Goal setting is challenging for us ADIs because it means drawing out from our clients what they want to achieve, rather than just going with what they want to do. Doing roundabouts is a subject or topic, not, in itself, a goal.
Sometimes, we may fall into the trap of thinking achieving a goal is about filling our pupils up with knowledge and practice - vital ingredients when learning to drive but not necessarily a goal.
Whilst our ultimate goal might be to facilitate the process of our clients becoming safe and responsible drivers, our clients may believe their goal is to pass a test. However, if you take the time to dig deeper you will find there are other reasons why they want to learn to drive, often revolving around their social or domestic activities and work. Tapping into their motivation for learning to drive will help you with goal setting on your lessons.
So how do we develop goals for a lesson on, let's say, roundabouts? Well, it will start with a conversation where the language you use is important, for example, 'What went well on your last lesson?' 'What didn't go so well?' 'Is there anything from this discussion that will help you decide what you want to achieve today?'
Notice, the questions are about them and avoid the word 'we' to help keep them at the centre of their learning and give them the responsibility for their learning goals.
I would imagine that most of you will involve your learners in this process on most of your lessons so start to notice the language you use and ask yourself, is it about them or you. Goals can also be set around confidence, stress or nerves and not just around skills-based issues.
The learning domains are: how we think (cognitive), how we feel (affective) and what we do (psychomotor), so it might help you to think about these learning domains when helping your clients set their goals. Also, you can use SMART whilst you're having a goal setting conversation. SMART stands for:
Until the next time written by Graham Hooper