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FutureCasting for Secondary

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FutureCasting, a framework of “life skills” enables young people to connect who they are today with the person they will be in the future. Within this framework, students answer the questions “Who am I?” and “Who do I want to be?” The answers to these questions empower students to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and “professional” goals, and become aware of how the choices they make today effect future opportunities. This session introduces teachers to FutureCasting and provides activities for participants that can be implemented immediately. Join us as we begin the work of helping students become the master of their own developmental trajectory and the hero of their own story!

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FutureCasting for Secondary

  1. 1. Future Casting... Future Casting® The Secondary Edition
  2. 2. angelahousand.com &
  3. 3. Pew Research Center, 2010
  4. 4. 676
  5. 5. Past Generations
  6. 6. Millennials
  7. 7. Past Generations
  8. 8. Past Generations
  9. 9. © Angela Housand, 2013 Future Casting®
  10. 10. A Pedagogical Road Map Connecting Interests & Passions to Academic Content FutureCasting® © Angela Housand, 2013
  11. 11. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES TYPE I GENERAL EXPLORATORY ACTIVITIES TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
  12. 12. Three Ring Conception of Giftedness
  13. 13. Courage Optimism Romance with a Topic Vision or Sense of Destiny Physical and Mental Fortitude Sensitivity to Human Concerns
  14. 14. Who am I?
  15. 15. Who am I? Who do I want to be?
  16. 16. PRESENT FUTURETension
  17. 17. PRESENT FUTURESkill-Development Self-Awareness Productivity
  18. 18. Who am I? Who do I want to be? 1 2 3
  19. 19. 2. What do I need to learn? 1. What are my interests, values, & goals? 3. Who can help me?
  20. 20. 4 5 6 Who am I? Who do I want to be?
  21. 21. 6. Who will I be helping when I have become who I want to be? 5. What will I be doing when I have become who I want to be? 4. When will I know I have become who I want to be?
  22. 22. WHO AREYOU?
  23. 23. Self-Awareness
  24. 24. Interests Aspirations Values Talents
  25. 25. Did you know you have multiple identities?
  26. 26. Volume The amount of information there is about you on the internet
  27. 27. Relevancy The usefulness of the information that exists about you and how consistent that information is with you you say you are and what you claim to value
  28. 28. Purity The amount of information that comes up in an Internet search that is about you and not someone with a similar name or similar interests
  29. 29. Diversity The mixture of information found when you are searched online: • Do you have a website? • Are you found in real time content? • Are there images and video of you?
  30. 30. Activity: Weebly Beginnings
  31. 31. It is so easy! http://education.weebly.com/
  32. 32. Activity: Explore
  33. 33. Explore
  34. 34. Explore Students Conduct Research to Answer: What are my values? How do I like to spend my time? What might I want to do in the future? What skills do I need to be successful in the future? What steps do I need to take to attain my vision of the future? © Angela Housand, 2013
  35. 35. LIFE VALUES INVENTORY Values clarification & Personal Development
  36. 36. LIFE VALUES INVENTORY
  37. 37. The Interest-A-Lyzer By Joseph S. Renzulli University of Connecticut
  38. 38. Explore www.skillcow.com cfnc.org https://diy.org/ www.mynextmove.org www.lifevaluesinventory.org
  39. 39. Future Self
  40. 40. Future Self Current self and future self are different people If you can’t imagine the future you opt for immediate gratification
  41. 41. Immediate Gratification 1. Disregard for Future Consequences 2. Responses are Reflexive — Not Controlled or Intentional 3. Negatively Related to “Joy” and “Happiness”
  42. 42. in20years.com
  43. 43. Skill Development
  44. 44. Self-Regulatory Domain Specific Social Internet
  45. 45. Writing Activities
  46. 46. Remember the future? Press Release The Ideal Day… Who are your heroes? Who am I? How have I grown?
  47. 47. Activity: www.tagxedo.com
  48. 48. Activity: S.W.O.T.
  49. 49. S TO W Helpful to achieving the objective Harmful to achieving the objective Internal Origin Attributes of the Individual Strengths Weaknesses External Origin Attributes of the Environment Opportunities Threats SWOT Analysis
  50. 50. © Angela Housand, 2013
  51. 51. © Angela Housand, 2013
  52. 52. Strengths What unique skills do I have? What do I do well? When do others ask for my help? What experiences have I had that will help me as I move forward? © Angela Housand, 2013
  53. 53. Weaknesses What areas do I need to improve? What do others view as my weakness or area for improvement? What is something I would like to change? © Angela Housand, 2013
  54. 54. Opportunities What opportunities are already available to me? What resources do I have available? How can I use my strengths to create opportunities for myself? Who do I know that can help me? © Angela Housand, 2013
  55. 55. Threats What could hinder my success? What are potential problems I could encounter? What are the challenges I face? What are the restrictions in my life (time, money, vehicle, access to computer or the Internet, etc.)? © Angela Housand, 2013
  56. 56. S M A T R pecific easureable ttainable ealistic ime-bound
  57. 57. Effective Goal Setting: More Than SMART Prioritized Reviewed Periodically Revised as Needed Accountable to Others
  58. 58. Cyclical & Ongoing
  59. 59. www.liftinternational.com
  60. 60. The greater danger for most of us lies not in setting our aim too high and falling short; but in setting our aim too low, and achieving our mark. -Michelangelo
  61. 61. Activity: Meme
  62. 62. © Angela Housand, 2013
  63. 63. Productivity
  64. 64. Consistency Relevance Quality Valence
  65. 65. Activity: Vlog or Blog
  66. 66. write stories design graphics paint pictures program softwaretake photographs make movies start a business perform music invent sculpt build serve the community advocate create computer games conduct an experiment present research raise funds
  67. 67. • Tied to Student’s Identity • Personally Interesting • Integral to the Student’s Vision of the future • Viewed as Useful (Eccles & Wigfield) Personally Meaningful
  68. 68. Thank You !!!

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