This goal setting initiative was researched and implemented over a 12 week period in a range of classes from 2nd grade to 5th grade. These classes meet once a week for 40 minutes in the school's Library/Makerspace area, and actively engage in Project Based Learning activities. The school has noted issues surrounding goal setting and positive work behaviors during collaborative learning projects that have negatively affected students achievement and growth. Using the school’s data and teacher observations, a 3 step goal setting protocol, supported by technology was designed and implemented to support student engagement and achievement while engaging in a collaborative project.
Objectives:
While engaging in a collaborative group project in the makerspace over a four week period, students in grades 2-5 will be able to identify their daily project goal 100% of the time for each of the 4 class sessions.
While engaging in a collaborative group project in the makerspace over a four week period, students in grades 2-5 will be able to list the steps necessary to reach their daily project goal 100% of the time for each of the four class sessions.
During time spent in the makerspace, students in grades 2-5 will be able to demonstrate on-task learning behavior during collaborative projects 80% of the time over a four week period.
Outcomes:
Increased executive functioning skills will be present, as students are able to organize their work efforts to a positive completion of their collaborative project.
Students will improve their self directed learning capacity by acknowledging and identifying a daily work goal while working on collaborative projects.
Students will increase their ability to identify work steps needed to accomplish a collaborative project in the alloted time.
Increased collaborative behavior resulting in focused, on task work behavior will be supported by setting a daily goal and identifying the work to meet the goal by the students.
** It's important to note that during the required implementation period for this capstone project, numerous issues adversely impacted the time with students. These issues ranged from the school's spring break, scheduling and timing issues within the allotted 40 minute class time, standardized state testing, and a lock out procedure and next day cancellation of school due to safety concerns. Consideration to these issues will be noted in the data summary and interpretation.
Data Summary
Second Grade Data Interpretation:
The Second Grade class was impacted in time issues, scheduling, as well as a canceled class due to a school closing because of safety concerns. However, while in class the students grasped the 3 step goal setting concept and was beginning to understand the difference between a goal and identifying the work steps to reach that goal. Due to the younger age of these students and their proficiency with keyboarding, teachers supported each collaborative group directly. One the second day of implementation with this group, a common goal was discussed and identified during the group instruction time. This goal was then pre-entered in all the group Daily goal section on their Padlets. With the direct support of a teacher, the groups identified work steps to reach their daily goal and this information was entered by the teacher. This also was the process at the end of the class for the group reflection on their work progress. Observations and direct feedback from both students and teachers illustrate that the students have a general understanding of why setting goals is important and how it supports positive collaborative work.
Third Grade Data Interpretation:
This class was affected by extremely limited time during the first class session of the implementation period. The first class session was spent on instructional time covering the three steps goal setting process, as well as the use of the Padlets. However, this group of students benefited from the full amount of class time during the second and third day of implementation. The data shows increasing achievement in setting a daily goal, identifying work steps, and reflecting on their progress. Students throughout this progress were focused and on task which was supported with the specific daily goal and work steps . The groups collaborated together effectively and made positive progress on their PBL project. The goal setting process using team Padlets increased student engagement, and general understanding of what they needed to accomplish during their time allowed.
Fourth Grade Data Interpretation:
Fourth grade had the fewest disruptions to the schedule and timing than the other classes during the implementation period. However, the first day was shortened due to scheduling issues with state testing and allowed only enough time for students to complete a daily goal. The data demonstrates steady progress with collaborative groups in the goal setting progress. At the end of the implementation period all groups set a goal, identified work steps, and made reflections on their progress. This class met the objectives set for 100% of the class to met these three criteria. However, improvement on the quality and clarity of goals, work steps, and reflections would be beneficial to scaffold this process for students to internalize this support system. Throughout the implementation period students had increased attention and engagement with their PBL projects which could be tied directly to the goal setting process.
Fifth Grade Data Interpretation:
Fifth grade was the class most affected by the scheduling, testing, and school cancellation. As a result extremely limited data was taken for this group. However, it's important to note that during the limited time available, the students were quick to grasp the concepts and how they would be beneficial during PBL projects. These students also were able to quickly differentiate between a goal and work steps to support reaching that goal. The age and maturity of these students also contributed to the positive understanding of utilizing the Padlets as a technology tool supporting the goal setting process.
Pre and Post Survey Data Interpretation:
This survey was developed to gauge students understanding of setting goals before, and after implementation of the 3 step goal setting protocol. The pre-survey was given to students on the first class session of this project before instruction began in the Library/Makerspace. The post-survey was given in the students regular class by their teachers. This was due to scheduling and school cancellation constraints previously mentioned in this paper. The link was sent to the teachers for the students to complete when time was available. The post-student survey results should be viewed with these factors in mind when considering the minor gains made in students’ generally understanding of goal setting.
Pre and Post Student Data Survey Results
Do you know how to set a goal? There as a +7.0% gain in affirmative student responses.
Can you identify work steps to reach your goal? There was a + 4.2% gain in affirmative student responses.
Why does setting a goal help you? A +2.0% increase was shown in the positive response stating that this process helped keep students focused on their work. Why does it help to identify work steps to reach your goal? The students had following checklist of options to answer the question.
Stay Focused.- +.5% increase in students choosing this option.
Make sure everyone has a job.- +6% increase in students marking this option.
Make a schedule.- +3.1% increase in students checking this option.
Make extra work.- +.2 increase in students marking this box.
I don’t know.- +.2 increase in students making this statement.
When acknowledging the multiple time and scheduling issues that impacted the implementation period, students’ still gained in understanding the goal setting protocol, and the benefits it provides when working on PBL group projects. The data results and in-class observations have demonstrated positive improvement in student engagement and achievement with the support of this initiative. Even with the severe time limitations put on the implementation period, the positive gains in students' understanding of the goal setting protocol indicates that this would be a beneficial tool to integrate into elementary classrooms. Schools could improve student engagement and achievement by using this tool to address goal setting which ultimately improves student work behaviors. Beginning at the beginning of the year, a school could incorporate this into their K-5 curriculum to scaffold students understanding throughout each grade level.
Recommendations
Part One: Revisions
One of the biggest impacts on this Capstone project was the time allowed in each class session, and the duration of the implementation period. There were multiple factors that adversely impacted the time for each class, as well as class cancellations. In the elementary school setting, integrating new information and methodology in the classroom, requires a much longer period of introduction and instruction for students to reach the point of familiarity in which they are proficient. This goal setting process would be more beneficial as a regular classroom tool in the initial phases of adoption due to limited time in the Library/Makerspace. During the introduction phase, regular classroom teachers would have the time to apply this process to numerous activities, or general student behavior. This could easily be adopted as a regular morning meeting activity, and with an end of the day reflection before dismissal. Eventually, after regular classroom introduction for a month, this could be spread to the specials class as well. Students would understand the process, and would have the knowledge and skills to quickly engage in goal setting before their activities in the specials classes such as PE, Library, Music, and Art.
Another revision I would recommend is allowing time to introduce the use of the tech tool, Padlets, separately and before the introduction of the three step goal process. Students in the elementary age group need more time to learn about new technology tools as well as practice using the new tool. In this age range students are still in the initial phases of keyboarding and use tech independently. Creating a couple of class period for students just to learn about Padlet’s features and have time to explore the tool would be beneficial. This would streamline the goal setting process so that students would focus more on the goals, and not on the correct use of the application.
This process would also improve with dedicated instruction time just for goal setting. Students would absorb and internalize this process more effectively if explicit instruction was focused solely on the goal setting process before it was actively used in support of a collaborative project. Providing more support and modeling for the younger students would be another revision to the process. Younger students should start with a set goal and work steps, with students reflecting independently. Then progressing to a set goal with students identifying work steps, and finally the students completing all three steps. Providing more time for modeling and practice scenarios would benefit all students to fully understand the process and its benefits.
A school wide adoption of this goal setting initiative would ultimately transform students' Executive Functioning (EF) skills to support more active and self-directed learning opportunities. Beginning at the start of the school year to implement this goal setting protocol in grades K-5, would enhance the students understanding and internalizing of goal setting. This would also give them opportunities to apply these skills in multiple areas throughout the curriculum. Creating an atmosphere that gives students more ownership of their work behaviors creates an environment prepared to elevate students' dynamic learning opportunities.
Part Two: Innovation Adoption
Executive Functioning (EF) skills play a big part of the daily picture in elementary school. Younger students at the beginning of their educational career need skills to help them with the basics of organizing not only their learning materials but also their thoughts. Teachers witness daily how students with poor EF skills struggle to remain engaged in the learning process. A recent study, Executive Functions Deficits in Kindergarten Predict Repeated Academic Difficulties Across Elementary School, noted "Regardless of race, income and early childhood academic abilities, the researchers found that kids who had executive function problems were more likely to struggle academically in subsequent years" (Barshay, 2018). By providing students with tools to help them organize their thinking and working processes, teachers will be building a strong foundation for future achievement for their students. This three step goal setting process is an easy method for students to plan and schedule their work behaviors, which in turn increases student engagement and achievement.
The current educational landscape is creating more learning opportunities for students to work collaboratively on projects infused with 21st century skills. Students need tools such as the goal setting process to help them navigate more independent work and projects in which they’re engaging in self-directed learning. This simple process creates an effective system for students to schedule and take ownership of their work, as well as reflectively consider what is working and what they need to change. The collaborative process improves when students are able to regulate and understand the work expected of them. This process requires that students understand and identify what work is needed, as well as illustrate how they will complete these requirements. Authentic, hands on learning for students is a dynamic and exciting prospect for all students. However, providing students with the skills and tools to have a positive experience during more self directed activities is required for positive student engagement and achievement.
Classroom management can be a concern during collaborative projects that involve a higher level of self directed learning. Many issues can arise due to work behavior and group responsibilities. This goal setting process eliminates student questions surrounding, work division, and project requirements. The process supports a more group cohesive approach to projects by explicitly identifying work, scheduling, and dividing responsibilities. This in turn increases student engagement and achievement during collaborative group projects.
Finally, using the three step goal setting process with Padlets allows for access to all students when considering learning styles, differences, and challenges. Padlets are designed to give a variety of methods to import the information into the Padlet. Students can type, talk, video, and photography their content into their Padlet. The Padlet design is extremely user friendly, and has multiple accessibility features which compliments differentiation for students. The online aspect of Padlets makes this tool easy to access, and creates a tool that students can easily access from a variety of locations. Teachers can easily track student progress by including all student Padlets in one location such as the classroom Learning Management System. Teachers could apply this tool to a number of areas within their class. These goal setting Padlets would be easily adaptable to support classroom behavior, all subject areas, homework, and also has the ability to boost student confidence when they're able to track their progress.
Increasing student achievement, as well as positive classroom behaviors is a goal for teachers. Using this goal setting process with the support of Padlets will provide a strong foundation for students to improve their Executive Functioning skills.
Part Three: Future Research
To research this initiative throughly, more time is required for the introduction of the Padlets, three step goal setting process, and implementation in conjunction with a project or activity. Planning on integrating this process into regular classroom activities is a goal that should be spread out over at least a six month period in the elementary grades. Using this process in a variety of settings, and in a variety of subjects or activities would be optimal in further developing this tool for active use by elementary students.
Education is at a pivotal moment in our country’s history of the public education system. The adoption of wide spread technology in our school has transformed the way our schools teach and communicate. 21st century skills are at the forefront of educational change; our schools and teachers are adopting more lessons, projects, and activities that incorporate student directed research and learning. Students need the tools and skills that will support them as they engage in these activities. Executive Functioning skills are extremely important for student success, especially when considering self directed learning activities. More research is needed for simple opportunities and tools for students to develop their executive functioning skills integrated within the curriculum. Creating basic methods and tools for students to utilize in scheduling, organization, and self directed learning will improve students ability to fully engage and participate in these 21st century learning opportunities.