1. 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

2. 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

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
“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
“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. “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.

13. 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 w/sp ed
Topeka Chase (550 students), Landon, Jardine, HPHS
Blue Valley LD Strategy Class

14. 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

15. 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?

16. 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

17. 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

18. 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

19. LESSON 3: THINKING Section 2
Define Hope, Expectation, Fear pp
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

20. 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?

21. 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.

22. 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

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

25. 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

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

28. 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??

29. 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
(e.g., MyGoals.com model)
Counselors
Peers
Other
“How am I doing/” feedback form (p.51)
PS Manual p. 45

30. “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.

31. 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

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

33. 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

34. 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

35. 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

36. 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

37. 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?

38. 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

39. 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

40. 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

41. 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

42. 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

43. 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

44. See overhead models

54. 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

55. 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

56. 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.

57. 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.

58. 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.

59. 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.

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

61. 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)

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

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

64. 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%

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

66. 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?

67. 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????

68. 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)

69. “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