Vision Board

Inspiration Board, Creative Collage

UDL 6.1

A Vision Board is a visual representation (i.e., student-created collage) of a student’s strengths, talents, and “vision” for achieving personal goals. While a teacher providing goals for students helps focus attention on learning areas to grow, a Vision Board differs in that it allows children to set learning goals for themselves, which adds a sense of ownership and builds motivation. Before creating Vision Boards, a teacher must decide what type of goals students will focus on (e.g., life goals, academic goals, behavior goals). Once students determine a few specific, realistic goals that they would like to achieve, the teacher provides supplies (e.g., magazines, photos, glue, stickers, scissors, markers, poster board) and students create collages to signify their goals and how they will achieve them. Students can share their boards and refer to them when reflecting on their personal and academic growth.

Implementation Tips

Create an anchor chart that includes bullets to outline the purpose of Vision Boards (e.g., students set their own goals, minimal white space should be visible on each board, a minimum of 10 images must be used, students use boards as motivation to obtain personal goals).
Preparing Materials
Prepare materials that students will use when constructing their Vision Boards, including magazines, photos, glue, stickers, scissors, markers, and a piece of poster board for each student before introducing the activity to the class. Students can also be encouraged to bring in materials from home.
Using Samples to Model
Use your own versions of a Vision Board (i.e., short and long-term goals) or present student samples when introducing the strategy to help students visualize the expectations of the activity. For student samples, check out these [[ | short ]]and [[ | long-term ]] Vision Boards. Take time to analyze the images and words chosen for each board with students before having them create their own.
Setting Realistic Goals
Guide students in setting achievable goals by explaining the key components of goal setting. Use this [[ | SMART Goals ]] outline to help guide students when making goal setting decisions. For a free goal setting graphic organizer for students to plan their goals, click [[ | here ]].
Conducting A Share
Conduct a share once the class has finished creating their Vision Boards by allowing students to present their personal goals (e.g., in partnerships or small groups) so that students can gain insights from each other.
Encouraging Creativity
Encourage creativity by allowing students to create digital versions of their Vision Boards. Students can copy, paste, and resize images onto a word processing document. Remind students that the same guidelines apply (e.g., minimal number of images used) and to save their work often.
Setting the Tone
Set the tone for creative thinking while students create their Vision Boards by “filling the air” with calming or inspirational music softly in the background to help focus mindsets and minimize conversations (e.g., classical music, or soundtrack symphonies).
Reflection Check-Ins
Encourage students to reflect on their progress. When students feel that they have completed a step towards mastering their goals, allow them to “check-in” and receive a sticker to place on their board, which will track progress and build self-confidence. Students can state or write submissions of their growth.


Creating Visions for The Future
As a way to help students celebrate their individuality and build management skills, a teacher has students create Vision Boards to represent what they would like their achievements to be in the future. The teacher explains that the achievements could be related to their career, education, travel, home/lifestyle, friends/family, health, spirituality, etc. The teacher also emphasizes that this board is not simply a collage of what students “like” and that students will need to explain their choices at a later time. Students work independently to create their [[ | boards ]]. Once all boards are completed, each student presents and explains their “future” to the class.
Supporting Behavior/SEL Students
To build independence and promote self-monitoring, a teacher introduces the Vision Board strategy to a student who is working on improving social interactions. First, the teacher models how a Vision Board is created and used. Next, the teacher and student work together to generate actionable goals (e.g., “I will keep a safe body when I feel frustrated.” / “I will use my words.”) and the student brainstorms a plan for each goal with support when necessary (e.g., “I can keep my hands to myself.” / “I can ask for help.”). After, the student picks images and words to represent their goals and plans for success.

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