Lesson 8: Goal-Setting
Name(s) of student(s):
Age and grade level:
Goal from IEP connected to lesson:
Objective from IEP connected to lesson:
Purpose of lesson: To practice dividing goals into achievable benchmarks.
“An effective leader must guide a team in a particular direction. A leader must develop a long-term goal, using small, attainable benchmarks to propel the group forward. Let’s examine the process of developing benchmarks.”
Discussion: Achievable Benchmarks
“It likely sounds grueling to study for a history test covering eight chapters. In order to ensure each chapter is properly reviewed, one would be wise to schedule studying in smaller chunks. Creating achievable benchmarks, such as planning to study one chapter every day for eight days, makes the task seem less monumental.”
Provide additional examples of developing achievable benchmarks in order to meet long-term goals. Example goals include: practicing a musical instrument, memorizing lines for a school play, obtaining a college degree, or applying for jobs.
“A leader in the workforce must also divide goals into benchmarks, or small goals, to provide direction and accountability. If a restaurant manager wanted to see an increase in dessert sales, he may set the small goal of every server offering dessert to each of his tables.”
Exercise: Benchmarks Specific to Career of Interest
Each student should assume a position of leadership within a career field of interest. One to five goals can be established and related benchmarks developed.
Exercise: Benchmarks Specific to Current Life
Ask the student to devise one or more goals for the upcoming year. Develop related benchmarks to help the student direct his efforts toward reaching his goal(s).
“Today we learned the process of establishing goals, whether personal or for a group, and dividing the goal into achievable benchmarks or objectives.”
Progress notes, data collection, comments, and modifications: