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25th Annual SIM Conference Developing Possible Selves and Enhancing Student Motivation Michael F. Hock, Ph.D. July 16, 2

25th Annual SIM Conference Developing Possible Selves and Enhancing Student Motivation Michael F. Hock, Ph.D. July 16, 2003. Advance Organizer. Purpose: To engage in dialogue about how we should prepare others to teach Possible Selves. PART I Introduction The Challenge

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25th Annual SIM Conference Developing Possible Selves and Enhancing Student Motivation Michael F. Hock, Ph.D. July 16, 2

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  1. 25th Annual SIM Conference Developing Possible Selves and Enhancing Student Motivation Michael F. Hock, Ph.D. July 16, 2003

  2. Advance Organizer Purpose: To engage in dialogue about how we should prepare others to teach Possible Selves. • PART I • Introduction • The Challenge • A “Possible Selves” Solution • PART II • Professional Development Activity • Supporting Research • PDS Issues & Insights

  3. The Challenge • Is student motivation a factor in student achievement? • What are the student motivational issues that teachers face? • Within what parameters we must operate? (e.g., time, opportunity, support, curriculum)

  4. “Jocks and Burnouts” by Penelope Eckert

  5. A CRITICAL GOAL “Give me a fish, and I eat for a day. Teach me to fish, and I eat for a lifetime.” Chinese Proverb

  6. THE REALITY “I don’t know how to fish, and I don’t care to learn. I don’t even like fish. So don’t bother me!” “Non Motivated” Student

  7. Unmotivated??

  8. “Students are not unmotivated. However, they may not be motivated to do what we want them to do.” Richard Lavoie

  9. “Students are not unmotivated. However, they may not be motivated to do what we want them to do.”Richard Lavoie GOAL THEORY Students are motivated when they: • have a goal they believe is achievable • have the desire (reasonable effort) to attain the goal • have a plan in place to attain the goal

  10. HOPE THEORY “Successful people have high hope. Hope can be nurtured.” Rick Snyder, The Psychology of Hope HOPE results from having willpower (desire) and way power (a plan) for goals.

  11. History of Possible Selves • Why won’t they use this stuff- it works!! • Lack of motivation? • Develop a motivational intervention • University student-athletes • University student-athletes using peers • Adapt for elementary, m.s., and h.s. • West Junior High School (SED) • Rapid City grades 2-3-4 w/sp ed • Topeka Chase (550 students), Landon, Jardine, HPHS • Blue Valley LD Strategy Class

  12. A Possible Selves Solution • Possible Selves are ideas about what one might become in the future (Markus & Nurius, 1986) • One’s vision of the future is motivating • Future vision includes: • Hoped for selves • Expected selves • Feared selves

  13. Possible Selves Lessons “First is the Dream” Working How am I doing? Planning How do I get there? Reflecting What can I be? Thinking Who am I? Sketching What am I like? Discovering What are my interests?

  14. LESSON 1: INTRODUCTIONWhy study possible selves? • Fear of the future vignette (p. 11) • I have a dream vignette (p. 12 • Possible Selves film models & discussion • “October Sky,” “Rudy,” “Annie O” MTV’s “Made” • Build a Possible Selves Goal Folder (p. 14) • The Success formula • The Dream Catcher metaphor (p. 15) • The Unit Organizer (p. 15) • Dreams quote (p. 16) See PS manual p. 10

  15. LESSON 2: DISCOVERINGWhat are my strengths and interests? • The Tamara model (p. 18) • Surface student interests and skills • Highlight strength area(s) collage • Discuss positive experiences Manual p. 17

  16. LESSON 3: THINKING Section 1 • Goal: Identify current & future Possible Selves • Procedures: Complete the interview • One to One • Group/Class/Peers • I do • We do • You do PS Manual p. 21

  17. LESSON 3: THINKING Section 2 • Define Hope, Expectation, Fear pp. 75-81 • Conduct the Interview • What words or phrases best describe you as a …? • What do you hope to achieve as a …? • What do you expect to achieve as a …? • What do you fearas a …? • I DO WE DO YOU DO • Student/Teacher/Counselor Analysis PS Manual p. 21

  18. POSSIBLE SELVES INTERVIEW 1. What statements or words best Describe you as an athlete? (or other strength area- worker, computer game player, friend) 2. What statements or words best Describe you as anlearner? 3. What statements or words best Describe you as an person? 4. What do you Hope to achieve as an athlete? (or other strength area) 5. What do you Hope to achieve as a learner? 6. What do you Hope to achieve as an person? 7. What do you Expect to achieve as anathlete? (or other strength area) 8. What do you Expect to achieve as a learner? 9. What do you Expect to achieve as an person? 10. What do you Fear as an athlete? (or other strength area) 11. What do you Fear as a learner? 12. What do you Fear as an person?

  19. I’m also hard I’m a homeboy. A working in big family person. Coachable. I academics. Work Most important want to be first hard on what I things are family and friends. Very in whatever I do. need to do. I wish Hustles. I had more time on tight with my Perfectionist. my hands to work brother. Very Really on studies. I’d like caring. Sensitive exact in what I to stay ahead. to people’s needs. do. Proud to be Everybody’s Always seem to here. People look get a little behind friend up to me because Black or White. with my studies. I I’m here. need more time. POSSIBLE SELVES MAP ATHLETE LEARNER PERSON Q1 Describe Q2 Describe Q3 Describe I’m hard working,

  20. LESSON 4: SKETCHING… • Create a Possible Selves Tree (e.g., pp. 93,94,95) • Questionnaire Highlights Form (p.28) • Based on the Interview • Draw the tree trunk and 3 limbs w/labels • Draw HOPE and EXPECTATION branches/leaves • Draw the root system for the tree (DESCRIBE) • Draw the FEAR/THREATS to the tree • Stand back and evaluate PS Manual p. 27

  21. Figure 2 Other Overhead Examples FEAR Injury FEAR A Job I Hate FEAR Flunking Out Even When You Try

  22. Lesson 5: REFLECTING • Goal: to identify goals that strengthen and support growth of the “Tree” (p. 36) • Where are most branches, hopeful words? • Where are fewest branches, hopeful words? • Which limb needs strengthening? • List 3 goals that will help do this. • Prioritize these goals PS Manual p. 35

  23. Lesson 6: PLANNING • Goal: Develop action plans • Select a goal and hope • Identify action steps that lead to goal attainment PS Manual p. 45

  24. My Action Plan The Hope My hope is to become a certified diesel technician The Goal I will graduate from Gates Technology School by May 2004. Step 5 Improve my basic algebra skills with a Strategic Tutor. Improve my textbook reading skills with a Strategic Tutor. Step 4 The Tasks Set up tutoring with the After School Prog for math and English. Step 3 Pass all my classes with a gpa of 2.75 Attend class regularly. Step 2 Determine what course I Put together a graduation plan. Step 1 Determine what Ineed to do to get into Tech school- H.S. diploma??

  25. Lesson 7:WORKING • Goal Collage Activity (p. 45) • Write a Mission Statement (p. 48) • Write a “Prediction Letter” (p. 49) • Review/revise/update Action Plans (p. 49 • Mentor “Dream Coach” meetings • Email (e.g., MyGoals.com model) • Counselors • Peers • Other • “How am I doing/” feedback form (p.51) PS Manual p. 45

  26. My Mission Statement “A vision of what is possible for me.” What do I want to be like? What do I want to be? What do I want to do? My Personal Mission Statement My Personal Mission Statement I want to be a veterinarian and help take care of animals. I will also go to college for four years, and I will use my knowledge in the workplace.

  27. Professional Development Experiential Activity “Learners will teach themselves better than the world’s best trainer (sic) or highest paid motivational speaker.” Roger Schank Virtual Learning, 1997

  28. Preparing to Teach Possible Selves • Lesson 1 Why study Possible Selves? • Lesson 2: Discovering my strengths and interests • Lesson 3: Thinking …. Activity Packet

  29. LESSON 3: Thinking • Goal: Identify current & future Possible Selves • Procedures: Complete the interview • One to One • Group/Peers • I do • We do • You do Activity Packet

  30. LESSON 3: Thinking Section 1 • Define Hope, Expectation, Fear p.p. 39 • Conduct the Interview • What words or phrases best describe you as an (educator)? • What do you hope to achieve as an educator? • What do you expect to achieve as an educator? • What do you fear as an educator? Activity Packet

  31. Fair Organized Outcome driven Distracted by non committed students Irritated by politics of teaching Creative Knowledgeable about pedagogy Bored with routine Describe Example: Educator Your Thoughts? Activity Packet

  32. LESSON 3: Thinking Section 2 • Conduct the Interview • What words or phrases best describe you as a learner? • What do you hope to achieve as a learner? • What do you expect to achieve as a learner? • What do you fear as a learner? Activity Packet

  33. Hope Example: Educator • Connect in positive way with students • Close the academic & social gap • Make a difference- validate interventions! • Maintain enthusiasm • Teach all students • Return focus to K12 education Your Thoughts?

  34. LESSON 3: Thinking Section 3 • Conduct the Interview • What words or phrases best describe you as a person? • What do you hope to achieve as a person? • What do you expectto achieve as a person? • What do you fear as a person? Activity Packet

  35. Your Thoughts? Expectation Example: Educator • Continue in the field of education • Develop additional instructional interventions • Validate Possible Selves • Expand my work with Pathways • Join the adult literacy project (if funded!) Activity Packet

  36. LESSON 3: Thinking Section 3 • Conduct the Interview • What words or phrases best describe you as an educator? • What do you hope to achieve as an educator? • What do you expect to achieve as an educator? • What do you fear as an educator? Activity Packet

  37. Fears: Educator Your Thoughts? • Feel stuck- no options • Burn out, become cynical • Lose energy • Just hang around waiting to retire • Stuff doesn’t work! Activity Packet

  38. Completing the Questionnaire(optional activity) • Answer remaining questions in “person and learner” areas in partner teams • Complete the analysis form (optional) • Draw trees and share with your partner • Create final overhead quality documents Activity Packet

  39. LESSON 4: Sketching • Create a Possible Selves Tree • Based on the Interview • Draw the tree trunk and 3 limbs w/labels • Draw HOPE and EXPECTATION branches/leaves • Draw the root system for the tree (DESCRIBE) • Draw the FEAR/THREATS to the tree • Stand back and evaluate

  40. See overhead models

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