Summary

• WHAT: Students establish a self-directed Stretch Goal to challenge themselves with course-related technical skills, essentially ‘stretching’ themselves beyond what they can currently perform
• HOW: Students establish a SMART Goal based on 21st Century Skills, which demonstrates how they approach the Stretch Goal. This process helps establish successful working habits to approach any task in the world of work
• WHY: Goal setting is fundamental to improving skills and good work habits. Achieving the stretch goal is OPTIONAL, putting in place workflow to work toward the goal is NOT OPTIONAL

Review SkillsUSA Competition Preparation (PDP)

• Level 1.2 Discover self-motivation techniques and establish short-term goals

Review 21st Century Skills (To succeed in work, life, and citizenship)

PRODUCTIVITY AND ACCOUNTABILITY

Produce Results

• 10.B.1 Demonstrate additional attributes associated with producing high-quality products including the abilities to:
  • 10.B.1.a Work positively and ethically
  • 10.B.1.b Manage time and projects effectively
  • 10.B.1.c Multi-task 10.B.1.d Participate actively, as well as be reliable and punctual
  • 10.B.1.e Present oneself professionally and with proper etiquette
  • 10.B.1.f Collaborate and cooperate effectively with teams
  • 10.B.1.g Respect and appreciate team diversity
  • 10.B.1.h Be accountable for results

CRITICAL THINKING and PROBLEM SOLVING

Make Judgments and Decisions

• 2.C.3 Interpret information and draw conclusions based on the best analysis
• 2.C.4 Reflect critically on learning experiences and processes

INITIATIVE and SELF-DIRECTION

Manage Goals and Time

• 8.A.1 Set goals with tangible and intangible success criteria
• 8.A.2 Balance short-term and long-term goals
• 8.A.3 Utilize time and manage workload efficiently

Be Self-Directed Learners

• 8.C.3 Demonstrate commitment to learning as a lifelong process
• 8.C.4 Reflect critically on past experiences in order to inform future progress

MEDIA LITERACY

Create Media Products

• 5.B.1 Understand and utilize the most appropriate media creation tools, characteristics, and conventions

INFORMATION, COMMUNICATION, and TECHNOLOGY

Apply Technology Effectively

• 6.A.2 Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy

Set a Stretch Goal

Step 1 – Research Roles and Pick One

You can research roles at Career Exploration and then pick one listed below.

• Film
  • Screenwriter
  • Director
  • Cinematographer
  • Sound Designer
  • Editor
  • Composer
• Game
  • Producer
  • Coder
  • Artist
  • Level / Terrain Builder
  • Sound Designer
• Rock
  • Composer: specifically focusing on either Melody, Harmony, Rhythm or Bass
  • Instrumentalist
  • Sound Engineer (Al Schmidtt)
  • Producer
  • Mix / Master

Step 2 – Research Setting Stretch Goal Process

• Freakonomics – How to Become Great at Just About Anything

Step 3 – Research SMART Goal Format (Part of writing a Stretch Goal)

• Share the one-sentence SMART Goal Format Worksheet (PDF) for guidance in writing your actual one-sentence SMART Goal section of the Stretch Goal
• Mitchell’s modified example:
  • “By April 30, as part of my film team, I will explore the film director’s skill pathway by following the Studio Binder Eye Tracing tutorial and will have created scenes that direct the audience’s eye from affinity to contrast, this will increase intensity over the six scenes of our April project.”
• Mitchell’s SMART Goal broken down by element
  • Remember we build our SMART goals backward: T R A M S – S M A R T
  • T– Time (DATE): “By April 30
  • R-Relevance (CLASS/TEAM X): as part of my film team, I will explore the film director’s skill pathway 
  • A-Attainable (TUTORIAL X) by following the Studio Binder Eye Tracing tutorial
  • M-Measurable (MAKE/CREATE # of X): and will have created scenes that direct the audience’s eye from affinity to contrast, this will increase intensity over the six scenes
  • S-Specific (PROJECT X): of our April project.”

Step 4 – Create a Blog Post

• Create a blog post titled, My Stretch Goal
• Copy and paste the following and fill in:
  • Role – Pick a role, listed above, to focus on (director, musician, coder, etc. refer back to Career Exploration work)
  • SMART Goal – What is your SMART goal?
  • Why – Why do you want to achieve it?
  • How – How will you achieve it?
  • When – When will you work on it? 3 times a week? What days? How long per day?
  • Resources – What resources do you need / will you use?
  • Milestones – What smaller goals will you set along the way? Set weekly dates on a calendar. These are little celebrations of progress
  • Heroines / Heroes – Who do you admire/ look up to that has done this before? Place their name(s) and a link to more info about them. Maybe Wikipedia?
  • Documentation – Embed evidence as visual or audio (skills evidence) with written  explanation of how your SMART goal is progressing (21st Century reflective skills) – due each week

Step 5 – Record an Introduction Statement with SoundCloud /YouTube  and Follow-up Recordings (Optional)

• Create a SoundCloud.com and /or YouTube account
• Record your Stretch Goal with audio or visually evidence (if it is performance-based)
  • You need at least one recording per week, as an update on your progress
  • Must be the same skill set, for each recording and growth must be obvious
  • An example would be playing a guitar part poorly the first recording (week one) and better the second recording (week two) and even better the third recording (week three)
• Upload it to your SoundCloud/YouTube account
• Embed in your blog post

Step 6 – Document Progress Each Week

• Place both parts of weekly evidence under the Documentation heading in your blog post
  1. Embed evidence as visual or audio: images, a narrated screencast, an audio recording, etc. (skills evidence)
  2. Include a written explanation of how your SMART goal is progressing (21st Century evidence)
• Publish evidence at the end of each week of the project
• Be sure to embed the evidence from the appropriate media site: video or screencast from YouTube, images from Flickr, and audio from Soundcloud

Explore Example Work

• Hunter’s post (Game Design)
• Jessica’s post (Game Design)
• Terra’s post (Game Design)
• Tristan’s post (School of Rock)

Explore 21st Century Skills Rubrics

PRODUCTIVITY AND ACCOUNTABILITY

Produce Results

10.B.1 Demonstrate additional attributes associated with producing high quality products including the abilities to:

	4 Exceeds Standard	3 Meet Standard	2 Approaching Standard	1 Not at Standard
10.B.1.a    Works positively and ethically	Consistently applies ethics to all aspects of work.  Has a positive outlook and creates a positive work environment for all involved while working on projects.	Is constructive with criticism when working with others.  Has a positive attitude towards tasks, projects and others.  Applies values and ethics to all work completed	Occasionally has a negative attitude towards tasks, projects and/or others.  At times does not apply ethics while working on tasks and projects.	Typically is negative toward tasks, projects and/or others.  Does not consider ethics while working on tasks/projects or with others.
10.B.1.b    Manages time and projects effectively	Consistently stays focused, prioritizes tasks, recognizes time constraints, estimates time to completion, and avoids distractions while meeting deadlines, using time effectively.	Develops a timeline of the work to be completed and stays focused throughout the process.	Occasionally off task in regards to accomplishing timeline.  Thus,  only a portion of the work is completed	Always off task and does not complete the work to be done.
10.B.1.c    Demonstrates the ability to multi-task	Effectively manages several tasks at the same time and is able to accomplish task prior to prescribe deadlines.	Is able to manage tasks at the same time within designated time constraints.	Manages several tasks at the same time, but struggles to complete assigned tasks on time or in an efficient manner.	Is unable to manage several tasks at the same time.
10.B.1.d    Participate actively, as well as be reliable and punctual	Consistently provides useful ideas when participating in the group and in classroom discussion and is reliable, and always on time.	Provides useful ideas when participating in the group and in classroom discussion and is reliable and punctual.	Sometimes participates in group and classroom discussions.  Is not always on time or reliable.	Does not participate in group or classroom discussion. Cannot be counted on and is consistently late.
10.B.1.e    Present oneself professionally and with proper etiquette	Behavior and attire are consistently appropriate for the occasion.  Always acts respectfully towards others.	Displays professional and responsible behavior and dresses appropriately for the occasion.  Acts respectfully towards others.	Does not always display professional and responsible behavior.  Sometimes dresses appropriately for the occasion.  Occasionally acts respectfully towards others.	Does not display professional or responsible behavior.  Rarely dresses appropriately for the occasion.  Often does not act respectfully towards others.
10.B.1.f    Collaborate and cooperate effectively with teams	Consistently listens to others and their ideas; helping them to develop their ideas while giving them full credit; helping the team reach its full potential	Listens to others’ points of view; always uses appropriate and respectful language; tries to make a definite effort to understand others’ ideas.	Sometimes listens to others, and often assumes others’ ideas will not work; tries to work well with the team.	Is argumentative with others’; does not listen to groups opinions and ideas; wants things done their way and does not listen to alternate approaches.
10.B.1.g    Respects and appreciates team diversity	Consistently listens to others.  All statements, responses and body language, are respectful and appropriate. Always listens to, shares with, and supports the efforts of others.	Listens to, shares and supports others. Statements and responses are respectful and appropriate body language was exhibited.	Most statements, responses and body language are respectful; occasionally had a negative tone.  Does not always listen to, share with, and support the efforts of others.	Statements, responses and/or body language were consistently not respectful. Rarely listens to, shares with, and supports the efforts of others
10.B.1.h    Is accountable for results	Consistently and accurately completes tasks and takes responsibility for work.	Takes responsibility for work completed.	Sometimes takes limited responsibility for not completing work.	Does not take responsibility for completed on uncompleted work.

CRITICAL THINKING and PROBLEM SOLVING

Make Judgments and Decisions

	4 Exceeds Standard	3 Meet Standard	2 Approaching Standard	1 Not at Standard
2.C.3    Effectively interpret information and draw conclusions based on the best analysis	Is able to look at complex information and successfully draw conclusions and apply to situation	Is able to look at information and successfully draw conclusions	Looks at information and sometimes is able to draw conclusions	Looks at information, and rarely is able to draw a conclusion
2.C.4    Reflect critically on learning experiences and processes	Thoroughly reflects critically on learning experiences and processes and applies to future work	Reflects critically on learning experiences and processes	Attempts to reflect on learning experiences and processes	Does not reflect on learning experiences and processes

INITIATIVE and SELF-DIRECTION 

Manage Goals and Time

	4 Exceeds Standard	3 Meet Standard	2 Approaching Standard	1 Not at Standard
8.A.1   Set goals with tangible and intangible success criteria	Sets goals with tangible and intangible success criteria in a variety of conditions	Sets goals with tangible and intangible success criteria	Attempts to set goals with tangible and intangible success criteria	Attempts to set goals with tangible or intangible success criteria
8.A.2    Balance short-term and long-term goals	Balances short-term and long-term goals in a variety of conditions	Balances short-term and long-term goals	Attempts to balance short-term and long-term goals	Attempts to balance short-term or long-term goals
8.A.3    Utilize time and manage workload efficiently	Completes tasks ahead of schedule by creating a plan  and scheduling time to complete the work.	Completes work on time by taking advantage of the time provided and by using time management skills.	Occasionally completes work on time.	Never completes work on time and uses does not use time management skills.

INITIATIVE and SELF-DIRECTION 

Be Self-Directed Learners

	4 Exceeds Standard	3 Meet Standard	2 Approaching Standard	1 Not at Standard
8.C.3   Demonstrates commitment to learning as a lifelong process	Demonstrates commitment to learning as a lifelong process in a variety of conditions	Demonstrates commitment to learning as a lifelong process	Attempts to demonstrate commitment to learning as a lifelong process	Attempts to demonstrate commitment to learning , but not as a lifelong process
8.C.4   Reflect critically on past experiences in order to inform future progress	Reflect critically on past experiences in order to inform future progress in a variety of conditions	Reflect critically on past experiences in order to inform future progress	Attempts to reflect critically on past experiences in order to inform future progress	Attempts to reflect critically on past experiences, but not in order to inform future progress

MEDIA LITERACY

Create Media Products

	4 Exceeds Standard	3 Meet Standard	2 Approaching Standard	1 Not at Standard
5.B.1    Understand and utilize the most appropriate media creation tools, characteristics and conventions	Creates products using innovative digital tools to compose, illustrate and communicate original ideas or research	Creates products using digital tools to compose, illustrate and communicate information	Attempts to create a  product using digital tools to compose, illustrate and communicate information but does not complete	Does not attempt or does not understand how to utilize digital tools

INFORMATION, COMMUNICATION, and TECHNOLOGY

Apply Technology Effectively

	4 Exceeds Standard	3 Meet Standard	2 Approaching Standard	1 Not at Standard
6.A.2    Use digital technologies, communication / networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy	Effectively and consistently uses technology, communication and relationships to successfully operate in a knowledge economy (creating, evaluating and trading knowledge)	Uses technology as a tool to communicate and connect with others to access and successfully utilize information to operate in a knowledge economy (creating, evaluating and trading knowledge)	Uses technology to communicate and connect with others but does not utilize it as a tool to operate in a knowledge economy (creating, evaluating and trading knowledge)	Does not utilize technology to communicate and connect with others effectively