25th Annual SIM Conference

Developing Possible Selves and Enhancing Student

Motivation

Michael F. Hock, Ph.D.

July 16, 2003

Advance Organizer

• PART I– Introduction– The Challenge– A “Possible Selves” Solution

• PART II– Professional Development Activity– Supporting Research– PDS Issues & Insights

Purpose: To engage in dialogue about how we should prepare others to teach Possible Selves.

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

“Give me a fish, and I eat for a day. Teach me to fish,

and I eat for a lifetime.”

Chinese Proverb

A CRITICAL GOAL

“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

THE REALITY

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. 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

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.

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 Col lege as reported on the Today Show, November 14, 1990, cited in Borkowski, et al. 1992.

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

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?

Discovering

What are my interests?

“First is the Dream”

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

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

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 MAPATHLETE LEARNER PERSON

Q1 Describe Q2 Describe Q3 Describe

I’m hard

working, 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.

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.

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

Figure 2

FEAR

FEAR

FEAR

A Job I Hate

Flunking Out Even When You Try

Injury

Other Overhead Examples

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 goalsPS 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

“When I grow up, I want

to be a judge . First, I need

to become a lawyer . So, I

have to study hard now

and finish high school with

good grades . Then I need

to go to college and a good

law school .”

A HOPE or Dream

A Specific Goal

An Action Plan

My Action PlanThe 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.

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

My Mission Statement“A vision of what is possible for me.”

What do I want to be?

What do I want to do?

What do I want to be

like?

My Personal Mission StatementMy 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.

“Learners will teach themselves better than the world’s best trainer (sic) or highest paid motivational speaker.”

Roger Schank

Virtual Learning, 1997

Professional Development Experiential Activity

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 doWe 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

• Fair• Organized• Outcome driven• Distracted by non committed students• Irritated by politics of teaching• Creative• Knowledgeable about pedagogy• Bored with routine

Your Thoughts?

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

• 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!)

Your Thoughts?

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

• Feel stuck- no options

• Burn out, become cynical

• Lose energy

• Just hang around waiting to retire

• Stuff doesn’t work!

Your Thoughts?

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

√ 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

√ “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.

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 NoneParents 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