Procedure
	The actions of students and teachers and the interactions among and between students and teachers:

What Learners and Teacher Do

Fantasy Mode (30 - 45 Minutes)

1. Learners are requested to make themselves comfortable, closing their eyes if they wish.
2. They are asked to imagine that they are old people thinking back on the lives they have lived. They are told: "You will be led through a series of questions that relate to the life you have lived. You are not to write at this point; however, you will be asked these questions again in a few minutes and can make some notes then." (The teacher must make it clear that the learners are imagining themselves in the future as old people. Learners must pretend that they are already in the future looking back. This concept can be difficult for some learners.)
3. The teacher slowly reads each Life History Fantasy question giving the learners time to think about a question before moving to the next one. (Note: The questions used are shown on learner work entitled "Life History Fantasy.")
4. After the reading, a copy of the "Life History Fantasy" worksheet is given to each learner.
5. The learners make notes on the sheet as the instructor again reads slowly though the questions giving time for the learners to write the answer in note form on their papers.

Fantasy Discussion (20 Minutes)

1. Learners orally share fantasy notes with class.
2. Teacher encourages reluctant learners to share but does not force learners to share. Often after hearing others talk, reluctant learners will be more eager to participate.

"My Life Story" Essay (20 - 45 Minutes)

1. Learners use notes to construct an essay.
2. Teacher moves among learners to encourage and guide each one. Content is more important for this activity than form.

Goal Development (1 hour)

1. Using the dictionary as a resource, the teacher and learners reach consensus on the definition of a "goal."
2. The teacher writes the definition on a chalkboard.
3. The teacher distributes to each learner a "Goal Setting Chart" worksheet. (See Student Work for a sample of the worksheet.)
4. Learners write at the bottom of the worksheet the definition on the board.
5. Using a pencil, learners circle five of their most important goals they wrote in "My Life Story" essays. (Note: It is acceptable to circle one or two goals that have already been achieved: e.g., children, employment, education. The other three or four goals should be ones they need to achieve in order to have the life history they imagined. The limit of five goals is for the purpose of the lesson. The teacher should assure learners that these might not be the only important goals in their lives.)
6. The teacher distributes "Goal Questions" worksheet. (See Student Work for a sample.)
7. Learners discuss the questions on the "Goal Questions" worksheet.
8. Teacher helps to direct discussion by insuring that topics covered include ways of attaining goals and the kinds of barriers and obstacles they may encounter: e.g., financial problems, substance abuse, lack of support, etc. Learners are encouraged to address strategies for overcoming some of the obstacles discussed. (Note: The discussion should begin on a very general level and progress to specific individual learner’s goals.)
9. Learners complete the "Goal Setting Chart" checking each goal against the "Goal Questions" worksheet.
10. Teacher encourages learner to ask for guidance from others learners as well as help from the teacher.
11. In a conference arranged by the teacher, each learner reviews the results of the "Goal Setting Chart" in order to give both the learner and teacher specific direction/information about academic, vocational and personal planning.
12. In class or in an individual appointment with the teacher, the learner develops a Career Plan. The teacher allows about 15 - 45 minutes for each adult learner.
13. Each learner and the teacher keep copies of all documents (Life History Fantasy, My Life Story essay, Goal Setting Chart and the Career Plan).
14. The teacher emphases to learners that the documents can be changed or added to at any time.

Follow-up Activity

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