Categories
Goal Setting

Goal Setting for 2021

The New Year offers a fresh start, a great time for setting goals and teaching executive function goal-setting strategies. Try this ten-minute activity to help students reflect on their year and set meaningful and doable goals for the year ahead.

Make Time for Setting Goals

As this whirlwind year comes to a close, students and their teachers have high hopes for 2021. It’s important to keep hope alive, so taking time to self reflect and set goals can help students carry some much needed positive energy into 2021. Goal setting helps students to recognize that their biggest power lies in themselves! Spending time talking about goals and using strategies (CANDO goals anyone?) will help turn New Years’ Resolutions into concrete goals for a fresh chapter.

What, Why, and How

Goal setting refers to the ability to identify the desired outcome based on an awareness of personal strengths and challenges. Goal setting without self-reflection can lead to dangerous goals that undermine motivation. We can better accomplish our goals when we understand our internal “why” of what drives us and make a plan for how we will get there. Here is a brief activity you can do with your students, or yourself, to reflect on goals for the new year.

  1. Create a list of outcomes you would like to see.
    Think about specific big moments during the year (e.g., AP tests or trying out for a play) or parts of your life (at school or your job). What would you like to see happen? Make your vision as clear and realistic as you can.
  2. For each outcome or goal, ask yourself why you want that outcome to be true.
    Jot down a note about what is motivating you. For example, perhaps you want to lose weight so that you can wear your favorite pair of jeans again. Maybe you want to achieve a higher GPA this semester to showcase on your college application or resume. Acknowledging the motivation behind your goal setting will keep your goals grounded and in view as you work towards them.
  3. Identify how you will reach your goals.
    Now that your list of goals is clear and you understand why you wish to accomplish them, develop your individualized approach to how you will reach your goals. For example, if your goal is to lose weight, clarify that you will do this by watching your meals and exercising five times per week. If your goal is to increase your GPA this semester, try to estimate how much time this will require, set a weekly goal, and identify your production time. The more specific you are about how to accomplish your goals, the more your why will drive you, so that your outcomes become a reality.

This activity can spark discussion about the importance, and challenge, of goal setting, as well as plant seeds for meaningful and strategic goal setting in a new year. Happy goal setting!

  • Iris Jeffries, SMARTS Intern

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

Categories
Goal Setting Metacognition

Amishi Jha: How Can We Pay Better Attention to Our Attention?

At ResearchILD, we believe that metacognition — thinking about one’s own thinking — is an essential component of teaching executive function strategies.

The link between metacognition, mindfulness practices, attention, and meditation has been getting a lot of publicity lately, but it can be hard to figure out what ideas are supported by science.

Amishi Jha, a neuroscientist whose research focuses on attention, working memory, and mindfulness, sheds some light on the scientific research about what attention is, how it can be studied, and what mindfulness practices can be used to improve it.Jha explores the role of attention as “the brain’s boss.” How does attention control us? What can we do when attention is not helping us get our work done efficiently? Jha uses the experiences of a former Marine experiencing the symptoms of PTSD to explore how our emotions and thoughts affect our attention, and the power of mindfulness training to help us regulate our attention.

What did you think of Dr. Jha’s talk? Have you used mindfulness practices and meditation to help improve attention and metacognition? Looking for other ways to integrate opportunities to build metacognition into your teaching? Let us know in the comments!

Categories
Executive Function Goal Setting

Fear and Goal Setting with Teenagers

Back to school is the perfect time to set goals, but goal setting can be a challenge for many students, especially those with learning differences or those struggling in school. Too often their goals are vague (e.g., I want to be famous) or unrealistic (e.g., I want to get into Harvard with a full-ride scholarship).

What’s the downside to setting vague, unrealistic goals? These dangerous ‘goals’ contain inherent self-criticism (e.g., If I’m not famous yet, there’s something wrong with me, or I’m not smart enough for Harvard.). Instead of motivating students to work hard, unrealistic goals can make students feel demotivated and inadequate. (The upside — these emotions, though negative, are a powerful message about what’s going on in your students’ minds.) To help students who set unrealistic goals, we must help them address negative emotions. Instead of running from them, we can help students define their self-criticisms and fears, and incorporate them into effective goal setting.

Tim Ferriss, a motivational speaker and podcaster, gave a TED Talk titled, “Why you should define your fears instead of your goals.”In his talk, Ferriss defines a useful concept known as “fear setting.

Instead of starting with a goal, fear setting starts with a fear. Students acknowledge something they are afraid of (e.g., “failing a test”) and then explore it fully in three steps: Define, Prevent, Repair.

In the Define step, students define in detail what would happen if their fear came true. A student who fears getting an F on a test might say, “What if I fail the class?” or “What if I can’t get into college?” By giving a name to these fears, students will be ready to make a plan to prevent them.Next comes Prevent, where students brainstorm all the ways to prevent their fears from coming true. The more detailed this section becomes, the more prepared students will be to set concrete, planful goals to address their fears.In the Repair stage, students acknowledge that sometimes bad things do happen. They have to think through possible ways to help heal from something bad happening. This step helps students think success flexibly, which will help them approach their goals with greater persistence.

So, while “fear setting” starts with a fear, by the end students have realized a detailed goal backed up by a plan that takes into account potential obstacles. This strategy is similar to our favorite goal setting strategy, CANDO goals.

Want to learn more about how goal setting affects students’ motivation, persistence, and executive function? Check out a free recording of our “Executive Function and Goal Setting” webinar!

Have you tried any good goal-setting strategies with your students? We’d love to hear!