Becoming the GOAT Curriculum Training
Developing scholars to become the best version of themselves
Module 1: Foundations of Becoming the GOAT
A Transformative Approach to Student Growth & Development
Professional Learning Series
Duration: 1.5 Hours
Start Module
Welcome to Your Learning Journey: How to Navigate This Module
Navigation Tips:
What You'll Need:
- Use arrow keys or click arrows to move through slides
- Click on interactive elements (marked with buttons or hotspots)
- Your progress saves automatically
- Notebook or digital document for reflections
- Quiet space for focused learning
- Access to download/print resources
- Optional: Colleague to discuss with
Learning Modes:
Time Commitment
- 📖 Independent study
- 👥 Collaborative cohort
- 🎯 Workshop facilitation
- 90 minutes
- Self-paced learning
- Pause and resume anytime
- Interactive activities included
CONTINUE
CONTINUE
Your Learning Roadmap
Complete
Section 3
Section 5
Section 1
Section 2
Section 4
CONTINUE
What You’ll Be Able To Do
By the end of this module, you will:
CONTENT (Organized in sections):
+INFO
+INFO
Design & Implement
Understand & Explain
+INFO
+INFO
Apply & Transform
Analyze & Identify
Your responses are saved. We'll revisit these at the end of the module.
CONTINUE
Greatest Of All Time
But here's the truth...
What is the GOAT framework?
GOAT isn't about being better than everyone else.
GOAT isn't about perfection.
GOAT isn't about natural talent or gifts.
"GOAT is about becoming the greatest version of YOURSELF."
Continue
The Journey: Current → Future Self
This is Not About Perfection
- Where you are right now
- Your current skills and abilities
- Your present challenges
- Your existing strengths
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
- Skills you'll develop
- Habits you'll build
- Support you'll access
- Effort you'll invest
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
- Who you want to become
- Goals you want to reach
- Skills you want to master
- Impact you want to make
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
CURRENT SELF
Title
THE JOURNEY
Title
FUTURE SELF
Title
Write a brief description here
Write a brief description here
Write a brief description here
TOMORROW
The gap between Current Self and Future Self isn't about what's wrong with you—
it's about what you haven't learned YET.
CONTINUE
Reflect 💡Think of a skill you didn’t have 5 years ago but have now.
The Transformative Power of "YET
I can’t do math.
I can’t do this type of math yet, but I’m building my skills
I'm bad at focusing.
I’m not a good writer.
I haven't developed strong focus skills yet, but focus is learnable
I haven't mastered this style of writing yet, but I'm learning.
Title
Title
Title
Use this side to give more information about a topic.
Use this side to give more information about a topic.
Use this side to give more information about a topic.
Subtitle
Subtitle
Subtitle
I'm not just smart enough
I always forget my homework.
I can't control my anger.
I haven't developed these specific skills yet, but intelligence grows with effort
I haven't built a system that works for me yet, but I can create one.
Title
Title
I haven't learned emotional regulation strategies yet, but these are teachable skills.
Title
Use this side to give more information about a topic.
Use this side to give more information about a topic.
Use this side to give more information about a topic.
Subtitle
Subtitle
Subtitle
Reflect
CONTINUE
Practice: Sort Into the Circles
Drag each item into the correct circle.
Think from the student's perspective.
How much I study for a test
How other students treat me
Whether my teacher likes me
can influence
My family's financial situation
My neighborhood and zip code
can control
Whether I practice skills I'm weak in
Whether I ask questions when confused
How I respond when I'm frustrated
The quality of my school's resources
Whether I was born with athletic ability
How I talk to myself when I make mistakes
cannot control
My morning routine
How I respond when someone disrespects me.
Rules that I have to follow at home or at school.
Whether I check my work before turning it in
Why This Framework Transforms Learning
Two Student, Same Situation, Different Focus
The Scenerio: Both student recives D on their essay
Student A's focus:
Student A's focus:
Energy In the Green circle:
Energy In the RED circle:
What they are thinking
What they are thinking
- WHat specific feedback did i get?
- I'm Just not a good Writer
- Did i prooflead Carefully
- Other kids are naturally smatter
- Can i ask for help during office hour
Energy Spent
Energy Spent
Emotional State: Defeted, Anxious, Resentful
Emotional State: Motivated, Purposeful, Hopeful
Activity 1
Sphere of Control Mapping
Next Step:
Purpose:
1. identify a current challenge (professional or personal)
2. Brainstorm ALL factors related to this challenge
3. Sort factors into the three circles
4. Analyze where you're currently spending energy
5. Reflect on shifts you could make
Before you teach this framework to students, experience its power yourself
You'll map a real challenge through the lens of the sphere of control.
Why This Matters:
When you experience this framework personally, you'll teach it with authenticity and depth. You'll understand the emotional shift that happens when you identify what you can control.
What You'll Do:
Identify a current challenge (sticky notes, pens, or digital highlighting)
Paper or digital canvas
15 mins of focused time
READY TO BEGIN
Step 1: State your Challange
What's Challanging you right now?
Instruction:
Think of a current Challenges you are facing professionally or personally. It should be something that
- Feels Somewhat out of control
- Youv'e Been spending mental energy on
- Is it appopriate to reflex on in this context
Example:
- Student engagement in my 2nd period class
- Balancing Work and Family Responsibility
- A student who struggle with behaviour
- Completing Progress report on time
- Managing my own stress and well being
Input Challanges
Step 2: Brain Dump All factors
What's connected to this Challenge? (3-4 minutes)
Consider:
INSTRUCTIONS:
List EVERYTHING related to your challenge. Don't filter or categorize yet- Just get it all out. Think about:
- What makes this challenging?
- What circumstances contribute?
- What have you already tried?
- What resources exist or doesn't exist?
- What systemic factor plays a role?
- What's in your control? What Isn't
Type a factor
Type a factor
Type a factor
Type a factor
Type a factor
Type a factor
Type a factor
Type a factor
Goal:
Aim for at least 8-10 factors. The more thorough you are, the more insightful the next step will be.
Continue when ready
Sort Into Circle
Step 4: Analyze your energy
Where have you been spending your energy?
Question 1:The Gap
Input Answer
What do you notice about the gap between where you spend energy and where you have control
Question 2:The Shift
What would change if redirected 80% of your energy to the green circle?
Input Answer
Question 3: Neglected Power
Input Answer
Which "CAN CONTROL" factors have you been neglecting?
Question 4: Permission to Release
Input Answer
How does naming the "CANNOT CONTROL" factors give you permission to let go?
Activity 1 Recap: What did you notice?
Common insights from this exercise
🔍 Insight #1: The Energy Mismatch
THE STUDENT APPLICATION
Everything you just experienced: the clarity, the relief, the refocus; your students need this too.
We often spend 60–70% of our energy in the red circle (cannot control),
and only 20–30% in the green circle (can control).
Why? The red circle is where pain lives — so it demands attention. The shift:
Acknowledging the red circle without fighting it
frees energy for the green circle.
The yellow circle is where strategic effort lives.
You cannot control outcomes.
But you can influence probability.
This is where professional judgment matters.
Teaching move:
Help students name what they can influence —
even when they cannot control.
Accepting what you cannot control
is not defeat.
It is wisdom.
Letting go redirects your finite energy
toward what actually moves the needle.
This is empowerment —
not helplessness.
We often have more control than we think.
We just haven’t exercised it yet.
“I can’t control student engagement.”
True.
But you CAN control:
lesson design, relationships,
feedback, environment,
and your own energy.
Imagine a student who realizes: ✓ "I can't control my teacher's grading style, but I CAN control following the rubric"✓ "I can't control my family situation, but I CAN control asking for help at school"✓ "I can't control being diagnosed with ADHD, but I CAN control using strategies that work for my brain"
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
🔍 Explore this insight
🔍 INSIGHT #1
Where is your energy really going?
🔍 Explore this insight
🔍 INSIGHT #3:
🔍 INSIGHT #4:
🔍 INSIGHT #2:
🔍 Explore this insight
🔍 Explore this insight
Influence vs. Control
Hidden Control
Letting Go Isn’t Giving Up
Title
Title
Title
Title
Write a brief description here
Write a brief description here
Write a brief description here
Write a brief description here
What might you be ready to release?
Where might you have more agency than you realized?
Where could you shift from control to influence?
Does this feel true for you?
This framework gives students agency in contexts where they always feel powerless.
How might this help your students?
Does this match what you noticed?
Key Takeaways
What we've covered
What We've Covered
GOAT Framework
- Current Self Future Self Journey
Sphere of Control
Can Control: Direct power
Can Influence: Strategic effort
Cannot control: Accept and redirect energy
Why it Matters
Builds students agency
Channels energy productively
Create hope and empowerment
Quick Knowledge Check
Move on
Work Cited
Anthropic. (2025). Claude (claude-sonnet-4-6) [Large language model].
https://www.anthropic.com Bandura, Albert. “Self-Efficacy: Toward a Unifying Theory of Behavioral Change.” Psychological Review, vol. 84, no. 2, 1977, pp. 191–215. Center on the Developing Child at Harvard University. “Building the Brain’s ‘Air Traffic Control’ System: How Early Experiences Shape the Development of Executive Function.” Working Paper No. 11, 2011. developingchild.harvard.edu. Dawson, Peg, and Richard Guare. Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention. 3rd ed., Guilford Press, 2018. Diamond, Adele. “Executive Functions.” Annual Review of Psychology, vol. 64, 2013, pp. 135–168. Dweck, Carol S. Mindset: The New Psychology of Success. Updated ed., Random House, 2016. Meltzer, Lynn, editor. Executive Function in Education: From Theory to Practice. 2nd ed., Guilford Press, 2018. Yeager, David S., and Carol S. Dweck. “Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed.” Educational Psychologist, vol. 47, no. 4, 2012, pp. 302–314. Zelazo, Philip David, et al. “Executive Function: Implications for Education.” National Center for Education Research, Institute of Education Sciences, 2016.
The GOAT Framework (20 min) Current Self → Future Self | Sphere of Control
Section 2
Identity & Access (25 min) How identity shapes learning and belonging
Excellent job!
You have placed all the concepts in the correct drawer. You clearly distinguish between good and bad study techniques, a key skill for learning more effectively.
- You know how to identify strategies that improve memory, understanding, and performance.
- You also recognize habits that hinder learning and should be avoided.
- You are building a solid foundation to study smarter, not harder.
What does this mean?
Section 4
Essential Skills (15 min) The Foundational Five for all learners
Section 5
Reflection & Action (15 min) Creating your implementation plan
Section 3
Executive Functioning (30 min) Teaching brain-based skills for success
You're almost there!
Some concepts are not in the correct drawer…but you're very close! Remembering which techniques help and which don't is part of learning, so making mistakes also counts as progress. Try again!
Section 1
The GOAT Framework (20 min) Current Self → Future Self | Sphere of Control
M1_Becoming the GOAT Curriculum Training
Dr. Erica Booker
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Transcript
Becoming the GOAT Curriculum Training
Developing scholars to become the best version of themselves
Module 1: Foundations of Becoming the GOAT
A Transformative Approach to Student Growth & Development
Professional Learning Series
Duration: 1.5 Hours
Start Module
Welcome to Your Learning Journey: How to Navigate This Module
Navigation Tips:
What You'll Need:
Learning Modes:
Time Commitment
CONTINUE
CONTINUE
Your Learning Roadmap
Complete
Section 3
Section 5
Section 1
Section 2
Section 4
CONTINUE
What You’ll Be Able To Do
By the end of this module, you will:
CONTENT (Organized in sections):
+INFO
+INFO
Design & Implement
Understand & Explain
+INFO
+INFO
Apply & Transform
Analyze & Identify
Your responses are saved. We'll revisit these at the end of the module.
CONTINUE
Greatest Of All Time But here's the truth...
What is the GOAT framework?
GOAT isn't about being better than everyone else. GOAT isn't about perfection. GOAT isn't about natural talent or gifts.
"GOAT is about becoming the greatest version of YOURSELF."
Continue
The Journey: Current → Future Self
This is Not About Perfection
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
CURRENT SELF
Title
THE JOURNEY
Title
FUTURE SELF
Title
Write a brief description here
Write a brief description here
Write a brief description here
TOMORROW
The gap between Current Self and Future Self isn't about what's wrong with you—
it's about what you haven't learned YET.
CONTINUE
Reflect 💡Think of a skill you didn’t have 5 years ago but have now.
The Transformative Power of "YET
I can’t do math.
I can’t do this type of math yet, but I’m building my skills
I'm bad at focusing.
I’m not a good writer.
I haven't developed strong focus skills yet, but focus is learnable
I haven't mastered this style of writing yet, but I'm learning.
Title
Title
Title
Use this side to give more information about a topic.
Use this side to give more information about a topic.
Use this side to give more information about a topic.
Subtitle
Subtitle
Subtitle
I'm not just smart enough
I always forget my homework.
I can't control my anger.
I haven't developed these specific skills yet, but intelligence grows with effort
I haven't built a system that works for me yet, but I can create one.
Title
Title
I haven't learned emotional regulation strategies yet, but these are teachable skills.
Title
Use this side to give more information about a topic.
Use this side to give more information about a topic.
Use this side to give more information about a topic.
Subtitle
Subtitle
Subtitle
Reflect
CONTINUE
Practice: Sort Into the Circles
Drag each item into the correct circle. Think from the student's perspective.
How much I study for a test
How other students treat me
Whether my teacher likes me
can influence
My family's financial situation
My neighborhood and zip code
can control
Whether I practice skills I'm weak in
Whether I ask questions when confused
How I respond when I'm frustrated
The quality of my school's resources
Whether I was born with athletic ability
How I talk to myself when I make mistakes
cannot control
My morning routine
How I respond when someone disrespects me.
Rules that I have to follow at home or at school.
Whether I check my work before turning it in
Why This Framework Transforms Learning
Two Student, Same Situation, Different Focus
The Scenerio: Both student recives D on their essay
Student A's focus:
Student A's focus:
Energy In the Green circle:
Energy In the RED circle:
What they are thinking
What they are thinking
Energy Spent
Energy Spent
Emotional State: Defeted, Anxious, Resentful
Emotional State: Motivated, Purposeful, Hopeful
Activity 1
Sphere of Control Mapping
Next Step:
Purpose:
1. identify a current challenge (professional or personal)
2. Brainstorm ALL factors related to this challenge
3. Sort factors into the three circles
4. Analyze where you're currently spending energy
5. Reflect on shifts you could make
Before you teach this framework to students, experience its power yourself
You'll map a real challenge through the lens of the sphere of control.
Why This Matters:
When you experience this framework personally, you'll teach it with authenticity and depth. You'll understand the emotional shift that happens when you identify what you can control.
What You'll Do:
Identify a current challenge (sticky notes, pens, or digital highlighting)
Paper or digital canvas
15 mins of focused time
READY TO BEGIN
Step 1: State your Challange
What's Challanging you right now?
Instruction:
Think of a current Challenges you are facing professionally or personally. It should be something that
Example:
Input Challanges
Step 2: Brain Dump All factors
What's connected to this Challenge? (3-4 minutes)
Consider:
INSTRUCTIONS:
List EVERYTHING related to your challenge. Don't filter or categorize yet- Just get it all out. Think about:
Type a factor
Type a factor
Type a factor
Type a factor
Type a factor
Type a factor
Type a factor
Type a factor
Goal:
Aim for at least 8-10 factors. The more thorough you are, the more insightful the next step will be.
Continue when ready
Sort Into Circle
Step 4: Analyze your energy
Where have you been spending your energy?
Question 1:The Gap
Input Answer
What do you notice about the gap between where you spend energy and where you have control
Question 2:The Shift
What would change if redirected 80% of your energy to the green circle?
Input Answer
Question 3: Neglected Power
Input Answer
Which "CAN CONTROL" factors have you been neglecting?
Question 4: Permission to Release
Input Answer
How does naming the "CANNOT CONTROL" factors give you permission to let go?
Activity 1 Recap: What did you notice?
Common insights from this exercise
🔍 Insight #1: The Energy Mismatch
THE STUDENT APPLICATION
Everything you just experienced: the clarity, the relief, the refocus; your students need this too.
We often spend 60–70% of our energy in the red circle (cannot control), and only 20–30% in the green circle (can control). Why? The red circle is where pain lives — so it demands attention. The shift: Acknowledging the red circle without fighting it frees energy for the green circle.
The yellow circle is where strategic effort lives. You cannot control outcomes. But you can influence probability. This is where professional judgment matters. Teaching move: Help students name what they can influence — even when they cannot control.
Accepting what you cannot control is not defeat. It is wisdom. Letting go redirects your finite energy toward what actually moves the needle. This is empowerment — not helplessness.
We often have more control than we think. We just haven’t exercised it yet. “I can’t control student engagement.” True. But you CAN control: lesson design, relationships, feedback, environment, and your own energy.
Imagine a student who realizes: ✓ "I can't control my teacher's grading style, but I CAN control following the rubric"✓ "I can't control my family situation, but I CAN control asking for help at school"✓ "I can't control being diagnosed with ADHD, but I CAN control using strategies that work for my brain"
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
🔍 Explore this insight
🔍 INSIGHT #1 Where is your energy really going?
🔍 Explore this insight
🔍 INSIGHT #3:
🔍 INSIGHT #4:
🔍 INSIGHT #2:
🔍 Explore this insight
🔍 Explore this insight
Influence vs. Control
Hidden Control
Letting Go Isn’t Giving Up
Title
Title
Title
Title
Write a brief description here
Write a brief description here
Write a brief description here
Write a brief description here
What might you be ready to release?
Where might you have more agency than you realized?
Where could you shift from control to influence?
Does this feel true for you?
This framework gives students agency in contexts where they always feel powerless.
How might this help your students?
Does this match what you noticed?
Key Takeaways
What we've covered
What We've Covered
GOAT Framework
Sphere of Control
Can Control: Direct power
Can Influence: Strategic effort
Cannot control: Accept and redirect energy
Why it Matters
Builds students agency
Channels energy productively
Create hope and empowerment
Quick Knowledge Check
Move on
Work Cited
Anthropic. (2025). Claude (claude-sonnet-4-6) [Large language model]. https://www.anthropic.com Bandura, Albert. “Self-Efficacy: Toward a Unifying Theory of Behavioral Change.” Psychological Review, vol. 84, no. 2, 1977, pp. 191–215. Center on the Developing Child at Harvard University. “Building the Brain’s ‘Air Traffic Control’ System: How Early Experiences Shape the Development of Executive Function.” Working Paper No. 11, 2011. developingchild.harvard.edu. Dawson, Peg, and Richard Guare. Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention. 3rd ed., Guilford Press, 2018. Diamond, Adele. “Executive Functions.” Annual Review of Psychology, vol. 64, 2013, pp. 135–168. Dweck, Carol S. Mindset: The New Psychology of Success. Updated ed., Random House, 2016. Meltzer, Lynn, editor. Executive Function in Education: From Theory to Practice. 2nd ed., Guilford Press, 2018. Yeager, David S., and Carol S. Dweck. “Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed.” Educational Psychologist, vol. 47, no. 4, 2012, pp. 302–314. Zelazo, Philip David, et al. “Executive Function: Implications for Education.” National Center for Education Research, Institute of Education Sciences, 2016.
The GOAT Framework (20 min) Current Self → Future Self | Sphere of Control
Section 2
Identity & Access (25 min) How identity shapes learning and belonging
Excellent job!
You have placed all the concepts in the correct drawer. You clearly distinguish between good and bad study techniques, a key skill for learning more effectively.
What does this mean?
Section 4
Essential Skills (15 min) The Foundational Five for all learners
Section 5
Reflection & Action (15 min) Creating your implementation plan
Section 3
Executive Functioning (30 min) Teaching brain-based skills for success
You're almost there!
Some concepts are not in the correct drawer…but you're very close! Remembering which techniques help and which don't is part of learning, so making mistakes also counts as progress. Try again!
Section 1
The GOAT Framework (20 min) Current Self → Future Self | Sphere of Control