Goal Setting & Lesson Planning
Goal Setting & Lesson Planning
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"If you don't know where you are going, you will probably end up somewhere else." — Lawrence J. Peter
Want your tutoring sessions to feel more focused and help learners see their progress? This 4-week series delivers two quick learning bites each week, with a couple of short resources and a simple Try-It action step you can use right away.
We begin with SMART goals and learner-centered goal setting, then connect goals to lesson plans using backward design and micro-targets. You’ll also get a simple session structure, quick checks for understanding, and easy reflection strategies to keep learning on track. This is perfect for tutors who want practical tools, not extra paperwork!
Here is a 4-week outline of microlearning for this topic with two topics for each week:
Week 1: Set the Goal
Topic 1: Write a clear SMART goal you can measure
Topic 2: Turn the learner’s real-life hopes into a teachable skill goal
Week 2: Plan Backward
Topic 1: Use backward planning (goal → evidence → mini-skills → activities)
Topic 2: Break the goal into micro-targets for weekly progress
Week 3: Teach with a Simple Structure
Topic 1: Use a 4-part session flow (connect → model → guided practice → independent + wrap-up)
Topic 2: Add quick checks for understanding so you can adjust in the moment
Week 4: Reflect and Adjust
Topic 1: Use Glow + Grow reflection to celebrate wins and choose the next step
Topic 2: Adjust instruction (content, support, or practice) while keeping the goal steady
Ready, Set, Go
1. SMART Goals
1. SMART Goals
If your learner disappears for two weeks and returns today, could you clearly explain what you were working toward and how you will know they improved?
A strong goal is specific, measurable, and learner-centered. SMART = Specific, Measurable, Achievable, Relevant, Time-bound
Tutor-Friendly Example:
Vague: “Improve reading.”
SMART: “In 4 weeks, the learner will read a 150–200 word passage at level ___ with 90% accuracy and identify the main idea in 3 out of 4 tries.”
Quick Resources:
Video: SMART Goals: A 3-Minute Overview
Video: How to write a SMART goal
Try-It: Write one SMART goal using this frame: “In __ weeks, the learner will ____ (skill) with ____ (measure) in ____ (context).”
Reflect: Was it easy, okay, or difficult to write this SMART goal? If SMART goals are new to you, keep writing them! The more you do it, the easier it gets.
2. Learner Hopes to Teachable Goals
2. Learner Hopes to Teachable Goals
Are you tutoring what the learner wants or what’s easiest to teach?
Adult learners often start with life goals (“get a better job,” “help my kids,” “pass the GED”). Your job is to help translate that into a skill goal you can teach.
Life Goal → Skill Goal Examples:
“I want a better job” → “Complete job applications and write a simple work history.”
“I want to help my child” → “Read school messages and respond with a short note.”
Quick Resources:
Guide: Set and Monitor Goals (LINCS/ TEAL)
Try It: Ask your learner:
“What do you want to do more easily?”
“Where do you get stuck?”
Then write 1 life goal + 1 matching skill goal with your learner.
1. Backward Planning in 3 Steps
If you start with the goal, what are 2–3 skills that actually move the needle?
Start with the learner goal, then plan backwards:
Evidence: What will prove progress?
Mini skills: What subskills are needed?
Lesson activity: What practice builds those subskills?
Example Goal: “Write a clear paragraph:”
Evidence: 1 paragraph with topic sentence + 3 details
Mini skills: topic sentence, detail sentences, transitions
Lesson: model → sentence frames → guided practice → independent paragraph
Quick Resources:
Try-It: Choose one SMART goal and write: Evidence of progress → 3 mini-skills → 1 practice activity.
2. Micro-targets
2. Micro-targets
What would “progress” look like by the end of this week—not someday?
A big goal becomes manageable when you set tiny weekly targets (1–2 per week). These should be observable in a session.
Micro-target Examples:
“Find the main idea in 2 short paragraphs.”
“Spell 10 high-frequency words from this week’s writing.”
“Use 3 transition words in speaking.”
Quick Resources:
Skim the following documents and save for deeper investigation later:
Try-It: Create two micro-targets for the next session that connect directly to the SMART goal (e.g., “Identify the main idea in 2 short paragraphs”)
Reflect: How does it feel to use backwards design and why?
How did your learner respond to the focus on micro-targets?
1. A Simple 4-Part Lesson Flow
Most adult learners thrive with a predictable structure. Training from the Back of the Room's 4Cs map is a simple one to start with:
Connection/Warm-up: Learners connect with each other, the topic, and their own past experiences/goals (e.g. pair shares, quick draws)
Concepts (Teach/Model): Introduce new information in short, interactive bursts rather than long lectures (e.g. Q&A, videos, mind-mapping)
Concrete Practice:
Learners immediately apply the
new information, moving from
passive listening to active doing
(e.g. teach-backs, role-plays,
simulations)
Conclusion (Wrap-up):
Learners summarize, reflect on their learning, and plan how to apply it (e.g. action planning, metaphors, reflections)
Quick Resources:
1-pager: 4Cs Quick Guide (longer slideshow here)
Video: Gradual Release Model
Video: How to Write a Lesson Plan
Try-It: Plan your next session by using the 4 Cs in 4 bullets or boxes.
2. Quick Checks for Understanding
How will you know in the first 10 minutes if today’s lesson is landing?
Don’t wait until the end to see if it worked. Use fast checks:
“Show me where you found that answer.”
“Say it in your own words.”
“Do one together, then you try one.”
Quick Resources:
Visit our library on formative assessment from last month
Edutopia blog: 8 Quick Checks for Understanding
Try-It: Add two checks to your plan: one after concepts and one after concrete practice.
Reflect: Once you've tried the quickchecks with your learner, consider the following:
Did your learner's response surprise you?
Did you learn something different than you had assumed about your learner's understanding?
1. Reflection: Glow + Grow
If you and your learner had 60 seconds to name a win—what would it be?
A 60-second reflection improves persistence and helps you plan better.
Try: Glow + Grow
Glow: “What went well today?”
Grow: "What do we still want to work on or change? What should we practice next time?”
Quick Resources:
Try-It: End your next session with Glows + Grows. Write the learner’s exact words. Remember to tell your learner why you are doing this.
Reflect: Once you've tried Glows and Grows with your learner, consider the following:
How did it go? How did your learner respond?
Do you think this specific technique could become a routine for you and your learner? Why or why not?
2. Adjust the Plan w/out Losing the Goal
When a strategy isn’t working, do you change the learner, or do you change the instruction?
Plans should flex, goals should stay steady. If something isn’t working, change the:
Content (easier text, more relevant topic)
Support (sentence frames, word bank, shared reading)
Practice type (more guided practice before independent practice)
Quick Resources:
Video: 2-Minute Tips: Sentence Frames
Edutopia blog: Powerful Scaffolding Strategies
Try-It: Pick one struggle and adjust ONE of the following: a content piece, a support piece, or a practice type.
Reflect: Once you've reflected and adapted one piece, consider the following:
How did it go? How did yoru learner respond?
Were you able to adapt in the moment, or did you adapt for the next session?
Tutor Tip
Adult learners make the biggest gains when tutoring stays connected to what they need in real life. Start each week by naming one clear goal in plain language (something your learner can do), then plan one small step you can practice together in the session.
Build in a quick check—“Show me how you know” or “Try one on your own”—and end with a brief wrap-up: What went well? What can we do differently? What’s the next step?
Once you’ve completed the four weeks of microlearning, take some time to put all of the pieces together! Check out the example below.
CONTINUE READING
The following is an example of an adult literacy mini-reading lesson on main idea using real-life texts:
Real-Life Focus: Reading a Short Workplace Text (a note from a supervisor, a short email, or a flyer)
1) Clear Goal (plain language): “By the end of today, you will be able to tell the main idea of a short message and point to the sentence that helped you decide.”
Try to connect your learner to the focus of the day. This could be by asking them to tell you about their favorite TV show, for example = practicing summarizing without them even realizing it!
2) One Small Step (what you practice today): Teach one simple strategy: “Somebody–Wanted–But–So” (or “Topic + What it says about the topic” or 5Ws and H or First-then-next-finally):
Tutor models with a 3-4 sentence text about the reading based on the strategy
The tutor and learner write one together about a different reading
The learner tries one on their own about a reading of their choice
This I do - We do - You do method incorporates both concepts and concrete practice.
3) Quick Check for Understanding (2 minutes): Ask the learner to:
Underline the sentence that best shows the main idea
Say the main idea in one sentence
Prompt: “Show me where you found that”
This is your formative assessment piece.
4) 60-Second Wrap-Up (Glow + Grow):
Glow: “What went well today?”
Grow: "What might we do differently?"
Get ready for the next session: “What’s one thing we should practice next time?” Tutor writes the learner’s words and sets the next small step: “Next time we’ll do the same strategy with a longer text and add one detail that supports the main idea.”
With glows and grows, you are adding the very important reflection piece at the end. In addition, when learners can see their progress, they’re more likely to stick with it! So, be sure to show them that progress. Some ways you can do this are to:
Have them use a journal where they can see changes and developments in real time
Discuss their progress with them often and celebrate little successes
Have your learner create a portfolio to show his or her best work
Have your learner write about their new skills and how they are using them
Have your learner do a self-assessment periodically
Try it: Create your own session based on the above steps!
Share Your Thoughts
💬Join the quarterly tutor discussion on May 28 from 12-1 pm. Bring your ideas and questions! For a slower progression of activities and discussion, join our Facebook group!
💬Join the quarterly tutor discussion on May 28 from 12-1 pm. Bring your ideas and questions! For a slower progression of activities and discussion, join our Facebook group!
📝Share your experience, questions, and suggestions using this form. Have you tried implementing any of the above principles or strategies? How did it go? Are you interested in trying them but need a little support?
Would you like to learn about another topic? Explore the Instructional Learning Library here or suggest a topic on the above form.
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