The Art of Using Target Setting

Target setting: for proof or purpose?

Available in-person or online.

Next open, online session:

• Location     Zoom
• Date            tbc
• Time
• Cost            £39

To book onto this session, please click the Request Invoice  (if you are an organisation) or PayPal  (if you are an individual). To request an invoice for larger bookings, please drop me a line.
Please remember to add the name, organisation and email address of the delegates so that the joining instructions can be forwarded. Please also add any discount codes you wish to apply to this booking.

[Please note that you can pay by credit card via the PayPal button. Simply choose the PayPal option, then select the grey ‘Check Out’ option in the shopping cart.] 

Typical inspection issues

• Targets in individual learning plans are too vague and fail to motivate or challenge learners.
• Teachers on vocational courses do not involve the learners well enough in setting their own targets, so that learners understand how to improve.
• Too many learners are unsure about what targets they have been set or how their teachers monitor their progress through the year.
• Teachers do not set meaningful targets for students.

Duration

The Art of using Target Setting is a 3.5 hour session.

Publicity information for potential delegates

Target setting… surely one of the simplest tasks in further education pedagogy, yet the one that is criticised the most. But why?

The primary purpose of well-written targets is not to measure, but to motivate. They should motivate the teacher to adjust their scheme of work and lesson plans, and they should motivate the learner to learn between lessons and commit wholeheartedly during lessons. In short, they should make a significant difference to learning. If they’ don’t, then targets are no more than a bureaucracy.

In this session, delegates will explore the three types of essential targets needed to achieve valuable and valued learning experiences.

This session will enable delegates to:

• write targets under three discrete headings: aspiration, technique and progression
• use their understanding of target setting to challenge established teaching strategies and, where necessary, redesign the access learners have to learning resources
• plan a highly aspirational teaching and assessment strategy that ensures all learners are appropriately stretched and supported in every lesson.

What the delegates say

For an overview of feedback on this session, please click here.

These comments can be invaluable when generating curiosity about forthcoming training.

• I no longer teach as I have moved into management many years ago. I want to teach again after today’s session.
• Watching a favourite film which has never been remastered in colour. I can now see the screens properly.
• A clearing through the brambles.
• A snowball gathering and growing as it rolls.
• Able to begin to write targets with more confidence.
• Blinkers – removed.
• Re-ignition.
• Tunnel – Light!
• Worth every minute. Inspirational.
• The matching game makes you really think, which is good.
• Absolutely great lesson, provided clarity and very concise ideas.
• He is a brainbox.

Contact

To discuss your requirements in detail, please phone or drop us a line.