BUILDING GRIT- LESSON 4- 

SETTING AND STRIVING FOR TARGETS

  DEBRIEF: IF THE STORY IS NOT VERY GOOD, ASK THE CLASS WHY THIS MIGHT BE THE CASE? IT IS IMPORTANT TO NOTE THAT IT MIGHT BE THAT THEY ALL NEED TO BE WORKING AS A TEAM (IF THEY ARE NOT, IT WON’T WORK) OR THAT THEY ARE NOT ALL "ON THE SAME PAGE". WHAT WOULD HELP OUR CLASS DO THIS BETTER? (SUGGESTIONS FOR THE FOCUS OF THIS LESSON COULD INCLUDE: THE CLASS COULD GO THROUGH A QUICK OUTLINE OF A STORY FIRST AS A GROUP SO THAT THEY ALL KNOW WHERE IT IS HEADING- BEGINNING WITH THE END IN MIND. THIS IS SIMILAR TO A PROCESS WE INDIVIDUALLY DO WHEN WE SET GOALS / TARGETS FOR OURSELVES- CREATING A ROAD MAP FOR SUCCESS CAN SOMETIMES MAKE  IT EASIER TO FOCUS OUR ENERGY AND MOVE IN THE RIGHT DIRECTION. GIVE IT ANOTHER TRY AFTER A DEBRIEF AND SEE IF THERE IS ANY IMPROVEMENT IN THE INTERACTION AND RESULTANT STORY.

 

DEBRIEF: IF THE STORY IS NOT VERY GOOD, ASK THE CLASS WHY THIS MIGHT BE THE CASE? IT IS IMPORTANT TO NOTE THAT IT MIGHT BE THAT THEY ALL NEED TO BE WORKING AS A TEAM (IF THEY ARE NOT, IT WON’T WORK) OR THAT THEY ARE NOT ALL "ON THE SAME PAGE".

WHAT WOULD HELP OUR CLASS DO THIS BETTER? (SUGGESTIONS FOR THE FOCUS OF THIS LESSON COULD INCLUDE: THE CLASS COULD GO THROUGH A QUICK OUTLINE OF A STORY FIRST AS A GROUP SO THAT THEY ALL KNOW WHERE IT IS HEADING- BEGINNING WITH THE END IN MIND. THIS IS SIMILAR TO A PROCESS WE INDIVIDUALLY DO WHEN WE SET GOALS / TARGETS FOR OURSELVES- CREATING A ROAD MAP FOR SUCCESS CAN SOMETIMES MAKE  IT EASIER TO FOCUS OUR ENERGY AND MOVE IN THE RIGHT DIRECTION.

GIVE IT ANOTHER TRY AFTER A DEBRIEF AND SEE IF THERE IS ANY IMPROVEMENT IN THE INTERACTION AND RESULTANT STORY.


PART 1- 5 MINUTES

Rationale

  • MCII (Mental Contrasting and Implementation Intentions ) enhances our ability to get started, and stay on track with goals (Gollwitzer, 1999).
  • students who used MCII completed over 60% more practice questions that students in the control condition (Duckworth, Grant, Loew, Oettingen, & Gollwitzer, 2011).
  • MCII energizes individuals into taking action (Oettingen, et al, 2009).
  • Unleashing Personal Potential have adapted and simplified the idea of MCII, and instead use the T.A.O.P. (Target, Action, Obstacle, Plan) model.

 

Learning objectives

By the end of this lesson, learners should:

  • understand the T.A.O.P ((Target, Action, Obstacle, Plan)process for setting targets, identifying probable obstacles and sticking with a plan
  • have a written T.A.O.P process for top priority learning target
  • have a written T.A.O.P process for at least one other area

PART 2- READ ARTICLE- 10 MINUTES

Students are to read this article that will outline the process we will complete today.

Setting and striving for targets.

 


PART 3- T.A.O.P. GUIDED BRAINSTORM- 5 MINUTES

Teacher to use the following example to help students understand each step of this process:

John wants to make the district swimming team next season. (Target)

He knows that he will need to train 5 mornings per week in order to improve enough to make the team. (Action)

If he feels tired in the mornings, he is tempted to stay in bed, rather than get up and go to swimming training when the alarm clock goes off. (Obstacle)

Help John make the district team. As a class, brainstorm as many possible suggestions as you can for John. (Plan)


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TEACHER NOTES

MORE THAN ONE OBSTACLE IS LIKELY- In reality, there might be more than one obstacle on the path to any target. In that case, the Obstacle & Plan part of the process could be done over again so that each obstacle has a plan. However, by focussing in on the major obstacle, we will be more likely to stick with the one plan that will overcome the major obstacle. Over time, additional Plans could be developed- once the Plan prior has become "autopilot". The purpose and learning intention is that the students understand the process to follow.

WHERE DO S.M.A.R.T. GOALS FIT IN?

A lot of schools already use a process of helping students to set S.M.A.R.T. goals. T.A.O.P. does not replace S.M.A.R.T. goals- instead, it builds on it. The reason T.A.O.P. works better is because is helps students to plan for obstacles (rather than be surprised and put off by them). Ensure that students set S.M.A.R.T. targets- as per the image to the right. S.M.A.R.T. goals are the starting point for this process. Before students complete the A.O.P. part of T.A.O.P., teachers should ensure that students have a S.M.A.R.T. goal in place. This essentially is their "Target". From there, they can work through the next 3 steps in T.A.O.P.


PART 4- T.A.O.P. WORKSHEET- 20 MINUTES

  • Student are to find the T.A.O.P. worksheet in their workbook.

  • Follow the T.A.O.P. process for their learning target for this term.

  • Then complete the same process for each of these major areas of your life- health, relationships, extracurricular.

  • Teachers can then invite sharing of T.A.O.P.'s with the class. This will allow for refining the targets and plans, providing feedback, troubleshooting, and identifying gaps in the process. Other students may be able to help their peers by providing good ideas for moving past particular obstacles or making the targets more specific.