Provide "acknowledged body of knowledge" related to the concept. Emphasize the most significant aspects of the concept in an organized, organic manner. Present information sequentially so students see continuity. Draw attention to important, discrete details; don't swamp students with myriad facts.

Role playing: an inductive approach.

Objective: The student will be able to develop well written goals: 1) Will be able to explain the five criteria of a well written goal. 2) Will be able to evaluate goals for these criteria.

Activity: Writing Goals. Introduce instruction by asking students to name all the goals they can think of. Discuss the critical attributes of a goal--something to aim for, a mark of success, the end result of a series of actions. Explain that goals can be found in places other than sports and that setting goals can help to change behaviors. Go over the five criteria of a well stated goal as given on an overhead. Give examples of goals which meet these criteria and others which don't. Model the correct way to write effective goals. 5 Conditions of a Good Goal: 1. It must be conceivable (can be put into words). 2. It must be possible for the person setting it. 3. It must be controllable (you need permission of others to involve them). 4. It must be measurable (you need to be able to say "Yes, I did it," or "No I did not"). 5. It must be stated with no alternative (no plan "B").

Assessment: Give students true/false statements about the five conditions of well stated goals. Ask them to hold thumbs up if the statement is true, and thumbs down if it is false. Discuss each.