This is goal setting. Goal setting, strategy and structure in modern management

Teaching younger students

action of goal setting in the classroom.

The relevance of developing goal-setting techniques during a student’s education is dictated by the Standards: “at the stage of primary education, the foundations of the ability to learn and the ability to organize one’s activities are formed - the ability to accept, maintain goals and follow them in educational activities, plan one’s activities, monitor and evaluate, interact with the teacher and peers in the educational process.”

One of the stages of a modern lesson is goal setting. It comes from the word goal. What is a goal?

The purpose of the lesson – these are its results, which we plan to achieve using didactic, methodological and psychological techniques.

Target – this is the student’s focus on performing individual actions included in the learning activity.

Target – this is an ideal, mental anticipation of the result of an activity. The image of the expected result must be specific, characterized qualitatively and quantitatively, and achieved by a certain point in time. Any change, advancement, development of the student is expected (the formation of his ideas and concepts, views and beliefs, practical skills).

Goal setting - this is the definition of a system of intermediate educational goals and ways to achieve them, “...building a plan for your educational activities,” believed V.V. Davydov. The student correlates the actions that he needs to perform with each other and determines the basis of the learning activity. Teaching becomes not an object, but a subject of activity. The formation of such a position is impossible without awareness and acceptance of the goals of the activity in which the student is involved; this, in turn, depends on how the goal-setting process is organized.

Goal setting process – the process is labor-intensive and time-consuming. Therefore, the main task of this process isdesignation Andpresentation the goals of both parties involved, theircoordination , and if necessary,transformation our goals into their goals.Goal alignment The point is that the teacher knows how to translate educational goals into student activity goals.

Skills that need to be taught to schoolchildren:

Selection of goals that correspond to the objectives of this lesson.

Acceptance and understanding of the goal set by the teacher; retention, preservation of the teacher’s goal for a long time, subordination of one’s behavior to it, “rethinking” of the teacher’s goals, the student’s acceptance of the teacher’s goal for himself, “imposing” it on the experience of his own life.

Independent setting of goals, in connection with the ability to mentally imagine a goal before the start of the goal, its formulation.

Selecting one goal from several others and justifying the choice

Determining reality, the achievability of a goal, correlating the goal with one’s capabilities, replacing unrealistic goals with real ones.

Active verification, clarification of goals.

Determining the sequence of goals, because sometimes it is important to achieve goals only in a certain order.

Determining important and secondary goals.

Determining the time and effort to achieve goals.

Setting new goals taking into account the level of achievement of previous goals, i.e. previous results of performing educational actions.

Setting long-term goals.

Realization of set goals, choice of means and ways to achieve goals, overcoming obstacles to achieving them.

Setting non-standard, non-stereotypical original goals (creative)

All these skills are different, but it is difficult to do without them, since they underlie the ability of schoolchildren to set goals.

Conventionally, three types of goal setting can be distinguished.

Goal setting

Loose Rigid Integrated

With free goal setting, the teacher develops goals, objectives, and a program of action together with students in the process of communication, joint reflection and search.

With strict goal setting, goals, objectives and a program of action are given to schoolchildren from the outside. But the teacher explains the usefulness of solving the problem for a person’s life, for the future activities of children, and shows the attractiveness of the prospects as a result of solving this problem.

With integrated goal setting, the teacher sets the tasks in the lesson, but the methods for solving them are determined in the process of joint search.

There are several types of educational goal setting.

Educational goal setting

Promising Thematic Lesson Current

Thematic goal setting carried out at the beginning of a topic. Joint determination of goals and objectives for the entire topic is possible in the first lesson.

For example, literacy training, 1st grade, PNS.

Topic: “Vowel sounds of letters.” I used the alphabet and phonics column. All letters and sounds in it were closed. Vowels were marked with a specific symbol (O). Let’s remember what groups sounds and letters are divided into. How to distinguish them? We assume which group we will study first. I bring the guys to the conclusion that we will study vowels. Why? I’m talking about the fact that I allowed myself to mark the vowels that we will study in this topic in the sound column. Let's count how many there are. We estimate how many lessons will be required. What goal will we face? What is your task in class today? ….

The world around us 1st grade PNS. I allowed the textbook to be divided into topics in order to use this type of goal setting. There were five themes.

We are exploring the world.

Autumn.

Winter.

Spring.

Our Motherland is Russia.

We find the first topic. Reading students can read them or the teacher reads them. What will we learn in this topic?

Literary reading lesson in 2nd grade. School of Russia.

About our smaller brothers

B. Zakhoder “The pussy is crying in the corridor...”, And Pivovarova “Once upon a time there was a dog.”

V. Berestov “Cat Puppy”

M. Prishvin “Guys and Ducklings”

E Charushin “A Scary Story”

B. Zhitkov “The Brave Duckling”

V. Bianchi “Musician”

V. Bianchi “Owl”

Check yourself!

Read the topic that we will begin to study in class.

Do you have any questions on the topic?

Who are our little brothers? (Children suggest that it is about younger brothers and sisters)

Guess what any work will be about.

Everyone is interested, I want to know if they guessed correctly. The children have a desire, which means they have a cognitive interest, without which the learning process is extremely difficult.

Here’s another example: leafing through the textbook, the children see new concepts in the text, new icons, new words. This is all thematic goal-setting. They set themselves the task of finding out.

Lesson-based goal setting used in every lesson. Through the topic of the lesson, the children set the goal of the lesson, and then go to the objectives of the lesson.

Russian language lesson. Lesson topic: Small letter r.

Goal: learn to write the lowercase letter r. Where do we start?

Find out what elements a letter consists of.

Find out where we start writing it from.

Understand the most difficult element of a letter.

Remember the connections with this letter.

Learn to write words with this letter.

Learn to use words with this letter in sentences.

At first it takes a lot of time, but then the guys master the algorithm and can work independently. There remains time for individual consultations.

In a mathematics lesson I use this technique: together with known numerical expressions I give the unknown (for a new method of counting)

5+3 5+4 5+8

5+7 5+9 6+7

Which example was problematic?

Was everyone able to solve it?

Why?

Children set the goal of the lesson.

In a literary reading lesson, on the board is the name of an unknown author among those familiar to the children. They find it and set the goal of the lesson. In first grade, you can use interesting unusual words from the texts of the work. For example, Pudik, hunting, God's peace, mother, chiv, wingless. Children guess what the work will be about. Formulate the purpose of the lesson: to get to know a new author and his work.

Similarly in the Russian language lesson. Among the well-known concepts I insert a new one: words - objects,words-signs , words-actions. Children quickly identify it and set the goal of knowing which words we can call sign words.

The current goal setting is used when performing a separate task. What skill does the task develop: solve the problem. Ability to understand and solve problems. What tasks do we set for ourselves?

Understand the task.

Introduce her. Draw up a diagram (model).

Select the desired action.

Write down the solution.

Write down the answer.

Check the task.

P classy

At the beginning of the lesson As the tasks progress At the end of the lesson

Types of lesson goal setting:

At the beginning of the lesson

Special design of the classroom that will attract students to the problem and allow them to formulate the topic, goals and objectives of the lesson;

Doing preliminary homework (conducting observations, talking with parents, interviewing a specialist, interviewing eyewitnesses);

Conducting a study by a group of children who, during the course of it, identified a problem related to the study of a specific topic;

Reading a book, watching a TV show and asking questions that piqued the students' interest;

Statement of a problematic question, solution of a specific problem and search for the scope of its action in life;

Reporting conflicting information about a studied phenomenon

As you complete tasks

Set a specific task before each exercise in the Russian language and each number in mathematics;

In literary reading, a specific task before reading a work (primarily, repeatedly..);

Individual problems of children can be solved when the student himself sets himself an individual task.

At the end of the lesson (after summing up the lesson: what was learned, what else needs to be learned).

Collective analysis of the lesson. (What new did you learn? What did you learn to do? What will be useful in life? What would you like to learn more about after today’s lesson? What caused difficulties when studying the topic? What was learned poorly and requires further explanation?)

Collective discussion of further work. (What is appropriate to do in the next lesson? How should we distribute the work in the next lesson?)

Reflection. (What did I learn well? What difficulties did I have in the lesson? What do I need to do to succeed?)

Goal setting can be further divided into the following groups:

Goal setting

Group Individual

In my practice, I use all types of goal setting; it is quite obvious that the most effective and optimal for the formation of a student’s subjective position is free goal setting. Unfortunately, this is not always possible. Depending on the specifics of the subject, the content of the material being studied, the preparedness and abilities of students, different types of goal setting are selected. But it is always possible to ensure that cognitive interest arises, and the child himself wants to engage in cognitive activities. In this regard, it is necessary to involve students in the goal-setting stage. Realizing the goals of the lesson, formulating a task for himself, the student sees the meaning of his educational activity. Having solved the task, he sees the significance of his activities in the present and future life. He goes to the next lesson with a great desire to achieve the goals that will be set in joint activities with the teacher.

The main characteristics of the goal today are

specificity

attractiveness/motivation

reachability

The tasks for each stage of the lesson should follow from the general (leading) goal of the lesson. When formulating tasks “from the student,” the feasibility and benefits of any activity are carefully considered. There is an opportunity to differentiate and personalize goals.

Each stage, each minute of the lesson should be subordinated to progress towards the result planned in the main goal.

The goals should be:

Diagnosable. The diagnosticity of goals means that there are means and opportunities to check whether the goal has been achieved. Measurability criteria can be qualitative or quantitative.

Specific.

Understandable.

Conscious .

Describing the desired result .

Real.

Incentive (to encourage action) .

Accurate. The goal should not be vague. You should not use such vague expressions as “learn”, “feel”, “understand”.

To set learning goals, it is recommended to use verbs that indicate an action with a specific result.:

"choose",

"name"

"to define"

"illustrate"

"write"

"transfer",

"execute"

"systematize"...

The lesson should also set a developmental goal. Developmental goals

contribute to: the formation of a commoneducational and special skills; improvement of thoughttelny operations; development of the emotional sphere, monolostudents’ logical speech, question-and-answer form, dialogue, communicative culture; exercising self-control andself-esteem, and in general - the formation and development of personality.

For example:

learn to compare,

learn to highlight the main thing,

learn to build analogues,

develop an eye,

develop fine motor skills of the hands,

develop the ability to navigate in a notebook or textbook.

In order for the teacher’s goals to become the goals of the students, it is necessary to use goal-setting techniques that the teacher chooses. All goal setting techniques are classified into:

1. Visual:

Topic-question

Working on the concept

Bright spot situation

Exception

Speculation

Problem situation

Grouping.

2. Auditory:

Leading dialogue

Collect the word

Exception

Problem from the previous lesson.

Some goal setting techniques

Topic-question

The topic of the lesson is formulated in the form of a question. Students need to construct an action plan to answer the question. Children put forward many opinions, the more opinions, the better developed the ability to listen to each other and support the ideas of others, the more interesting and faster the work goes. The selection process can be led by the teacher himself in a subject-subject relationship, or by the selected student, and the teacher in this case can only express his opinion and direct the activity.

For example, for the lesson topic “How do adjectives change?” built an action plan:

Review knowledge about adjectives.
2. Determine which parts of speech it is combined with.
3. Change several adjectives along with nouns.
4. Determine the pattern of changes and draw a conclusion.

These are specific learning goals.

Working on the concept

I offer students the name of the topic of the lesson for visual perception and ask them to explain the meaning of each word or find it in the Explanatory Dictionary. For example, the topic of the lesson is “Verb Conjugation”. Next, we determine the purpose of the lesson based on the meaning of the word. A similar thing can be done by selecting related words or by searching for word components in a complex word. For example, the topics of the lessons are “Phrase”, “Rectangle”.

Bright Spot Situation

Among the many similar objects, words, numbers, letters, figures, one is highlighted in color or size. Through visual perception, attention is concentrated on the highlighted object. The reason for the isolation and commonality of everything proposed is jointly determined. Next, the topic and goals of the lesson are determined.

For example, the topic of the lesson in 1st grade is “Number and figure 6”.

Grouping

I suggest children divide a number of words, objects, figures, numbers into groups, justifying their statements. The basis of the classification will be external signs, and the question: “Why do they have such signs?” will be the task of the lesson.
For example: the topic of the lesson “Soft sign in nouns after hissing” can be considered on the classification of words: ray, night, speech, watchman, key, thing, mouse, horsetail, stove. A mathematics lesson in grade 1 on the topic “Two-digit numbers” can be started with the sentence: “Divide the numbers into two groups: 6, 12, 17, 5, 46, 1, 21, 72, 9.

Exception

First view. The basis of the “Bright Spot” technique is repeated, but in this case children need to, through an analysis of what is common and what is different, find what is superfluous, justifying their choice.

For example, the topic of the lesson is “Wild Animals”.

Speculation

1. The topic of the lesson and the words “helpers” are suggested:

Let's repeat
Let's study
Let's find out
Let's check

With the help of the words “helpers”, children formulate the goals of the lesson.

Problem situation (according to M.I. Makhmutov).

A situation of contradiction is created between the known and the unknown. The sequence of application of this technique is as follows:
– Independent decision
– Collective verification of results
– Identifying reasons for discrepancies in results or implementation difficulties
– Setting the goal of the lesson.
For example, for a mathematics lesson on the topic “Division by a two-digit number,” I suggest a number of expressions for independent work:

12 * 6 14 * 3
32: 16 3 * 16
15 * 4 50: 10
70: 7 81: 27

2. Auditory:

Leading dialogue

Collect the word

Exception

Problem from the previous lesson.

Leading dialogue

She asked me to draw a segment, a broken line, a straight line, and a quadrilateral. At the stage of updating the educational material, a conversation is conducted aimed at generalization, specification, and logic of reasoning. I lead the dialogue to something that children cannot talk about due to incompetence or insufficient justification for their actions. This creates a situation that requires additional research or action. A goal is set.

Collect the word

It is through a crossword puzzle that the key word is revealed in the lesson, a word is made up of letters, a text is assembled from sentences...

Exception

The technique can be used through visual or auditory perception.

Second view. I ask the children a series of riddles or just words, with the obligatory repeated repetition of the riddles or the proposed series of words.

By analyzing, children easily identify what is superfluous.
For example, The world around us in 1st grade on the topic of the lesson “Insects”.
– Listen and remember a series of words: “Dog, swallow, bear, cow, sparrow, hare, butterfly, cat.”
– What do all the words have in common? (Names of animals)
– Who is the odd one out in this row? (Out of many well-founded opinions, the correct answer will definitely come out.) An educational goal is formulated.

Problem from the previous lesson

At the end of the lesson, children are offered a task, during which they should encounter difficulties in completing it due to insufficient knowledge or insufficient time, which implies continuation of the work in the next lesson. Thus, the topic of the lesson can be formulated the day before, and at the next lesson it can only be recalled and justified.

It is easy to see that almostAll goal-setting techniques are based on dialogue, so it is very important to formulate questions correctly and teach children not only to answer them, but also to come up with their own.

The goal must be written on the board. Then it is discussed, and it turns out that there may be more than one goal. Now you need to set tasks (this can be done through the actions that will be performed: read a textbook, take notes, listen to a report, make a table, write down the meanings of words, and so on). The tasks are also written on the board. At the end of the lesson, it is necessary to return to this recording and invite students not only to analyze what they managed to do in the lesson, but also to see whether they achieved the goal, and depending on this, homework is formulated.

Mandatory conditions for using the listed techniques are:

– taking into account the level of knowledge and experience of children,
– accessibility, i.e. solvable degree of difficulty,
– tolerance, the need to listen to all opinions, right and wrong, but always justified,
– all work should be aimed at active mental activity.

Goal-setting techniques form the motive, the need for action. The student realizes himself as a subject of activity and his own life. The process of goal setting is a collective action, each student is a participant, an active figure, everyone feels like a creator of a common creation. Children learn to express their opinions, knowing that they will be heard and accepted. They learn to listen and hear the other, without which interaction will not work.

It is this approach to goal setting that is effective and modern.

Like any type of human activity, professional pedagogical activity is predetermined by the awareness of the goal being realized. The priority, fundamental and universal competence of an individual in modern global society is the ability to set goals, make forecasts for the future, and outline an action plan to achieve set goals.

Categories of goals and goal setting in pedagogy

Definition 1

Didactic goals in educational science– this is a concentrated expression of the interests of society and the individual; basic factor of the pedagogical system; element of forecasting, design, implementation and management of the pedagogical process.

Definition 2

Pedagogical goal setting– this is the process and result of defining, formulating, setting goals and objectives of learning, initiated by the teacher and accepted by the students; the core of the educational process; an effective methodological and didactic tool for the formation of the educational process, which determines the choice of forms, methods and means of pedagogical influence.

Structure of the goal setting process

The structure of the goal setting system contains 5 main elements:

Setting and formulating the goals of educational activities;
Drawing up an activity plan aimed at achieving goals;
Forecast of expected results;
Evaluation of the results obtained;
Correction of identified errors and inaccuracies.

Goal setting in pedagogy is a reflection of its objective and subjective sides. The objective side is characterized by objectively existing challenges to the individual and the state in a constantly changing society; objective requirements for the essence of education and the degree of professional training of specialists corresponding to the new level of social development.

The subjective side of goal setting, as a system-forming factor in modern pedagogy, is determined by the activities of specialists in setting and formulating goals. The subjects of the educational process are endowed with consciousness, have personal qualities and competencies, which leaves a certain imprint on the nature of the goals set.

Levels of goal setting implementation

In the educational system, goal setting is implemented at the following levels:

Modern society and state (federal laws, regulations governing teaching activities);
Subjects of the Russian Federation (programs and concepts of regional development);
Educational organization;
Individual professional activity of an individual teacher.

Approaches to classification of goals in pedagogy

In accordance with the requirements of the Federal State Educational Standard, didactic goals as predicted results of pedagogical influence are included in 3 groups of tasks:

Educational;
Educational;
Developmental.

According to the common classification, the following types of goals are distinguished:

Subject;
Personal;
Metasubject.

All of the above goals are recorded in educational standards.

Clarification of the goal is reflected in the setting of individual tasks - the so-called steps, stages on the way to achieving goals. The structure of the task contains requirements and a focus on achieving a single goal; didactic conditions and means used in the process of solving problems. Goals and objectives together form the target component of the pedagogical system, which, instead of the content, procedural-activity (technological), and evaluative ones, is aimed at forming the unity of the pedagogical system.

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Pedagogical goal setting can be conditionally represented in general terms by the following stages:

1) diagnostics of the pedagogical process, analysis of the results of previous joint activities of the participants;

2) modeling by organizers and teachers of educational and educational goals and objectives, possible results;

3) organization of collective goal-setting, joint goal-setting activities of teachers, students, parents;

4) teachers clarify educational goals and objectives, make adjustments to initial plans, draw up a program of pedagogical actions for their implementation, taking into account the suggestions of children, parents and predicted results.

In order for goals and objectives and plans for their implementation to be relevant, real and accessible, it is necessary to implement diagnosis of the initial situation, in which planning participants are located. It is advisable to study the state of the educational process, the individual and age characteristics of children, the results of their activities at the previous stage, the experience of organizing joint work, relying primarily on the assessment and information of the schoolchildren themselves. The participation of children in understanding their previous experience allows them to consciously approach the definition of common and individual goals and achieve their harmony.

The diagnostic stage in goal setting is especially important, as it allows organizers and teachers to identify the most significant pedagogical means, effective moments in previous experience, correlate assessments of the effectiveness of work by the administration and teachers, adults and children, and therefore, better understand the requests and needs of team members.

Based on materials, information obtained during diagnostics, joint analysis, the first version of educational, organizational and pedagogical tasks is determined. At this stage, goal setting is carried out as an individual mental activity of a leader or teacher to develop goals and objectives and determine the main ways to achieve them. To design relevant and realistic goals and objectives at the school level, it is necessary to collect information on the following issues:

What are the general goals of upbringing and education;

What are the features of the goals of education in the region, this institution, the team;

What tasks did the school face this year and what were the successes in solving them;

What problems did the team approach at the next stage?

What opportunities can a school, neighborhood, district, city, etc. provide for achieving goals;

To what extent is the student body ready to solve immediate problems?

At the third stage The essence of goal setting is to transform the educational tasks facing leaders and teachers into the tasks and intentions of schoolchildren and their parents, and to concretely and consciously formulate problems expressing the interests of children and actualized at the first stage of goal setting (at the diagnostic stage) into general goals of joint activities of teachers, parents and children. In this case, various techniques are used: together with the children, they recall the problems and difficulties that arose in the previous period of the team’s life, and help formulate questions that will prompt these problems to the schoolchildren.

Students perceive the goal more quickly and with awareness and appropriate it if what teachers offer: a) is connected with their specific life, with the need to become adults as quickly as possible; b) expressed seriously, meaningfully, confidentially; c) will lead to tempting results; d) accessible and understandable; d) bright and emotional.

Fourth stage goal setting to a certain extent repeats the second, but in content and volume of work it can differ significantly. Here it is advisable for the manager or teacher to analyze to what extent it was possible to: a) organize the interaction of goal-setting participants; b) identify children’s general and personal goals, pedagogical and life-practical tasks; c) predict and provide for the interests and needs of children and parents; d) implement their managerial and pedagogical plans.

The identification of the stages of goal setting is very arbitrary, since they are all interconnected and in real practice they penetrate each other.

The description of the stages of goal setting is general and can be applied to various types of goal setting. The goal-setting method will differ in terms of time frame, set of pedagogical techniques, and actions of adults and children. Let's show this with a number of examples.

In practice, long-term goal setting, organized as modeling the personality of a school graduate, has become widespread.

Graduate model seen as common goal educational institution, in the development of which all class groups, students and parents can participate under the guidance of teachers. Representatives of these groups defend their version at the general meeting. Materials are processed by the creative team. A generalized version of the graduate model is brought up for discussion among the teaching staff, parents and students. In any case, the very process of understanding their perspective by each child and parent is important, especially if this is based on diagnosis, assessment, self-esteem, and self-testing by children of their own qualities. Questions and tasks can be formulated differently to understand one’s perspective and that of the school as a whole, depending on the age of the children and the psychological and pedagogical training of the goal-setting participants. For example, in one of the schools, at a gathering of students, parents and teachers, the following questions were proposed for discussion:

What qualities does a person need?

What qualities should a graduate of our school have to find a place in life?

What qualities does our school successfully develop?

What qualities are missing or poorly developed in today's schoolchild?

What qualities need to be developed in children first?

What needs to be changed in school to develop the desired qualities in students?

Determining the general goal of upbringing in an educational institution leads children and parents to the need to form individual properties, personality traits, taking into account the graduate model they created, which determines the growth program for the immediate period and future.

Goal setting in a class team for the academic year can be aimed at identifying and justifying both group and individual goals, objectives, and ways to solve them. A diagnosis of the level of development of the team, the level of relationships and self-government in it is carried out. Students get acquainted with the results of this study, and they are asked to characterize their team, determine its level of development, using the “Who are we?” technique. What are we like? based on the stages of development of a team according to A.N. Lutoshkin. Students are offered characteristics of each stage (“Sand placer”, “Soft clay”, “Flickering lighthouse”, “Scarlet sail”, “Burning torch”). Then children individually or in small groups discuss the following questions:

At what stage of development is our class? Justify your point of view using specific examples and facts.

What prevents our class from being at a higher level of development?

What prevents the creation of a real friendly team in our class?

What needs to be done and undertaken for our team to advance in its development and rise to a higher level?

As a result of the discussion of these issues, vital practical tasks, problems and the main ways to solve them in the classroom are determined. Collective goal-setting materials become the basis for the class teacher to clarify educational tasks, plans, and ideas for the school year.

The stages and methodological recommendations proposed above can be used when carrying out goal setting at the level of an educational institution, a primary team, a specific individual, for the future, a year, a period, for a specific case. In any case, the effectiveness of goal setting is determined by the degree of appropriation of a common goal, the finding and awareness of personal meaning in it, as well as the correspondence of goals and the achieved result.

Imagine the life of an application if it has no purpose: people forget about it, stop developing it, and stop supporting it. Plus, an aimless project is incomprehensible not only to the developers, but also to the user. An application (web or mobile) is a business tool that should be useful, and you need to be able to use it correctly, i.e. clearly understand for what purpose you are ordering it.

A goal is a future desired result

Before you begin building the application architecture and development, it is necessary to carry out goal setting work. For example, using the following methods:

Method #1 - SMART

The essence of the method is that the goal of the application is clearly formulated, measurable, achievable, realistic and time-bound. This method is great for small projects.

To get started, answer the questions:

What do you want to achieve with the application?
When do you want to achieve this?

Write down all your answers in a notepad or on sticky notes and stick them in a visible place. Continue working on your goal formulation and come back to them to evaluate whether you have been working in the right direction all this time.

For example, you want to become a market leader in your region. What this goal would look like according to SMART:

Specific result:

Become a leader in new product development;
Displace your competitors from the market - become No. 1 in your region.

To say: “become a leader” is too abstract and vague; You need to clarify what exactly you want to lead in. Then the goal becomes specific.

Then you indicate the criteria by which you will evaluate the result:

Increase the number of sales by 20%;
Increase the number of initial requests from 1000 to 3000.

That is, instead of “increase the number of sales,” you specify exactly how much you want to increase them, and you will rely on these indicators when assessing the result.

At the next stage, you already evaluate your resources so that the goal is realistic.

Achieving the goal should be transformed into a clear schedule according to which you will track the intermediate result. Don't forget to return to the stickers and compare the results.

Method No. 2 - SMARTER

This method is suitable for more complex and global projects that have a long development period. It differs from the previous method only in that two new criteria have been added to it, according to which the client, upon completion of each stage in achieving the goal, gives feedback and, if necessary, adjusts the goal that the application faces.

When do you need to adjust your goals? For example, when a new market emerges.

Method #3 - Kawasaki

This method is ideal for startups

Guy Kawasaki, the manager responsible for marketing the Macintosh computer in 1984, suggests the following specifications for the purpose of the project:

Measurability. Those. the goal is related to the start of the shipment period, the release of the program for users on the website, or the sales volume. You need to create a goal that can be measured.
Reachability. Nothing is more demoralizing than an unattainable goal. If you want 1 million sales on your site, feel free to divide by 10 and aim to sell at least 100,000 units.
Relevance. If you are in the business of selling software, then your goal should be related to the number of downloads. Those. entering the TOP 100 sites in the region in terms of traffic is less relevant than achieving 10,000 downloads per month.
Resistance to failures. Even if your goal is measurable, achievable, and relevant, it may still fail. Let's say your goal is to get 10,000 registered users in 1 month. Everything is going well, users registered, but never returned to the site. This is a failure. We need to think through options and take into account factors that will help the project survive in the future.

Method No. 4 - Veresova

N.N. Veresov, Doctor of Psychology, Professor at the Moscow Psychosocial Institute, in his articles talks about the following principles of goal setting:

The principle of specificity. The goal is formulated specifically.
The principle of meaningfulness. The goal is conscious and formed on the basis of one’s own capabilities. You should consider whether the company has enough resources to work with the application, and who will handle it after release.
The principle of time boundaries. The goal has a time frame.
Systematic principle. Goals should resemble a system that is organized by time, priorities, and direction. Those. within two months, launch an application with limited functionality so that employees begin to use it, and within a year, develop additional functions as necessary.

Conclusion:

Goal setting is the most difficult and important stage in working on a future application. Upon completion, all that remains is to identify the target audience and choose a strategy.

If a goal is a place you want to get to, then strategy is choosing the road you will take to get there

With a correctly formulated application goal, developers will be able to offer you the most suitable solutions.

Solving goal-setting problems, as it were, completes the formation of the methodological base of educational technology. However, this does not provide grounds for a preliminary assessment of its effectiveness. This problem is largely eliminated as a result of modeling certain educational technologies at the stage of their theoretical development and justification.

When analyzing the essence of pedagogical goals, various researchers adhere to a common position that pedagogical goals represent the expected and possible results of pedagogical activity, which consist in changes in students. These changes may relate to personality type, the person as a whole, or individual properties.

N.K. Sergeev comes to the conclusion that, by organizing the activity of the student, the teacher, as it were, “builds on” it: the goals that he sets for himself are a forecast of the child’s possible and desired progress in his development; the teacher’s achievement of his goals is possible only through organizing and achieving the goals of adequate student activity; assessment and correction of the progress of the pedagogical process are carried out on the basis of how successful the child’s planned movement turns out to be.

In connection with the above reasoning, the recommendation that when developing educational goals, “the goal is formed as the teacher’s idea of the type of experience that a child must acquire in order for his “personal adaptation” to the world around him to take place, seems at least dubious.” The limitation of the category “personal experience” in pedagogical goal-setting, in our opinion, is explained by the initial assumption about the programmability of the educational process, the situations of the pupil’s upcoming life activity, from the predictability and predetermined nature of his life.

Thus, these ideas are based on an understanding of the pupil’s “exposure” to culture, characteristic of the learning situation, and an understanding of the pupil’s changes as quantitative accumulations, which is clearly not enough in education. Experience cannot be the goal of education, since experience is conclusions from the past. It can only be the basis for forming one’s own position as a conceptually meaningful look into the future. Forming a position requires a theoretical approach; in this we see a contradiction with the empirical essence of experience.

“Personal experience”, as shown in the study by N.K. Sergeev, however, can be an essential component of the content of education. In this understanding, a logical chain of the educational process “situation - activity - experience - position” is built. The situation here is the main means, activity is a procedural characteristic, experience is the content, and the subject position is the goal of education. Although this scheme is quite conventional.

Pedagogical thought comes to the denial of the idea of arbitrary formation of personality in accordance with a given standard; this denial comes from the idea of human formation. O.E. Lebedev identifies the following methodological requirements for determining the goals of education:

- the goals of education must reflect the real capabilities of the education system in personal development;
- they cannot act as a specification of the social functions of the education system;
- these goals cannot be a specification of the ideal personality, because the potential of the education system will always be insufficient for the formation of an ideal personality;
- the social functions of the education system and the ideal of the individual can act as criteria for selecting educational goals;
- it is necessary to distinguish between the goals of education, the goals of education, the goals of training, and the goals of development of the education system.

Table 1

Types of pedagogical goals

education pedagogical goal goal setting

The table shows that the goals of education should be understood as predictable, realistically achievable results of pedagogical activities in the formation and development of a basic personality type.

Features of the goal setting process

In the educational process, the teacher has to participate in goal setting at different levels. There is a wide variety of goals and approaches to their classification.

First of all, general, group and individual goals of education are distinguished. The goal of education appears as general when it expresses the qualities that should be formed in all people; as a group - among people who participate in a joint group; as individual, when it is supposed to educate an individual. It is important that teachers and students participate in determining the goals of education, and that parents have the opportunity to express their order.

A common goal can be given to the group from the outside, can be developed by the group itself, or it is formed in the unity of the external task and the internal initiative of the group. Determining ways to achieve goals can also be done in different ways. Based on the materials of the conducted research, we conditionally distinguish the following types of goal setting: “free”, “rigid” and “integrated”, combining elements of the first two 1.

Let us briefly describe these types

With free goal setting, the participants in the interaction develop and construct their own goals, draw up a plan of action in the process of intellectual communication and joint search; in hard situations, goals and action programs are given to schoolchildren from the outside; only tasks are specified and distributed in the process of interaction. Free goal setting provides a variety of goals in content for the individual and for the group. These goals reflect the individual needs and capabilities of each person and are focused on individual self-development. With strict goal setting, the goals are of the same type, but for some they may turn out to be underestimated, for others they may be inaccessible, although outwardly they may unite participants in joint activities. With integrated goal setting, the goals of the group can be set externally by the teacher, the group leader, but the ways to achieve them and the distribution of actions are carried out in the process of joint search, taking into account the interests and needs of the children (see Table 9).

Table 9

Characteristics of types of goal setting in a group

Free goal setting	Integrated Goal Setting	Rigid goal setting
Search for common goals in the process of joint intellectual communication.		Definition of goals by teachers and group leaders.
Accounting for achieved results.	Accounting for planned results.	Accounting for planned results.
Focus on personal needs.	Focus on motives of duty and consideration of personal interests.	Focus on motives of duty.
Collective development of an action program to achieve the goal.	Collective development of actions to achieve the goal	The program of action is set by teachers.

For specific groups and the conditions of their activity, all types of goal setting are real. The type of goal setting depends on the characteristics of the association: age, quantitative and qualitative composition of the group, duration of existence, method of occurrence, accessibility of the content of the activity, as well as the skill of teachers. Of course, free goal setting is the most effective.

In all organized groups, at the first stage, the common goal, as a rule, is set externally by teachers and work organizers. It is the basis for uniting schoolchildren in this group. Thus, the class is given a socially significant goal: organizing school duty. But in this case, a transition from rigid to integrated, and then free goal setting is also possible.

This will depend on how problem situations (situations of the creative process) are created by teachers when setting goals at subsequent stages of organizing school duty. It is important that in the process of goal setting everyone is able to discover the personal meaning of the activity in the group’s goals. And this also depends on how the interaction between teachers and students is built in the process of goal-setting activities: not on the basis of suppression, but on the basis of cooperation, partnership between adults and children.

Based on the research of V.V. Gorshkova, we can imagine the process of goal setting as an intersubjective, partnership interaction using two models 2.

First model: one partner introduces his way of thinking, experience of relationships, values of the other at his request, looks for a “fulcrum” in his personality to establish contact with him and develop in himself a readiness to understand and accept from him and in him something unfamiliar to himself.

Second model: the individual tries to become familiar with the way of thinking, values, and attitudes of another individual, expresses confidence in the partner’s existing personal attitudes, strives to adequately understand them and make the process of familiarizing himself with the values of his partner a way of his own movement and change.

The implementation of these models and the coordination of the activities of subjects in the process of goal setting are possible if the participants are focused on universal human values and have a high culture of communication.

System of goals and objectives

In practice, a teacher most often has to solve the problem of an organic combination of group and individual goals, as well as their interaction when organizing group activities of children and parents at each stage of work.

The variety of goals and their many types determine the multi-aspect, multi-level nature of the goal-setting process. When organizing goal setting in a specific situation, the teacher must take into account already achieved and future, more general and specific, group and individual goals, establish the relationship between them, and carry out the composition and decomposition of goals and objectives at different levels.

Composition refers to the process of logical construction and composition, arrangement and correlation of subgoals into an overall goal. Decomposition is the dismemberment, separation of a goal into its component parts, subgoals. However, in the process of decomposition the integrity of the goal should not be violated; all parts of the overall goal should represent a hierarchical structure. Harmony and consistency of goals are an indicator of successful goal setting of the joint activities of participants in the pedagogical process.

The two processes, composition and decomposition of goals, are closely interrelated and can be carried out simultaneously towards each other, for example, along the following main lines:

1) the goal of the individual - the goal of the microgroup - the goal of the small group (primary collective) - the goal of the school community is the goal of society;
2) the long-term goal of the group - the goal of the next stage in the work - the goal of the matter - the goal of a specific action.

These are just some of the “slices” in the group’s goal-setting system. They do not exhaust all the complexity and diversity of the process under consideration; they are closely interconnected and intersect in a specific situation. For example, determining the goals of a particular case is associated with the decomposition of the group’s long-term goals. In turn, the general goals of the group business are then specified by private, personal goals.

Conventionally, the relationship between the goals of a specific teacher action and the system of other goals can be shown using Diagram 4.

One of the real practical problems facing a teacher is determining not only the goals, but also the tasks of education. The goal and objectives are correlated as a whole and a part. Objectives can be defined as a particular expression of a goal. The goal of education is also considered as a system of educational tasks to be solved. Tasks arise and are set in the course of achieving goals. For example, the general goal of education according to O.S. Gazman - the education of a worker, a family man, a citizen, which is achieved through a system, a set of educational tasks proposed by the author in the work “On the main approaches to the content of the activities of the class teacher in new conditions.”