Adult Images vs. Possible Selves Note that dreams and possible selves differ (dreams can Listen make us feel good but possible selves make us feel we should take action because they are possible) Ask, can someone think of an example from last session Share ideas that was a dream? That was a possible self? Positive and Negative Forces _ _ Elicit background knowledge/ Ask for what are positive and negative forces, answers Share ideas possible selves come from can be in terms of who these forces are as long as the somewhere examples are unpacked so that what they do is clear. 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 Listen – goal/supports work toward it, negative model image of – failure, undermines effort) Show definition on PowerPoint Explain Activity/Those close to Explain task/handout worksheets. Start with Job domain Write goals/role – us, often parents, can support or write/draw adult image and a positive and negative force models/force tear down for that adult image 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 Participate students give person/thing examples of their positive and negative forces and Write student responses, clustering similar responses why) Ask students to share negative forces and why chose Participate students give person/thing examples of their positive and negative forces and Write student responses, clustering similar responses why) Review Positive and Negative Read through positive model list Listen Forces Ask students what they noticed about positive forces list Participate Reinforce participation (throughout)
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)
Fidelity_Checklist_Measure_YR_3__112116.docx