# Goal Setting F.A.S.T.

One technique Instructional Designers use to focus on the goals of instruction is the functional analysis system technique, or F.A.S.T. technique. FAST is a simple chart that the Instructional Designer fills in, that starts with the action and ends with arriving at a goal for fulfilling that action. In other words, the FAST technique works backwards in order to help put a focus on the larger goal or goals at hand.

To implement this technique into lesson designs for web-enhanced classrooms, first start with the desired action and then work backwards by doing a functional analysis of that particular action. Asking how and why questions will help with the functional analysis. For instance, How does it function? Why does it function? The answers to those questions will help students derive at a goal for learning that particular course learning outcome. Starting with the action will help students arrive at a final goal for learning.  For instance, when students are enrolled in a Mathematics course, first assist them in becoming familiar with the course learning outcomes for that particular mathematics course. Then, show the students how to convert those course learning outcomes into actionable goals.

Here is an example from Grade 6 mathematics CCSS Standards: Understand ratio concepts and use ratio reasoning to solve problems.

CCSS.MATH.CONTENT.6.RP.A.1
Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
Converting this standard into an actionable goal using the FAST technique would look like this: The FAST technique is a foolproof way to incorporate student voice and choice in lesson design for web-enhanced classrooms because it allows the students to set goals from themselves within a framework of standards for learning. By teaching students to convert course learning outcomes into actionable goals, students automatically add their voice and choice to their learning and their goals for learning. 