Motivation is “a reason or reasons for acting or behaving in a particular way” (Oxford Dictionary of English, 2010: 1155) and without it, teachers and pupils are likely to have no drive or desire to learn. As a group we chose our question through an initial discussion about motivation. Having briefly studied motivation through assessment whilst studying at university, I was interested in following this up having a different point of view as a newly qualified teacher. However, further discussion led us to the idea of thinking about Learning Intentions and how this motivates the young people. In order to broaden the question, and to keep it in the same realms as Learning Intentions, goal setting fit well into this. Through the reading of Black & Wiliam’s Inside the Black Box and participation in the Teacher Learning Communities group in my school, I have developed a better understanding of effective Learning Intentions and Success Criteria. Through reading Miner’s Organisational Behaviour 6 (2011) I discovered that goal setting is part conscious and part subconscious. For this task, conscious goal setting set by pupils is the focus.
The aim of this enquiry was to carry out an intervention focused on pupil goal setting with a lower school class and collate findings that might relate to motivation, assessment, class morale or any other key factors that arise throughout the intervention. The class shall remain anonymous.