This post is adapted from my upcoming book Flash Feedback: Responding to Student Writing Better and Faster – Without Burning Out from Corwin Literacy.
I’ve discussed the power of student goal setting before—how having students set regular writing goals comes in at or near the top of a number of meta-studies focused on effective teaching practices, likely due in part to the way it grants students some autonomy, frames the student’s growth as a collaborative endeavor between the teacher and student, and allows students to in part pursue the topics they value most.
And yet, despite the research supporting it and the clear logical reasons for why it would be valuable, real and serious student goal setting tends to be rare in our educational landscape. And I have heard from a number of teachers that it often falls flat when they try to engage in it.
So, today I want to borrow upon a section of my upcoming book Flash Feedback and discuss how we can make goal setting actually work:Continue reading “How to Make Student Goal Setting Actually Work”