Having just read James Theobald’s highly engaging article on targets and limits, I was reminded of Dweck’s point about performance goals versus learning goals. If we set students performance goals, we set up hoops to be jumped through and tell them the hoop is the point – be that the A grade or the number of hotdogs they need to eat. Surely the learning is the point and the hoop only comes at the end of the course?
The language of targets is all important if we want students to focus on their own learning and progress.
The ‘To…’ ‘By…’ method is all important because it provides a focus and a mechanism: