1. WARNING: Making, carrying, or using overhead transparencies for every item in this training packet poses a significant physical and mental health hazard to you and your audience -- use sparingly and very judiciously

2. The Center for Research on Learning Michael F. Hock, Ph.D. June 9, 2003 Developing Possible Selves and Enhancing Student Motivation

3. Advance Organizer Introduction & Purpose The Challenge A “Possible Selves” Solution Planning for Implementation

4. The Challenge Is student motivation a factor in student achievement? What are the student motivational issues that teachers face? What are the parameters we must operate under next fall?

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

6. “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 Unmotivated??

9. “Students are not unmotivated. However, they may not be motivated to do what we want them to do.” —Richard Lavoie Unmotivated?? 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. University of Kansas Center for Research on Learning 2002FIRST Overhead # 10 Example List and Questions (Cont.) 2. Multiple choice questions Which of the following is one of the five senses? a. chemicalsc. telepathy b. tasted. electrolysis Which of the following cannot be sensed through the five senses? a. sunshinec. thoughts b. a bird’s songb. sour

11. University of Kansas Center for Research on Learning 2002FIRST Overhead # 11 “Successful people have high HOPE. Hope can be nurtured.” — Rick Snyder The Psychology of Hope HOPE results from having willpower (desire) and waypower (a plan) for goals. Hope

12. University of Kansas Center for Research on Learning 2002FIRST Overhead # 12 I Have a Dream Bryant Gumbel:What do you want to be when you grow up? Jamaal:A judge. Bryant:What will that take? Jamaal:I need to first become a lawyer. Bryant:And how do you do this? Jamaal: I have to study hard now; then finish high school with good grades, then I will go to Grinnell, and then to a good law school. *Grinnell College as reported on the Today Show, November 14, 1990, cited in Borkowski, et al. 1992.

13. Research Results

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

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

16. University of Kansas Center for Research on Learning 2002FIRST Overhead # 16 See PS Manual Lesson 1: Introduction Why Study Possible Selves? Fear of the future vignette I have a dream vignette Possible Selves film models & discussion Build a PS Goal Folder Success formula The Dream Catcher metaphor The Unit Organizer Dreams quote

17. Manual p. 17 Lesson 2: Discovering What are my strengths and interests? The Tamara model October Sky, Rudy, interests Surface student interests and skills Highlight strength area(s) collage Discuss positive experiences

18. Lesson 3: Thinking about hopes, expectations, and fears Possible Selves vocabulary Open-ended interview/ –Describe yourself as a …... –What are your hopes as a ….? –What are your expectations …..? –What are your fears …..? I DOWE DOYOU DO Teacher/counselor analysis

19. University of Kansas Center for Research on Learning 2002FIRST Overhead # 19 Lesson 3: Thinking Goal: Identify current & future Possible Selves Procedures: Complete the interview –One to one –Group/class I do We do You do

20. University of Kansas Center for Research on Learning 2002FIRST Overhead # 20 Activity Packet Lesson 3: Thinking Section 1 Define Hope, Expectation, Fear 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?

21. University of Kansas Center for Research on Learning 2002FIRST Overhead # 21 Describe Example: Educator Fair Organized Outcome driven Distracted by non-committed students Irritated by politics of teaching Creative Knowledgeable about pedagogy Bored with routine Your Thoughts?

22. University of Kansas Center for Research on Learning 2002FIRST Overhead # 22 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?

23. University of Kansas Center for Research on Learning 2002FIRST Overhead # 23 Your Thoughts? 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 K-12 education

24. University of Kansas Center for Research on Learning 2002FIRST Overhead # 24 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?

25. University of Kansas Center for Research on Learning 2002FIRST Overhead # 25 Your Thoughts? Expectation Example: Educator Continue in the field of education Develop additional instructional interventions Validate Possible Selves Expand my work with Pathways Reassess my role at KUAC

26. University of Kansas Center for Research on Learning 2002FIRST Overhead # 26 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?

27. University of Kansas Center for Research on Learning 2002FIRST Overhead # 27 Your Thoughts? Fears: Educator Feel stuck—no options Burn out, become cynical Lose energy Just hang around waiting to retire Stuff doesn’t work!

28. University of Kansas Center for Research on Learning 2002FIRST Overhead # 28 Completing the Questionnaire (optional activity) Answer remaining questions in “person and learner” areas Create final overhead quality documents

29. University of Kansas Center for Research on Learning 2002FIRST Overhead # 29 Lesson 4: Sketching Me and My Possible Selves Create a Possible Selves Tree Questionnaire Highlights Form 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

30. FEAR A Job I Hate Flunking Out Even When You Try Injury Other Overhead Examples Possible Selves Tree

31. University of Kansas Center for Research on Learning 2002FIRST Overhead # 31 Complete pp. 49-50 Lesson 5: Reflecting Goal: to identify goals that strengthen and support growth of the “Tree” 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

32. University of Kansas Center for Research on Learning 2002FIRST Overhead # 32 Lesson 6: Growing Goal: develop action plans Select a goal and hope and write on form Identify action steps that lead to goal attainment

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

34. University of Kansas Center for Research on Learning 2002FIRST Overhead # 34 Lesson 7: Performing Write a Mission Statement Review/revise/update the plan –Mentor meetings –E-mail (e.g., MyGoals.com model) –Counselors –Peers –Other

35. What Is Possible? BEFORE 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.

36. University of Kansas Center for Research on Learning 2002FIRST Overhead # 36 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

37. 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)

38. Yeah! Buts…… (turn to your neighbor) How do you see Possible Selves working with your students? What barriers do you see? What solutions can you offer? Does Possible Selves hold promise as an effective motivational intervention??? What else do you need to launch PS?

39. 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

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

41. 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.

42. 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.

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

44. 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)

45. University of Kansas Center for Research on Learning 2002FIRST Overhead # 45 Possible Selves Outcomes Mission Statement Measuresig. Total score.0001* Number of roles identified.0003* Level of education.12 Number of goals stated.0005* Specificity of goal statements.0003*

46. University of Kansas Center for Research on Learning 2002FIRST Overhead # 46 Possible Selves Outcomes Being Known MeasureSig..28 “They still don’t think teachers know them very well.” WHY???

47. Teens and Self-Image: Survey Results Question 8. How much influence does each of the following have on your life? A Lot or SomeNone Parents96%4% Teacher80%20% Other kids78%22% Religion70%30% Girl/Boyfriend63%37% Celebrities63%37% TV Shows44%56% Advertising36%64%

48. Question 5. Who understands you the most? Friend42% Parent28% Girl/Boyfriend10% No one8% Sibling5% Religious Leader1% Teacher1% Other5% Teens and Self-Image: Survey Results

49. 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????

50. 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)