Category: Goal Setting

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EF Conference Goal Setting Homeschool parent perspective

EF at Home: Goal Setting, Part 2

Parent with two children excitedly raising hands

This is the second part of a two-part series on EF at Home: Goal Setting. You can read Part 1 here. 

When children create personalized and achievable goals that are CANDO (Clear, Appropriate, Numerical, Doable, and with Obstacles considered), they are positioned to succeed. Here are some practical tips for helping children set effective goals and monitor their progress.

Begin with Simple Goals

Start with straightforward goal areas that are motivating for your child. These might include:

  • Sports or Activities – Set goals related to sports or activities that your child has chosen and for which they are already motivated. Perhaps your child is trying to earn scout badges or master a certain instrumental piece or sports technique.
  • Household Projects – Set goals as a family (e.g., household cleaning or renovation projects) so you can work together to achieve success. You can also set individual goals for around the house (e.g., organizing a room or training a dog).
  • Academics – Begin with goals that are likely to be met easily to build confidence; then move toward goals for challenging tasks or subject areas. You can start by setting goals for homework completion for one day or for studying for a particular test.

As you focus on any goal area, remember that you want your child to see results and feel accomplished. Be careful about goals related only to outcomes (e.g., grades, points scored, medals) that may depend on the behaviors or standards of others. Instead, target goals that connect to the process of improvement (e.g., studying or practicing for so many hours per week).

Practice Monitoring Goal Progress

Setting goals is just the first step. If we write down a goal and put it in a drawer, it never gets done. Once your child has set an effective goal and identified short-term steps to reach it, you can help your child monitor and reflect on their progress. Use a calendar or planner to remind you and your child to revisit the goal and discuss whether progress is being made.

In the beginning, you will have to support your child in developing realistic self-assessment. Your child may say, “Yup, I’m doing it.” You may need to gently correct the assessment by asking questions about the timeline or the completion of short-term steps leading to the larger goal. You may even need to provide information about what you have observed—at least in the beginning. As your child practices checking goal progress, you can provide less direct support while encouraging your child to decide how to celebrate accomplishments.

Wrapping Up

Goal setting allows us to have a say in what we want to have, be, or do. By teaching children strategies for goal setting, along with sharing our own use of goal setting, we can start them on the path to goal-directed accomplishments!

  • Mindy Scirri, Ph.D., Educational Consultant and SMARTS Trainer

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

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EF Conference Goal Setting Homeschool parent perspective

EF at Home: Goal Setting, Part 1

Pathway leading to top of blue mountain with red flag at the top

To children, goal setting may seem like one of those things that adults do—and maybe only those highly successful adults that children see on television or in the movies. Many adults, in fact, simply have dreams (goals without deadlines!), and very few adults truly understand how to set effective goals and implement them. How then can we possibly expect our children to become good goal-setters?

Goal setting may not be part of the school or homeschool curriculum—but it could be. Either way, goal setting is something you can practice with your children at home. Here are some suggestions.

Teach a Goal-Setting Strategy

Start with suggesting a goal-setting strategy that is both easy to remember and effective. In the SMARTS Curriculum, we teach CANDO goal setting, which includes the following five criteria:

  • C – Clear: Goals must be clear and specific. Avoid words like “better” or “more” that simply show a direction. What, actually, do you want to accomplish?
  • A – Appropriate: Goals must be realistic, based on where you are starting, and also relevant to what you need or want. Make sure goals are next steps rather than “pie-in-the-sky” ideas of what you think might be nice.
  • N – Numerical: Goals must be measurable, so you can check whether or not you are meeting your goal. Can you use a number or percentage or some other amount to quantify what you are trying to do?
  • D – Doable: Larger goals must be broken down into short-term goals so that you can reach (and celebrate) those short-term goals along the way. What are the steps you need to take to accomplish what you want?
  • O – Obstacles Considered: Goals must be considered in terms of obstacles that might arise and possible solutions to those obstacles. What is likely to get in the way? What do you have going for you?

By teaching and modeling goal setting, your child can learn an important life skill. To learn more about the SMARTS Curriculum and information for homeschoolers and parents of school-aged children, we invite you to attend the 37th Annual Executive Function Conference on November 3 and 4, 2022, to hear from Michael Greschler, M.Ed. and Mindy Scirri, Ph.D.

Wearing Your Shoes: Teachers Collaborating with Parents to Promote Executive Function at School and at Home

In this workshop, Michael Greschler, M.Ed., and Mindy Scirri, Ph.D., will explore the impact of differing perspectives between teachers and parents/guardians, as well as practical strategies for collaborating with families to support students. Participants will learn strategies from the SMARTS Executive Function Curriculum, review strategy instruction materials developed to support EF at home, and explore hands-on activities for bridging the gap between school and home.

Tune in tomrrow for Part 2 of this blog post to learn practical tips for goal setting and monitoring progress toward goals.

  • Mindy Scirri, Ph.D., Educational Consultant and SMARTS Trainer

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

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Goal Setting Organization Self-Checking

3 EF Strategies to Start the School Year

Teachers working with students at desks

With back-to-school season in full swing, it is more important than ever for students to adopt executive function strategies and tools. Students of all ages can set themselves up for success by implementing these three practices during their first weeks in the classroom.

1. Create an assignment monitoring system 

In elementary grades, pencil-and-paper agenda books can help young students develop both time management and self-monitoring skills. The simple practice of writing down an assignment in an agenda book can help children take ownership of their learning and conceptualize the connection between school and homework.

Many students in older grades continue to benefit from paper-and-pencil agenda books. In addition, pre-teens and older children can begin to strategically incorporate task management systems that include more than a list of tasks to complete. Our SMARTS team recommends the Prioritize→Break down tasks→ Estimate approach, which requires students to plan when and in what order they will complete tasks.

2. Set goals

The beginning of the school year is the perfect time for students to set goals for what they hope to accomplish both academically and outside of school. It is critical, though, for students of all ages to avoid vague and unrealistic goals. Unit 2 of SMARTS teaches students how to utilize the CANDO acronym to create meaningful and enriching goals.

3. Organize materials

Once students know their class load, they should create a place for organizing their class materials, assignments, and notes. Having a central location for all of these resources saves time and makes it easier to gather study materials. Unit 4 of SMARTS teaches students easy-to-remember strategies for organizing their belongings.

Whether students are entering kindergarten or graduate school, creating personalized assignment monitoring systems, setting goals and organizing materials are worthwhile practices to get the school year started on the right foot. For teachers and caregivers looking to support children in developing these skills, the SMARTS curriculum is an invaluable tool.

  • Taylor McKenna, M.A., M.Ed., SMARTS Associate

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

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Cognitive Flexibility Goal Setting Self-Monitoring

Teaching Financial Literacy with EF Strategies: Part 3

Image with increasing bar graph, piggy bank, and coins

This post is part of a series that highlights ways to teach financial literacy with executive function strategies. It’s never too early to teach your students financial literacy and EF strategies that can have a lasting impact(link opens in new tab/window) ↗. 

Goal Setting Continued

In the second post of this series, we covered tips for encouraging students to set goals for life beyond high school. Once students set their goals, it is important to self-monitor and self-check to track their progress over time. When it comes to long-term goals, we can’t just set and forget! 

Self-Monitoring and Self-Checking for Personal Finance

Because each financial situation depends on myriad factors, we can teach students to approach their personal finances flexibly. Employment, medical expenses, inflation, and interest rates are just a few examples that can affect one’s budget and spending.

With multiple financial factors to manage, self-checking and self-monitoring are keys to success. For example, students may need to complete financial forms or loan applications with a careful eye for details. Setting aside time to check their forms for accuracy can ensure a smooth process. Likewise, students can use self-monitoring strategies to assess how their actions and behavior are affecting their spending and aligning with their budget goals.

SMARTS Strategies for Self-Monitoring and Self-Checking

Self-monitoring and self-checking are two executive function areas that are often overlooked and not explicitly taught in school. In the SMARTS curriculum, these areas are clearly defined and modeled for students.

  • Self-monitoring is an ongoing process of noticing what one is doing.
  • Self-checking is the process of finding and correcting mistakes in one’s work.

By learning to monitor and check themselves, students can develop essential skills for successful goal-directed behavior. To learn more, visit our SMARTS videos on Self-Monitoring and Self-Checking.

  • Caitlin Vanderberg, M.Ed., SMARTS Associate

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

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Goal Setting Metacognition Self Advocacy

Teaching Financial Literacy with EF Strategies, Part 2

A clock next to piles of coins

This post is part of a series that highlights ways to teach financial literacy with executive function strategies. It’s never too early to teach your students financial literacy and EF strategies that can have a lasting impact (link opens in new tab/window)↗.

Goal Setting + Life Beyond High School

Teaching students to set goals and monitor their progress is an essential part of setting them up for long-term success. To help students set goals for college and careers, begin with exercises that promote self-understanding around their strengths, challenges, interests, hobbies, and more. Encourage students to define the what, why, and how of their goals, and provide opportunities for them to envision what their life might look like beyond middle and high school. 

After high school, students have many options such as four-year colleges, two-year colleges, and trade schools. These options can vary in terms of time and cost, so it is beneficial to help students consider the return on investment (ROI).

For students who are considering college, the Education Data Initiative offers research and resources to tackle the rising costs of higher education. They have several resources that can help students balance their long-term goals and the cost of higher education(link opens in new tab/window) ↗.

If students are unsure of their path, taking a semester or year off can help students gain experience, develop self-understanding, and find clarity about their path forward. 

Once students determine the outcomes they would like to achieve, encourage them to monitor their goals and consider obstacles that might arise. CANDO Goals Lesson from unit 2 of the SMARTS Curriculum is an excellent way to get students thinking about setting meaningful goals. 

Stay tuned for part 3 of our EF and Financial Literacy series. 

  • Caitlin Vanderberg, M.Ed., SMARTS Associate

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

Categories
Cognitive Flexibility College Goal Setting

Teaching Financial Literacy with EF Strategies, Part 1

A clock next to piles of coins

According to a study by FINRA (Financial Industry Regulatory Authority) Investor Education Foundation(link opens in new tab/window) ↗, four in five young people are not able to successfully complete a financial literacy quiz. Since the Great Recession in 2008, financial literacy has declined across all demographics, but it is especially true for Millennials and Generation Z. One approach to boost your students’ financial literacy is teaching executive function strategies that foster skills in organizing, prioritizing, self-reflection, and flexibility.  It’s never too early to teach your students financial literacy and EF strategies that can have a lasting impact(link opens in new tab/window) ↗. 

Planning + Loans 

Taking out a loan to help pay for college or a car is a substantial decision that can affect a person’s financial status in the long run. Teaching your students strategies for long-term organizing and prioritizing of materials and time (Unit 4 in SMARTS) is an excellent place to start. Encourage students to explore their obligations (have to’s), aspirations (want to’s), and negotiations when it comes to their time, activities, and lifestyle. Loans, interest rates, and inflation also offer real-world scenarios that can be explored in math classes across the grades ↗. 

Some ideas for helping students plan for loans include:

  • What are the terms and fees associated with the loan? 
  • Are there prepayment penalties? 
  • Have they considered options to lower the interest rate, such as enrolling in automatic debit payments? 
  • Are they eligible to enroll in an income-driven repayment plan?

Shifting Flexibly + Budgeting

Strong budgeting skills are at the heart of setting oneself up for financial success. In order to create and maintain an accurate budget, students can first engage in activities that promote self-reflection and self-understanding. This is another element of personal finance where students can determine their spending “have to’s” and “want to’s”. What interests, hobbies, and activities are priorities that students should budget for? Playing games that encourage real-life budgeting(link opens in new tab/window) ↗ is a fun and low-stakes way to explore what it means to budget. When it comes to budgeting, students will need to remain flexible; unexpected costs can arise, so encouraging students to set aside a monthly stipend for last-minute emergency costs can prepare them for the unexpected.  

Stay tuned for part 2 of our EF and Financial Literacy series. 

  • Caitlin Vanderberg, M.Ed., SMARTS Associate

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

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Goal Setting growth mindset Motivation

Motivation Monday: Goal Orientation Theory and Growth Mindset

Goal orientation theory posits that students engage in any given learning activity for one of two reasons. If an individual has a performance orientation towards a task, they complete it because they want to demonstrate competence, usually to an audience they seek approval from (e.g., peers, teachers, parents). Contrarily, an individual with a mastery orientation towards a goal hopes to gain knowledge or develop a skill for understanding purposes. In other words, someone with a mastery orientation wants to learn out of interest in a particular domain, to “learn for the sake of learning.”

Why it matters for education

Research shows that mastery orientations support the highest quality of learning for students. Students with mastery orientations are more likely to seek academic challenges and persist in learning difficult concepts. Further, mastery orientations bolster the effects of executive function strategy use by providing students with the intrinsic motivation to think flexibly and focus their effort on furthering their academic knowledge and understanding.

Educational psychologist Carol Dweck presents a particularly meaningful perspective on goal orientation theory by encouraging teachers to support students’ growth mindsets. A student with a growth mindset believes their skills and talents are malleable and a product of effort, and they are more likely to develop mastery orientations towards academic tasks.

Takeaways

Teachers and parents can make small adjustments to their language to help foster a growth mindset in children. Here are some ideas.

  • Praise student effort rather than ability. For example, instead of telling a student who aced a math test, You’re so good at fractions! say, I can tell you studied a lot for this test — keep up the hard work!
  • Remind students of their ability to grow. Carol Dweck’s talk on growth mindset highlights the positive effects of infusing “yet” into conversations with frustrated and overwhelmed students. Help students reframe I’m so bad at math to I just don’t understand this topic yet.
  • Teach students that mistakes are learning opportunities. You can do so by embracing mistakes yourself — own up to a time you did something incorrectly and explain what you learned from the experience.
  • Keep students’ academic scores private from peers. Re-consider hanging scored student work on the wall and academic award assemblies. For students who value peer recognition as a reward, praise students’ effort and actions.

Growth mindset interventions have the potential to lessen the effects of poverty on academic achievement. With this exciting possibility, it is important to note that applications of growth mindset theory cannot succeed without robust academic skill instruction and support. SMARTS’ executive function curriculum helps all students develop the strategies they need to benefit from growth mindsets.

  • Taylor McKenna, M.A., SMARTS Intern

Build Your Executive Function Toolkit in 2022

Are you interested in building your Executive Function Toolkit? Join us in February and March to hear from EF experts on topics such as metacognition and motivation, strategies to support students with long-term projects and project-based learning, embedding EF in the general education curriculum, and the intersection of EF and social-emotional learning. Learn more and register today. 

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

Categories
Cognitive Flexibility Executive Function Goal Setting

Executive Branch: Executive Function Strengths

What does it take to be a successful president? Many historians have studied the presidents of the United States to determine what qualities and characteristics lead to a prosperous tenure in office. Unsurprisingly, a well-developed sense of self-understanding and executive function strengths are key! 

A Vision for the Future

While successful presidents must understand the past and remain grounded in the present, they must also look forward to the future. What will they accomplish while in office? What will their legacy be? When campaigning, presidential candidates set many goals that they promise to carry through if elected. While many of these promises are long-term goals, they are made up of short-term goals along the way. To get students thinking about setting their own goals, check out these frameworks for goal setting. These frameworks (including CANDO goals in SMARTS, Unit 2) help students set realistic goals with built-in plans for reaching success. 

Balancing Multiple Opinions and Perspectives

A successful presidency relies on the ability to see situations from multiple perspectives. When balancing many different opinions, it can be easy to get stuck. It is inevitable that all presidents will face opposition to their initiatives, whether from other politicians or from citizens across the country. It is critical that presidents think flexibly and shift perspectives to understand the perspectives of their constituents and gain bipartisan support. 

MetaCOG Online

Are you looking for a way to help students understand their executive function strengths and challenges? MetaCOG Online, an interactive executive function survey system, helps students develop an understanding of their learning profiles (including their EF strength, EF challenge, strategy suggestions, and SMARTS lesson recommendations). MetaCOG Online also provides tools for teachers to collect data about students’ EF strategy use at multiple points throughout the school year. 

  • Caitlin Vanderberg, M.Ed., SMARTS Associate

Build Your Executive Function Toolkit in 2022

Are you interested in building your Executive Function Toolkit? Join us in February and March to hear from EF experts on topics such as metacognition and motivation, strategies to support students with long-term projects and project-based learning, embedding EF in the general education curriculum, and the intersection of EF and social-emotional learning. Learn more and register today. 

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 Neuroscience Self Advocacy

Goal Setting with Mindfulness and Self-Compassion

Goal setting and reflection—two popular topics on the SMARTS blog—often come up around the New Year. How can you incorporate mindfulness practices when reflecting on the past year and setting goals for 2022?

Mindfulness and Goal Setting

When setting goals, it can help to define the what, why, and how of the goal to ensure that you know how to get started. There are a number of frameworks for goal setting (including CANDO goals in SMARTS, Unit 2) that help students set realistic goals that have built-in plans for reaching success.

We often fall short of the high expectations we set for our goals. Taking a mindful approach to goal setting can help us remain calm and not judge ourselves if we don’t reach our goals or if the process takes longer than expected. 

Self-Compassion and Fresh Starts

Self-compassion is another key component of successful goal setting. It is easy to fall into the trap of thinking that we must be perfect when we start fresh and that our progress is ruined if we fall back into old habits. Self-compassion means adopting a compassionate view towards oneself in difficult times through self-kindness and mindfulness.

Evidence indicates that the effects of mindfulness and self-compassion positively impact adolescents’ cognitive and affective outcomes. Results from this study support the use of contemplative practices (e.g., yoga and mindfulness) as a strategy to boost adolescents’ emotional regulation processes. Reminding ourselves that mistakes or failures don’t ruin our goals is an important aspect of self-compassion. Students and teachers can use this self-compassion strategy to remind themselves that it is okay to start again anytime.

Make Room for Mindfulness in 2022

The challenges of 2021 have left no one in our global community untouched. How can you enter the New Year in a more mindful and self-compassionate way?

  • Caitlin Vanderberg, M.Ed., SMARTS Associate

Build Your Executive Function Toolkit in 2022

Are you interested in building your Executive Function Toolkit? Join us in February and March to hear from EF experts on topics such as metacognition and motivation, strategies to support students with long-term projects and project-based learning, embedding EF in the general education curriculum, and the intersection of EF and social-emotional learning. Learn more and register today. 

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

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