2. Incorporating Goal-Setting in Adult ESL Classrooms Barbara Knox, Leslie Mladinich, and Liv Beck

3. Presentation Agenda Brief review of what research tells us about goal-setting Look at Goal-Setting Activities in a Beginning Low Class Look at Activities in a “Literacy” Class Discussion of goal-setting successes/challenges in your classes

4. Research Review I.One big reason to do goal-setting. II.Reasons goal-setting is effective. III.Important elements to keep in mind. IV.Some of the things that we learned in our class project on goal-setting.

5. Why do Goal-Setting?

6. Helps with student persistence!

7. How does goal-setting help with student persistence?

8. Connecting learners' goals and class instruction helps teachers meet students' needs and allows students to experience success in meeting their goals, which contributes to their increased motivation and persistence. (Graves, 2004)

9. With instruction on short-term and long-term goals, students are better able to mesh personal, educational, and career goals and better able to articulate their needs to the instructor. (Jackson, 1999.)

10. What does the research say about HOW to do goal-setting?

11. Goal Setting must be Clear and specific Continual Achievable In the context of instruction

12. Barbara’s & Liv’s Class Project

13. Our question: Do students in our evening Beginning Low class who identify long term and short term goals have higher rates of persistence since January, 2008 than students who do not identify personal long term and short term goals?

14. We found... Most of the students expressed that they had goals, but they were vague about what those goals were. Most of the students we interviewed expressed a strong sense that English was important for their future, but they did not seem to have a good sense of how much English their goals required, or what they were wanting out of class. Many of the students we interviewed expressed a strong desire to help their families. Students were better able to articulate goals as we did more in-class activities

15. Student Interviews Xian

16. To review: Goal-setting helps with student persistence It helps students... It helps teachers... It is most effective when... In our class we found...

17. Goal setting in one Beginning Low class I.Interview with Jorge II.Pursuit of Happyness III.3 question mingle IV.Songs and Goals V.Stand Out and Timelines

18. Student Interview Jorge GED Student Formerly ESL student at our same school Accessible Language Goals changed

19. 200420082010 2012 1. What is the name of the student we interviewed last week? _Jorge Loma_______________ 2. Where is he from? _Mexico___________________ 3. What is his short term goal? __GED__________________ 4. What is his long term goal? __go to college______________ 5. Does he have the same goals now as before? no 6. Is the GED the same as college? __no_________ 7. Is the GED the same as a high school diploma? __yes______ 8. How many years did he study English? _4 years___________ 9. What kind of job does he want? __business or carpenter ___ 10. What does he tell students to do? _ He tells the students that it’s important to learn English to get a good job. Speak English in class and with your coworkers. If you want, take the GED class. Interview Questions

23. Use of Songs and Goals “I tried” “Step by Step” “New York”

26. My name is Jana. I am from Denmark. I am 24 years old. I am single. I like to read books and listen to music. I have two sisters. They live in Denmark. I have no children. I am single. I was a server. Now I am a student at Goodstreet Adult School. I want to learn good English because I want to be a doctor in the United States.

27. Your Turn: Write about you. My name is _______________________. I am from______________________. I_____________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________

28. Leslie’s experience in her literacy class

29. Peer Training Day

30. Mira Costa College Worksheet

31. Linh Dang Resize

32. Linh Dang

33. Mira Costa

34. Expansio n of Mira Costa

35. Unsuccessful Goals Matching

36. Alfonso’s ESL Bus

37. Alfonso’s Sentence of Goals

38. Susanna Chart

39. Juan Resized

40. Discussion Questions 1. Quickly find a partner. 2. Talk for five minutes about what you have tried in your class. Or, what you would like to try in your class. 3. Write down some of your ideas on the index cards.

41. Report Back What were some of your successful ideas? Leave us the index cards and Liv will type up all of the ideas. You can email her for a copy of the list: beckliv@gmail.com

42. THANK YOU

43. extra slides from last presentation

44. EducationalCareerFinancialFamilyPersonal Categorize Goals

45. EducationalCareerFinancialFamilyPersonal 1. Go to Laney College 1. Own my own auto body shop. 1. Save $100 every month. 1. Visit my family in Mexico next year. 1. Quit smoking.

46. Research suggests goal-setting helps increase... a. the number of students who bring you boxes of chocolate. b. CASAS scores. c. student persistence.

47. In a large study on persistence in adult education, researchers found four main supports. The third support was “establishment of a goal by the student.” The fourth was “progress toward reaching a goal.” “The staff of the educational program must help the potential adult student define his or her goals and understand the many instructional objectives that must be met on the road to meeting that goal.” (Comings, Parrella, & Soricone, 2000)

48. Goal Setting helps both the student and the instructor make the necessary connections between the students’ needs and the classroom helps everyone have a sense of direction with the class allows students to more clearly see their own progress and experience of success – gain confidence helps students to take and feel more responsibility for their own learning helps motivate student learning.

49. Choose the REAL QUOTE

50. A. “With instruction on short-term and long-term goals, students are better able to mesh personal, educational, and career goals and better able to articulate their needs to the instructor” (Jackson, 1999.)

51. B. “ Although goal-setting activities have almost nothing to do with material we need to cover in class, goal-setting is a helpful activity for our students. So, I take the time to do it” (Jameson, 1999).

52. Examples of goals frequently mentioned at intake interviews are: "to speak English," "get a job," and "learn about the U.S." However, if students are to feel successful and motivated in class, and to persist in adult basic education classes in the face of the many obstacles in their lives, we believe it is necessary to make these general goals clearer and more specific. (Graves, 2004) Clear and Specific

53. Continual “For goal-setting to be effective, it must be continuing. For me this meant incorporating this practice into my lesson plans so that my students and I were consciously aware of the process” (Meader, 2000).

54. Achievable “A goal should strike a balance between being too easy and too difficult” (Rivers, 2006) “goals should be specific, hard but achievable, accepted by the students and accompanied by feedback” (Biggs and Moore, 1993).

55. Context of Instruction “Teachers must then use these student goals as the context for instruction and intermittently review them, since they may change.” (Comings, Parrella, & Soricone, 2000)