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The Met’s Learning Goals
Philosophy: The Met’s learning goals are a framework for looking at real-world concepts
and abilities necessary to being a successful, well-rounded person. The learning goals are not
content-oriented curricula, nor are they completely distinct categories. Good project work incorporates
many overlapping elements of the learning goals.
How do I prove it?
Empirical Reasoning
This goal is to think like a scientist: to use empirical evidence and a logical process to make decisions
and to evaluate hypotheses. It does not reflect specific science content material, but instead can
incorporate ideas from physics to sociology to art theory.
What idea do I want to test? (essential question)
What has other research shown?
What is my hypothesis?
How can I test it?
What information (data) do I need to collect?
How will I collect the information?
What will I use as a control in my research?
How good is my information?
What are the results of my research?
What error do I have? How good is my information?
What conclusions can I draw from my research?
How will I present my results?
How do I measure, compare or represent it?
Quantitative Reasoning
This goal is to think like a mathematician: to understand numbers, to analyze uncertainty, to comprehend
the properties of shapes, and to study how things change over time.
How can I use numbers to evaluate my hypothesis?
What numerical information can I collect about this?
Can I estimate this quantity?
How can I represent this information as a formula or diagram?
How can I interpret this formula or graph?
How can I measure its shape or structure?
What trends do I see? How does this change over time?
What predictions can I make?
Can I show a correlation?
How do I take in and express ideas?
Communication
This goal is to be a great communicator: to understand your audience, to write, read, speak
and listen well, to use technology and artistic expression to communicate, and to be exposed to another language.
How can I write about it?
What is the main idea I want to get across (thesis)?
Who is my audience?
What can I read about it?
Who can I listen to about it?
How can I speak about it?
How can technology help me to express it?
How can I express it creatively?
How can I express it in another language?
What are other people’s perspectives on this?
Social Reasoning
This goal is to think like an historian or anthropologist: to see diverse perspectives, to understand
social issues, to explore ethics, and to look at issues historically.
How do diverse communities view this?
How does this issue affect different communities?
Who cares about this? To whom is it important?
What is the history of this? How has this issue changed over time?
Who benefits and who is harmed through this issue?
What do people believe about this?
What social systems are in place around this?
What are the ethical questions behind this?
What do I think should be done about this?
What can I do?
What do I bring to this process?
Personal Qualities
This goal is to be the best you can be: to demonstrate respect, responsibility, organization, leadership,
and to reflect on your abilities and strive for improvement.
How can I demonstrate respect?
How can I empathize more with others?
How can I look out for my health and well-being?
How can I communicate honestly about this?
How can I be responsible for this?
How can I persevere at this?
How can I better organize my work?
How can I better manage my time?
How can I be more self-aware?
How can I take on more of a leadership role?
How can I work cooperatively with others?
How can I enhance my community through this?
Met’s Annual Expectations for Students in Grades 9 to 12
Annual Expectations (must be completed every year)
Follow interests in the real world (informational interviews, job shadows, and LTIs)
Obtain an LTI during the first semester
Have a positive impact on the community (service learning, etc.)
Meet with learning-plan team at least three times per year
Be aware of gaps in learning and address them through project work
Create at least four learning plans per year
Complete the work in the learning plans
Build a binder of best work and a portfolio of all work
Have four public exhibitions per year
Write in journals three times per week
Schedule daily planners every week
Come to school on time every day
Be responsible for actions and locations; sign out of advisory
Show respect for self and others
Take responsibility for the learning process
Take advantage of opportunities
Make productive summer plans
Met 101 (ninth-grade expectations)
Complete all Annual Expectations
Do at least one “nested egg” project
Prepare for the state health assessment
Read at least three books, and create a reading inventory
Work on the Quantitative Reasoning Areas of Tables and Graphs, ratios I, and Direct Measurement
Met 201 (tenth-grade expectations)
Complete all Annual Expectations
Do at least two “nested egg” projects
Prepare for the state language arts and math assessments
Read at least five books, and update reading inventory
Present mini-exhibitions in each learning-goal area during third quarter
Create a binder of best project work from 9th and 10th grades
Begin to visit colleges and look at requirements
Work on the Quantitative Reasoning areas of Linear Models, Ratios II, and Indirect Measurement
Met 301 (eleventh-grade expectations)
Complete all Annual Expectations
Demonstrate heightened personal qualities and depth of work
Play a leadership role in the school
Get senior thesis proposal approved by committee
Read at least six books, including two autobiographies, and update reading inventory
Write first 25 pages of autobiography
Work on the Quantitative Reasoning areas of Non-Linear Models, Probability, and Statistics
Prepare for the state writing assessment
Meet with college counselor and share information with your learning plan team
Research five colleges and their admission requirements
If gaps remain in college admission requirements, address them in learning plan
Bring family to college night
Visit at least three colleges
Create a draft of college essay
Begin to create a college portfolio (resume, transcripts, essay, awards, best work)
Prepare for and take the PSAT in the fall
Prepare for and take SAT or ACT in the spring
Schedule at least four college interviews for next year
Met 401 (twelfth-grade expectations)
Complete all Annual Expectations
Demonstrate heightened personal qualities and depth of work
Play a leadership role in the school
Meet consistently with senior thesis mentor
Contact a resource related to the thesis at least every other week and keep track of these contacts
Complete an in-depth senior thesis project
Read a book each month (nine total, including one autobiography) and update reading inventory
Write a 75- to 100-page autobiography
Prepare for and take the SAT or ACT
Complete a college portfolio
Visit and interview with at least four colleges
Research and apply to colleges
Apply for scholarships and financial aid
Create a post-Met plan
Present work and reflection at graduation exhibition
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