It is a visual guide used for students that helps them keep track of what their individual goals are for a particular subject area.
On and off I have used goal board in my classroom. I first started using goal boards with Daily 5 and Cafe but quickly realized that what they presented just didn’t really fit with how I was teaching. It was like fitting a square peg into a round hole. It was good but just not right.
I have had student groups that have used it and student groups that have not.
As I move through the year with my students I realize that setting clear goals and making path to achieve these goals will be paramount to helping the achieve success.
So a goal board will be going up in my classroom very soon to help my students set and acheive goals.
Where are goal boards used?
Goal boards can be used in any subject matter but I do think that it is important to start small and stick with one subject area. This then can be moved into other curriculum areas as students are ready and get the hang of the whole process.
For my classroom I will be beginning with a goal board for writing. This is a huge focus of student voice and choice in my classroom and an area where students can begin to take on more ownership of their own learning. Together we have conferenced many times about their previous writing samples so they are familiar with where they need to go and what they need to do.
Why the goal board then?
Well the specific purpose of this is to make learning visible and to have a visible board that serves to hold students accountable and keep students organized.
If you have students that are
struggle with organization
have executive functioning difficulties
struggle to respond to feedback to make improvements
want more autonomy and control over their learning
If you as a teacher want
your students to keep track of their own learning
students to be responsible for their own learning and progress
a simple visual way to track students (status of the class)
to show student voice and choice in your classroom
to not be the only one tracking all the data in your classroom
Yep that is exactly what I want and need. You?
What do you need to get started?
To make a goal board you need some of the following materials.
bulletin board space or a tri-fold board
1st Choose your subject area.
I have picked writing as a good place to start.
Now look at different categories that students can work on within this subject area.
Math: Solving Problems, Choosing Strategies, Computational. If you follow the Ontario curriculum using the process expectations here would be great categories to follow. They could be combined and reduced to 4-5 categories as goal areas. Alternatively you could select the 4 most needed areas for students to focus on.
Science and Social Studies: Look at the overall expectations of your curriculum or the big ideas. These will be great goal areas or areas to focus on for a goal board. Alternatively you could use the categories of the achievement chart that include Knowledge and Understanding, Thinking, Communication, and Application.
Language: You can look at writing goals such breaking apart the writing process into sections and have students focus on one area specifically of the writing process. For reading you can look at areas such as fluency, decoding, and comprehension.
Use I Can Statements
For each of your goal categories, you will want to put them in student-friendly language.
Using I can statements to frame your specific goals will help to make these relevant to your students.
Think like a students and try to avoid teacher-speak. Unless you have made teachery phrases part of the language of your classroom then you should avoid putting these on the goal cards.
Track Student Progress
So you post the goal board and students look at it once and never again…
This is what I try to avoid. If I am putting it up then I want it to be used because I feel that it will be valuable.
So how do I do that?
It starts with routine. For a while now I will conference bi-weekly with students on what they are writing. Before they conference with me they fill out a feedback form. This form asks them for their goal. So in part they have been making goals all along. But this hasn’t been a focus.
With the goal board, we will physically identify which goal they are working on. We use a marker, like a sticky note, magnet, etc. that has the students name on it. This name card will go next to the goal that that student is working on. If you are lacking horizontal space this can also be done by putting an area below your goal cards for students to put their name. This will signal which of the goal areas they are focusing on instead of the individual goal card.
Ready to make your own?
Are you ready to try a goal board in your classroom?
If you would like to try the pre-made one that I have for my Ignited Literacy Language Program you can find that here
With a busy life and no extra time I need ways to make writing these simple.
I hear the nightmare stories of ineffective report card programs that only make this harder and more difficult than it needs to be.
I also here how teachers are writing these on their own software and think there must be an easier way.
Let me share some of the time saving hacks with you that help me to save time and just might help to save you time when writing your report cards.
Use Curriculum Checklists
There are some great checklists I found here on this site. They are a great way to keep track of what expectations you have covered. I have been keeping these in my plan book and check them off about once a month. This has saved me some time when trying to wrap my head around what I have done.
It has also helped to keep my assessment focused on curriculum.
Hanging File System Assessment Portfolios
Under my desk is a black crate with hanging files. Each student has a file and in here I have kept student assessments. I keep the originals and send home copies if needed. This is a simple assessment portfolio system that I use and can pull out student folders when K need to assess student work.
My google drive also has a great organization tool thanks to google classroom that allows me to see student work from any device. This means I take less work home in piles to have to sort through.
Don’t Mark Everything
I know you feel guilty if you don’t then you get hard on yourself for being behind in your marking.
I give you permission to let it go!
You don’t have to mark everything.
If you are behind pick and choose what will be the a good representation of their skill and mark that. Look at their other work but focus on 2-3 pieces to really mark and provide feedback for.
Also mark during the day. Conference with students talk about their learning journey and participate in small group teaching. Make notes of these small interactions with checklists. I like Idocieo for this digitally. Or just a class list works too.
Tracking sheets and feedback checklists help to make this quick and easy.
Err on the side of caution
Don’t mark too easy. Really look at exemplars from the ministry or EQAO, DRA or OWA. These exemplars will give you good examples of what a B should look like.
As teacher we tend to give B’s to our middle students and A’s to the ones who just get it. C’s go to those that try hard and then there are D’s…
Be fair but be honest and compare kids to examples. Consult with colleagues and reach out to other teachers.
Be careful of inflating marks for trying.
Use Student Evaluator
This program has saved my bacon every time I write reports.
Hours and hours of time has been saved by using this program. #notanad
The comment variety is great and beats my own repetitive comments that all sound the same after writing more than five comments.
Don’t Be Wordy
Less is more they say.
So don’t write a novel.
My simple formula is this.
I like to follow my unions lead here. Use your professional judgement here and write them how you feel they need to be written.
Use a comment bank
Many teacher will first write out there comments in word.
Please for all things teaching stop this.
This process is a time suck and you are wasting endless minutes scrolling, typing, copying and pasting.
Instead try Excel. Place your comments in a spreadsheet in a grid.
A few reasons…
Your report card program might be able to import excel files and upload these as a comment bank.
Two you can actually use formulas to input the correct comment for a student based on a grade you enter. HLOOKUP AND VLOOKUP formulas will do this for you depending on how you structure your comment bank.
It’s just a better built program for report cards and beats word hands down IMO.
You can also save time by stealing my own comment bank here.
You make a personal resolution but do you make a New Years teacher resolution?
What are some of the things you need to change, want to try, or what are you going to do more of.
Today I’ve compiled a list of New Years resolutions for teachers
Things you can try in your classroom
Things you can change to get more of a work life balance
Things you can change to boost engagement and motivation
Things that you need to stop doing right now.
Try Flexible Seating
I know if you haven’t already heard…flexible seating is this new trend…
But beyond it being a new trend, flexible seating works for me because it encourages movement, variety and comfortable work spaces.
It helps the fidgety student blend in. It helps students to dig in, get comfortable and work. It’s also a great carrot to give and take away when it is not used appropriately.
Flexible seating doesn’t have to be fancy or expensive.
I’m on Facebook often so I will check their marketplace for good deals. I scored my class couch for $20. My ottomans and Muskoka chairs came from Value Village and were recovered with my basic sewing skills. Other yoga mats and floor rugs came from Dollarama.
Try Google Classroom
If you have any tech or students with tech accommodations then google classroom is essential to the management of your digital organization.
I use this to organize and distribute all tech resources for my students simply and easily. It is intuitive and easy to use. Integrates seamlessly with other apps and google products.
With more and more tech coming into the classroom. Management of these devises is essential.
I still have traditional methods to hand things in but this supplements our resources and reduces some of the paper overwhelm that happens in most classrooms.
It also makes taking marking home simple. No huge marking bag. You can mark things on your phone or tablet.
Try Inquiry Everywhere
Inquiry isn’t just for science and social studies. Inquiry based teaching practices work everywhere.
Ask students to solve a real world problem in math and have them figure out what they will need to learn to make it possible.
Try Inquiry in language by giving more voice and choice in what they read, write, spell etc.
Let them write what they choose. Expire the writing forms that they are most interested in.
Try Inquiry in art? Give them a choice on a famous artist and have them explore this and learn more about this. Have them share what they learned by creating an art project that is inspired by the artist to show their style.
Do Less Planning
The person doing most of the talking is the one doing most of the learning
This quote relates well to this point. If you are doing all of the planning without input from your students. They are less engaged in the learning.
Encourage active involvement from your students in their learning.
If your students help to make the decisions about what they will learn, how they will learn, and how they will be assessed this reduces a lot of what you need to do to come up with creative and engaging activities.
The most engaging activities I have done are those that my student come up with themselves. They also don’t often need much in terms of supplies or extensive prep and resources.
Next time you are wondering what final project you will come up with…stop doing it yourself and simply ask your students to be involved in the decision.
Leave Early More Often
Up until this year I rarely left before 4:30. Want to know how much more I got done? Not much.
Three days a week I leave at 3:30-3:45 that is 15 to 30 mins after our end of day bell. Do I get less done?
I get no more done now than when I stayed until 4:30
However I have also come to realize that I waste a lot of time doing things that don’t ‘push the needle’. I would do things that were not essential to the most important things.
So leave earlier
Go to the gym, run an errand, grab coffee date with your friends, be with your own family.
Give Up More ControlHas anyone told you you might be a control freak?
Well then this one might be hard, but worth doing.
We are educating students. Students that want autonomy and choice. Not because they are entitled and privileged (even if many are) it is the world we live in. It is the only world our students know.
We can share our personal stories easily, connect with others, order food from just about anywhere and have all of our questions answered in a millisecond.
Yet when students come to school most of them are passive participants in their own learning.
Because they can’t handle it? Or because teachers are not comfortable with losing control of every little detail.
It takes some getting used to be able to just go with it. Push yourself beyond your comfort level. Disrupt your own thinking about what teaching and learning looks like. Adjust your expectations.
Build Better Relationships
How well do you know your students? How well do they know you?
Do you have a special unique ‘thing’ with them. I’m not talking about standing at your door and having a different handshake for each student (it’s great if you do but not necessary)
Do you know their strengths, hobbies, interests. Do you take the time to listen, watch and give positive attention to your students.
These times most often happen organically as students are getting ready, outside on duty, during transitions, or in those moments where you show them that you see them.
It is where you also show them you. Your quirky, silly, fun side.
They know there is get down to business you that has high expectations and is demanding. But there is also the silly side that encourages them to get ready for recess while singing crazy made up songs in the hallway. Or stops in the middle of a lesson for a 30 sec dance party. Because…well why not?
Stop Comparing to Someone Else’s Highlight Reel
It’s hard not to
We are bombarded every day with perfect classrooms, cute decor, shiny objects etc
But remember we are teachers. Unlike mommy bloggers teachers can’t share the blooper reel.
If I have a bad day I need to be careful about what I put out there. Because the cause of that bad day is someone’s child. So I choose not to share that part. Not because it doesn’t happen but because it’s not fair to that child if I do.
I also rarely post about my own children as we have made a conscience effort to keep some things private.
My day is never all rainbows and sunshine.
I don’t have everything together. You can’t see the team behind me that makes what I do possible.
But that team is there and I am here because I get it. Teaching is hard and if I can save you time and energy and stress by giving support, encouragement or resources then the time I put in it is worth it.
Are your students struggling to understand, work through and correctly solve word problems? Does the method you are currently using fall short of actually finishing the problem or only get your students to understand parts of the problem but not actually how to solve it.
This was the problem that I was facing with my students.
There are many problem-solving strategies out there but I found that they simply dealt with comprehending the problem. Sort of like a finding Waldo within a word problem. But one of the biggest problems was not finding the information but in communicating ideas and making a plan on how to solve the problem. I needed more than simply circle….underline…and box some words inside a word problem.
Circle the Question
This is a key step was defining what the actual problem was and what it was asking a student to do. This step was still important to me as I wanted students to understand what the question was asking them to do.
Hunt for the Clues
Unlike previous strategies I had used, I didn’t want students just to look for specific things within the story I wanted them to pull them out and list these out. Moving beyond keyword hunts and other shortcut strategies. I didn’t want students to just memorize the patterns that most problems follow but I wanted them to think critically about the facts that were presented inside the question.
This is also important as you begin to add irrelevant details to the questions being asked.
When real life problems are presented they are ways so nicely organized in a way that can be easily solved by looking for key words on a nice neat package.
Now this is where most solutions finish.
Assemble An Action Plan
One of the biggest difficulties is not identifying the first two steps but that students don’t know how to choose a strategy or make an action plan.
In this stage student combine two things.
First they need to ask themselves a few questions.
– How will the facts help me answer the question
– What do I not know
– What do I need to do first…second…etc
– What strategy do I need to use
I often find students get easily overwhelmed thinking they need to do everything at once. I often ask them “If you had a pool party would you grab a sandwich and jump in the pool at the same time?” This idea grosses them out. This works for this example. Students need to realize that there be multiple steps to solving a problem and that they should do these things one at a time.
It is important for them to make a plan of action to solve the problem one step at a time.
Solve the Problem
Another decision they need to make is how they will solve it.
Clearly and explicitly showing students different ways to solve problems is important to help them better understand strategies to use when solving problems.
Students will choose what operation to use
Students will also have to decide which strategy or algorithm they will use.
Finally students will need to show
This is also the time where the dreaded debate with students on showing work. This year I am not using the phrase “show your work” instead I am using “make your thinking visible”. I am finding that this is helping students to realize that I want all of the great math being done in their heads somehow represented or explained on paper.
Justify Your Answer
Finally students will summarize what they have done and answer the word problem by explaining what their answer is in the context of the problem.
This is a statement of their answer using the keywords from the question.
I use this strategy regularly in my classroom with students to remind them of the steps they can follow when solving a problem.
Learning happens gradually over time. We know that content that is revisited over time has a much larger impact over content that is delivered in a ‘one and done’ style.
So what does it mean to gradually release responsibility.
This means that we are moving students from needing us to not needing us. We are moving them to independent tasks.
So what does this look like in the classroom.
Well it looks at 4 different levels of support that you move students through to teach a concept.
It means that we don’t expect students to do anything independently before we get them to do it with us. Now that doesn’t mean they don’t try. But it does mean that we don’t assess them until we can get work them through the learning.
The four different levels are
So what does this look like in the classroom?
In this phase students are introduced to learning about something.
The teacher is teaching the students are watching. There is a lot of talking through what you are doing to make your thinking visible. This is like show and tell of teaching.
The teacher has 90% of the control over the learning.
In Writing – you are walking them through how you do something. You show them and talk them through your thought process.
In reading you are doing the reading. You are sharing the thinking. You are the only one with the book.
In math – you are showing students how you do something you are making your thinking visible. Say it, show it, do it live.
In this type of learning you are learning along side your students the teacher is less in control.
You may lead the learning but the students have all of the materials in front of them.
They are starting to use this as a way to follow along as you do it with them. You ask them for more input as this is less of a passive experience.
Think of this as a 60/40 split. Where the teacher is still doing most of the heavy lifting. Teachers create anchor charts and learning objectives here for students to follow.
In Writing – you may write together. Whole group teacher asks for input but leads the discussion. More interactive with students.
In reading – everyone has a copy of the text and you work though it together. You ask questions and get answers but the teacher is still leading.
In math – you may work through a problem together. Students share what they learned and you help to walk them through the learning.
This is small group learning
Easy assessment opportunities.
More work done here by student.
Teacher as a guide not a leader.
Student on their own without support.
Students lean on examples and previous support
Use anchor charts from previous lessons.
Here is where you assess
Can they apply what they have learned to do as you ask.
Students also do not pass through this in a straight path. Sometimes it is two steps forward and one step back.
This is why time is your friends and revisiting concepts over and over helps
Give small goals and take baby steps.
What is driving you crazy focus on that. Do that. Fix that. Show them how, do it together, let them try.
Just don’t do too much for them.
Students will not do it all all at once. It will be one step at a time.
So sometimes we have to teach things to our students that are heavy topics that cover a lot and to get through it is a drag.
How do we get our students excited about a topic if we are not very excited about it either.
One of the subjects that I need to teach is government. A topic that is typically dry and many teachers complain that it is hard to get through and tedious to teach.
So how can Inquiry be used to invigorate this traditionally dry topic?
One of the easiest things to do to make students interested in something is to add a dose of controversy.
Students are often by nature focused on fairness and being fair. If you can find an example of people not being fair and use it as a jumping off point you can hook them quickly.
In a government unit I like to focus on the Canadian charter of rights and freedoms. We talk about what is fair and just and what is something all people have a right to?
“Does everyone have the right to leave the country when they want?”
“Should your boss be able to fire you if they think you are too old to work”
Take some right out of the news
“Should a bakery be able to refuse to bake a cake for a gay/homosexual wedding?”
“Should a women be allowed to wear a niquib/hijab/turban/cross at work?”
“Should only a indigenous people be allowed to hunt on ancestral lands?”
These issues lead to hard discussions with strong opinions and as a teacher you have to be prepared for these difficult conversations with an open mind and open heart.
However there is not much that peaks interest like a little controversy.
Ask For Student Input
If the topic is boring then ask about what they want to know about it.
Perhaps initially they won’t know very much so introduce them to a few concepts and a broad survey to give them some background knowledge.
Then ask them what they need to know more about.
When you do this you can have student share what they wonder about or want to know more about.
Take their questions and sort them and group them into guiding questions.
This will help you to find key points that students can learn about.
From there students can design their own learning project that answers these questions. Think of it like a design your own test activity. You give students the test questions and they come up with the way that they are going to answer the question.
It is a backwards approach to assessment but one that increases engagement and learning for students.
Make A Game Of It
There are so many ways to turn a learning objective into a game. And a game that can include a traditional board game format but is not limited to this challenge.
Try an escape activity with students where they have to uncover the information through a series of steps. While they try to break free they can also learn about their topic in a fun way.
When learning about biodiversity students are challenged to learn about all of the various ways to classify vertebrates and invertebrates.
This content is large and getting through it can be long and tedious.
Using a breakout with a foldable for student to create through a series of challenges creates a visual display of learning and classification that also covers a great deal of information in a small amount of time.