Transcript Career Exploration Unit

Career
Exploration
How can I choose a career
that interests me?
This Unit: Career Exploration
This Career Exploration unit is the second of four
units and will allow students in grades 5-8 to:
– Job shadow 4 different job sites and fill out
weekly evaluation forms
– Identify strengths and needs in relation to
jobs they are interested in, and the skills
needed for these jobs
– Narrow down their preferred jobs to 1-2 that
both interest them and fit their abilities
 This unit was developed for middle school aged
students but could easily be adapted for high school
students who have not yet been introduced to this
information.
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Career Development Series
This is the second of four units in the career development series.
For more information about the four units and an introduction into
the three stages of unit development, refer to the Career
Development Series PowerPoint.
Career Development
Career Awareness
Career Awareness
Exposure to work
expectations,
education/training needed
as well as an introduction
to a variety of careers
Fall 2005
Career Preparation
Career Exploration
Career Exploration
Career Assimilatio
Matching careers to
interests and abilities while
job shadowing to narrow
possible careers down
to 1 or 2
Narrowing career fields to 1
through a variety of work
experiences while working
on interviewing and
job-seeking skills
Finding and job and
maintaining a job through
use of problem-solving
skills as well as participating
in on and off-the-job
activities to maintain satisfaction
Career Preparation
Transition Services Preparation & Training
Career Assimilation
Understanding by Design Stage 1 :
Identify Desired Results
Identify external standards and overall
unit goals that are relevant to the
students’ strengths and needs
– Use state academic standards and
benchmarks
– Incorporate individual student needs and IEP
goals
Blend the state standards and student
goals to create:
– Relevant, authentic unit questions that …,
– “Hook” students and …,
– Address key misunderstandings.
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Stage 1: Identifying Desired Results
-Applying Academic Content Standards
(Ohio Department of Education)
Subject
Grade
Strand
Benchmark
English
Language
Arts
5th-7th
Research
Mathematics
5th-7th
Number,
Develop meaning for percents,
Number Sense including percents greater than 100
and Operations and less than 1.
Science
6th-8th
Scientific Ways Use skills of scientific inquiry
of Knowing
processes (e.g., hypothesis, record
keeping, description and explanation).
Social
Studies
6th-8th
People in
Societies
Fall 2005
Locate and summarize important
information from multiple sources.
Analyze examples of interactions
between cultural groups and explain
the factors that contribute to
cooperation and conflict.
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Unit Design Process Stage 1:
~Identifying Desired Results~
Identify enduring, inquiry-based questions to focus
unit, based upon:
– Academic Content Standards
– Student Needs: identified as Career Preparation
targets:
Narrowing career preferences through:
– Job shadowing
– Evaluating job shadowing experiences each week
– Identifying strengths and needs in relation to these jobs
Resulting in the Unit Question:
How can I choose a career that interests me?
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Unit Design Process Stage 2 :
~Determine Acceptable Evidence~
Develop assessments that demonstrate
thorough unit learning
– Use the Six Facets of Understanding (from
Understanding by Design)
– Multiple assessments strategies ensure
thoroughness of learning
Use the Unit Question to focus the
assessments
Incorporate the academic content standards
across the Six Facets
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-The Six Facets of Understanding for the Career Exploration Unit
FACET
Facet 1:
Explanation
Sophisticated
explanations and
theories
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ACTIVITY
PERFORMANCE/
EVIDENCE CRITERIA
Students will research and
describe in detail seven
characteristics of a career of
choice: (1) training, certificates,
or degrees; (2) skills required;
(3) tools or equipment needed;
(4) social—working with people
or alone; (5) indoor or outdoor
environments; (6) dress or
uniforms; and (7)
accommodations needed
Students will use their job
shadowing summaries (Facets 3
& 6) to choose one preferred
career. They will accurately and
thoroughly describe 6/7
characteristics of their chosen
career and explain how or why
each characteristic is important
to that job.
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Stage 2: Continued
FACET
Facet 2:
Interpretations
Interpretations,
narratives, and
translations
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ACTIVITY
Students will
interpret each of the
7 job characteristics
(from Facet #1) in
terms of his/her
strengths and
limitations.
PERFORMANCE/EVIDENCE
CRITERIA
Using the 7 characteristics of Facet
#1, students will interpret each in
terms of “fit” with his/her own
strengths and limitations, with at
least one appropriate interpretation
for each of the 7 characteristics.
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Stage 2: Continued
FACET
ACTIVITY
Facet 3: Application Students will fill out
Use knowledge in
new situations and
contexts
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PERFORMANCE/ EVIDENCE
CRITERIA
weekly job evaluation
forms and keep a log
while job shadowing
at 4 different sites, for
8 weeks each.
At the end of each job shadowing
experience, students will summarize
their own and their supervisor’s
evaluations, and identify at least two
strengths and two needs of theirs at
this job site.
Using real or realistic
wages from each job
site, students will
compute the
percentages of their
wages deducted for
federal and state
taxes, SS, union
dues, etc.
For each paycheck, students will
compute the percentage of their total
wages deducted for each item: federal
and state taxes, SS, union dues, and
other deductions, with 4 out of 5
computed correctly. Students will use
the annual federal tax tables to verify
the correct percentage to be
deducted.
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Stage 2: Continued
FACET
Facet 4:
Perspective
Critical and
insightful
points of view
Fall 2005
ACTIVITY
PERFORMANCE/EVIDENCE
CRITERIA
Using weekly job
shadowing evaluation
forms (filled out by the
student and employer or
supervisor), the student
will compare and contrast
differences in evaluates by
showing an understanding
of the supervisor’s
perspective.
For each of the 4 job experiences,
student will identify at least one week in
which the student’s and the supervisor’s
evaluation were different, and the
student will explain the supervisor’s
perspective in making this evaluation
(production concerns, overall safety,
cooperation with others, etc.) showing
age appropriate insight.
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Stage 2: Continued
FACET
ACTIVITY
PERFORMANCE/EVIDENCE
CRITERIA
Facet 5: Empathy
Students will use their job
shadowing evaluation
forms in order to show
empathy regarding the
employer’s/supervisor’s
feelings about the student
and his/her job
performance, and
regarding cultural
differences.
Using the job evaluation forms from
job shadowing, and having
demonstrated perspective (Facet 4)
students will (a) show empathy toward
his/her supervisor’s role and with
regard to (b) all discrepancies in the
performance evaluation, with (c)at
least one empathetic response to
different cultures (hearing vs. Deaf or
ethnicity).
Ability to get
inside another
person’s feelings
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Stage 2: Continued
FACET
Facet 6: Selfknowledge
To know one’s
ignorance,
prejudice, and
understanding
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ACTIVITY
Students will
summarize their
ratings and their
experiences across
their their four job
shadowing
experiences, and
review their
researched career, to
evaluate how well
they match
describing their career
preference.
PERFORMANCE/EVIDENCE
CRITERIA
Part 1: Students will summarize their
preferences across all 4 jobs their (a)
weekly ratings, (b) conflict experiences,
and (c) wage and deductions
information.
Part 2: Students will analyze these
summaries to choose one preferred
career and match their (d) 3 personal
strengths and (e) 3 limitations to
compare with the (f) 7 characteristics of
their career to summarize overall
“match” of their personal “work profile”
with their preferred career.
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Unit Design Process Stage 3 :
– Plan Learning Experiences and Instruction–
Develop learning activities that :
– Develop the knowledge and skills needed to
successfully complete the assessment and…,
– Demonstrate thorough unit understanding (the Six
Facets)
Use the Unit Question to review and reflect on
learnings throughout the unit.
– Use an inquiry-based approach that explores
different aspects of the unit question.
– Use reflection to re-explore the question as
students learnings increase
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Flow Chart for the Six Facets
F a ce t 3
Jo b S ha d o w in g w ith
re co rd ke e p ing
a cro ss 4 jo bs
F a ce t 3
C a lcu latin g d e du ctio ns
a s p e rce n ta ge s for
jo b sh ad o w ing
F a ce t 4
C u ltu ra l p e rsp e ctives
in re so lvin g w o rk co n flicts
F a ce t 5
C u ltura l e m p a thy a nd
u n d esta n din g in
re so lvin g w o rk co n flicts
F a cets 1 & 2
R e se a rch 1 p re fe rre d ca re er
a n d d escrib e h o w it
fits w ith stre ng th s an d lim ita tio ns
F a ce t 6
S u m m arize job e xp erie n ces
to e vala u te ho w it fits w ith
3 stren g h ts a n d 3 lim ita tio ns
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Review and probe continually:
How can I choose a career that interests me?
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Stage 3: Planning Learning Experiences
A Few Suggested Activities
Activities—
Lots of possibilities!
Research different
jobs and what is
required of each –
pick the top 3 and
write or explain why
they picked each
Write a fictional
story about a job
they would like
to pursue in
the future
Take surveys to
identify their interests
and what careers they
might enjoy—and relate
this to daily activities
they enjoy
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Research and discuss
whether or not
their dream career
of the future
is realistic
List different jobs, the
skills required for each,
and evaluate how well
their own skills match
the requirements
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Work in groups to
think of ideas for
matching strengths and
limitations with careers
List strengths and
limitations in
everyday life activities:
What thing do I do well?
Lesson Plan: Language Arts
Benchmark: Locate and summarize important information from multiple
sources.
Facet 6: Self-evaluation, Part 1
Activity: Students will summarize and self-evaluate skills for chosen
career.
Behavioral Objective: Students will summarize their preferences across
all 4 jobs their (a) weekly ratings, (b) conflict experiences, and (c)
wage and deductions information with summary correctly reflecting
success across ratings and conflicts on 3/4 jobs.
Prerequisite Knowledge:
– Students can summarize across a single topic or source.
Lesson Procedures:
(a) Introduction: The teacher will ask students if they believe they are
successful on the job shadowing, then ask how important this is in
choosing a job for one’s future. Teacher will then probe if they believe
their supervisor has the same evaluation of the students as their own.
The teacher will then pass out copies of both evaluations (from the
current job) to compare.
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Lesson Plan: Language Arts – cont.
(b) Steps for Learning:
1) The teacher will have the students compare one week’s ratings at a time. Teacher will
role-model differences in evaluation as needed, and how to compare across each factor.
Continue across all weeks. Students will review how and write one sentence that
summarizes each week. Compile these into one paragraph about job shadowing.
2) Have students use job shadowing logs (and supervisor reports) to identify conflict
situations. Students will write one sentence summarizing their interpersonal skills for
each job site, and then compile these into an overall summary.
3) Students will review their wages and any unique deductions (e.g., union dues) for each
job site (see math lesson). They will write a one-sentence summary of their satisfaction
with their wages (with deductions) and compile this.
4) Teacher will ask how students how the various types of information can help them
make a determination about their most successful and satisfying job. Teacher will guide
students into using all types of information to generate one evaluative summary:
beginning with rating data, then interpersonal info, salary, and students’ evaluation and
conclusion.
5) This can be done in steps, one job site at a time and then compiled at the end. This
lesson’s results is then used to determine the career to research (Facets 1-2) and to
create the final self-evaluation (Facet 6).
Adaptations:
Younger or or lower-functioning: do in small stages, give a summary or paragraph model
to follow, use color coding to compile summaries across jobs or information source.
Older or higher-functioning: have students generic their own rubrics regarding effective
summaries and use peer evaluations of final products.
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Lesson Plan: Math
Benchmark: Develop meaning for percents, including percents greater than
100 and less than 1.
Facet 3: Application
Activity: Finding percent taken out of paycheck for taxes, Social Security,
etc.
Behavioral Objective: Students will use real or realistic salaries for each job
site: using each check, students will compute the total wages and then
the percentage of each deduction from the total, as listed on the
check, with 4 out of 5 computed correctly.
Prerequisite Knowledge:
–
Students know about paychecks, but may not realize they will
have deductions.
–
Students have computed percentages before in textbooks.
Lesson Procedures:
(a) Introduction: The teacher talk about receiving paychecks for work
(and/or their job shadowing). She will show a paycheck and ask why
the total and the gross are different—why do we receive “less”?
Teacher will guide the discussion to taxes and what they provide for us
(U.S. Pres, state governor, and various services). Teacher will ask if
everyone has the same amount (and will compare several checks).
Teacher will ask why amounts are different (to guide inquiry into what
is “fair”).
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Lesson Plan: Math - cont.
(b) Steps for Learning:
1) Teacher will use proportions in real life (recipe for a gallon of punch vs. a
quart) as a link to percentages—how things can be “equal” or “fair” even
though amounts are different numerically.
2) Teacher will compute real-life example as percentage (have students
assist) then ask how class can use the same procedure to compute tax
deductions to see if they are “fair”. Start with federal tax. If students each
have paychecks then use these (or get additional checks to compare). Have
students calculate percentage and put in a class-wide chart.
3) Then have students calculate other deductions (and include all major types
including union dues, benefits, etc.). Have students add info into classwide
chart. Students can work in pairs or small groups to support and review
calculations.
4) Examine class-wide calculations. For differences in tax rates, have
students examine yearly federal tax tables to explain how size of income
impacts rate of taxation. Compute other deductions and compare. Add up all
deductions to double-check gross and net wages.
5) Have students compare wages across their gross vs. net wages across
their 4 job sites to determine preferred career.
Adaptations:
Younger or or lower-functioning: have formula for percentage calculation
posted and use calculators; use colored pie charts to demonstrate percentage
size of each.
Older or higher-functioning: have students use the federal tax tables in the
spring to calculate their annual tax percentage rate, and have them fill out a
tax return.
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Lesson Plan: Science
Benchmark: Use skills of scientific inquiry processes (e.g., hypothesis,
record keeping, description and explanation).
Facet 3: Application
Activity: Students will record their observations at their job shadowing sites
using job performance rating scales and a weekly log.
Behavioral Objective: At each job shadowing site, students will record at
least 2 sentences each week (including any interpersonal conflicts) and
do a weekly self-evaluation on job performance, for 7 of each 8-week
job placement.
Prerequisite Knowledge:
–
Students will have some previous experience with self-rating and
with keeping logs or journals.
–
Students are completing their first week at their job site.
Lesson Procedures:
(a) Introduction: Teachers will ask students if they believe they will be
successful on their job sites, and why they think so. Then ask how
students will be able to “prove” they are successful—how can they
collect evidence of this.
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Lesson Plan: Science – cont.
(b) Steps for Learning:
1) Teacher will show the weekly job performance evaluation forms and discuss how each
factor relates to the jobs students have just started. Teacher will inform student that
supervisors also will be filling out identical forms to compare.
2) Teacher will ask about interpersonal conflicts on jobs—have they had them in the
past, at home, in school, etc. S/he will ask how students resolve them and why it is
important to cooperate at work. Teacher will ask students to remember when they have
done a scientific log or personal journal in the past. S/he will model how this log will be
used to note feelings during the week and also any conflicts.
3) Teacher will announce that this is the end of the first week and time for the evaluation.
S/he will pass out the forms and support students as they work through the form.
4) Teacher will then ask students how they felt and emotions regarding their first week—
what did they feel while they were on the job and were there any conflicts. S/he will pass
out logs and ask students to write at least 1 sentence about their feelings and 1
sentence explaining any conflicts.
5) Teacher will continue doing this each week. At the end of each 8-week job
placement, teacher can use these to compile into a summary (see Lang. Arts). Students
can develop a hypothesis about their continuing success at each site and use the data
to verify or modify.
Adaptations:
Younger or or lower-functioning: help students go through item by item for the self-rating,
and focus on each sentence/topic separately for the log. Provide a model with a
scenario, then work with the class to do a “practice” self-rating and log.
Older or higher-functioning: have students discuss and generate hypotheses based on
self-evaluations initially in the lesson, and then use data to confirm; use more complex
versions of the self-rating forms and require longer logs with more detail: have class
make a rubric for logs re: feelings and why & who/what/when/where/why for conflicts.
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Lesson Plan: Social Studies
Benchmark: Analyze examples of interactions between cultural groups and explain the
factors that contribute to cooperation and conflict.
Facets4- 5: Perspective and Empathy
Activity: Students use their job site evaluations and logs to develop perspective and
empathy in understanding their supervisors’ responses.
Behavioral Objective: Using the job evaluation forms and logs from job shadowing,
students will identify at least 1 difference in perspective and at least 1 relevant feeling of
the supervisor that realistically explains a difference in opinion between the student and
supervisors’ evaluations. Students will identify 4/5 times with appropriate explanations
how cultural differences (hearing vs. Deaf and ethnicity) do or do not contribute to the
opinions.
Prerequisite Knowledge:
–Students will have previous knowledge of some basic differences and potential
conflicts between hearing and Deaf cultures, and between white and ethnic minority
cultures.
Lesson Procedures:
(a) Introduction: Teacher will ask students for times when they have argued with family,
friends, parents, supervisors, etc. Class will discuss some scenarios and probe
differences in perspective due to role, experience, needs and wants, culture, etc. Class
will role-play some of these conflicts to sensitize class to different perspectives and
feelings.
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Lesson Plan: Social Studies - cont.
(b) Steps for Learning:
1) Teacher will ask students if they remember any conflicts occurring at their job site. S/he
will pass out logs and evaluations for students to identify and verify. Each student will
identify (highlight or take notes) several conflict situations.
2) Students will each choose one situation to present to the class (or work in groups).
Students will identify their own perspective and feelings about the conflict, and then the
supervisor’s (or co-worker’s) perspective and feelings.
3) Discuss each as a class to evaluate these perspectives. Use role play to probe and
experience more deeply, as needed.
4) Teacher will probe/ask specifically about cultural differences for these conflicts. Begin
with some issues identified from the lesson intro and link or scaffold to job site situations.
May have students review by listing primary sources of cultural conflict that they have
experienced at school with hearing individuals and between cultural groups. Use these lists
to review and evaluate the job site conflicts.
5) Have students work in small groups/pairs to review their remaining conflicts to identify (a)
perspectives and reasons, (b) related feelings, and (c) contributing cultural differences, if
any. Have students work increasingly independently/in groups for future job site conflicts.
Adaptations:
Younger or lower-functioning: students may need more role play experiences to generate
perspectives and feelings of others; may need specific examples of cultural differences.
Older or higher functioning: students can work increasingly on their own, or link to
hypothesis-generating (science) with problem-solving to develop solutions, or be expected to
describe perspectives and feelings in greater depth and with greater interpersonal insight.
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Setting Up a Job Shadowing Program:
Tips for Teachers
Many times special educators will be working on their own to set up jobshadowing programs. Work-study coordinators and others normally
assigned to this may already have a full load of high-school age students.
Most importantly, IT CAN BE DONE! See some of the other tips on this
website for ideas.
Step 1: Make a list of jobs/businesses that your students are interested in as well as other
jobs that you think other students in the future would be interested in
Step 2: Look up places of interest in a local phonebook and record the contact information
(if other teachers in your school have set up similar programs, collaborate with them to
make a list of contacts and information)
Step 3: Call the business, find out if they are interested in working with your students - find
a person who you can continue to contact about this information
Step 4: Explain the unit you are working on with the students, what you expect from the
worksite, about job shadowing, and the weekly job shadowing forms
Step 5: Obtain information such as:
– Hours of operation
– Specific jobs at this work site
– Job descriptions
Step 6: Continually update this information – contact the businesses again to make sure
they are still willing to work with your school
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Setting Up a Job Shadowing Program:
Tips for Teachers
Organization:
– Keep a binder with all the information for each job shadowing site
– You can make a chart to keep track of all the important information
Collaboration:
– Contact others in your district or school who are willing to help (vocational education
teacher, special education teacher, etc.)
– Speak with friends and family, as well as the family of your students to find out if they
may know businesses which may be interested in having your students participate
Other important information to keep in mind:
– Transportation – how will the students get to and from the work site? Check with
others teachers in the school to share resources – maybe transportation systems are
already set up
– Time – will the student go to their job site before, after, or during school hours?
– Initial Entrance into the Job Shadowing Site – how will the student start out their first
day at the job site? Will a person from the school accompany them?
– Communication – how will the deaf student communicate with others at the work site?
This could be discussed in class and a list could be made of a variety of
communication modes that could be used
– Permission and Liability Forms – use existing forms that are used at the school
Be persistent and stay positive!!
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Sample Job Shadowing Chart
Business
Name:
Fall 2005
Contact
Person:
Contact
Information:
Hours &
Days of
Operation:
Possible Job
Shadow
Positions:
Job
Descriptions:
Transition Services Preparation & Training
Assignment
Guidelines:
Job-site
Responsibilities:
Sample Job Shadowing
Evaluation Form
Comes to
work on
time
Fall 2005
Dresses
appropriately
Good
attitude
Behaves
appropriately
Follows
directions
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Positive
attitude
Gets along with
co-workers
Career Books
Cool Ideas for Kids Who Like…
– Author: Diane Lindsey Reeves
– A series or books, each relating to a specific theme
– Books include: Animals and Nature, Science, Math, Music and
Dance, Money, Computers, Art, Writing, Adventure, Travel,
Talking, and Sports
– Each book focuses on about 15 occupations with related
information, such as the first-paying job a person got in this field,
their current position, as well as suggested reading, websites,
and organizations.
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Career Books
Cool Careers for Girls…
– Author: Ceel Pasternak
– A series of books, each relating to a specific theme.
– Books include: Sports, Engineering, Health, Computers, Food, Travel &
Hospitality, Law, Performing Arts, Animals, Environmentalists, Crime
Solvers, Cybersecurity and National Safety and Construction
– Each book profiles about 10 women from different professions in this
area. Information includes: a general description of the job; how the
individual began and progressed to her present level; how the
individual overcame some of the difficulties of being a female in a
male-dominated profession; salary range of the position; and a career
checklist.
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Resources for Teachers
America’s Career Info Net – Informed Career Decisions
– www.acinet.org/acinet/default.asp
Becker, R. L. (2000). Reading-Free Vocational Interest Inventory: 2 (RFVII:2). Columbus, OH: Elbern Publications.
South Central Career Information System - Developing a Career Portfolio:
– http://www.sccis.org/main/educators/lessonplans1.htm
Education World – ways to incorporate career education into classroom
activities
– http://www.educationworld.com/a_lesson/lesson160.shtm
Quintessential Careers: Your Job Search Starts Here
– http://www.quintcareers.com/
Career Development and Employment – Making Career Decisions
– http://www.vuw.ac.nz/st_services/careers/career_development/making
_decisions.html
U.S. Department of Labor - in-depth description of many different careers
– http://www.dol.gov
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References
Brolin, D. E. (1997). Life centered career education: A competency based
approach. Reston, VA: The Council for Exceptional Children.
Luft, P. & Koch, L. (2005). “Career Development: Theories for Transition
Planning”. Transition Planning for Secondary Students with
Disabilities. Columbus, OH: Prentice Hall. 83-108.
Marshall, L. H., Martin J. E., Maxson L. & Jerman P. (1997) Choicemaker:
Self Determination Curriculum, Choosing Employment Goals. Longmount,
CO: Sopris West.
Ohio Department of Education. “Academic Content Standards.” 2004.
http://www.ode.state.oh. us/academic content_standards/.
U.S. Department of Labor. 2005. http://www.dol. gov/.
Wiggins, G., & McTighe, J. (1998). Understanding by Design. Alexandria,
VA: Association for Supervision and Curriculum Development.
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