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
– 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.
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
Bry an t Gu m b e l:
Wha t d o you
g row up ?
w a n t to b e w he n you
Jama a l:
A ju d g e.
Bry an t:
Wha t wi ll tha t take ?
Jama a l:
I n e ed to fir st b ec o m e a la wy e r.
Bry an t:
An d h ow d o you
Jama a l:
I h a ve to s tu d y h a rd n ow; the n
fin is h h igh s c h ool wi th goo d
g ra des , the n I wi ll go to Grin ne ll ,
a n d the n to a goo d la w s c h ool .
d o th is?
*Gri nne ll Col leg e as r e p or t ed on t he Today Sho w, No v e mb e r 14 , 1990 , c it e d in Bo r ko ws k i, e t a l. 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
“First is the Dream”
Planning
How do I get there?
Working
How am I doing?
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
Q1 Describe
LEARNER
PERSON
Q2 Describe
Q3 Describe
I’m hard working,
Coachable. I
I’m also hard
I’m a homeboy. A
working in
big family person.
want to be first
academics. Work
Most important
in whatever I do.
hard on what I
things are family
Hustles.
need to do. I wish
and friends. Very
Perfectionist.
I had more time on
Really
exact in what I
do. Proud to be
my hands to work
on studies. I’d like
to stay ahead.
Always seem to
here. People look
get a little behind
up to me because
with my studies. I
I’m here.
need more time.
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
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
My hope is to become a certified diesel technician
The Goal
I will graduate from Gates Technology School by
May 2004.
Step 5
Step 4
The Tasks
Step 3
Step 2
Step 1
Determine what I need to do to get into
Tech school- H.S. diploma??
Put together a
Determine
what course I
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
MyPersonal
PersonalMission
MissionStatement
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
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 be known as a hard worker and
strive to be one of the best players in
college basketball.
√ I want to touch people’s
lives.
√ 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
AFTER
√ I want to be a basketball
player
√ I want to be a pro basketball
player after I go to college.
√I want to do dunks
√ I want to use my intelligence to
be a good student.
√I want to be like Iverson.
√ 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 atrisk; 21 comparison)
• Whole class implementation in two
classrooms (IC support)
• Over 1 semester (with other curriculum)
Possible Selves Outcomes
Mission Statement Measure
• Total score
• Number of roles identified
• Level of education
• Number of goals stated
• Specificity of goal statements
sig.
.0001*
.0003*
.12
.0005*
.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?
Parents
Teacher
Other Kids
Religion
Girl/Boyfriend
Celebrities
TV Shows
Advertising
A lot or Some
96%
80%
78%
70%
63%
63%
44%
36%
None
4%
20%
22%
30%
37%
37%
56%
64%
TEENS AND SELF-IMAGE: SURVEY
RESULTS
Question 5. Who understands you the most?
Friend
Parent
Girl/Boyfriend
No one
Sibling
Religious Leader
Teacher
Other
42%
28%
10%
8%
5%
1%
1%
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