When students focus on finishing without a clear learning goal

Manal Raoui  |  manalraoui.com

The teacher asks a student what they want to accomplish. “I'll finish the worksheet,” they say. A student in a group answers, “We'll get the presentation done.” Both know what they need to hand in. When asked what they want to get better at understanding or doing, they have trouble saying.

Students can finish a task without identifying what they hoped to learn. They may hurry through the part that could teach them something or do just enough to submit a product.

Telling students what to learn can direct their attention to an important part of the work. That gives students a purpose for the moment. They still need to learn to set a goal for their own progress within the opportunities the task offers.

To set a learning goal, students identify something they want to become better at, connect it to the task and their current needs, and decide what would show progress. “I'll do the exercises” can become “I want to know how to choose the operation and explain why it fits.”

The goal belongs within the subject of the lesson. One student may need to understand a basic distinction. Another may want to justify using it in a new case. Both can tell what they intend to develop as they work.

Introduce the visual aid to the class

Use “What do I want to learn?” to show the difference between what students will hand in and what they want to get better at by doing the work. Show what progress could look like and leave the aid visible.

The aid helps students give the activity a learning goal they can use as they work. The goal matters when it guides their attention and choices.

Return to what the student wants to learn

Point to the aid or ask, “After this activity, what would you like to be better at?” If the answer is broad, ask, “What would show you that you've made progress?” Help the student make the goal more specific and connect it to the task. Leave the student to formulate the goal.

Signs of progress

A written goal alone is insufficient evidence of progress. Look for students who:

• distinguish completing the task from learning through it
• set a clear, appropriate learning goal
• identify what would show progress
• need less help setting a goal for another task

Add individual support where needed

Introduce the aid to everyone first. Some students will only need a reminder. Others will benefit from help narrowing a broad goal or recognizing what they are ready to learn next.