CATESOL Conference 2007

Learner Goal Setting in Adult Education ESL

Napa Valley Adult SchoolLaurel Leonard

AGENDA

Overview of program Benefits of learner goal setting Setting realistic goals Various goal setting activities Strategies for setting realistic goals, monitoring

progress, and revisiting the goals Linking goal setting to curriculum and instruction Closing

Program Overview

Serve approximately 3,000 students annually Primarily Spanish-speaking migrant agricultural workers Employed in the wine and vineyard industries, hospitality,

janitorial and landscaping, and as small business owners and employees

Many are parents or caregivers to school-age children Majority have low educational levels and over half have no

diploma, degree or technical certificate upon entry ESL Program consist of five levels of instruction in the morning

and seven levels of instruction at night. Eight multi-level offsite classes offered in the mornings and

evenings with tutors and childcare Offer EL Civics, CBET (Family Literacy), Citizenship, VESL

and Workplace ESL

Benefits of learner goal setting

Goals provide a sense of direction Monitoring goals help mark progress and success Setting goals help students and teachers plan ahead Goals help guide instruction Setting goals motivate student learning Students take ownership of their learning Recognition and praise/ self satisfaction

“Adult learners who have specific goals in mind are more likely to persist in their studies.” (Comings, Parella, Soricone,1999)

“The primary incentive to learner retention is the learner’s being able to set a goal and realize some progress in reaching that goal.” (Comings, Parella, Soricone,1999)

Setting realistic goals

Defining a goal: long and short-term Determining what goals to set Measuring goals Setting realistic goals that are attainable and

meaningful

Various goal setting activities

Charts and graphs Daily logs Journals Questionnaires Weekly, monthly check in Rewards and certificates

Strategies for setting realistic goals, monitoring progress, and revisiting the goals

Identify goals in class through needs assessments

Break down goals into manageable steps Set deadlines Revisit goals Monitor outcomes Set new goals

Link goal setting to curriculum and instruction

Orientation Assess basic skills Proper placement Use assessment to guide instruction Use curriculum as a basis for short-term goals Structure the course to motivate students When possible, let students choose what will be studied Relate learning objectives to student goals Practice reflective instruction Track and assess progress as students move through the

curriculum Conduct frequent assessments and self-evaluations Base evaluations on the syntheses of information to motivate

students to practice new skills

Closing

“My students get so excited to chart their progress, to see what they’ve learned and how far they’ve come!” (ESL Beginning Literacy Teacher)