Setting goals for learning is the first step in metacognition -thinking about one’s own thinking. Teachers set goals for their students, seek to help students build this critical skill themselves, and design instruction that scaffolds their ability to plan, execute and reflect on their work. They facilitate as students become adept at taking ownership of their learning by teaching the basics of setting goals and helping students repeat the process as goals are met. Finally, Teachers encourage students to recognize the value of their learning process and encourage them to take pride in and ownership of the work they do. These photos demonstrate one method for teaching early childhood students to choose, set, articulate and evaluate their own goals.
So how can we help the youngest learners to set goals and reflect on their own learning? Follow these steps to get started!
1. Create a set of goals based on standards. In the beginning, choose goals that are easily understood and visual. I started with name writing because not only is it easily measured, it’s a goal Pre K teachers commonly have for their students, but also one which children can become deeply invested in meeting. Because preschoolers are interested in the next grade, I also name “Kindergarten” as the pinnacle of goal mastery to get kids excited about meeting goals.
Goal: Name writing
Levels: Beginner (lowest)
Preschooler (middle)
Kindergartener (highest)
2. Create 2 rubrics for each goal; the first for yourself so you’re sure of the criteria for success, the second, a visual or picture rubric for your students.
Teacher’s Name Writing Rubric
3. Make an oversized version of the rubric available to students and help them set goals. Many will choose the highest possible goals to set! They may also rate themselves at mastery when they have not yet reached it. It’s important to explain that they may not yet be where they want to be.
Pocket Chart Visual Rubric
Red=Beginner (lowest)
Yellow=Preschooler (middle range)
Green=Kindergartener (mastery)
4. Offer opportunities for students to reflect on the goal regularly, and encourage them to consult the rubric when working on a related task. This will require a lot of coaching for the smallest students. Be prepared to explain the concept many times, and keep the rubric consistent or similar until they understand what self-assessment means.
5. Teach students to make genuine comparisons to the samples or pictures on the rubrics and to be honest with themselves about their levels of mastery. Reinforce that it’s okay to begin at the lowest levels and that hard work will help them move toward mastery. Conference with them several times for each skill or standard to be sure they are thinking about their learning as they work, they understand the process of self-assessment and they are beginning to rate themselves with accuracy. For skills like name writing, conference the entire year.
Next steps? Choose a skill and dive in! Use the accompanying template as a starter, then tweak it to make it your own! As students get comfortable with the process, incorporate less tangible SEL goals like sharing and taking turns. When they get really good, encourage them to notice their strengths or needs then set their own!
Self-Assessment Conference
