Taking time to ask and think about core questions relating to personal purpose and meaning, followed by a series of explorations into possible future selves, can lead students to develop specific goals, plans, and actions to shape more purposeful and self-motivated approaches to learning and life pursuits.
The educator designs and leads students through a goal-setting activity in which they gain experience identifying their personal goals and defining how to make incremental steps towards achieving them. This can be done individually, in small groups, or in whole-group instruction.
Developing a sense of personal purpose and direction can make learning deeper and more meaningful and increase personal motivation, resilience, and confidence. One example of an activity that can help students develop a sense of meaning and purpose is creating profiles of possible future selves. In this activity:
Students write or record answers to purpose-oriented questions such as:
Students share and discuss their answers to these questions in small groups; repeat the exercise at the end of the activities to see if there are any changes in students’ answers and discuss those changes.
A purposeful mindset, a sense of positive purpose, meaning, and direction for one's learning, work, and life, has been shown to have powerful effects on student motivation, self-direction, learning, persistence, resilience, and self-direction. Developing a sense of purpose and direction as part of a student's overall learning plan can offer great benefits to student motivation, deeper learning, future work opportunities, and a more resilient and fulfilling life.
Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn the micro-credential, you must receive a passing evaluation for Parts 1, 3, and 4 and a “Yes” for Part 2.
(200-word limit for each response)
Please submit work examples from two students (such as links to writing, audio, images, video, and other media) that demonstrate progress toward the personal purpose competency, including such items as samples of student answers to personal purpose questions, examples of possible future selves profiles, accounts of opportunities outside of school to develop personal goals, sample timelines of goals to reach a future self, and other relevant items.
For the two students whose work examples were included above, submit student-created reflections on their experience of the personal purpose activities. Use the following questions as a guide (200-word limit for each reflection):
Provide a reflection on what you learned, using the following questions as a guide (200-word limit):
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