“SMART” to help with the goal-setting process. The acronym is defined
as follows:
Specific—For a goal to be meaningful, it must be specific. A goal
such as “I would like to read the whole dictionary” would be too
global. Rather, the goal might be “I would like to be able to read the
first section of the children’s dictionary in the next month.”
Measurable—The goal must be able to be measured. Criteria and
methods for measurement must be clarified at the outset.
Attainable—The students must be realistic about achieving the goal.
Often the most important consideration is time management. Will
the student have enough time to accomplish what is set forth?
Realistic—Is it realistic to expect that the student will, for example,
read sections of the children’s dictionary? Some questions arise. Is
enough time provided for achievement? Is the goal one that will
move the student forward in the given context of learning?
Timely—Will all that is set forth be accomplished in a timely fash-
ion? Too often we set goals that can’t be accomplished in the time
frame provided.At the Skokie Intermediate School in Winnetka, Illinois, students are
required to set academic and behavioral goals that are defined through the
Habits of Mind. They follow this format:
Goal: (How do I intend to improve my learning habits? Which Habits
of Mind do I need to attend to?)
Evidence: (How will I know that I am improving? What strategy will
I use to benchmark my use of the Habits of Mind?)
Goal setting is an important way to help students become more
metacognitive. They learn to use the feedback spiral to mark and cele-
brate their growth in learning.
198 Learning and Leading with Habits of Mind