ESOL Orientation

Procedures for Completing Goal Setting

Page 1 / 1B

1) Have the students write their definitions for "goal". Have volunteers read their definitions aloud. Discuss perceptions, ideas with group.

2) Place the students in pairs to answer the questions on page 1. Go over each question with the class and discuss different student responses. Try to detect general patterns and write on board.

3) Go over the "guidelines" giving concrete examples or extending those given. Use the overhead, "Guidelines for Setting Goals" and discuss each one as students read pages 1 / 1B.

4) Show your students the appropriate calendar(s) for your level and discuss the importance of making a commitment to complete the ESOL program.

5) Give each student a large sheet of paper (8.5 x 11 or larger) and wide-tip markers. Have students write the following information for his or her single, most important educational goal.

A) How will the goal be achieved? (steps to achieve)

B) When will it be achieved? (specific timetable)

C) What is the ultimate goal?

6) Have the students share their goals with the class, explaining the steps to reach their long-term goal.

7) After student presentations, place the goal sheets on the classroom wall. Display all semester for students to be reminded and reinforced.

Page 2

1) Have the students rewrite the four goals so that they are specific, clear and manageable. Go over number 1 with the class, helping them to understand why the goal, as it is written, is inappropriate. Once the students have rewritten the goals, have them share their changes with a partner. Discuss changes with class, focusing on how the change made the goal more reachable.

Page 3

1) Using the guidelines on page 1, have the students set a realistic, short-term goal.

2) Discuss the meaning for "short-term" in this context. Give examples of short and long-term goals.

3) Use a specific short-term goal as an example and complete this page on the overhead. Discuss as you complete.

4) Have students follow your example independently, completing their goal sheet.

5) Monitor student performance and give feedback.

6) Place students in pairs. Let them discuss their goals, steps, barriers, solutions, etc.

Page 4

Repeat above for long-term goals.

Page 5

1) Read over the questions referring to "consequences" and discuss, giving examples.

2) Discuss the meaning of "intrinsic" and "extrinsic" and go over examples.

3) Have the students extend the list.

4) Discuss the meaning of "immediate" and "delayed" and go over examples.

5) Have the students extend the list.

6) Place students in triads to discuss the kinds of motivators they respond to more.

Page 6

1) Have the students complete the time management activity independently.

2) In groups, have them discuss their free time and ways they could create more free time to study or practice English at home or in social situations. Place special attention on numbers 2/3/5 helping them think through ways they could use their English more often in these situations.

3) Have them list their strategies.

Page 7

1) Have the students complete their Learner Contract / Goal Inventory. Go over an example on your overhead, discussing any issues that arise. Let the students complete independently. Monitor and provide feedback. Connect the activity to the previous goal setting activities.

2) Give some time to discussing the contract portion of the form. Point out that it is a promise to themselves and to you. Make certain that no one contracts for something they cannot fulfill or are unwilling to fulfill.

3) Have the student sign and date.

4) You sign and date.

5) Use this contract when discussing the Global Progress Report.

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