When I think of SBL, and specifically of articulation of targets and goals, I immediately think of my basketball team. Before the basketball season, my assistants and I develop a list of skills, offenses and defenses we need to be competitive during the season. We also create a timeline that sets realistic goals for mastery of certain skills, so we can move on to the more complicated sets. The goal of this timeline is to have the team peaking at the end of the season as the play-offs begin. The coaches work backwards from where we want to be on the night of the state championship and construct our practices very deliberately to make sure the entire team develops the necessary skills. With the end goal in sight, it is easy to get the girls to buy into the process. If I want maximum effort from my players at practice, it is important that the girls understand why we are working on certain skills, particularly the ones that are physically challenging.
I see the a similar situation in my classroom. The articulation of targets and goals is critical to getting the students to buy into the learning process. It's key to maximum engagement of students in the classroom. If they understand the necessity of mastering a skill to the overall goal of successful learning, they may be more willing to practice that skill.
I see the a similar situation in my classroom. The articulation of targets and goals is critical to getting the students to buy into the learning process. It's key to maximum engagement of students in the classroom. If they understand the necessity of mastering a skill to the overall goal of successful learning, they may be more willing to practice that skill.