Getting SMART with ILPS

Getting SMART with ILPS

• S – Specific• M – Measurable• A – Achievable• R – Realistic• T - Time – framed• E – Exciting• R – Rewarding• Set yourself a SMART target for this session.

Check with the person next to you – is it SMART(ER)?

Find the formula that works – more of what does work and less of what doesn’t.

Why bother?

• As a group, write down 5 reasons why target setting with learners is worthwhile.

• Try prioritising your reasons and justify your choices

Rationale for using target setting

• Motivator• Focuses learners through concrete and meaningful

steps• Useful record• Learners face reality and acknowledge problem areas• Facilitates reflection• Develops learning skills• Celebrates success• Would you play football without goals at either end?

ILPs from a student perspective

• Got to talk – to you, on my own!!!• Don’t know what you want me to say• I’m on the course aren’t I?• Rather be with my mates• More paperwork• You look as bored as me

“Tutors work harder on ILPs than the students themselves”

Which of the following are SMART?

• I want to be a nurse• I am going out on Saturday• I will hand my assignment in by 9am on Tuesday• I will make chips for my tea at 6 o’clock• I will have my hair cut soon• I will write 1000 words of my assignment tonight after the pub• I will work in the LRC every Wednesday morning• I will write my essay plan before I go out at 8pm tonight• I want to be a pop star• By the time I am twenty I will own my own car

• Use the Tutorial Preparation Sheet and Scoring Goals.

• How could you use them to prepare your students before the 1-1 tutorial session?

What do I do with my target?

Targets, targets, targets

• To achieve B, B, C at A level• To hand in the next two assignments on time• To arrive on time for the next lesson• To get a Merit for Unit 3• To improve my referencing• To get over 60% in the test• To be able to sent an email to my grandson

Joint problem solving: a structure

• S – Identify and agree the symptoms• C – Identify and agree the causes• O – Identify and agree the options for moving

forward• P – Discuss the preferred options• E – Execute: Agree and record course of action

Agree consequences of not following through

Last activity – honest!

• Think of a student you have worked with who has failed to meet a set target.

• With a partner, work through the SCOPE model to establish a way forward for this student