Discipline is the bridge between goals and accomplishment

Jim Rohn (1994)

Let the journey begin

Our school recently completed a review of the Principles of Learning and Teaching (http://www.education.vic.gov.au/school/teachers/support/pages/principles12.aspx) . This prompted me to look at my classroom priorities and practices.  I decided to review the way in which I challenge and support my students to move beyond superficial understandings and develop higher order, flexible thinking, and to use goal setting as a framework to make this happen.

I began by supplying each of my Year 6 students with a learning journal. I explained that this would act as a reflection tool, one which would allow us to gain a further insight into their thinking, reflection and goal-setting.

Our first discussion focused on a series of questions centered on thinking.  Students were asked to create their own ‘Thinker Profiles’. They were provided with prompts to help establish their profiles. These included ‘What type of thinker are you?’ ‘What helps you to think?’ ‘What hinders your thinking?’  ‘What is the main purpose of thinking?’ and ‘What constitutes a ‘deep thinker’?’

Thinker Profile template

‘Thinking consists of imagination’- Sammy

‘Thinking is important as it helps me to learn’ Luca

‘I work well with others who think outside the box’ Brodie

‘Thinking assists my learning in so many ways’ Ethan

‘I can ask more questions and set higher standards to be a better thinker’ Eva

Students as reflectors

Following this, students were asked to share their thoughts on controversial issues such as competitive sport, capital punishment, democracy, animal testing and leadership.  After completing these reflections, I asked the students to refer back to their thinker profiles. Did they feel confident with their own thinking?  Did they need a specific environment in which to best achieve deep thoughts? Were they independent thinkers or did they work best in a group situation?

This discussion prompted me to reflect further. As a result, I asked my pupils to complete a survey on how they see themselves as thinkers and learners.  Students were asked to respond to questions about learning from mistakes, their preferred learning styles and purposes for learning. The data collected from the surveys informed my next step.   I also decided to discuss ‘thinking’ with my students more explicitly.

‘I prefer to work alone’ Ciara

‘If I don’t understand something I always ask for help’ Andy

‘I don’t mind making mistakes at all. I know I can learn from them’ Willis

‘I strongly believe we need to be given feedback to help us reflect on our learning’ Sierra

‘Students who do well at school are those who work really hard and think about what they are doing’ Xavier

Using a ‘circles’ format, we discussed what we thought a good thinker was, the importance of thinking, a definition of critical thinking and how thinking relates to group work, learning and goal setting.

‘A good thinker blocks out all distractions’ Drew

‘I can brainstorm and plan more often to help develop my thinking’ Elijah

‘Challenging myself helps me to think deeply’ Sarah

‘Critical thinking is analyzing and breaking things down’ Tilly

Thinking about thinking

Next, we used a ‘Think, Pair, Share’ structure to brainstorm synonyms for thinking. Ending with a joint discussion on the disposition of thinking, we discussed the use of these synonyms and displayed our thinking in the classroom. Words such as brainstorming, wondering, exploring, reasoning, checking, researching and considering were shared.  I was extremely impressed, particularly with the links that were made to all areas of the curriculum. Thinking in Mathematics was connected to deducing, calculating and problem–solving. Reflecting and deliberating were linked to the writing process.  Researching, exploring and comparing were associated with multiple learning areas.  It became evident that my students were inherently thinking about their thinking! More importantly, they had independently linked their thinking to reflecting on their work and subsequently, goal setting - which was my intended path.

Whose goal is it anyway?

Students were asked to record four learning goals for the term.  More specifically, I encouraged the notation of a Personal, English, Mathematics and Inquiry based goal. To assist with their goal setting I provided students with copies of all assessment task results and urged them to review peer and teacher feedback given throughout the term. Furthermore, I modelled the setting of goals by sharing my own (as part of the staff appraisal / mentoring process).

I wanted my students to set goals to help their growth, yet also to equip them with a sense of purpose and motivation. In addition, I wanted students to seek purpose in their learning. Students completed their term one goals, and copies were distributed to both myself and their parents. We took time to consider that often success was a team effort and unifying parents, themselves and their teacher(s) in the goal setting process would be a much more proactive approach.

Each student was sent an electronic template to enter their data. Their learning goals were accompanied by steps taken to achieve each goal and a section allowing the predication of evidence- ‘How will I show I achieved my goal? Their goal template also included an action plan outlining their estimated time frame for goal achievement.

It was heartening to watch this process in action. My students recorded their goals with ease and with clear purpose. Irrespective of ability, all students were able to independently pose goals which they showed a genuine desire to achieve.

After creating a display, I began to think about ways to provide sufficient time for students to work on goal achievement. I did not want student goals to make a nice feature in the classroom but not be discussed or achieved. I decided to involve parents in discussions and review at home. I provided students with time to focus on their goals for homework and established ‘goal buddies’ as a form of peer assessment and reflection.

‘Goals classroom display‘ 

Student goals example

I asked each student to study the goals set by their peers and nominate classmates (and associated goals) for which they could offer ‘expert’ opinion and assistance. I encouraged students not to make their selection based on friendship and reminded them of the purpose of the task- to assist peers with goal achievement and growth.

Students were subsequently paired with ‘goal buddies’. Each pair was given one nominated goal to work on. Some pairings were based on similar concepts, whereas others concentrated on two very different areas of need. With the purpose of the task made clear, the students were given time to prepare tutorials, activities etc to best support their partner.

One step closer…

Lucas busily gathered work sheets, tips and a list of interactive games to assist Sarah with her decimals. Meanwhile, Zara formulated a series of prompts to assist Sam complete higher quality PowerPoint presentations. Kiara found a ‘How to complete long division’ Youtube clip to show Niamh, whereas Billy collected overwrite charts and dotted thirds paper to assist his partner improve their handwriting.  With an obvious sense of determination, my students set about teaching and facilitating the learning and reflecting that was taking place. They researched, explored, and brainstormed solutions to their partner’s learning needs.  Indeed, they had begun to apply all the synonyms for thinking they had recorded a week prior and I could not have been prouder.

Following the preparation time, my students were allocated a lesson to enact their plans. Prior to this I decided to review the learning intention and success criteria of the session. I did this via two key questions, which students reflected on in their learning journals. ‘How do you reflect on your learning?’ and ‘Why is it important to reflect?   I hoped that this would help keep discussions on track and promote reflective practice within their partnerships.

Although student responses varied, there were commonalities too.

‘I reflect on my learning by reading feedback my teacher gives me’ Lucas

‘I reflect on my learning by looking at gaps and setting goals to get better at those things’ Bella

‘ I look over my work and ask questions to best reflect on my learning and growth’ Taj

‘It is important to reflect on my learning so I improve and become more confident’ Willis

‘Reflecting and thinking about my learning is important so I don’t stop learning’ Klara

In light of these discussions, students began to work through their nominated goals. My observations of this process were nothing short of exhilaration. Each pair was engaged in the task. I looked around the room with excitement to see one student instructing another on correct pencil grip, to another demonstrating 2 digit multiplication to their peer. There were laptops being used, alongside mini-whiteboards and markers. Notepads, multi -media, work sheets and discussions flowed. Each student seemed involved and completely immersed in the task at hand. 

If everyone is thinking alike, then somebody isn't thinking. George S. Patton (1945)

Thinking with clarity

As time passed I hesitantly asked my students to stop assisting one another and complete a ‘buddy reflection’. I wanted them to provide me with an honest account of the process; one I hoped would match my personal observations of the method. I asked them to document the help they had received, further action needed to continue accomplishing their goal and further thoughts on the ‘buddy’ arrangement.

I also used ‘exit passes’ as a tool to end this sharing session. I wanted further insight into how effective the buddy system was and what was achieved during this time. The exit passes each had a prompt - What I learnt, What a classmate helped me with, A question I still have and things I am still unsure of. Sample comments found on exit passes included-

Something I learnt about my writing- ‘Always think, does this affect the story line and if it doesn’t then ask is it really needed’ Xavier

Something I learnt from a classmate- ‘New websites to help me develop my algebra skills’ James

A question I still have- ‘Is it possible to do a 3 digit x 4 digit multiplication equation not 4 digit by 3 digits?’ Lucas

I’m still not sure about ‘My joining handwriting technique’ Ava

Where to now?

I read the reflections and exit pass responses with great interest. I was overjoyed at the responses. With this joy came a sense of success and enjoyment, yet also a strange feeling of discontentment. The dilemma I was facing was ‘Where to now?’ Despite the obvious success of the procedure, I knew that my students would tire of the same arrangement (if not short term, further down the track). I wanted to ensure they were active participants in their own thinking and reflecting. I was also troubled that, if not modeled in this way, would my students still set goals and enthusiastically strive to achieve them on their own as they move up the school? ‘Would they need to be pushed to reflect on their own learning and think more critically?’ I decided to go straight to the source and ask my students!

Using a think board technique I posed questions to my student to help guide my next step.

Is reflecting on my work and setting goals important to sustain?

‘Listening attentively and brainstorming well constitutes a good thinker so I think it is important to keep working on it’’ Andy

‘Yes, the more you learn, the more you know, the more you think’ Eva

‘Thinking helps me to broaden my ideas and challenge myself. I like setting goals to help me with this and will keep doing it’ Maddie

A new term began and with it a decision to provide my students with a new forum for sharing their goals and thinking about their learning. I supplied them with a calendar and goal template.

Calendar template

Calendar template

The children recorded their goals for Term Two and marked a plan of attack on their calendars. One student with a personal goal of ‘improving freestyle technique and speed’ annotated the calendar with a weekly note for swimming lessons- ‘talk to my instructor about my arms’, ‘review my breathing with my teacher today’. Another student with a mathematics goal decided to use tutoring sessions to address an extension of fraction based skills and marked these sessions on their calendar. Adopting a different approach was another highly enthused learner who asked to copy their calendar, take it home for the fridge and concentrate on one goal for a fortnight, followed by the next, allowing a more thorough concentrated time spent reviewing and mastering each of her four goals for the term.

With collaboration between myself and parents, my students used these planners to guide goal achievement. They felt much more equipped to work on their goals and how it best suited them. This systematic approach also allowed me to provide additional times in class to assist each student and meet individual needs.

Before Term Two got into full swing I wanted students to think about their goals and be in a position to work through any possible obstacles. Using De Bono’s 6 Thinking Hats (1985) I requested my students reflect on their goals from different perspectives before proceeding. They looked at what could go wrong, the advantages and benefits of setting such goals, how they would organise themselves, what alternatives and related skills were required to help achieve their goals and what emotions were involved in goal setting and accomplishment. They were also asked to review what their prior knowledge was and how such knowledge could assist them with their goals moving forward. Such reflections enabled me to provide specific intervention and assistance and move through problems and possible obstacles.

Goals and beyond…

My next challenge was to move beyond goal setting reflection time and create an environment where reflective practice and deep thinking became habitual, irrespective of task.

I decided to use a ‘reflection wheel’ as part of my daily routine. As I wanted my students to be a part of introducing this into our reflections, I asked them to record questions and prompts they thought would provoke good discussion and deeper thoughts. These included-

•What strategies did I learn and apply today?

•How can I apply what I have learnt?

•What did I find challenging?

•How can I extend my thinking and learning further?

•Something a classmate helped me with today

•What are my new strengths?

•What can I do to avoid making the same errors?

•How might I do better?

•What strategies can I use to help retain what I have learnt?

•A change in my thinking was…

•What questions do I still have

After sharing the combined responses with my students I decided to make the reflection wheel and use the suggested prompts to evoke deep thinking and reflection in the classroom.

Reflection wheel

In the terms that followed my students used the reflection wheel as a way in which they could share what they had learnt and celebrate their goal achievements. This regular fixture of the class share time (used alongside other tools) became the main articulation tool to share their thoughts about their learning.

Challenging times

Despite the joys and successes of using goals as the framework for reflective practice, goal setting would continue to be an ongoing dilemma. My mind swirled with questions such as ‘Will students pose goals and reflect on their learning without prompting? ‘How do students know what they don’t know and need to work on?’  I concluded that goal setting was a dilemma for which I had no obvious solutions but varied tools to manage and encourage my students.

The more I learn, the more I learn how little I know. – Socrates (c.470 BC – 399 BC)

Throughout this reflective process my students and I know how much there is to learn. Recognising the gaps in our learning and reflecting along the way is important. It scaffolds us, inspires us and helps to shape us as learners. My story, the story of learners in my classroom is a never-ending one.