Smart Goal Reflection

Smart goal #1:

For this smart goal, which is implementing kinesthetic activities for enhanced focus, the

claim was incorporating weekly 10-minute kinesthetic activities into every class, with the overall

aim to improve student focus and sustained attention during lessons. Some evidence and support

to back that up, would be some research by Ratey and Hagerman (2014). Which suggests

physical activity positively impacts cognitive function, including attention and focus. By

engaging students in brief kinesthetic activities, I sought to stimulate their brains and create a

conducive environment for learning. Furthermore, according to the theory of multiple

intelligences proposed by Howard Gardner, kinesthetic activities cater to the needs of kinesthetic

learners, allowing for better comprehension and retention of information. Implementing

kinesthetic activities not only aligns with empirical evidence but also caters to diverse learning

styles, thereby prompting a more inclusive and effective learning environment.

Smart goal #2

This smart goal was about incorporating hands on activities for engagement. The claim

that I had here was integrating hands on activities into lesson plans aimed to increase student

engagement and facilitate individualized instruction. As for evidence and support, research

conducted by Prince (2004), indicates that active learning methodologies, including hands on

activities, lead to deeper learning outcomes and increased student engagement. Additionally,

Vygotsky’s zone of proximal development theory suggests that hands on activities provide

scaffolding opportunities, allowing students to build upon their existing knowledge and skills in

a supportive environment. By incorporating hands on activities, I aim to leverage research

supported strategies to enhance student learning experiences. The integration of such activities

not only focuses on engagement but also aligns with theoretical frameworks emphasizing the

importance of scaffolding and individualized instructions for optimal learning outcomes.

Through collaborations with my cooperating teacher and trial and error, I sought to develop

proficiency and seamlessly integrating hands on activities into lesson plans, thereby enriching

the educational experiences of my students.

 References

Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. Basic Books, 1983.

Prince, M. (2004). Does Active Learning Work? A review of the Research. Journal of

Engineering Education, 93(3), 223-231.

Ratey, J.J., & Hagerman, E. (2014). Spark: The Revolutionary New Science of Exercise and the

Brain. Little, Brown Spark.

Vygotsky, Lev S. Mind in Society: The Development of Higher Psychological Processes. Edited

by Michael Cole et al., Harvard University Press, 1978.