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WorksheetsGetting it Done: Strategies to reach your Goals lesson Quiz
Total questions: 10
Worksheet time: 5mins
Common roadblocks or hurdles students face when trying to complete schoolwork or tasks include all of these except
low or no motivation
Extreme Interest in the subject matter
Distractions
students claim the subject matter is "too hard"
Students will be identifying a goal in this lesson. Goals may be
Academic goals
Social Goals
Bucket List goals (ie learning to skateboard or traveling abroad)
Any of the above
On the Family Feud game slides, such as slides 5 and 6, after waiting for the question to pop up (takes a few seconds), you'll get started by clicking on this oval button at the bottom middle of the screen?
start here
answers
Boo
Begin
Cheer
On the Family Feud game slides, you'll need to know/refer to the answers so that you can click the correct number on the game to reveal if student's guessed correctly. What is the most foolproof strategy for having the answers in front of you and playing the game smoothly?
Print them out from the lesson directions in the CC Schoology resources
Take screen shots of the answers from the lesson directions and fumble through your photos in front of the class
Memorize them and hope you don't forget
Hope that your partner, if you have one, remembered to print out the answers
When playing Family Feud, if someone gets a wrong answer, I can use sound effects in the bottom right to encourage more participation:
True
False
Which of these is not a helpful strategy when reaching your goals
Chunking your goal into manageable parts and giving yourself deadlines for these parts
Complaining to a friend to get their approval to procrastinate
Finding a study-buddy or other person to share your goal with, or tell your goal
Preview an assignment and then make a detailed to-do list o
When reviewing the case studies with the class, on the first case study, Anna, be sure to:
Ask questions about what list items she can develop, give praise to students who volunteer answers
Take notes on the elmo or the board or have a student write down chunks that students volunteer
Discuss deadlines, such as having a learner's permit for 9 months before taking driving tests
Discuss tasks, such as enrolling in driving school and scheduling at least 6 driving hours prior to taking the drivers test
All of the above
The purpose of including the case study about Tim wanting to live at the beach is to:
A. Show that all goals need the same process to achieve
B. Convince students to work over the summer
C. Relate to students whose goals are not academic, but are equally worthy
A and C
(blue and yellow)
A and B,
(Blue and green)
The last slide of this lesson is a reflection and a time for students to practice breaking a goal they have into manageable chunks, make lists and deadlines. Please give an example of your own first to show students what you mean by this. This wrap-up should be discussed afterward by any students who you can get to volunteer
A. Everyone should be working on this. Give them time to work, refer to the slide
B. Let them discuss their goal with a neighbor, you or a teacher if they need help chunking the goal
C. Validate any reasonable goal
A and C
A, B and C
On the second "track your progress" slide, take time to ask student volunteers how they'd track their progress in certain situations. Which of these would NOT be a good way to track your progress when running a faster mile time?
Monitor the soles of your shoes for wear
Time yourself each time you run a mile to see if your times are going down (or up)
Track your runs on a sheet of paper
Write down a training schedule and check off days you stuck to the routine
