| Body | by Madi Collins, CASLS Student Worker
This activity guides learners through creating a drawing or mind map of their next self-identified learning goals. Learners will identify these goals and then draw or map out the connections or pathways to reach these goals. It can be used with learners of all levels. This activity can be done in the learners’ L1 or the target language based on their proficiency level and/or preference.
Learning outcomes:
Learners will be able to:
- Identify 3-4 goals related to learning the target language.
- Create a visual representation of these goals and how the goals relate to each other.
Materials:
Drawing Activity: Reflect on Your Goals video, blank paper or digital document for drawing
Procedure:
- Ask learners to brainstorm definitions for the word “goal” as it relates to language learning. What do they think of when defining a language-learning goal? Write their answers on the board or a shared digital document for all to see.
- Ask learners to work in groups to create a 1-2 sentence summary of “goal” and what it means to them.
- Next, show learners the Drawing Activity: Reflect on Your Goals video.
- Have learners take out a fresh sheet of paper or open a blank digital document that they will use for their drawing, and then read this statement aloud. “Imagine you could push a button and arrive at the next level in the target language (whatever that means to you). Where would the button take you? What would you need to do or communicate when you get there?” Give learners a couple of minutes to imagine what this next step will look, sound, and/or feel like.
- Once your learners have a next step in mind, ask them to write down or draw three to four ideas for their goals for this next step. They can write words or phrases, draw pictures, or create any kind of visual representation for these goals. Encourage them to think of concrete goals that they want to work towards. Remind them that these are personal goals that can be whatever they want to work on next in the target language. These goals will be different for each learner and can be as simple or complex as they wish.
- Once learners have written down or drawn their goals, ask them to think about how their goals connect to each other. Instruct learners to write or draw a representation of these connections.
- Remind learners that their drawing or map does not need to be polished- the purpose of the drawing is to provide them the time to reflect on their goals related to the target language. It does not matter what that reflection ultimately looks like.
- Once learners have had adequate time to write or draw, divide them into small groups to share their drawings/mind maps with their peers. Encourage them to share the drawing itself, the thought process they used to make it, etc.
- Optional: As a class, ask learners to identify one goal they heard about in their groups that was similar to one of their own, and one goal that surprised them. Ask for volunteers to talk about a similar or surprising goal. What made this goal similar to their own or surprising?
Looking for more on goal setting? Check out this series of activities about self-directed language learning your students can do at home and/or in the classroom.
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