What I learned from this module is that goal-setting is not just a classroom habit that happens to transfer, it is itself a work-based learning outcome I can design for directly, from the WBL placement through the job interview. The same UDL sequence applies to a placement as to a lesson: set clear goals with the student included, anticipate the barriers that decide who actually gets to participate, and design options so the experience is not limited to the students who already have transportation, dress, and self-advocacy handled. The interview piece sharpened this for me, because articulating goals with the STAR method is a teachable skill that lets a student convert a WBL experience into evidence an employer can read.
I lead work-based learning across the METT pathways, so the application is in how I frame WBL rather than in a single classroom. As my summer cohort builds scope and sequence maps, I intend to treat goal-setting, self-reflection, and interview articulation as named WBL competencies with their own checkpoints, not as soft extras layered on top of the technical standards. I also intend to run the barrier-anticipation questions with WBL coordinators and employers before placements begin, because the module is right that the students most likely to be left out of a WBL opportunity are the ones a clear, inclusive goal structure is meant to protect.
