What I learned from this module is that goal-setting and reflection are teachable skills (not traits a student either arrives with or lacks) and that formative assessment is the engine that makes them real. A goal only produces agency if the student can check progress against it and adjust, so the feedback loop matters more than the goal statement itself.
As the lead of the curriculum map writing across our METT pathways, I intend to build the loop into the structure rather than leave it to each teacher to invent. As my summer cohort writes scope and sequence maps, I intend to attach formative checkpoints and student self-monitoring prompts to each unit goal, not just the summative demonstration at the end, and to include exemplars and rubrics as standard tools in the map. In METT the target is a demonstrable competency, so a student who rates their own readiness to operate the machine or read the print before the graded check is already steering the work, which is exactly the agency this module is after.
