Image of Spiral visualisation of process. Visioning Wall
The project spirals between SMART and SAFE Goal Setting approaches.
The process starts with the SMART approach.
It is
- SPECIFIC please read description.
- MEASURABLE with regards time, money and numbers involved
- ACHIEVABLE because of its collaborative nature and programmed
- REALISTIC because it has been supported at all school levels and well financed
- TIMED timetabled with a deadline
The wall provides a visual cue for teachers to use when teaching ("You Can Do IT")
The smaller personal spiralings represent areas where the SAFE approach is appropriate
SEE.
The wall was designed so that the students can see
- the "bigger picture" where we collectively support each other
- visual clues whenever they feel they can’t persevere
I talk to the students about this notion
- “I Can Do IT
- I did it!
- I can do it again
- I can do other things too”
This is called scaffolding
ACCEPT
I talk with the children about their self image
- I have been creative
- therefore I must be creative
- I can create other things too.
The Rap called "You Can Be What You Want To Be." reinforced learning.
FEEL
Now that the children have experienced the empowering feeling of success they can
- consistently feel confidant
- recall that they got through and infer that they can persevere
- experience Positive Self-talk - this is modeled in classrooms
- engage in Appreciative Inquiry
EXPRESS
The students are already involved in
- Rap, Song, Dance, Drama, Drawing and Painting
- other projects such as their Communal Gardening Project
They can be companioned by MIECAT Process if they experience blocks or wish to vitalise their personal vision
Once the project has been completed, it can spiral back to the SMART approach.
We ask : "What do we want to do with what we now know?"
SPECIFIC
We can
- document what happened.
- plan for what will happen next
- be specific about results
- negotiate about what results we would like to see in the future
MEASURABLE
We can
- measure numeracy and literacy scores looking for empowerment
- investigate the quality and nature of outcomes through self reporting and questionnaires
- measure ease of fit within our environment
- look discerningly at staff and student enrollments and ask "has there been a positive influence?"
- justify, predict and direction future learning pathways
- apply for grants based on results
ACHEIVEABLE
We can
- set up other projects to spiral within this project
- plan with confidence
- set bench marks
REALISTIC
We can
- evaluate results
- plan future directions
- discuss and negotiate about Research Design Methodology
