Goal Setting in ESL and ABE Classes

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GoalSetting in ESL and ABE Classes

Lesson plan 1

Lecturer’s name:

Curse:

Duration:

Subject/Unit: linguistics

Level: Beginning High – Advanced ESL and ABE

Topic: Goal setting

Aims of the lesson: To guide the students through the process of goal setting.

Target students: Beginning High – Advanced ESL and ABE.

Lesson objectives:

Objective 1: To enable student to be able to appreciate to importance of goals in learning and mainstream life.

Objective 2: To enable student to make goal setting part of their life

Objective 3: To demonstrate to student the direct negative effects of failure to adhere to the set goals.

Assumed prior knowledge: The students having being in lower level of learning are familiar with the meaning of goals and their importance.

Resources: 8 ½ X 11 visuals, page of smaller visuals, attendance chart, test score chart, 5 display pictures showing different activities.

Differentiation (addressing all learners’ needs): involving all the students through oral question and answer sessions, allowing self-assessment by tracking their goals and their direct implications.

Skills for Life / Key Skills to be addressed: Student ability to set achievable and realistic goals, student analytical skills (linking an action and the results of doing it and failure to achieve it), student application of learned skills in their life.

Number/Numeracy: No numeracy or numbers in this lesson.

Time

Content and Teacher activity

Students activity

Resources

Lesson 1

25 – 35 Minutes

  • Confirmation of student’s attendance (Taking class register).

  • Introducing the lesson to the students.

  • Student’s oral confirmation of their presence.

  • Listening.

  • Attendance register booklet.

  • Books.

  • Font board

  • Writing materials.

25 – 30 Minutes

  • Definition of goals.

  • Exploring on examples of goals.

  • Listening.

  • Brainstorming and engaging each other’s

  • Handouts/print outs.

  • Font board.

  • Writing materials.

  • Books.

30 – 35 Minutes

  • Listing on the board of the example of goals unique to students.

  • Dividing the students into pairs to engage on/share their goals.

  • Marking of the in class assignment.

  • Reading of the list on the board.

  • Oral sharing of their personal goals.

  • Attempting the in class assignment.

  • Writing materials

  • Font board.

  • Books

Lesson 2

25 – 35 Minute.

  • Student attendance confirmation ( taking register)

  • Recap of the previous lesson.

  • Highlighting the importance of the goals in students’ academic life.

  • Listing examples of the direct positive impacts of well set goals.

  • Student oral confirmation of their attendance.

  • Answering orally on last lesson content.

  • Listening.

  • Answering question on impact of schooling devoid of goals.

  • Whole class brainstorming on the validity of the impacts of goals.

  • Students’ attendance registers.

  • Books

  • Handouts/print outs.

  • Font board.

  • Writing materials.

  • 8 ½ X 11 visuals

.

15 – 20 Minutes

  • Give assignment on the lesson on the board.

  • Copy the assignment on the board.

  • Font board.

  • Writing materials.

35 – 40 Minutes

  • Revisiting and clarifying on the common mistakes by the students.

  • One on one attendance to most intellectually challenged students.

  • Listening.

  • Taking down the corrections.

  • Font board.

  • Writing materials.

Lesson 3

30 – 35 Minutes

  • Taking students register.

  • Recap on the previous lesson giving more examples of goals.

  • Showing the students some visual images reinforcing the lesson.

  • Oral confirmation of individual attendance.

  • Listening.

  • Cross examining the visuals content.

  • Student’s attendance registers.

  • Attendance chart.

  • Test score chart.

  • 8 ½ X 11 visuals.

25 – 30 Minutes

  • Engaging the students on the relevance of the visuals to the topic of goal setting.

  • Illustrating using attendance chart and test score chart to show the correlation between student class attendance goal and performance.

  • Oral response on the individual takes on the visuals content.

  • Examining samples of attendance chart test score chart.

  • Setting attendance goals.

  • Attendance chart.

  • Test score chart.

  • 8 ½ X 11 visuals.

  • Font board

Writing materials.

25 – 30 minutes

  • Analyzing each picture for goals they represent in conjunction with the students.

  • Phrasing visual goal question for student to answer

  • Conclusion of the lesson.

  • Answering direct visual questions.

  • Taking corrections of the whole lesson.

  • Attendance chart.

  • Test score chart.

  • 8 ½ X 11 visuals

References

Goal setting: How to Create an Action Plan and Achieve Your Goals(2nd edition) by Susan B. Wilson and Michael S. Dobson. (2008).Personnel Psychology, 61(4), 931-933.http://dx.doi.org/10.1111/j.1744-6570.2008.00134_2.x

Abu Bakar, Z., Yun, L., Keow, N., &amp Li, T. (2014). Goal-SettingLearning Principles: A Lesson From Practitioner. Journal OfEducation And Learning (Edulearn), 8(1), 41.http://dx.doi.org/10.11591/edulearn.v8i1.204

Anderson, S., Dekker, H., &amp Sedatole, K. An Empirical Examinationof Goals and Performance-to-Goal Following the Introduction of anIncentive Bonus Plan with Participative Goal-setting. SSRNElectronic Journal. http://dx.doi.org/10.2139/ssrn.975465

Tsybatov, V., &amp Mikhaylovsky, L. (2015). Formation of a BasicTarget Plan as a Foundation of Goal-Setting in Strategic Planning forRegional Socio-Economic Development. MJSS.http://dx.doi.org/10.5901/mjss.2015.v6n6s3p478

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