lee's classroom

(another MPPS global2.vic.edu.au weblog)

Student Goal Setting Statements

This semester I would like to learn about

This semester I would like to learn about …

I learn best …

I am really good at …

I would like to be better at …

What I think I could do to help me improve/extend my skills …

What I think my teacher/school could do to help me improve/extend my skills …

What I think my parent/s could do to help me improve/extend my skills …

Some ideas to help you decide on areas for improvement/extension:

Some ideas to help you decide on areas for improvement/extension:
Computer, organisation, more confident, positive role model, times tables, PE/sport/fitness, handwriting/, read more challenging books, concentration, spelling/developing writing ideas, presentation, maths problems, friendships, behaviour, work habits

 

Level 4 Outcomes as I statements

Personal Learning Level 4
The individual learner
I identify my preferred learning styles and use strategies that promote my learning.
I monitor and describe my learning progress and use learning habits that address my needs.
I seek and respond to teacher feedback to develop my content knowledge and understanding.
I identify and explain how different perspectives and attitudes can affect learning.
I negotiate learning improvement goals and justify the choices I make about my own learning.
I actively help implement protocols that create a positive learning environment in the class.
Managing personal learning
I undertake some set tasks independently, identifying stages for completion.
I describe task progress and achievements and suggest how outcomes may have been improved.
I persist when experiencing difficulty with learning tasks.
I seek and use learning support when needed from peers, teachers and other adults.
I practise positive self talk.
I demonstrate a positive attitude to learning within and outside the classroom.

 

Interpersonal Learning Level 4
Building social relationships
I show, through my interactions in social situations, respect for a diverse range of people.
I can describe the impact of bullying.
I accept and display empathy for the points of view and feelings of my peers and others.
I identify and use a variety of strategies to manage and resolve conflict.
Working in teams
I work effectively in teams and take on a variety of roles to complete a variety of tasks.
I work cooperatively to allocate tasks and develop timelines.
I accept responsibility for my role and tasks.
I can explain the benefits of working in a team.
I provide feedback to others and evaluate my own and the team’s performance.

 

Thinking processes Level 4
Reasoning, processing and inquiry
I develop my own questions for an investigation.
I collect relevant information from a range of sources and make judgments about its worth.
I distinguish between fact and opinion.
I use the information I collect to develop concepts, solve problems or inform decision making.
I develop reasoned arguments using supporting evidence.
Creativity
I use creative thinking strategies to generate imaginative solutions when solving problems.
I demonstrate creativity in my thinking in a range of contexts.
I test the possibilities of concrete and abstract ideas generated by myself  and others.
Reflection, evaluation and meta-cognition
I use a broad range of thinking processes and tools, and reflect on and evaluate their effectiveness.
I articulate my thinking processes.
I document changes in my ideas and beliefs over time.

 

Communication Level 4
Listening, viewing and responding
I ask clarifying questions about ideas and information I listen to and view.
I develop interpretations of the content and provide reasons for them.
I explain why peers may develop alternative interpretations.
I describe the purpose of a range of communication strategies, including non-verbal strategies, and evaluate their effectiveness for different audiences.
Presenting 
I summarise and organise ideas and information, logically and clearly in a range of presentations.
I identify the features of an effective presentation and adapt elements of my own presentations to reflect them.
Using provided criteria, I evaluate the effectiveness of my own and others’ presentations.
Information and Communication Technology Level 4
ICT for visualising thinking
I use ICT tools to assist my thinking processes and reflect on the thinking strategies I use.
I use linguistic and non-linguistic representations, such as graphic organisers,,simulations and models to help structure my thinking and assist in constructing knowledge.
I record my decisions and actions when solving problems and clarifying thoughts.
I monitor and evaluate the changes in my own and others’ thinking strategies.
I review my records (of thinking) to assess their suitability for new situations
ICT for creating
I process data and information to create solutions to problems and information products
I use ICT to demonstrate my knowledge and understandings of the concepts, issues, relationships and processes related to all areas of the curriculum
I manage my files to secure their contents and enable efficient retrieval
I plan and monitor the progress of extended tasks.
I apply commonly accepted conventions in order to improve information products and solutions.
I use ICT efficiently to capture, validate and manipulate data for required purposes.
I examine the ethical and legal implications of using ICT in a range of settings.
I evaluate the usefulness of ICT for solving different types of problems and reflect on the effectiveness of my own use of ICT.
ICT for communicating
I use ICT to support oral presentations to live local audiences and to present ideas and understandings to unknown, remote audiences.
I use ICT to communicate with others with the purpose of seeking and discussing alternative views, acquiring expert opinions, sharing knowledge and expressing ideas.
I locate information from a range of online and multimedia resources to support my  learning.
I use ICT to support knowledge-building among teams.

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  1. Pingback: Learning Goals for Semester 1 | lee's classroom

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