Mathematics classrooms are complex environments that require the professional work of a teacher to wrangle into productive creative learning spaces, and this complexity is not easy to work with. It takes a high level of flexibility to keep these spaces from becoming chaotic, and this is one of the problems that MathTrack has developed a solution for. Applying SMART goal setting with students in the math classroom can be a way to both differentiate expectations, but also bring students into the learning process and encourage autonomy. In this article we will explore how SMART goals work and how they can be uniquely applied to the mathematics classroom to differentiate instruction and classroom expectations.
What are SMART goals?
You may be familiar with SMART goals already, but for the sake of clarity here’s a quick recap.
The framework for writing and applying SMART goals was first introduced in the 1980s by George T. Doran in his paper, "There's a S.M.A.R.T. Way to Write Management's Goals and Objectives."
SMART is an acronym that stands for:
- Specific
- Measurable
- Achievable
- Relevant
- Time-bound
Note: It’s important to acknowledge that R is often mistakenly labeled as Realistic, and while this is a valuable trait for goals to have, it is already covered by the Achievable component and thus not worth losing relevancy over. Achievable is also sometimes labeled as Attainable, which is ultimately the same quality. The list you see above is the original meaning of the acronym, and the definition we will stick with for this article.
Checking that a goal meets these 5 characteristics helps us avoid setting ourselves up for failure because a goal that is SMART is much more likely to be completed successfully. The order in which your goal meets these criteria does not matter, it is more of a guide to check if you goal makes sense and will actually help you grow.
SMART goals teach us skills beyond the goal itself
In education, SMART goals can be extremely useful. Goal setting is an example of a tool that can contribute to both the learning of soft skills and transferable skills.
Transferable skills are abilities that can be applied across various contexts, industries, or roles. They are often acquired through experiences, education, or training. Examples of transferable skills include problem-solving, critical thinking, adaptability, and communication.
Soft skills, on the other hand, are personal qualities that enable effective interaction with others and contribute to overall success. They are often intangible and can be developed through self-awareness, practice, and experience. Examples of soft skills include empathy, teamwork, emotional intelligence, and leadership.
While students in school study specific topics, like mathematics, they should also be gaining both soft and transferable skills. SMART goals help us achieve this in a few ways. Its broad use across different environments and industries means that the SMART goal framework is widely recognized, and thus directly applicable beyond the k-12 space. The way the framework is set up is also very specific in and of itself, making it approachable for students who are building up personal learning habits and critical thinking skills for the first time. Let’s consider each component individually:
- Specific - A goal that is specific should not be vague or generalized. We should know exactly what work is being described and in what quantity. Talking about goals being specific helps us get better at communicating clearly, bringing awareness to what we assume is obvious or implied.
- Measurable - A goal that is measurable should be able to be described as complete with a simple yes or no. This component helps us avoid generalizations such as “do more of this” or “get better at that”. These generalizations are too vague to make it clear if the goal was actually met or not. As teachers this ambiguity makes it really difficult to hold students accountable to their progress and actually celebrate their growth.
- Achievable - A goal that is achievable should still be slightly challenging, but it should also be realistic within the context of who the goal is for and their overall capacity. This requires self-reflection and talking with students about what feels achievable to them helps us check in their overall workload and abilities.
- Relevant - A goal that is relevant is tied to larger goals and expectations. What is relevant changes within the context of where and why we are setting goals, and this can be a great way to have conversations with students about how short term planning leads to long term progress.
- Time-bound - When we set a time-bound goal we should know exactly when it is due. Without a time constraint we don’t actually have the information necessary to assess for relevance or achievability. While it is the last component of our acronym, it can actually be easier to write a SMART goal if you have a time frame in mind first.
Setting SMART goals in the math classroom
There are many ways to apply SMART goals to your classroom, and finding the best application for you and your students’ needs may take some experimentation. To help you get started here are a few examples of the kinds of goals that math teachers can apply.
Content goals
Good content goals should align with the kind of curriculum and expectations that exist in your classroom. If you use adaptive online learning tools, such as IXL or Mathspace, SMART goals can describe the level of mastery students are working towards.
Example: Reach at least 75% mastery on section 1.03 by the end of the week.
For curriculum that is more static (such as paper worksheets) you can set goals about the completion of specific activities. These goals can be focused more on the completion itself, or can include specific scores.
Example: Earn at least an 80% on the section 4.02 quiz this week.
Habit goals
Goals related to classroom expectations, soft skills, or transferable skills, can be an excellent way to help students learn habits that support overall learning. Here are some general ones we recommend:
- I will bring both my chromebook and its charger to class each day this week.
- I will write my name at the top of every Exit Ticket assigned this week.
- I will bring a pencil of my own to class at least 4 out of 5 days this week.
That last goal includes some flexibility for the student, which can be a great way to keep students encouraged if they struggle with certain expectations. Building in a 2nd chance for a student gives them room to make mistakes while still meeting the expectations outlined in the original goal.
Implementing SMART goals with students
MathTrack recommends using a goal setting worksheet such as this one to implement goal setting with students. This strategy is based on what is taught in our teacher training pathways, including our transition to teaching, bachelor's degree, and professional development programs.
This worksheet has several components. The first half provides a place to document who the goals are for, what date the goals are being set on, the goals themselves, and if the goals meet the SMART criteria. Once the above has been filled out successfully both the student and teacher sign off on the goals for them to officially begin.
The second half of the sheet would be filled out on the day the goals are due. We refer to this as a check in day since it should include not just time to see if the goals were complete or not, but also time for reflection.
This section also includes a place for a parent or trusted adult to sign off on their reflection. This is ultimately optional, but can be a great way to build in another layer of accountability for the student, and communicate their progress to their parent at the same time.
Differentiating SMART goals
SMART goals can be a great framework for differentiating expectations. While all students might be required to complete SMART goals, the goals themselves can be different for each student. Differentiation can vary from small adjustments to completely unique expectations.
- An example of a small adjustment might look like writing a goal for each student related to an upcoming quiz, but each student has a different score they are trying to reach.
- A completely unique expectation might be used to help a specific student complete separate coursework to catch up on a skill they missed in a previous grade level.
Gradually releasing students to writing their own SMART goals
Giving students control over their goals can give them a sense of ownership, thus increasing buy-in. However, not all students are mature enough or intrinsically motivated enough to set good goals themselves. When first introducing SMART goals to your class it is a good idea for goals to be written by the teacher and then gradually releasing control to students as they are ready for it. This gradual release may look like this:
- Following an initial lesson on SMART goals, students are given only 1-2 common goals that are exclusively written by the teacher.
- After they are more comfortable with the idea of SMART goals, students a individualized goals that the teacher writes for them.
- Students begin to partially fill in goals set up by the teacher (Example: I will reach [blank]% mastery on topic 3.02 by the end of the week, with the exact percentage set by the student)
- Students fully write their own goals which are approved by the teacher.
As a teacher it is up to you how far you want to take this kind of autonomy. SMART goals can still be an impactful tool with or without direct student input.
Conclusion
SMART goals are a tool that is widely applicable, and there are many ways to successfully use them in the math classroom. They provide a guide for setting really clear expectations with students, which can help them learn how to manage expectations responsibly. When they are used on a regular basis they provide structure for adjusting expectations with students, and is a consistent strategy that can be individualized easily.
If you have any other successful strategies for applying SMART goals with students we encourage you to share them below!
