Students

Students need:

to be partners in setting goals and monitoring performance.
genuine praise which specifies attainments (praise too easily given loses its power).
timely feedback about what they have and have not achieved
help to move forward
to understand and contribute to school and classroom goals.

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Setting goals and monitoring performance

Encourage partnership: talk with them about what they are trying to understand, learn, or improve in.

A principal describes the link between goal setting and student learning.

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Shirley Clarke describes when to set learning intentions for a lesson and how students establish success criteria.

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Students share their goals.

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Students discuss skills they need for setting goals.

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A teacher talks about why goals are set.

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Another way is to show how their work could look. In this visual arts lesson, based on a level 2 drawing exemplar, students look at the device of overlapping to convey space.

	Students' conversations It looks like wax crayon - it looks like some flowers. It looks like there's some coloured pencil over them and it looks like an eye. It's all overlapped, the colours are, and there's a lot of varieties of colours.

	There's quite a few points and they're overlapping. There's some Māori koru patterns. There's lots of different kinds of colours.
	Start with the flowers. This is the colours overlapping.

Timely feedback

Teacher-student conversations could focus on what they have and have not achieved, and on helping them move forward.

The following video clips by Shirley Clarke describe feedback processes for students.

Type of feedback is best if related to the learning intention of the task rather than superficial features.

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One type of feedback is a "reminder prompt" of the learning intention.

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Understand and contribute to school and classroom goals

Talk about what matters most at school and why, and how to make it a good place for everyone.

A parent talks about what the teacher does when goal setting has been archived.

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