REEP ESL Curriculum for Adults
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3. CARRYING OUT THE PLAN/MONITORING PROGRESS
Depending on the type of goal, plan, and learning style of the student, learners reflect on their
progress and activities in various ways throughout the goal process. Some learners enjoy
keeping a record of their goal activities, e.g. on a log or in a portfolio; others resist these approaches.
Typically, learners enjoy and benefit from periodic opportunities to share their progress with each
other and get feedback from other learners on their progress and strategies. This can be done as a
whole group, in homogeneous small groups (learners with similar goals), or heterogeneous small
groups (learners with different goals). Learners generally want to talk with and get feedback from their
teachers about their goals. This can be accomplished during the middle and end of cycle individual
progress conferences.
4. EVALUATING AND DOCUMENTING PROGRESS
Achievement of/progress toward the goal is assessed by the learner and the teacher at the end of the
goal process. The process (i.e. instructional objectives) is assessed by the teacher.
Learners reflect on the achievement of their goal and record their assessment on their goal
worksheet. Learners should show evidence of progress/achievement. Evidence could include
demonstration of new skills, documentation from outside sources (e.g. a promotion, a certificate),
statements about how the student feels/functions now, anecdotal statements, such as, "I spoke to my
boss about...I couldn't do that before.", etc.
Teachers assess progress toward/achievement of the goal based on overall progress in the class,
performance evaluation or student demonstration, learner self-assessment, and/or achievement of
related class objectives. The teacher records the assessment and evidence on the learners’ progress
report. The teacher also assesses achievement of the instructional objectives (process), records the
assessment on the learner’s progress report, and discusses the learner’s progress during the
individual conferences at the end of the cycle.
PART D: CONCLUSION
The goal process outlined in this reading takes time and experimentation. However, when well
implemented, learners, programs, instructors, and the field benefit. Goal work allows a learner to
state a learning goal and make plans to meet the goal. The direction of the learning is conducted by
the learner (Hiemstra 1990). It also helps the learner develop planning skills and practice language
skills while working on a specific individual goal. Programs and instructors can learn more about their
students and their needs through goal work. This information can be used to inform instruction and
improve program effectiveness. Finally, fund providers want evidence of learners' educational gains
and attainment of their learning goals. Goal work can be used to provide evidence that learners are
making progress.