Introduction      

    Have you ever wondered what it would look like if students were truly in charge of their own learning? I decided to explore that idea through a Big Hairy Audacious Goal (BHAG): empowering students to become self-directed learners using the Goal Setters App. This idea aligns with my innovation plan. This app is designed to help students set personal academic goals, track their progress, and reflect on their growth—skills that are essential for long-term success. This vision aligns with Fink’s framework for significant learning, which highlights “learning how to learn” as a foundational element in helping students become independent, lifelong learners (Fink, 2003). In this presentation, I will walk you through the inspiration behind this goal, the educational challenges it addresses, and how the Goal Setters App can help reshape the student experience.

 

 

 

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Big Hairy Audacious Goal (BHAG) 

    The learner will become a self-directed, goal-oriented individual by using the Goal Setters App to take ownership of their academic journey—setting meaningful goals, tracking progress, and reflecting on growth—ultimately transforming the classroom into a space of personal empowerment and lifelong learning. 

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Learning Environment & Situational Factors to Consider 

1. Specific Context of the Teaching/Learning Situation 

• Diverse Student Population: AMS students come from varied backgrounds, with many facing economic and language-related challenges

• Varying Motivation and Focus: Students show different levels of engagement and consistency due to external responsibilities and learning needs

• Tech-Savvy but Lacking Structure: While students are comfortable with technology, they lack structured tools for goal-setting and self-monitoring

• Blended Learning Environment: Instruction occurs in both in-person and digital formats, requiring flexible and accessible tools

• Proposed Solution: Implement the Goal Setters App—a mobile and web-based platform for setting, tracking, and reflecting on academic and personal goals

• Primary Goal: Support students in becoming more organized, motivated, and self-directed in their learning journey

2. General Context of the Learning Situation 

• School and district emphasize holistic student development 

• Expectations include fostering time management, self-discipline, and accountability 

• Aligns with broader societal trends toward tech-supported personal growth 

3. Nature of the Subject 

• Subject includes both theoretical and practical elements 

• Innovation is primarily practical and student-centered 

• Encourages divergent thinking—students personalize their goal-setting process 

• Reflects current educational trends and needs 

4. Characteristics of the Learners ​

• Aldine Middle School students are predominantly economically disadvantaged, with 94.07% qualifying for this status, which may influence their access to academic resources and support outside of school

• Our AMS students include a significant population of English language learners, as 56.20% are classified as Limited English Proficient (LEP), requiring targeted language development strategies in instruction

• Aldine Middle School students benefit from bilingual education, with approximately 55.80% enrolled in bilingual programs, highlighting the importance of culturally and linguistically responsive teaching

• Our AMS students represent a wide range of learning needs, with 14.29% receiving special education services and 3.64% participating in gifted and talented programs, necessitating differentiated and inclusive instructional approaches

5. Characteristics of the Teacher 

• The teacher believes in student-centered learning and empowering students 

• The teacher holds a positive attitude toward both the subject and the learners 

• The teacher is passionate about integrating meaningful technology into the classroom 

• The teacher brings strong knowledge of the subject and a commitment to student success 

• The teacher sees this innovation as a way to help students take ownership of their learning 

 

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Formulating Significant Learning Goals 
A year (or more) after this course is over, I want and hope that Aldine Middle School students will  continue using goal-setting strategies to guide their academic, personal, and professional growth. I want them to feel confident in their ability to set meaningful goals, track their progress, and reflect on their learning journey. 

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My Big Hairy Audacious Goal (BHAG) for the course is: 
To empower students to become self-directed learners who use digital tools to take ownership of their goals, reflect on their progress, and support one another in a collaborative learning environment. 

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Foundational Knowledge 

• Our middle school students at Aldine Middle School should understand the importance of goal-setting and self-regulation in learning. 

• They should remember key concepts such as SMART goals, growth mindset (Dweck, 2006), and self-monitoring strategies (Zimmerman, 2002). 

• They should grasp the value of reflection and how it connects to long-term success. 

 

Application Goals 

• Critical Thinking: Students will evaluate their progress and adjust their goals based on feedback and reflection. 

• Creative Thinking: They will design personalized learning plans and explore innovative ways to stay motivated. 

• Practical Thinking: Students will solve real-life challenges by applying goal-setting strategies to academic and personal tasks. 

• They will also develop project management skills by organizing and tracking their goals over time. 

 

Integration Goals 

• Students will connect goal-setting strategies to content across subjects. 

• They will see how personal goals align with academic and career aspirations. 

• They will relate classroom learning to their lives outside of school—building bridges between school, home, and future ambitions. 

 

Human Dimensions Goals 

• Students will learn more about themselves—their strengths, challenges, and what motivates them. 

• AMS students will gain empathy and collaboration skills by sharing goals and supporting peers in a community of learners. 

 

Caring Goals 

• I hope students will develop a genuine interest in their own growth and success. 

• I want them to feel empowered, motivated, and proud of their progress. 

• I aim to instill values like perseverance, accountability, and self-belief. 

 

“Learning-How-to-Learn” Goals 

• Students will learn how to be reflective, proactive learners in any course. 

• They will understand how to approach new subjects with curiosity and structure. 

• Most importantly, they will become self-directed learners with a clear vision and a plan for achieving it. 

 

 

 

 

 

 

References  

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Dweck, C. S. (2006). Mindset: The new psychology of success. Random House. 

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Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to 

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     designing college courses. Jossey-Bass. 

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Texas Education Agency. (2022). Technology Applications Texas Essential Knowledge and 

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    Skills (TEKS), Grades 6–8. https://tea.texas.gov/academics/subject-areas/technology-  ​applications 

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Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70.

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     https://doi.org/10.1207/s15430421tip4102_2 ​​​​​​​​​​​​​​​​​​​​​​​​