2025/2026 | piyawansunasuan

Goal Setting 2025/2026

Area/ Topic to Be Addressed
Student Engagement, Sustained Learning, and Metacognitive Development

Where I am now?
Based on the 2024–2025 observation feedback, my lessons demonstrate strong planning, differentiated instruction, and high engagement among many students.
However, observations also indicated inconsistent engagement across the whole class. Some students displayed off-task behavior during group work, and classroom management responses were not always consistently enforced. Additionally, while reflection activities are embedded in my courses, students’ metacognitive awareness and sustained learning strategies can be strengthened and made more visible and measurable.

Goal Statement (My desired results)
1. Ensure consistent active engagement across all students during lessons.
2. Reduce observable off-task behavior through clear structures and aligned classroom management practices.
3. Strengthen students’ metacognitive awareness by explicitly teaching and modeling reflection and thinking strategies.
4. Embed sustained learning strategies so that students demonstrate perseverance, accountability, and deeper cognitive processing throughout project-based tasks.

Activities I will use to accomplish my goal
I will align classroom management practices with clear engagement norms and schoolwide expectations while strengthening individual accountability within group work through structured roles, progress checkpoints, and peer/self-assessment.

Accomplishments at Year End

I partially achieved your goal, but not consistently.

I partially achieved my goals this year. In the M-Business project for the Leadership class, I redesigned the structure from previous years to incorporate peer evaluation within each company, based on how students designed their organizational structure and bylaws. This adjustment was intended to strengthen accountability and promote consistent active engagement across all students during lessons.

However, student engagement varied depending on class dynamics and leadership capacity. In some classes, students with less developed leadership skills tended to lose focus more easily. As a result, engagement was inconsistent at times, and several students were visibly off-task.

Despite this, I observed steady improvement week by week. Some students were initially reluctant to take on leadership roles, especially those assigned rather than self-selected. Over time, through structured responsibilities and sustained learning tools (such as mission planning and progress tracking), many demonstrated significant growth. Students became more capable of planning and executing multi-week goals, monitoring their progress, evaluating their ideas, identifying challenges, and proposing solutions accordingly. Their ability to reflect and adjust strategies improved noticeably throughout the project.

Based on observation feedback from the Deputy Director for Academic Affairs, I recognize that some instructional tools require refinement. For example, while the reflection worksheet effectively required analysis and evaluation, supporting self-reflection and metacognitive awareness, it was primarily worksheet-driven rather than discussion-driven.

Moving forward, I need to ensure that reflection questions are meaningfully discussed and shared as a class to deepen learning, rather than treated simply as tasks to complete. Additionally, I will strengthen individual accountability systems within group work to minimize off-task behavior and better protect sustained focus for all learners. Thus, I believe that I achieved my goal at the instructional design level, but not yet at the classroom systems level. This should be my next year's focus!