DOING IT RESILIENTLY

MODULE 3: RESILIENT PLANNING

3.1 LEARNING GOALS AND LESSON PLANNINGKEY LEARNINGS Understanding the nature of goal setting and establishing SMART goals Identifying key elements of resilient lesson planning Using goal setting to improve effectiveness of lesson planning and the phases of planning Recognising how lesson planning evolves into unit and program planning Understanding how the Australian Curriculum can support lesson planning

ENGAGING

These Interpret one or more of these three cartoons in relation to this concept:

. . . ‘the benefits of goal setting and planning and the dangers of goal setting and planning’

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EXPLORINGGoal Setting for You

[A resilient teacher] continues working towards a desired goal regardless of what difficulties arise. - Margaret, teacher

Why Set Goals for Yourself?Why is goal setting important for my professional learning? Setting goals, as part of the performance and development process ensures improvements in practice are focused, challenging, and aligned to professional need and context (AITSL). Goals should be set by you, so they are meaningful to you. The benefits of goals include increasing motivation and empowering you to take control of your progress, for you to set your priorities and to make your own decisions in your own time.

Think about your teaching experiences over the past 12 months. Choose a classroom (picture it in your mind).

o Classroom: What parts of the room make you feel tense, anxious, or exhausted? What parts make you feel calm, happy or proud?

o Planning: What days and weeks give you a lift when you see them, a feeling of pride or satisfaction? Which ones make you feel disappointed, irritated or embarrassed?

o Students: Think about the students in that class and picture looking at your student list. What do you feel when you see each name? Which names make you feel relaxed, satisfied and proud, which ones make your chest tighten with regret, and which ones make your stomach tense?

o Colleagues: Mentally travel from classroom to classroom in that school or across your placement experiences, picturing each teacher in the building. What are your feelings as you approach each one? Which colleagues give you a generally positive feeling, which ones are neutral, and which ones make you feel nervous, angry, or annoyed?

o Professional Learning: Look at the following list of words. What are your feelings of each word? Positive, negative or mixed? What other words have you heard a lot this year that give you a strong feeling one way or the other?

Differentiation Scaffolding Technology/ICT Integration AITSL Parent-Teacher Interviews Data Classroom Management

For each of the five areas (classroom, planning, students, co-workers, professional practice) identify one or two priorities for change.

Points for you to consider as you develop your goals: Ensure the goal is something you really want. It cannot contradict (be in conflict) with other goals. Write your goal in the positive rather than the negative –

focus on what you want, rather than what you want to leave behind. Write the goal out in complete detail – this provides clarity of the final

outcome. Make sure the final goal is high enough.

Short-Term and Long Term Goals: Using a Goal Setting Guide One important message about goal setting is to understand and accept that goals, whether big or small, are best

achieved “one-step-at-a-time”. Goals may be short term or long term. Consider your goals from above and decide which are short term and which are long term. How do you decide or know?

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Use the following Goal Setting Guide to develop 3 key professional learning goals for the semester. View the example below to help guide this process.

Performance and development goal to be achieved (stated simply)

Evidence that will be used to demonstrate progression and goal achievement

What actions will I take to achieve the goal?

How does my goal connect to my professional growth, my school’s priorities and my students’ outcomes?

Timeframe within which the goal will be achieved

Support that will be required from the school to achieve the goal

Is the goal SMART?

Yes/No

Improved skills in differentiating classroom activities to meet student needs

Student surveys and school-based assessments (see specific items in year level assessment schedule)

Peer observation, research, collaborative work with colleagues, leading to trialling a range of differentiated activities

I want to ensure I am meeting students’ needs. Student surveys highlighted the need for greater challenge. Appropriately challenging activities should lead to greater student achievement

Within the first two terms

Meetings with teaching and learning leader to improve understanding of strategies for differentiating tasks.Teaching and learning leader to scaffold development of classroom activities and review planning documents

Yes

Focus on SMART GoalsSMART goals are focused, results-oriented, and can be used for developing both short and long term goals. Your goals are SMART if you can answer ‘yes’ to the following:

SPECIFIC Is your goal formulated in a way that you and others understand what is to be achieved? use of the 6 ‘w’ questions of ‘who, what, where, when, which & why’.

MEASURABLE Criteria. Is it possible to tell at any point in time if your goal has been achieved or not? Does your goal clearly link to the types of evidence you will collect to review the goal?

ACHIEVABLE Is your goal achievable? Is your goal a stretch, but also realistic?RELEVANT Is it results-orientated and relevant? Does the achievement of your goal have

meaningful positive implications for your own teaching practice, student outcomes and the goals of your school?

TIMELY Is it time-bound or tangible? Is the time in which this goal should be achieved clear?

Goal Setting for Students

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Setting broad goals for learning and giving students regular feedback about how well they are attaining these goals are effective strategies for teachers to use to enhance teaching.

The process of goal setting is also important in relation to student motivation. Student motivation decreases through the school years and so it is important that you foster classroom structures that are consistent with adaptive motivational goals so that you and your students are engaged.

Why do Students Engage in Learning? Exploring Motivational Theories for Goal Setting

MASTERY GOALS To acquire and increase competency for enjoyment and the development of skills

PERFORMANCE GOALS o Approacho Avoidance

To demonstrate one’s ability and competence in relation to others, attain grades/marks

or obtain tangible rewards

To avoid the demonstration of lack of ability

To avoid expending emerging by minimising effort

SOCIAL GOALS o Affiliationo Approvalo Responsibilityo Statuso concern

To enhance a sense of belonging

To gain approval of peers, teachers and/or parents

To fulfil a sense of responsibility to others, or to meet social obligations

To maintain/attain social position in school or later in life

To be able to assist others with tasks

THEORY MOTIVATION IMPLICATIONS FOR TEACHING AND LEARNING

PEDAGOGICAL IMPLICATION

Interest Theory Motivation is enhanced because the student values the experience or finds it important

Learning is improved when students are highly engaged with what they are being taught

Self-Efficacy Theory

Motivation is enhanced because students feel capable

Learning is improved when students see themselves as competent for the given task

Attribution Theory

Motivation is enhanced if students believe the outcome of what they do is a result of the effort they make

Learning is improved when students associate success or failure with the effort they make as opposed to their ‘ability’.

Goal Orientation Theory

Motivation is enhanced when the value of understanding material presented is linked to students’ personal objectives or values

Learning is improved when students want to understand the material.

View the two tables above. Think about the Motivational Theories for goal setting in relation to why students engage in learning. Which motivating factors align with the theories of motivation, and which are in conflict? Why might this be the case? Consider the negative effects of performance and social goals.

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View the strategies below. Highlight 3 key strategies for each motivational theory. How would these influence your planning?

Strategies to Promote Mastery of GoalsTASK INVOLVEMENT STRIVING FOR EXCELLENCE Involve objects, cooperative learning, group work and

presentations Foster interaction with peers Induce a level of challenge or difficulty Project enthusiasm

Set time to complete tasks Give immediate feedback Allow for achieve able goals Help students recognise effort-outcome linkages Model task-related thinking and problem solving

ADVENTURE AND NOVELTY GOAL ORIENTATION Provide fantasy, make-believe or simulation games Introduce curiosity or suspense Incorporate game-like features into activities Incorporate dissonance or cognitive conflict

Provide meaningful objectives State learning objectives Develop a sense of autonomy Make abstract content more personal, concrete or familiar.

Strategies to Promote Performance GoalsAPPROACH AVOIDANCE Focus attention on instrumental value of lessons Structure appropriate competition Gradually withdraw support so students gain control Teach and model processing and metacognitive strategies

Prepare students with questions and give them time to think about the answer to set them up for success

Commend high effort not just excellent products and personal best

Design lessons that involve active participation Develop tasks that are suitably challenging

Strategies to Promote Social GoalsAFFILIATION APPROVAL Encourage group rather than individualistic goals Incorporate a buddy or peer system Allow students to select their own groups (with

considerations) Use self-assessment strategies Include problem solving tasks

Acknowledge student effort Provide corrective and honest feedback Encourage students to share stories of when they worked

hard or of a good deed they have performed Design learning experiences that vary in difficulty

RESPONSIBILITY CONCERN Encourage responsibility through goal-setting Foster involvement in extracurricular activities Assign roles and jobs that require responsibility of

members of the class Foster peer support Explicitly state expectations

Encourage peer interaction Use the ‘think, pair, share’ strategy to explain concepts in

their own words and to also help others to understand concepts

Teach self-regulation strategies to monitor one’s learning Plan and organise tasks that provide time for students to

assist each other.STATUS Reduce social comparisons Set high but reasonable expectations Apply learning to real-life examples Promote all subjects as important Foster intrinsic motivation

Implications for ResilienceConstraints Enablers

Goals based solely on performance can lead to anxiety. Reluctance to exert effort in challenging or any tasks if goals

are not established Evoke feelings of incompetence if goals are not developed

appropriately or not at all.

Increase of pride, excitement and engagement in learning. Evoke feelings of competence and achievement Develop a sense of perseverance Belief that they are competent and have the capacity to

achieve.

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ScenarioA student in your class is highly competitive and constantly compares her results with those of others in the class.

Unfortunately she rarely outperforms her peers and believes that she lacks ability. What strategies could you implement to change this student’s perception of her ability and encourage her to foster a more productive

motivational goal?

Lesson Planning and Goal SettingThe goal of each lesson should be at the forefront of your mind. Lessons can fall in a heap if lesson goals are not established from the outset and therefore it is important to understand what the purpose of every lesson and task is. The goal for every lesson is to learn something- what do you want them to learn?

[A resilient teacher is] a teacher who can set goals and understand there will be ups & downs to achieve them.- Brett, early career teacher

Ask the students to bring along a lesson plan that they have developed (or use a sample).

Review the Purpose of the Lesson and the Objectives. Does the lesson plan have a goal?

Is it a SMART Goal?

Does it link to any of the goals for students and their motivations for learning?

Lesson Planning Principals of Lesson Planning (adapted from Groundwater-Smith, Ewing & Le Cornu, 2015)

Careful planning needs to be balanced with flexibility

Planning must be based on knowledge about how students learn

Planning needs to consider the diversity of learners and their needs

Planning backwards allows for analysis of achievements and future needs

Planning must be negotiable Planning should consider meaningful integration possibilities

Planning involves attention to detail

What do good teachers do when planning their lessons? What ‘impact’ will the lesson have on students? What is hard about lesson planning?

NB: Hattie: ‘know your impact’: what shift in thinking/planning does focusing on your impact lead to?Pedagogy Relationships

Teacher Action Teacher Impact Teacher Action Teacher Impact

Learning Goals/Intentions Learning Tasks Learning Checks/Success Criteria

Good goals are SPECIFIC/DEMONSTRABLE and CHALLENGING BUT ACHIEVABLE Good learning goals make good lessons

Phases of Planning

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Planning is a problem-solving process. Initially you will plan initial lessons, however you will eventually begin to sequence these lessons and move to unit planning (in a discipline area and across the curriculum). When this happens, you must have a bigger picture in mind and have “transformational outcomes” that is, the big picture outcomes (Spady, 1993).

There are many lesson plan formats that can be used and a number of questions that many be useful when planning. There is no best order, and often you will be thinking of many questions simultaneously.

Use the lesson plan to highlight and number where the key examples of planning are evident. Identify aspects that have and have not been considered.

Purposes: What do I hope to achieve in introducing the lesson? Why? What activities and experiences will best enable these purposes to be achieved?

Anticipated Outcomes:

What do I expect the students to be able to do as a result of this learning experience? How will they demonstrate this?

Student Orientation: What have the students completed in this area or on this topic prior to this lesson? What kinds of attitudes are they brining to this area? How can I deal with these? How can I build their prior knowledge in developing future understandings? What questions will be important in providing a focus for this lesson?

High Expectations: How will I share my purposes/clarify my goals for this lesson? How can I demonstrate how important this activity is and what I expect from the students?

Task Engagement: How are the students involved in the learning experiences? How will I “mind capture” them? What questions are important here and what could the students ask?

Task Sequencing and Timing:

Is there a ‘best’ way to sequence the tasks? What could I change? How much time is available for each aspect of the lesson? Are there any potential difficulties? Use the Framework “If this happens, I’ll…..”

Questioning: Are there important questions that I want the children to focus on? At what point will I introduce these?

Closure: How can I effectively draw the lesson to a close so students are clear, surprised and challenged? How can be sum up what we have learnt today?

Resources and Organisation:

What resources and/or materials are needed? How can I best use the space?Will the interactive whiteboard be useful? Do I need to consult with other staff?

Extension Activities: How will I provide meaningfully for those students who typically finish tasks early? What provisions can I make to support those who will need extra help or time?

Encouraging Reflection and Evaluation:

What strategies will help me and my students reflect on the successes and difficulties of this lesson?

Following Up: If given the opportunity, how can I best build on these learning experiences?(Adapted from Groungwater-Smith, Ewing and Le Cornu, 2015, p. 215-216)

Select a planning model from the “Strategies” section to support the re-development of your plan. What are some of the key differences when guided by a learning model?

Australian Curriculum The Australian Curriculum sets the expectations for what all Australian students should be taught, regardless of where they live or their background. For F-10, it means that students now have access to the same content, and their achievement can be judged against consistent national standards. Schools and teachers are responsible for the organisation of learning and they will choose contexts for learning and plan learning in ways that best meet their students’ needs and interests.

Making Sense of the Australian Curriculum Within Each Learning Area:

Rationale: Explains purpose of learning area Aims: Major learning (only 3 to 7)

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Content Structure: How it is organised (i.e. strands) Year Level Descriptions: overview of content, and inter-relatedness of curriculum strands and substrands. Content Descriptions: what is expected to be taught and what students are to learn (knowledge, understanding,

skills and processes) Achievement Standards: guidelines for assessment. Glossary: Key terms defined General Capabilities and Cross-Curriculum priorities

o GC: Literacy, numeracy, ICT competence, critical and creative thinking, ethical behaviour, personal and social competence, intercultural understanding;

o CCP: Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia, Sustainability;

o Key Competencies: Collecting, analysing and organising information, communicating ideas and information, planning and organising activities, working with others in teams, using mathematical ideas and techniques, solving problems, using technology.

http://www.australiancurriculum.edu.au/ Review your lesson plan and make links back to ACARA (Links to Content Learning Area Descriptions, General

Capabilities, Cross-Curricular Priorities, Student Diversity). What developments could you make? Do you have any further learning goals as a result of reviewing your lesson plan in relation to ACARA or the

Phases of Planning?

Key descriptors of a Visible Learning teacher I see learning through the eyes of my students

Mind frames A cooperative and critical planner

An adaptive learning expert A receiver of feedback

I am an evaluator/activatorI am a change agentI am a seeker of feedbackI use dialogue more than monologueI enjoy challengeI have high expectations for allI welcome errorI am passionate about and promote the language of learning

I use learning intentions and success criteriaI aim for surface and deep outcomesI consider prior achievement and attitudesI set high expectation targetsI feed the gap in student learning

I create trusting environmentsI know the power of peersI use multiple strategiesI know when and how to differentiateI foster deliberate practice and concentrationI know I can develop confidence to succeed

I know how to use the three feedback questionsI know how to use the four feedback levelsI give and receive feedbackI monitor and interpret my learning/teaching

I help students to become their own teachers(Hattie 2012: 6)

Feedback questions1. Where am I going? What are my goals?2. How am I going? What progress is being made towards the goals?3. Where to next? What activities need to be undertaken next to make better progress?

Feedback levels1. Task and product (how well has the task been performed: correct or incorrect)2. Process (strategies needed to perform tasks, alternative strategies)3. Self-regulation or conditional (self-monitoring: directing the processes and tasks)4. Self (personal evaluation and feelings about learning)

THEORY IN OVERVIEW Goal Setting

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The importance of goal setting for learning has been known for a long time and is central to the concept of self-regulation. Self-regulation “refers to processes students use to activate and sustain cognitions, behaviors, and affects, which are oriented toward the attainment of goals" (Schunk & Zimmerman, 1996, p.154). Self-regulated learners are proactive and show personal initiative, resourcefulness, persistence, a sense of responsibility and are self-motivated (Zimmerman, 1998). The qualities listed here can be seen to be similar to the personal qualities or resources that can enhance an individual’s capacity for resilience. As Tait (2008) indicated, resilient teachers are not only able to rebound after a difficult experience and learn from it, they set new goals for the future.

WHAT THE RESEARCH SAYSGoal Setting Research supports predictions that the most effective performance seems to result when goals are specific and challenging, when they are used to evaluate performance and linked to feedback on results, and create commitment and acceptance Lunenburg, F 2011 from AITSL)

Case Story

How could the lesson plan have been adapted to accommodate for unforeseen circumstances? Some issues arose from unpreparedness. What could have been done to limit these issues? Refer back to the key principals of lesson planning. To what extent do you agree that these were met? Why/Why

not?

Strongly Disagree Disagree Not Sure/Insufficient Information Agree Strongly Agree

YOUR STORY: USING TEXT AND/OR ART

Will include once finished the ART bit!

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STRATEGIES

Successful Collaboration for Planning By their very social nature, schools are places where good relationships between staff, students and the community are critical. Relationships are also very powerful in supporting teacher and student resilience. When colleagues work well together, everyone benefits. For this to happen school staff members need to work together as a team. Here are some ways that this can occur:

Respect everyone you work with, even those who are sometimes difficult to get along with. Respect the expertise and experience of your colleagues.

Help your colleagues where you can. This will make it easier for you to ask for their assistance too. In order to get along with a variety of colleagues, be positive in your interactions with and about them. Avoid talking

negatively about colleagues and don't engage in workplace gossip. If something goes wrong, don’t blame others, but try to find a workable solution. Be professional in your approach to your work and in your communication (verbal and written) with colleagues. This

is a good way of showing and generating respect. If you commit to doing something ensure you do it. Don’t make excuses. Show that you’re a team player by volunteering to help out with school activities – but choose those that won’t be

overly time consuming especially when you are starting out. Taking notes at a meeting for example, is a simple task that can be achieved in a short period of time.

Some staffrooms can be negative places and people are not always as welcoming as they could be. Becoming negative is sometimes a result of not having a range of resilience strategies to manage challenges. You might not be able to do anything about others’ negativity, but you can decide how much you let it affect you. Try to manage negativity by focusing on what you can control, building strong relationships with your students and looking for opportunities for positive experiences. There’s more about this in the ‘E’ module of the BRiTE Program.

Planning Models to Consider OGER: Orientation, Guided Discovery, Exploration and Reflection

https://annasteachingstrategieshelpers.wikispaces.com/file/view/Lessoning+planning+How+to+use+oger.ppt

The 5 E’s Model: Engage, Explore, Explain, Elaborate and Evaluate https://www.primaryconnections.org.au/about/teaching

Learning Taxonomies: Remember, Understand, Apply, Analyse, Evaluate, Create. http://thesecondprinciple.com/wp-content/uploads/2014/01/Anderson-and-Krathwohl-revised-10-2016.pdf

TAKE HOME MESSAGE

What is the one most significant thing you’ve come across in the session today?

Additional Resources and Websites

USEFUL RESOURCES http://www.australiancurriculum.edu.au/

USEFUL WEBSITES

“One step at a time” (CartooningGenius, 14 January, 2013) https://youtu.be/8cCiqbSJ9fg

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“Learn as much as I can” (TeacherFeature AITSL, 15 March, 2012): https://youtu.be/F954xElOuP4

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