Personal Learning Goals

When learners set their own goals it can:

  • improve their academic performance
  • increase their motivation to achieve
  • increase pride and satisfaction in performance
  • improve their self-confidence

STEPS

1. Review these goal setting tips for : S. M. A. R. T. goals

  • Set goals that are SPECIFIC (example: I will improve my keyboarding).
  • Set goals that can are MEASURABLE (example: I will type at 20 words per minute on the typing test).
  • Set goals that are Achievable (example: I will practice keyboarding for 10 minutes four times a week until I reach my goal).
  • Set goals that are Realistic and Relevant (examples: Something you want to do so that you might get a higher grade, be able to type your papers faster, help you edit photos and images, etc.).
  • Timely, set a target date to achieve them, and plan to revisit the goals frequently and revise them as needed.

Additional suggestions:

  • Celebrate when your goals are achieved.  (Treat yourself to a favorite snack, share it with a friend, or do a favorite activity).
  • Reflect on the goals you set, was it S.M.A.R.T.
  • Don't be afraid to ask questions and others for help.
  • Explore one or more of the Goal Setting Resources provided on the right.

2. Take a moment to think about:

  • Why are you taking this course?
  • What are you hoping to learn?
  • When you are done, what do you hope to change in your practice?

3. Set 2-3 personal learning goals of your own for this course in your Personal Learning Goals and Reflections Document.  Throughout the 21things students are encouraged to set, reflect and revise their own learning.

Move on to 21t4s Student Resources

Standards for Educators Click the + to expand this list

Addressing the ISTE Standards For Educators
 

Learner
1a. Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
1c. Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.

Leader
2b. Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.
2c. Model for colleagues the identification, exploration, 
evaluation, curation and adoption of
new digital resources and tools for learning.

Collaborator
4b. Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.

Designer
5a. Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
5b. Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
5c. Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.

Facilitator
6a. Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
6b. Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on maker spaces or in the field.
6c. Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.
6d. Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.