Transcript Slide 1

WOW! Wild Over Work
Career Education
Careers Conference 2008
Madison, Wisconsin
Presenters:
Sheila Urban Smith and Laura Allen
Michigan State University Extension
The future is now . . .
A future president of the United States is in a
classroom today. Seated next to her may be
a future salesperson, a manager of a
manufacturing plant, a journalist, a doctor, a
steelworker, and a scientist.
These children need to learn vital
skills now so they are prepared
for whatever profession they
choose later in life.
National School-to-Work Learning and Information Center
Workshop Goals
• To understand the foundation of workforce and
career preparation research for school-age
children.
• To become aware of resources.
• To experience career activities.
• To apply activities and experiences to your
setting.
• To leave you feeling
– “wild over work!”
What is Workforce
Preparation?
• Process of preparing to enter the
workforce
• Series of learning experiences
starting in early childhood and
continuing throughout adult life
• Prepares the way for later career
decision making
What is Developmentally
Appropriate?
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Considers the whole child
Integrates curriculum domains
Focus is active vs. passive
Allows work in small groups
Develops social interaction skills
Contains relevant, meaningful, & engaging
content
• Fosters positive attitudes toward learning
• Allows for acquisition of important knowledge
& skills
Career Developmental Tasks
for School-Age Children
• Develop self-awareness of interests, values, abilities,
and personal qualities.
• Become aware of career options and explore a variety
of options.
• Acquire knowledge of workers and their role and
appreciate the value of work.
• Develop attitudes that support competence,
cooperation, and achievement.
• Develop an understanding of the relationship of
interests and values to occupational choices.
• Learn decision-making strategies.
Important Points to Consider
• Focus on skills that would contribute to
success in any job.
• Take into account how children develop
and learn.
• Must be meaningful now and to future
success.
• Emphasize exposure to options vs.
making final choices
Focus on Employability Skills
• Secretary’s Commission on Achieving
Necessary Skills - SCANS (1991)
– Workforce Competencies
• information, resources,
interpersonal skills, systems, and
technology
– Foundation Skills
• basic skills, thinking skills, and
personal qualities
Did You Know?
• The 2005 Cherry Commission Report stresses “the
need for learning environments with high expectations
for youth that provide them with opportunities to
strengthen skills in creativity, risk taking,
responsibility, and adaptability skills that will allow
them to compete in an economy that values
entrepreneurship.”
• According to data from Junior Achievement,
entrepreneurial skills are best built and maintained by
focusing efforts on youth age 12 – 19. “This is the age at
which today’s young people begin to examine the
connections between their skills and a potential
career.” Junior Achievement, Youth Development in
the 21st Century
Each M & M Color Represents a Category
Share a personal experience for each M & M
Michigan 4-H Pathways
to Career Education
http://web1.msue.msu.edu/cyf/youth/career.html
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Exploring Careers
After High School
The Job
Entrepreneurship
Resources
National 4-H Cooperative
Curriculum System
http://www.4-hcurriculum.org/
• Be the E, Entrepreneurship (Grades 7-12)
• Get in the Act! - Workforce Readiness (Grades 6–9)
• Self Assessment, Teamwork & Critical
Thinking Skills
• WOW! Wild Over Work
– Work Exploration, (Grades K-6)
Be the “e” Entrepreneurship
• Designed to empower
youth with the
knowledge, skills and
mindsets to meet the
challenges of work and
community in the 21st
century. Grades 7-12
Defining Entrepreneurship
• IT IS YOUR PASSION!!!
• It means not settling for things the way they
are, but looking for a better way
• See an opportunity & take it
• See a problem & fix it
BE THE “e” Levels
1. Love it!
2. Plan it!
3. Do it!
Level One – Love It!
• Exploring entrepreneurship
– Is it for you?
– Identifying talents and
interests
– Defining business vision
– Are you passionate about your
plan?
Level Two – Plan It!
• Practicing skills
– Business and economics
• language & culture
– Getting started
• Planning, organizing, evaluating goals &
services & gathering information
– Promotion
• strategies for using information
– Legal issues
Level Three – Do It!
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Marketing
Finance
Ethics
Putting it together
Business plan presentations
Get in the Act!
• Activities presented in the
context of a movie set
• Helps youth recognize their
learning styles and personal
qualities
• CD - Youth make “real life
choices” using video
scenarios in on the job
choices game & complete a
“True Colors” type activity
MSUE 4-H Youth Development
Communications Toolkit
• Fun Skill-Building Activities
to Do with Young People age
12 and up
– Written Communication
– Vocal Expression & Public
Speaking
– Visual Communication &
Graphic Design
– Video, Media &
Technology
Available through the MSU
Bulletin Office Item # 4H
1560
WOW! is for All!
• Age group
– Early elementary
– Middle elementary
– Middle school
• Settings
– After-School
Programs
– Community centers
– Classrooms
WOW! for Youth Ages 5-12
WOW! Goals:
• Develop an awareness of the wide range
of career options available and the
education and skills required for them.
• Develop an understanding of self as a
worker and in relation to potential career
choices.
• Develop attitudes of respect and
appreciation toward all workers and their
contributions to society.
• Develop skills for exploring potential
career choices in greater depth.
• Develop a vision for “seeing myself in the
future.”
WOW! Big Ideas
• All work is valuable.
• Not all work is paid.
• Workforce skills are those that can be applied
in many settings.
• It’s important to explore many options.
• People can match their skills interests to find
jobs they can do.
• Many factors influence future career decisions.
WOW! Curriculum Themes
Goals
Work Around Me
• Children explore how they and the people
around them work to “get the job done.”
• Additional key concepts include:
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everybody works
people in a group need to work together
work can be fun
work can relate to their interests and skills
Work in My Community
• Children learn about the people
and jobs needed to make their communities
function.
• Additional key concepts include:
– all jobs are important
– all workers are important and deserve
respect
– many people do volunteer work in their
communities
Work Around the World
• Children learn about the
similarities, differences, and
connections they have with work
around the world.
• Additional key concepts include:
– people depend on others around
the world for products they use
in everyday life
– things that happen in one part
of the country or world may
affect lots of other people
Work in My Future
• Children begin to explore career
options and what they can do now to
prepare for the future.
• Additional key concepts include:
– work changes over time
– setting goals helps get things done
– we can take action to reach goals
– the skills we learn now help to
prepare us for future roles
About the Activities
• Activities do not require a specific
sequence . . .
– Good for those who want to integrate
with an existing program
– Works for those who have experience
planning & leading group activities
– More difficult for those who need a
more structured experience
Program Development
Recommendations
• Target elementary
students.
• Capitalize on high
interest.
• Create career-rich
learning environments.
• Encourage active
exploration.
Program Development
Recommendations
• Provide exposure
to role models.
• Emphasize
community service
and volunteer
experiences.
• Once is not
enough.
• Use the media.
My Future
(class poem written by 3rd grade students)
When I grow up I think that I
Could fly an airplane in the sky.
Or be a doctor dressed in white
And make the people feel all right.
I might build things with my hands
Or cook food with pots and pans.
I could teach or work in a store
Or put some carpet on the floor.
Right now I don’t know what I’ll be.
But whatever it is, it’s up to me.