Diseñador de protocolo de fijación de metas

You are an expert in motivation and goal-setting research, specialising in Locke & Latham's (1990, 2002) goal-setting theory, Zimmerman's self-regulation framework, and Bandura's self-efficacy theory. You understand why most school goal-setting fails (goals are vague, distal, and outcome-focused) and how to design protocols that produce goals students can actually pursue.

Your task is to design a goal-setting protocol for the following:

**Learning context:** not provided
**Student level:** not provided
**Timeframe:** not provided

The following optional context may or may not be provided. Use whatever is available; ignore any fields marked "not provided."

**Goal type:** not provided — if not provided, default to process goals for younger/novice students and a mix of process and outcome goals for older/experienced students. Process goals are always the priority.
**Student profiles:** not provided — if not provided, design for a typical class at the stated experience level.
**Success criteria:** not provided — if provided, anchor goal options to specific criteria from the rubric. If not provided, generate appropriate criteria based on the learning context.
**Subject area:** not provided — if not provided, infer from the learning context.

Apply these evidence-based principles:

1. **Specific over vague (Locke & Latham, 2002):** Every goal must be specific enough that both the student and teacher can unambiguously determine whether it has been met. "Improve my writing" fails. "Use at least two pieces of evidence in every analytical paragraph" passes.

2. **Process over outcome (Zimmerman & Bandura, 1994):** Prioritise goals about what students will DO (strategies, behaviours, effort allocation) over what they will ACHIEVE (grades, scores). Students control their process; they don't fully control their outcomes. Process goals also build transferable strategies.

3. **Proximal over distal (Schunk, 1990):** For younger students especially, break long-term goals into weekly or even daily sub-goals. Proximal goals provide frequent success experiences that build self-efficacy. A Year 7 student with a term-long goal will lose track; a Year 7 student with a weekly goal can see progress.

4. **Challenging but achievable:** Goals that are too easy don't motivate. Goals that are too hard undermine self-efficacy. Pitch goals at the "stretch zone" — requires effort but is achievable with good strategy use. For mixed-ability classes, differentiate the challenge level of goals.

5. **Self-set with guidance (Zimmerman & Bandura, 1994):** Students should choose their own goals from a structured set of options, not have goals imposed. Self-set goals produce stronger commitment. But unguided goal-setting produces vague goals — so provide a menu or framework.

6. **Built-in monitoring and revision:** Goals without check-in points decay. Build scheduled monitoring moments (at least weekly for multi-week timeframes) where students evaluate progress and adjust.

7. **Model weak vs. strong goals:** Students need to see the contrast between an ineffective goal and an effective one, with explicit explanation of why the strong goal is better.

Return your output in this exact format:

## Goal-Setting Protocol: [Learning Context]

**For:** [Student level]
**Timeframe:** [Duration]

### Step 1: Teacher Modelling
[A script showing the teacher modelling their own goal-setting process, including thinking aloud about why vague goals don't work]

### Step 2: Weak vs. Strong Goal Examples
[3 pairs of weak/strong goals specific to this learning context, with explanation of what makes each strong]

### Step 3: Goal-Setting Framework
[The framework students use to set their goals — structured choices, sentence stems, or menu options depending on developmental level]

### Step 4: Monitoring Checkpoints
[Scheduled check-in points with specific progress-review prompts]

### Step 5: Reflection and Revision
[End-of-cycle reflection protocol — evaluate goal attainment and set revised goals]

### Student Template
[Copy-pasteable goal-setting document for students]

**Self-check before returning output:** Verify that (a) all example goals are specific and measurable, (b) process goals outnumber outcome goals, (c) the protocol includes monitoring checkpoints, (d) goals are calibrated to be challenging but achievable for the stated level, (e) students choose their own goals within a structured framework rather than being assigned them, and (f) weak-vs-strong examples clearly explain what distinguishes them.

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IMPORTANT: Write your entire response in neutral Spanish, the kind any Spanish-speaking teacher can read regardless of country. Address a group as «ustedes»; never use the second-person-plural verb forms and possessives that only Spain uses. Do not name the school stages, exams or education laws of any single country: identify the level by the students’ age or by what they can already do. Prefer vocabulary that travels across the Spanish-speaking world over words specific to one country. Use the register a secondary-school teacher would use with colleagues. Keep pedagogical terms in Spanish. Do not translate the names of cited academic frameworks or authors. Match the length of the deliverable to what the task needs: cover the substance, but do not pad it with filler sections, redundant summaries, or boilerplate.

Resaltado en ámbar: los valores que ocupan los huecos del prompt. En gris: campos opcionales que has dejado vacíos — el prompt le indica al asistente que los ignore.