Reflection and Goal Setting

Overview

In this final lesson of the unit, the student will review their speaking journey, celebrate progress made, and set meaningful, personalised goals for continued development beyond the classroom — a key expectation within the IB's emphasis on lifelong learning and self-management.

Learning intentions

• Students will reflect critically on their speaking development over the unit.
• Students will identify specific strengths and areas for improvement in spoken English.
• Students will create an actionable, evidence-informed plan for continued speaking practice.
• Students will articulate personal goals using appropriate metalanguage for communication.

Success criteria

• I can evaluate my own speaking performance using specific examples from the unit.
• I can identify at least two strengths and two areas for growth in my spoken English.
• I can produce a structured goal-setting plan with realistic strategies and timelines.
• I can explain why effective communication matters in different real-world contexts.

Curriculum links

• IB MYP English Language and Literature — communication strand, focusing on formal and informal spoken interaction.
• IB Learner Profile attributes: reflective, communicator, and open-minded — applied through self-assessment and goal articulation.
• IB MYP Approaches to Learning: self-management skills (organisation, reflection) and communication skills.
• IB MYP Global Context: Identities and Relationships — exploring how spoken communication shapes personal and social identity.

Lesson structure (60 minutes)

0–5 min | Settling and framing Welcome the student and briefly recap the eight lessons of the unit, using a simple visual timeline if available. Ask: "What is one moment from this unit that surprised you about your own speaking?" Allow a short verbal response to ease into a reflective mindset.

5–20 min | Structured self-reflection Provide the student with a printed or digital Self-Reflection Sheet (see Resources). The student works through four prompts: (1) What speaking tasks did I find most challenging and why? (2) What am I most proud of from this unit? (3) What feedback did I receive most often? (4) How has my confidence changed? The teacher circulates, asking probing follow-up questions to deepen thinking rather than accepting surface responses. Encourage the use of evidence — referring to specific tasks or teacher feedback received earlier in the unit.

20–30 min | Strengths and growth areas discussion Hold a focused one-to-one dialogue where the student shares their reflections aloud. The teacher listens actively, affirms observations, and gently challenges or extends thinking where appropriate. Model academic vocabulary for self-evaluation — for example, "fluency", "register", "coherence", "intonation", "audience awareness". This spoken discussion itself serves as a final informal speaking assessment.

30–45 min | Goal-setting activity Introduce the SMART goal framework (Specific, Measurable, Achievable, Relevant, Time-bound) briefly, explaining its use as a planning tool. The student then writes two to three speaking goals for the next six to eight weeks — beyond the classroom, for example joining a debating club, recording themselves weekly, or practising presentations in a second language context. For each goal, they must note: the goal itself, why it matters to them personally, a practical strategy, and a checkpoint date. The teacher supports with prompting questions and vocabulary as needed.

45–55 min | Verbal commitment and sharing Ask the student to present one goal aloud, as if explaining it to a future mentor or teacher. This mirrors an authentic communicative context and gives the student a final structured speaking moment. Offer concise, encouraging oral feedback focused on clarity, conviction, and language choices. Briefly discuss what support structures exist beyond Year 11 — IB DP oral assessments, extracurricular speaking opportunities, and independent practice habits.

55–60 min | Closing reflection End with a brief "exit conversation": ask the student to complete the sentence "By the end of this unit, I have become a more… speaker because…". Record the response if the student consents, as this can serve as a baseline reference point for future English study. Acknowledge the effort invested across the unit and affirm the value of continued practice.

Resources

• Printed or digital Self-Reflection Sheet with four structured prompts
• Blank Goal-Setting Template (SMART format, printable or editable)
• Unit timeline / visual summary of all eight lessons
• Sample annotated speaking goals (teacher-prepared model examples)
• IB Learner Profile reference card
• Sticky notes or digital equivalent for exit activity
• Teacher's running record of feedback given across the unit (for reference during discussion)

Assessment

• Formative verbal assessment during the strengths and growth discussion — the teacher notes quality of self-evaluation, use of metalanguage, and depth of reflection.
• The completed Goal-Setting Plan is reviewed by the teacher as written evidence of the student's ability to apply learning to future contexts; this may be kept in a portfolio.
• The final verbal goal-sharing task provides a snapshot of speaking confidence and communication clarity at the close of the unit.

Differentiation

• Support: Provide sentence starters on the Self-Reflection Sheet (e.g., "I found… challenging because…", "I improved when…") to scaffold written and verbal responses for a student who struggles with open-ended reflection tasks.
• Extension: Challenge the student to write a short letter to their "Year 12 self" describing the speaking skills they intend to develop and why, incorporating formal written register and persuasive techniques.
• EAL/SEN: Allow the student to code-switch into their first language during private reflection before translating key ideas into English, reducing cognitive load during the self-assessment phase.
• Personal relevance: Tie goal-setting to the student's specific interests (e.g., future career aspirations, university interviews, creative performance) to maintain motivation and authenticity.