 – Using Solution-focused Approaches
Time Guide:
Resources
Paper and Pens
Background
These activities will provide you with a taster of solution-focused approaches.
They are very powerful in helping children and adults make changes in their lives and you might like to research them further.

28. Activity 9 – Using Solution-focused Approaches (2)
Solution-focused thinking:
originated as a therapeutic approach but has been developed for use in a wide range of settings
E.g. solution-focused coaching uses the approach when supporting teachers and other professionals develop their practice
Solution-focused approaches are often used in work with children who need extra help to develop their social, emotional and behavioural skills
Further information in Focusing on Solutions: a positive approach to managing behaviour (DfES ) session from the Primary National Strategy behaviour and attendance professional development materials (

29. Activity 9 – Using Solution-focused Approaches (3)
Approach 1: preferred futures
(You could try this approach for one of the problems identified in Activity 8)
Read out the following:
Suppose tonight when you are asleep a miracle happens and the problem no longer exists. You don’t know immediately it has happened because you are asleep. When you wake up, what is the first thing that will let you know there has been a miracle?

30. Activity 9 – Using Solution-focused Approaches (4)
Approach 1 (continued)
Try to elicit as rich a picture as possible of the ‘miracle’ (the preferred future). You might use questions like:
What would you see and hear?
What would you be doing?
Would you know the miracle has happened?
Who else would know the miracle had happened?
Who would be the first person to notice about you when they first meet you?
What else would they notice?
What would your classroom look like?
How would you walk around the classroom?
What would you say to the class that would let them know that things were different?
What else would you say or do?

31. Activity 9 – Using Solution-focused Approaches (5)
Approach 2: Scaling
Provide for each person (or ask each person to draw) a scale of 0 to 10 and read out the following:
If you consider that your miracle day was 10 on a scale of 0 to 10, and when the problem was at its very worst it was 0 on this scale, where do you think you are in relation to the problem today?
Each person indicates where they are. Then use the following questions to encourage them to find solutions to the problem and to set themselves targets.

32. Activity 9 – Using Solution-focused Approaches (6)
Approach 2 (continued)
For example:
What will tell you that you have moved one point up the scale (what will you hear, see, be doing)?
So what is it you are doing that means you are at 4 and not 3?
Where on the scale represents where you want to get? What would you be doing then?
What will be the first sign that things are different?
What will you be doing then that you are not doing now?
What is stopping things getting worse?
What one thing might you do that will help you move one point up the scale? (one more on the scale than today)

33. Activity 10 – Making Wise Choices
Resources:
The story of Paramjeet from the Green set
The idea behind making wise choices extends the use of the problem-solving process into a more detailed and thoughtful exploration of the consequences of a particular course of action.
A wise choice is one that balances the practical or thinking elements of the process with a detailed exploration of the:
Intrapersonal (relating to myself and my feelings)
Interpersonal (relating to the needs of other individuals involved)
Extrapersonal (relating to the needs of the communities involved)

34. Activity 10: Making Wise Choices (2)
The following activity from Green set starts to explore this idea
Read the story of Paramjeet
Talk together for a couple of minutes in pairs, to explore your initial ideas and record them in some way
As a group, use the steps outlined on the next page to come up with the wisest choice

35. Activity 10: Making Wise Choices (2)
Ready:
Is Paramjeet calm enough to think? How might Paramjeet calm down?
Steady:
How was he feeling?
What is the problem? Why is this a problem?
What does he want to happen?
Think of all the possible options. Be as creative as you can. Are they practical? How likely are they to be successful?
Choose two or three to explore further. What would happen if he did these?
Who does he need to think about? (Pauline, Mrs Brown, his parents, his sister, himself)
What groups (communities) of people does he need to think about? (his family, his class)
Plan – what he should do first, what he should do next, an so on.

36. Activity 10: Making Wise Choices (3)
Applying Learning
Discuss:
how you might apply this to the choices children have to make in school;
how you might apply this to the choices you make as a staff at school