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

Advance Organizer PART I PART II Introduction The Challenge 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

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)

“Jocks and Burnouts” by Penelope Eckert

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

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

Unmotivated??

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

“Students are not unmotivated “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

“Successful people have high hope. Hope can be nurtured.” 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.

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

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

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?

LESSON 1: INTRODUCTION Why 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

LESSON 2: DISCOVERING What 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

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

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 fear as a …? I DO WE DO YOU DO Student/Teacher/Counselor Analysis PS Manual p. 21

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 an learner? 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 an athlete? (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?

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

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

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

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

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

My Action Plan The Hope The Goal The Tasks 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 Put together a graduation plan. Determine what course I Step 1 Determine what I need to do to get into Tech school- H.S. diploma??

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

“A vision of what is possible for me.” 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.

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

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

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

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

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

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

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?

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 expect to achieve as a person? What do you fear as a person? Activity Packet

Expectation Example: Educator 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

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

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

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

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

See overhead models

Planning for Implementation Target person (s)/ courses Decide on Format Determine Logistics (time, place, staff) Think about Materials Select Evaluation & Research Data Conduct Problem Solving/Follow-up

So What! Supporting Data University Student-athletes Counselors Peers Elementary School grades 2, 3, 4 Junior High SED class Middle School whole school Middle School Selected Classes

What is Possible? BEFORE AFTER I want to be a professional basketball player. I want to touch people’s lives. AFTER I want to be known as a hard worker and strive to be one of the best players in college basketball. I want to be well respected and loved by my family and friends in everything I do. I want to live a good life and support my family as well as other family members. I want to live my life as a caring person who will always help others. I wish to be a good father, husband and provider. I want to be a very caring person. I wish to end up in heaven.

What is Possible? BEFORE AFTER “Go go man go I can do it on my own.” I want to be an artist. I want to be a nice person. I want to be a good student.

What is Possible? BEFORE I want to be a basketball player I want to do dunks I want to be like Iverson. AFTER I want to be a pro basketball player after I go to college. I want to use my intelligence to be a good student. I want to be a good person.

What is Possible? BEFORE I want to be like “Aaliyah” because she was nice and pretty and a singer. To travel and make my dreams come true like Aaliyah. AFTER I want to be a veterinarian and help take care of animals. I will go to college for four years and I will use my knowledge in the workplace.

Elementary School Pilot Study Classroom culture change Goal language Goals tied to school activities Implementation Success Student’s have hopes and dreams

Jardine & Eisenhower Middle School Study 52 students (10 Self-Contained Sp ed; 21 at-risk; 21 comparison) Whole class implementation in two classrooms (IC support) Over 1 semester (with other curriculum)

Possible Selves Outcomes Mission Statement Measure sig. Total score .0001* Number of roles identified .0003* Level of education .12 Number of goals stated .0005* Specificity of goal statements .0003*

Possible Selves Outcomes Being Known Measure Sig. .28 “They still don’t think teachers know them very well.” WHY???

TEENS AND SELF-IMAGE: SURVEY RESULTS Question 8. How much influence does each of the following have on your life? A lot or Some None Parents 96% 4% Teacher 80% 20% Other Kids 78% 22% Religion 70% 30% Girl/Boyfriend 63% 37% Celebrities 63% 37% TV Shows 44% 56% Advertising 36% 64%

TEENS AND SELF-IMAGE: SURVEY RESULTS Question 5. Who understands you the most? Friend 42% Parent 28% Girl/Boyfriend 10% No one 8% Sibling 5% Religious Leader 1% Teacher 1% Other 5%

Professional Development Do you see Possible Selves supporting your professional development work? What implementation barriers do you see? What solutions can you offer? What do you need to support professional development and implementation?

Yeah! Buts…… (turn to your neighbor) Do you see Possible Selves working with your students? What implementation barriers do you see? What solutions can you offer? What is needed to support professional development and implementation? Next steps????

Possible Selves One’s vision of the future is motivating Future vision includes: Hoped for Possible Selves (dreams) Expected Possible Selves (short term) Feared Possible Selves (avoidance)

“Central to significant student growth and enthusiasm for learning is a teacher who understands the teaching process and the important role that a teacher plays in helping students along the path of setting and working toward goals.” Don Deshler, Director The Center for Research on Learning