Unit I Goal Worksheet: What Is Claudia's Goal For This Cours ✓ Solved

Unit I Goal Worksheetwhat Is Claudias Goal For This Course Complete

Complete the table below. Questions Fill in information below. (Provide a minimum of 10 words per question.)

Specific (Claudia needs to determine her specific goals for this course.)

Measurable (How will she know that she has succeeded?)

Attainable (Is it realistic to complete her goal along with her other priorities?)

Relevant (How will completing her courses impact her larger goal of obtaining her degree?)

Timely (How long should it take?)

What priorities does she have that could pose as obstacles on her path for success? Provide a minimum of 75 words in your response. [Enter your response here]

What is the best advice that you can give Claudia to help her manage her goals and priorities? Provide a minimum of 75 words in your response. [Enter your response here]

What is your goal for this course? Complete the table below. Questions Fill in information below. (Provide a minimum of 10 words per question.)

Specific (You need to determine your specific goals for this course.)

Measurable (How will you know that you have succeeded?)

Attainable (Is it realistic to complete your goal along with your other priorities?)

Relevant (How will completing your courses impact your larger goal of obtaining your degree?)

Timely (How long should it take?)

What priorities do you have that could pose as obstacles on your path for success? Provide a minimum of 75 words in your response. [Enter your response here]

What strategies will you employ to help manage your goals and priorities? Provide a minimum of 75 words in your response. [Enter your response here]

Sample Paper For Above instruction

The importance of establishing clear, SMART (Specific, Measurable, Attainable, Relevant, Timely) goals is crucial for academic success. For Claudia, defining precise goals for her course assists in maintaining focus and motivation. For example, a specific goal might be to achieve a grade of B or higher in the course, which can be measured through regular assessments and assignments. To ensure attainability, Claudia must consider her current schedule and commitments, making sure her goal fits realistically within her available time and resources.

Relevance is a vital aspect; completing her courses directly impacts her broader objective of earning her degree, shaping her academic and professional future. Setting a timeline, such as aiming to accomplish all coursework within a semester, provides a clear deadline, ensuring progressive effort and accountability. Additionally, Claudia should identify potential obstacles such as work responsibilities or family commitments that could hinder her progress, and then develop strategies to overcome these challenges.

Personally, my goal for this course is to enhance my understanding of the core subject matter and complete all assignments with a high level of accuracy. This involves dedicating sufficient study time weekly and actively engaging in class discussions. To effectively manage my goals and priorities, I plan to create a study schedule, prioritize tasks based on deadlines, and seek support when needed. Time management and organization are key strategies that will help me succeed academically while balancing other life responsibilities.

In conclusion, setting well-structured, realistic goals aligned with personal and academic contexts is essential. By applying the SMART framework, students like Claudia can maintain motivation, navigate obstacles, and achieve their educational objectives efficiently. Continual reflection on progress and adjusting strategies as needed will foster ongoing success and growth in their academic journeys.

References

  • Doran, G. T. (1981). There’s a S.M.A.R.T. way to write management's goals and objectives. Management Review, 70(11), 35–36.
  • Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American psychologist, 57(9), 705–717.
  • Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25(1), 71–86.
  • Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory into Practice, 41(2), 64–70.
  • Kaplan, A., & Sinnema, C. (2008). Motivation and Adjustment: Formulating Academic Goals. Educational Psychology Review, 20, 117–135.
  • Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social-emotional learning: Clarifying the connection. Contemporary Educational Psychology, 60, 101822.
  • Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make It Stick: The Science of Successful Learning. Harvard University Press.
  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in Education: Theory, Research, and Practice. Pearson Education.
  • Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum: Foundations, Principles, and Issues. Pearson Higher Ed.
  • Schunk, D. H. (2012). Learning Theories: An Educational Perspective. Pearson Higher Ed.

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