Introduction to Jenna Manzo's Portfolio
Mini-course goal setting and grit ETAP 623 Spring 2024
About Me
My name is Jenna Manzo. I graduated from SUNY Cortland in my of 2022 with a bachelor's in Adolescent education math. I started my CDIT Master's journey in Fall of 2022. I am currently employed at Hudson Falls high school as a math teacher.
My Topic and Purpose
Have you ever noticed your students just going through the motions of school? Complaining about why they need a certain class/ when they will ever need the topic? This mini-course is made to help students learn about what goals are, why we set them and how to create them.
Scope of Learning Outcomes and Content
This mini-course will provide information to high school students about the importance of setting goals and how goals can help them move forward. This course will also offer ways to inspire students.
Needs Assessment
The gaps that exist when teaching students how to set goals could be that they haven't had the opportunity to know what they could set goals for, enjoy learning to set goals and have grown up around others who set goals. A lot of students who haven't gotten to experience anything won't know where to start. This course will guide students through the goal making process.
This course will help students learn to set goals and what the goals might include throughout the span of life. This will also help guidance counselors and teachers guide students to the opportunity and experience they need to carry these goals out.
Ex: College visit, job interview, bank information, etc.
Upon completing this course, students will find something in their life to set a goal on school related or not. This could be a simple day to day life goal for means of living.
Analysis of the Learner and Context
Learners: The Learners of this mini-course are looking for information about what goals are and how to apply the idea of goals to their real lives. Learners need the skill of setting goals for long term and short term reasons. They need to learn how to accomplish smaller goals before thinking about the long term future.
Who are the learners: The learners of this mini- course are students in high school who are planning to make real world decisions and follow their dreams, but maybe haven't had any exposure to doing such a task. They should have ambition to achieve their goals and be an upperclassman preparing to make it into the real-world.
The context for Instruction: The learners will need a chrome book to complete this online course. They will watch videos, take notes and complete a final project on their own. They will be given contact information if there are any questions.
Performance-Based Objectives
After completing this mini-course, learners will be able to:
- Recognize the difference between a long and short term goal
- Correctly categorize goals into a long and short term
- Build long and short term goals in the context of their life
- Apply skills learned to figure out a group of steps to help them complete their own goals
Task and Content Analysis
Mod 1:
Prerequisite skills
- Know how to navigate online with a computer
- Know how to appropriately converse with classmates
At the end of this module participants will be able to...
- Define and explain the importance of having grit
- Correctly categorize goals into a long and short term
Understanding what grit means and how to use grit and setting goals hand in hand will help students build on the foundational means/goals of this mini course.
Mod 2:
Prerequisite skill(s)
- Know why we need grit to help us set goals
At the end of this module participants will be able to...
- Build long and short-term goals in their personal, academic, or professional areas
- Identify personal strengths and areas for growth
From their knowledge gained in the first two objectives, students will then apply goal setting techniques to their own lives. They will be able to correctly apply techniques learned to create short- and long-term goals for their lives. They will also use the grit definition to recognize strengths/weaknesses that they have.
Mod 3:
At the end of this module participants will be able to...
- Describe a at least two ways for overcoming setbacks and obstacles when trying to pursue a goal
- Create a weekly schedule that allows time for goal related priorities
Students will learn what setbacks and obstacles are and from there will be able to give two potential setbacks/obstacles and create a solution tied to the goals they have started forming. They will practice creating a goal setting calendar after learning the importance of time management to effectively set goals.
Mod 4:
At the end of this module participants will be able to...
- Define 1 academic goal that they would like to achieve (short term)
- Define one career goal for the future (long term)
- Define one personal goal for themselves (long/ short term)
Students will use all their goals for their end project about how they will reach each. This is where they might think about potential setbacks that they can encounter with each goal.
Mod 5:
At the end of this module participants will be able to...
- Students will show understanding of time management through as scenario of what happens if time isn’t managed
- Students will elaborate their weekly schedules that they have created
Students will learn the importance of being prompt and following a schedule. This idea of time management might help them when they are creating schedules for the school year and need to decide what classes need to be taken and when.
Mod 6:
At the end of this module participants will be able to...
- Engage in collaborative discussion with peers
- Identify one classmate to provide support for
Students will take part in group discussions and provide help for one another. Each student will pick one other student to provide support for
Mod7:
At the end of this module participants will be able to...
- Change and modify goals based on the “speed bumps" that they might've hit to get to where they are.
- Show that they've learned self-reflection through changes/notes made about all the set goals
Students need to learn about self-reflection because it is a skill to be used throughout life.
Curriculum Map
References and Resources
- Larson, M. B. and Lockee, B. B. (2020) Streamlined ID: A Practical Guide to Instructional Design. New York, NY: Routledge.
- Pin Navigator. (n.d.). Overcoming obstacles. Overcoming Obstacles | High School. https://www.overcomingobstacles.org/portal/en/grade-level/high-school