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Getting SMART with ILPS

Getting SMART with ILPS. Getting SMART with ILPS. SMART(ER). 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)?.

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Getting SMART with ILPS

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  1. Getting SMART with ILPS Getting SMART with ILPS

  2. SMART(ER) • 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)?

  3. Weighing pigs doesn’t fatten them! Find the formula that works – more of what does work and less of what doesn’t.

  4. Problems with target setting

  5. Why bother? • As a group, write down 5 reasons why target setting with learners is worthwhile. • Try prioritising your reasons and justify your choices

  6. 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?

  7. 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

  8. “Tutors work harder on ILPs than the students themselves”

  9. 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

  10. Use the Tutorial Preparation Sheet and Scoring Goals. • How could you use them to prepare your students before the 1-1 tutorial session?

  11. What do I do with my target?

  12. 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

  13. 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

  14. 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

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