Adult Images vs. Possible Selves Note that dreams and possible selves differ (dreams can make us feel good but possible selves make us feel we should take action because they are possible) Listen Ask, can someone think of an example from last session that was a dream? That was a possible self? Share ideas Positive and Negative Forces _ _ Elicit background knowledge/ possible selves come from somewhere Ask for what are positive and negative forces, answers can be in terms of who these forces are as long as the examples are unpacked so that what they do is clear. Share ideas Reinforce participation throughout this section (giving examples, thinking about ideas). Write what students say on board/newsprint so easy to see Define terms (positive role model – image of attained goal/supports work toward it, negative model – image of failure, undermines effort) Listen Show definition on PowerPoint Explain Activity/Those close to us, often parents, can support or tear down Explain task/handout worksheets. Start with Job domain – write/draw adult image and a positive and negative force for that adult image Write goals/role models/force Clarify instructions/Ask for clarifying questions Mingle, check for understanding Share ideas Have students organize into circle Students organized in a circle Ask students to share positive forces and why chose person/thing Participate students give examples of their positive and negative forces and why) Write student responses, clustering similar responses Ask students to share negative forces and why chose person/thing Participate students give examples of their positive and negative forces and why) Write student responses, clustering similar responses Review Positive and Negative Forces Read through positive model list Listen Ask students what they noticed about positive forces list Participate Reinforce participation (throughout)
Ask to repeat domains of adulthood Domains – jobs and career, family and relationships, community engagement, , lifestyle) Review Timelines _ _ Elicit Background Knowledge/ Create sense of linear time Ask what are timelines, ask for ideas Share ideas Write student ideas Repeat examples (linear, history, Facebook has timeline function, now in future and future not for sure) Listen Reveal definition of a general timeline on PowerPoint slide Ask about timelines into future Share ideas Reinforce participation Introduce New Concept: Forks in the Road Explain fork in the road Listen Ask students for examples of forks in the road that might be on a timeline (choice points) Share ideas Introduce New Concept: Roadblocks Explain obstacles-barriers-road blocks and ways around them Listen Ask students for examples of what obstacles or roadblocks that might be on the timeline and ways around them Share ideas Reveal definition of a future timeline on the PowerPoint slide. Listen Ask for clarifying questions Ask clarifying questions Timeline Draft Explain the tasks – rough draft on timeline, everything from now as far as you can go, in order. Listen Pass out materials – tell to spread out Move Let students know you will circulate around to see how they are doing and to share out helpful ideas Listen Circulate & provide (Repeat instructions as needed (out loud, individually) Work Find at least one place to include a fork, a place where it depends on your choices
Help students go through process of developing action path. Use PowerPoint slide to help go through process, connecting back to last session Share ideas (two to four students) Create Action Goals Explain task – Do something similar as the pathways board, connecting next year possible self to adult possible self through a strategy. Now we will add when and where. Listen Pass out worksheets Let students know you will circulate around to see how they are doing and to share out helpful ideas Work Circulate & provide help –Share out loud redirect for anyone who is starting with an adult image for which they don’t have a today or this week action. Share Action Goals Move back to circle Move Have students read their action goals (starting with someone who hasn’t yet participated), Participate Cluster action paths by the components of action paths (Because, I will, By doing, When and where) Ask for what clusters are about Share ideas Summarize the cluster themes Listen Next session and goodbyes Summary statement: today worked on action paths Listen Connecting statement: next session we will work on puzzles Completed session components in appropriate time PATHWAYS TO SUCCESS OBSERVATION FORM Date____/_____/_____ Youth Session 9: Puzzles
Elicit and cluster responses about what need for college, again cluster – courses, outcome, other Ask: What are the differences between types of colleges and universities Share ideas State, depending on what you want to do, you may take a different path. We are going to look at entrance requirements across multiple types of colleges and universities. Listen Ask for helping passing out college entrance requirements Help pass out sheets Community College Have student read the community college requirement A student reads Reference all students can get in, so if roadblock of bad grades, this can be way around it. Listen Four-Year University Have students read parts of four-year university requirement in turn. Students read Ask students targeted questions about the requirements Share ideas Have students refer back to their high school graduation requirement list. Ask: is there anything extra four year college requires? Share ideas Reinforce student participation Four-Year Selective University Have students read parts of four-year university requirement in turn. Students read Ask students targeted questions about the requirements Share ideas Reinforce student participation, writing down number of course requirements Ask students about choices (majors and different required courses) and roadblocks (if they did not get grades or test scores) Share ideas Next session and goodbyes Summary Statement (today worked on what you need to finish high school and get more training-like college) Listen Connecting statement to next session (we will have a wrap-up session. Next session we will review all sessions and celebrate completing.