Welcome and frame
2 minutes
- 1
Connect students’ earlier learning about themselves, their people, and their values to a picture of the person they are becoming.
- 2
Clarify that they are choosing a direction—not a job, prediction, or whole future.
College of EducationOffice of Innovative Professional Learning
Civic Leadership in Action Journey · Learning Experience 5
The Me I Am Becoming
Students draw on identity, people, and values to name the person they want to become, the difference they hope to make, and one small step they can take now.
Big idea
A vision does not tell us every step. It reminds us who we want to become and helps us choose the next one.
Participation and care
Offer more than one way to reflect or share. Students may speak, write, draw, create, work with a partner, use a private response, or pass when a prompt feels personal. Keep student ownership of their stories, examples, and choices at the center.
01 · Prepare
See the learning and gather what you need.
The complete teacher guidance is built into this page. Open a separate file only when it helps you facilitate or gives students a place to work.Students will
- Review earlier learning for clues about identity, influence, values, strengths, and purpose.
- Imagine personal growth through observable actions, relationships, and impact.
- Draft and refine a memorable personal vision statement in their own voice.
- Choose one realistic action that begins bringing the vision to life.
Materials
- Students’ earlier reflections, if available.
- Paper or a digital writing space.
- The vision prompts below.
Teacher background
Middle school students do not need to know exactly who they will become or what career they will pursue. A useful vision gives direction without closing possibilities, connecting who students are now with how they hope to live, lead, and affect others.
02 · Facilitate
Follow the experience flow.
Move through the sequence at a pace that fits your group. These experiences are designed to be concrete, personal, and choice-filled.Look back for clues
5 minutes
- 1
Students collect one clue from each area: what they know about themselves, what has shaped them, a value they want guiding them, and a strength or gift they want to use more.
- 2
They look for what repeats and star two clues to carry into their vision.
Picture yourself in action
6 minutes
- 1
Invite students to imagine a year from now: what would someone who knows them well see them do, how might people feel around them, and what might be better because they showed up?
- 2
Keep focus on actions and relationships, not awards, popularity, possessions, or a specific job.
Build your vision
8 minutes
- 1
Offer prompts: “I want to be someone who ___ so that ___,” “I will use my ___ to ___,” and “I can begin by ___.”
- 2
A strong vision should sound like the student, name how they want to act, and point toward an impact.
Make it sound like you
4 minutes
- 1
Students ask: Is this something I care about? Can I picture it in action? Does it sound like me? Does it give direction without locking me into one future?
- 2
Invite students to replace one vague phrase with language that is more specific to them.
Listen for the vision
5 minutes
- 1
Partners may hear or silently read a draft and respond: “I hear that you care about…,” “I can picture you…,” and “I wonder if you want to say more about….”
- 2
Writers decide which feedback is useful; the vision belongs to the student.
Choose one step now
3 minutes
- 1
Students name one small action for the next week that would let someone see their vision beginning to come to life.
Close
2 minutes
- 1
Explain that a vision becomes clearer as students try to live it. Part 4 gives them a chance to practice their vision with others.
03 · Facilitator notes
Keep student ownership at the center.
Use these as reminders, not rules that make the experience feel heavy.Teacher moves
- Do not turn the vision into a career-planning exercise.
- Use curious questions to move away from generic language.
- A vision can be quiet: dependability, safety, care, and using a gift well are meaningful directions.
- Keep peer feedback descriptive, not evaluative. Save the vision and one-week step for the action research project.
04 · Facilitation materials