What transforms vague intentions into powerful learning goals? In this episode of the UDL Guidelines podcast, we'll examine the practice of setting meaningful goals that are both challenging and actionable. We'll discuss why traditional assumptions about student goal-setting fall short and examine research showing that students who set specific, challenging goals significantly outperform those simply told to "do their best." Whether you're looking to build students' self-regulation skills or help them to connect course content with career aspirations, this episode offers actionable approaches for teaching goal-setting as a lifelong skill.

This podcast is brought to you by the Goodwin University Institute for Learning Innovation, specializing in Universal Design for Learning. Our goal is to transform how you think about teaching and learning. Learn more at goodwin.edu.

UDL Tips

"Facilitating Student Goal Setting: Strategies That Work"

Resources

Anthropic. (2025). Claude Opus 4.5 [Large language model]. https://claude.ai/

CAST. (2024). Set meaningful goals. Universal Design for Learning Guidelines version 3.0. https://udlguidelines.cast.org/action-expression/strategy-development/set-meaningful-goals

Latham, G. P., & Locke, E. A. (1991). Self-regulation through goal setting. Organizational Behavior and Human Decision Processes, 50(2), 212-247.

Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation. American Psychologist, 57(9), 705-717.

Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25(1), 71-86.

Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.

Credits

Based on UDL Tips by Diana J. LaRocco, EdD
Produced and Hosted by Brian A. Dixon, PhD
Music by Lynne Publishing