Classroom Goals

It’s difficult to create a classroom management plan and comprehensive lesson plans if you don’t have a clear set of classroom goals. Which is what I will be working on today. CHAMPS by Randy Sprick recommends four to seven major goals that are instructional, behavioral, or a mix of both. I will be doing a mix of both and will have a separate set of goals for the two different classes that I am teaching: Algebraic Reasoning and Chemistry.

Since I teach sophomores and juniors, it’s fair to say that will be in school at least another year or two – more if they go to college. Whether they continue on to higher education or jump into the workforce, it would benefit them greatly to be life long learners. Which means they need to know how to learn, even when the information isn’t presented in an easy way for them. My goal would be for them to understand and apply how they learn to any learning situation. This means when I’m doing my lessons, I need to keep in mind to explain how certain learners can modify how they are taking in information to make it better suited for them. For example, a visual leaner might learn better from a lecture if they draw pictures of what is being said.

I recently learned of several skills that are desired in the workforce, such as the four C’s (critical thinking, creativity, collaboration, and communication). I would like to have goals centered around at least two of these things. I want to make sure I save some goals to be based on academic content.

In science, it is important to be able to effectively communicate the scientific process and results of every experiment. Often scientists will need to be creative in how to come up with an experiment to test their ideas. Actually, that second one might be too advance for me. I know they will need to work well with others to complete experiments effectively in a timely manner. They can accomplish these goals by doing the labs in various groups, recording all information in their journals, and writing a short report on the experiment and results.

In math, it is key to be able to think critically about a problem and how to solve it. For students, it can be helpful to be able to communicate the process of solving a problem in order to deepen understanding and help others. The second part can be done by having students practice explaining a process at the beginning and end of class. Thinking critically about a problem is something they will practice with a variety of algebra practice problems – especially word problems.

Algebraic Reasoning is a class designed to take students who passed Algebra I, but don’t yet possess the skills to be successful in Algebra II. My job is to strengthen those skills necessary for students to be successful in Algebra II. Each class has standards of what I need to teach, so I will look at those standards to come up with about three academic goals.

Chemistry also has a set of standards of what needs to be taught. Since many students take physics after chemistry, I will want to look at the standards for both classes and use any overlapping standards to create my academic goals for chemistry.

What are some learning goals that you wish you had in high school?

Teachers, what goals do you have set for your classes this fall (please include grade and subject if appropriate)?

Chemistry Goals:

  1. Understand and apply my style of learning to any learning situation.
  2. Collaborate with others to complete experiments effectively in a timely manner.
  3. Effectively communicate the scientific process and results of every experiment.
  4. Describe how temperature, specific heat, and pressure are related to the kinetic or potential energy of atoms.
  5. Understand the difference between acid-base reactions, precipitation reactions, and oxidation-reduction reactions.
  6. Perform calculations involving heat, mass, temperature change, and specific heat

Algebraic Reasoning Goals:

  1. Understand and apply my style of learning to any learning situation.
  2. Think critically about a problem and how to solve it.
  3. Effectively communicate the process of solving a problem.
  4. Determine the patterns that identify the relationship between a function and its common ratio.
  5. Compare and contrast the key attributes, including domain, range, maxima, minima, and intercepts of a set of functions.

Short Thoughts on the 4 C’s

In order for our students to be ready for life after school, they need to build certain skills. In addition to reading, writing, and arithmetic, they need the 4 C’s: creativity, communication, collaboration, and critical thinking. That’s what needs to be taught in the classroom. Each class subject can teach these skills and have it all be chemistry related or algebra related or English related or history related or whatever the academic subject. All the while, students need to be figuring out their passions and talents in order to have an idea of a career in mind. That way, they can know whether they can go straight into the workforce, need an associates degree, need to go to a trade school, or need a bachelor’s degree or higher.

Idea: One day a week have the Chromebooks for students to get on khan academy and work on their personal progress – solving problems or watching videos or anything they need to work on to progress. Possibly have a videogame day as well. Use Google Classroom to show them ways to collaborate online.

What are some ideas you have on teaching the 4 C’s?