Activity: Our progress toward our goals
Adolescents assess how much progress they have made toward their group goals, plan strategies to make more
Activity overview
Energy level: 4/5
Literacy level: 3/5
Complexity level: 3/5
Time: 30 minutes
Purpose: Adolescents assess how much progress they may be making toward their group goals, and reflect on how they can continue their activities in ways they find helpful.
Objectives
Adolescents will be able to:
- Explain how much progress they feel they have made toward their group goals, both individually and collectively as a circle.
- State at least two strategies they hope to use to continue to make progress toward their goals.
- Describe new or revised goals they may have set (if they have updated their goals), and explain the importance of the changes they have made in their plans.
Competency domains
- Hope for the future and goal setting
- Critical thinking and decision making
- Leadership and influence
Works well for
An adolescent circle that has developed and agreed to a list of group goals using the Setting group goals activity; an adolescent circle that has worked together toward those goals for several sessions; an adolescent circle that is ready to sit together and participate in a structured discussion about what they have achieved and experienced together.
Phase
Knowing ourselves, Connecting, or Taking action
Before
Adolescents should have agreed to a list of group goals in the Setting group goals activity. They should have a record of those goals (such as a poster they have created together, a list of notes, or a photograph of their poster or list of notes) ready to review together. Adolescents should have worked together for at least six sessions since setting their group goals.
After
Adolescents should create and keep their notes documenting their progress toward their group goals and any updated goals created in this activity. (They should also continue to keep records of the goals they originally made in Setting group goals, for reference). Bring these documents to session regularly. Encourage adolescents to continue to reflect on their progress at regular intervals. After at least five more sessions, adolescents should assess and celebrate their progress toward their goals in a final or transitional session of their programme using the activity Our achievements.
Preparation
Be prepared to post adolescents’ lists of goals, which they created in the Setting group goals activity. It may also be helpful to post the group rules they have established in Agreeing to group rules and Reviewing group rules.
Activity steps
Step 1:
Post adolescents’ lists of goals, which they created in the inception participatory goal-set ting activities. Invite adolescents to sit anywhere in the activity space where they feel comfortable and can read their goals.
Step 2: Facilitator says
Today we are going to review the Group Goals, which you created together and agreed to in one of your first sessions. We are going to discuss your opinions about how much progress you have made toward each goal together. We are also going to discuss whether we will update our group goals together. We may wish to add new goals, or change the way we have described the goals we already have. We can even remove goals if we feel they are no longer important priorities for us. But we do not have to make any changes that you do not wish to make.
Let us start by having “voting with your feet” activity for you to each express your opinions about how much progress we have made toward each goal.
Step 3
Invite adolescent s to stand up in the activity space. Explain that one end of the room represents “100% achieved” and the other end represents “0% achieved.”
Read the first goal aloud, or invite an adolescent to do so. Ask adolescents to move to a spot in the room that indicates how much progress they feel they have made toward that goal. Encourage them to focus on their own progress, noting that their individual progress is part of their collective success.
For each, invite a few adolescents to explain why they have chosen to stand where they are. Encourage them to share a specific example of something they themselves have experienced, created or achieved that is evidence of their progress (or lack of progress).
Allow adolescent s to hold and express different opinions. Try to avoid engaging them in discussing or arguing about their differences, as this may lead to arguments that prevent you from moving forward with the activity.
Step 4: Facilitator says
Let ’s take a step back from our goals and think. Now that you have been participating in activities together as a “circle” for several sessions, are there any other important priorities or hopes you have for our time together in this programme that are not already included in our goals? In other words, should we add one or two new goals to our list?
Allow adolescents to reflect and discuss this question. Encourage them to add no more than two new goals to their list. Encourage them to focus on hopes and goals that can be attained by their participation in this programme (not broader life goals).
Step 5: Challenge
Organize adolescents into small groups, numbering one group for every goal on their list (including any new goals they have just added). Distribute one piece of chart paper and a few markers, pens or pencils to each group. Assign each group one of the goals on their list (which now includes both original and new goals). Explain that the groups will take turns thinking and writing about each goal in a “carousel round” in which they rotate from one goal to the next. Ask each group to turn the chart paper to a horizontal (landscape) orientation and fold it vertically into three sections.
Step 6
In Carousel Round 1, each group should:
- Write the goal in large letters on their chart paper on the left-hand side (anywhere they wish)
- Try to remember the personal examples others shared in relation to this goal during the Vote with your feet exercise. Write words or make drawings below or around the goal that represent those examples.
- Write an assessment of how much progress their adolescent circle has made toward this goal, aiming to fairly represent the perspectives of everyone who spoke during the Vote with your feet exercise. They may express this assessment in words or numbers, such as “Successfully achieved!”, “Not enough progress,” “80% achieved.”
Step 7
Begin Carousel Round 2. Ask each group to stand and rotate to the goal and chart paper next to them. (They will be working on a new goal). Each group should:
- Discuss how to revise and update the goal, so it is written in a way that reflects a version of the goal they now hope to achieve by the end of their programme . (Encourage them to focus on goals that can be attained through their participation in the programme and within its duration.)
- Write that new goal in the center of the chart paper.
- Add words or drawings that express what succeeding in that goal may mean. For example, they can draw what success may look like, or illustrations of how they may feel or what they may be able to do if they succeed in that goal.
Step 8
Begin Carousel Round 3. Ask each group to stand and rotate again to the goal and chart paper next to them. (They will be working on a new goal). Each group should:
- Discuss strategies they suggest that everyone in their adolescent circle should use to achieve that newly updated goal.
- Write about and/or illustrate those strategies on the right-hand section of their chart paper.
Step 9
Hold a gallery walk. Invite all adolescents to walk around the activity space and look together at their “progress reports” on their goals, their updated goals, and their strategies for achieving their goals.
Step 10: Discuss
- Is there anything important you feel should be added to our progress reports, our updated goals, or our strategies for achieving our goals?
- Do we still have a good balance of different kinds of goals that represent all of our priorities well?
Invite adolescents to make a few additions to the chart paper if they feel there are important additions to be made. (You may also allow adolescents to rephrase or revise what is already written, but do so only if adolescents can quickly agree to those changes at this stage).
Step 11
Explain that adolescents will continue to work together toward these goals, and may reflect on their progress any time they wish. They will review their progress again in the final session of the programme.
Step 12
Conclude by reading the newly updated goals aloud together (adolescents may take turns reading each goal). Ask adolescents to demonstrate to their commitment to the goals by signing them.
Step 13
Congratulate adolescents on their progress. Conclude with a closing circle that celebrates their achievements!
Do and don't
Do
- Encourage adolescents to reflect on and follow their own Group rules as they review their progress and update their goals.
- Encourage adolescents to use “I” statements and discuss their own individual progress, achievements and experiences, and encourage them to see individual achievements as contributions to the group’s progress.
- Represent all adolescent circle members’ opinions and perspectives as they discuss their progress, update their goals and agree to new strategies they will use to pursue their new goals. (It is fine if their notes include different opinions and perspectives.)
- Encourage adolescents to continue to formulate and work toward goals that they can realistically achieve within the duration of their programme.
- Allow adolescents to express requests or suggestions for how you can support them in achieving their goals as a facilitator.
- Allow adolescents to make requests for changes to their programme (if they raise these in the context of strategies that may help them to achieve their goals), but immediately manage their expectations about whether or not these changes may be possible.
- Clarify to adolescents that they are not being graded or assessed, nor should they assess or “grade” each other’s progress. The purpose of this discussion is for them to consider how well the programme is working for them, and how you can work together to make it successful.
Don't
- Allow adolescents to criticize, judge or comment negatively on the progress they feel another member of their circle has (or has not) made toward a goal.
- Force adolescents to agree or reach consensus on their progress toward their goals, the framing of their updated goals, or their strategies. (Instead, encourage them to respect and represent each other’s different perspectives in their notes).
Adaptation
For younger adolescents: Encourage them to agree to goals that are simple, specific and easy to understand.
For low-literacy participants: Adolescents can use drawings or symbols to create their list of goals that they can refer to in the future.
Environment
Indoor or outdoor space where adolescents can move around, sit in groups together, and write and draw together on large pieces of chart paper.
Supplies
- Large pieces of chart paper
- Markers (enough for all adolescents to share)
Improvise
- Adolescents can “report” on their progress by role-playing as reporters or creating
storyboards. - Adolescents may bring photographs or other artifacts that illustrate their progress toward their group goals.
Continue
Use, review and update the group goals again by repeating this activity again in a future session, and/or invite adolescents to assess and celebrate their achievements at the end of the programme using Our achievements.
Highlights
Adolescents assess how much progress they may be making toward their group goals, and reflect on how they can continue their activities in ways they find helpful.
