Week 2 : SMART GOAL Peer Review

SMART goals

Peer Review: Maria Watson

Coaching Peers to Develop SMART Goals

In my Adult ESL classroom, a current barrier I have identified is the limited access to technology devices (tablets, laptops)  among students. This makes the process of integrating tech-based lessons that engage, enhance and extend learning more difficult to accomplish (Triple E Framework).

An attainable SMART goal that can be addressed this semester in the adult ESL classroom is to increase student access to technology-supported ESL learning by incorporating at least two low-device or shared-device digital tools (Google Slides through Blackboard and AI simulation virtual trips) in 50% of weekly lessons, enabling students to engage in interactive real-life conversation practice and cultural simulations, even when personal devices are limited.

B. Outline 3-5 action steps to support your peer in the attainment of the SMART goal.

 

Request the use of a computer lab once a week and as everyone in class has a smartphone, make the best use of it to the extent possible to use these digital tools.

 

Create a bank of AI simulation field trips guides for students and provide support while they learn to use it effectively

 

Provide opportunities for role-plays of these AI simulated interactions and conversations so students put into practice what they are learning and create opportunities to reflect about the differences between the way they interact in these provided scenarios in their culture and the American culture.

 

Aligned ISTE Standards:

Educators: Designer (2.5) – design authentic, learner-driven activities and environments that recognize and accommodate learner variability.

 

Students: Empowered Learner (1.1) – leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals.

 

1. Given a time frame of one to two semesters to achieve this SMART goal and addressing an area of weakness to focus on may benefit from setting student based goals and working backwards. How will student’s measure their success?

a) Evaluate Student’s Individual goals for learning:

① Adult learner’s of ESL tend to have specific and unqiue goals for obtaining a desired level of fluency in the language. Student’s being able to priotitize their needs and wants for learning may encourage them to take initiative for their studies.

b) Set goals for the term of the class

① What will each student be able to do at the end of the course? Having clear goals set for the students can better define the function of technology integration in the class. For example, by the end of the semester all students will be able to complete a digital role-play going to the museum, doctor’s office, having car trouble, etc.

c) Combine High and low tech devices

① If the goal is to have access to computer labs once a week, student’s can utilize shared documents accessible through mobile devices to further learning and encourage collaboration throughout the week.

② Cycling stations through out class may also ensure all students have access to digital devices. If resources are limited, students may work in groups and move to different stations (e.g. working from a tablet or computer, answering prompts, gathering information, viewing images etc. While another group is practicing a dialogue from text. Groups can rotate to different stations enhancing the learning experience.

d) Encourage discussion and peer engagement

① Utilizing chat groups/ blogs/ or other forms of communication can be utilized for creating verbal, written communication, and peer response, while not having to rely on classroom based technology. Setting specific goals while student’s perform as digital citizens.

 

2. How does the Triple E framework support the attainment of the SMART goal?  

The goal of Triple E is to ensure that technology use supports student engagement, and then, while students are engaged, learning is enhanced and extended by technology(Gaer et. al. 2022). By the educator defining and customizing student learning goals, they are able to engaged in the learning process by creating new dialogues, collaborating with classmates to create role-plays and share ideas. Enhancement is achieved with utilizing AI simulated interactions, virtual field-trips, and having the variety of low and high tech classrooms- creating a unique learning experience with added value. Extension is achieved by shared documents, online communication, and any other form of technology the students are able to utilize and continue education outside of the classroom.

3. Which Student and Educator ISTE Standards are addressed in the SMART Goal and action steps?

1.1.b Customized Learning Environments- Students build networks and customize their learning environments in ways that support the learning process.

1.2.b Online Interactions- Students demonstrate empathetic, inclusive interactions online and use technology to responsibly contribute to their communities.

2.1.a Set Professional Goals- Educators set professional learning goals to apply teaching practices made possible by technology, explore promising innovations, and reflect on their effectiveness.

2.6.b Foster Classroom Management of Tech- Educators manage the use of technology and student learning     strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.

 

4. In this process as a facilitator of peer learning their are limits to my current knowledge of apps, specific technology devices and inventory available to my peer and their students. However this is an exercise in defining specific goals and developing better ways to achieve them. Adult learners of English come from diverse backgrounds and may not be familiar with the same technology. It is useful to identify student goals and design an encompassing curriculum.

4.3.b Identify Relevant Learning Content With Educators- Coaches partner with educators to identify digital learning content that is culturally relevant, developmentally appropriate and considers student interests and aspirations.

With current technology integration lacking, I feel I was able to contribute to providing creative ways to incorporate digital resources and equitable access to all students.

3.1.b Ensure Access to Meet Student Needs- Leaders ensure access to technology, connectivity, inclusive digital content and learning environments that meet the needs of all students.

Emphasizing specific goals for students and ways to measure their progress will lend to a high quality learning experience, while maintaining respect across diverse demographics.

4.5.a Design Quality Professional Learning- Coaches design professional learning based on needs assessments and frameworks for working with adults to support their cultural, social-emotional and learning needs.

Through this peer learning process, I wanted to emphasize how this will be an ongoing evaluation (Essential Condition). We are not throwing technology into the classroom because its new and shiny but because it can help meet the needs of individual learners (4.1.b Use of Digital Tools & Content) and help students use technology to address real world issues (4.7.a Encourage Civic Engagement).

 

Refrences:

Crompton, H., Burke, D. The Nexus of ISTE Standards and Academic Progress: A Mapping Analysis of Empirical Studies.Tech Trends(2024). https://doi.org/10.1007/s11528-024-00973-y

 

Gaer, S., & Reyes, K. (2022). Finally, some guidance! using the triple E framework to ... https://www.proliteracy.org/wp-content/uploads/2023/07/4.3.4-Field-Report-Gaer-and-Reyes.pdf

 

Helen Crompton (2023) Evidence of the ISTE Standards for Educators leading to learning gains, Journal of Digital Learning in Teacher Education, 39:4, 201-219, DOI: 10.1080/21532974.2023.2244089