Transcript keys to financial success theme 2

Keys to Financial Success
Theme 2 – Earning Income
Summarize the unit in a 4-5 sentence paragraph
Create a KWL Chart in your binder (3 columns)
Complete columns 1 and 2 only
Column 1 – What do I KNOW about Earning Income
Column 2 – What do I WANT to learn about Earning Income
Column 3 – What did I LEARN about Earning Income
Lesson 2.1: What Do You Mean I Have to
Earn an Income?
• Objectives
• Students will be able to:
• Examine their personal characteristics, interests, and traits.
• Identify five initial career choices.
• Identify connections between personality traits and career choices.
• Concepts
• Careers
• Multiple intelligences
Think/Pair/Share
• Work with a partner to create a list of criteria that is important to
consider when choosing a career
• You have 60 seconds.
• WRITE ALL RESPONSES FROM THE CLASS IN YOUR BINDER
DISCUSSION QUESTIONS
• HOW MANY OF YOU PLAN TO CONTINUE YOUR EDUCATION AFTER HIGH
SCHOOL?
• DOES THIS POST-HIGH SCHOOL EDUCAITON HAVE TO BE COLLEGE?
• WHAT OTHER KINDS OF TRAINING ARE AVAILABLE?
• WHY ARE YOU CONTINUING YOUR EDUCATION?
• HOW MANY O FYOU ARE WILLING TO MAKE A TRADE-OFF BETWEEN HIGHER
JOB SATISFACTION AND HIGHER INCOME?
• WHAT ARE SOME POSSIBLE OPPORTUNITY COSTS INVOLVED WITH MAKING
THE TRADEOFFS INVOLVED IN THAT DECISION?
Handout 2.1.1 – Initial Career Choice
• Check to see how informed you are about the choice you make
• Select five careers that you are interested in and write them in #1
• Make sure to select realistic career choices based on the following –
• Current grades
• What you enjoy doing
• Skills you have
• For example –
• Physician – Honors and AP courses since 9th grade, 3.85 GPA
• Lawyer – writing skills, pubic speaking skills, mathematical reasoning skills
• Professional Athlete – first string varsity since sophomore year, one letter
from college or professional scout stating they are a prospect
• KEEP IN BINDER WHEN FINISHED
Handout 2.1.2 – Multiple Intelligences Survey
• 2 Personal Surveys –
• Help better understand personal strengths, weaknesses and talents as they
relate to certain careers
• When you understand yourselves, it is often easier to choose a career that
will maximize your talents and skills
• Directions Part I –
• Complete each section by placing a “1” next to each statement you feel
accurately describes you. If you do not identify with the statement, leave the
space provided blank. Then total the column in each section.
Handout 2.1.2 – Multiple Intelligences Survey
• Directions Part II –
• Write the total for each section in the appropriate box in the second column.
• Multiple the number by 10 to reach your final score for each section.
• Directions Part III –
• Use the numbers from your final score to complete the bar graph
• Directions Part IV –
• Circle your top three intelligences
• You will have abilities in all 9 sections but you will use two to three most of the time
• Stand-up when you hear each of your top three selections
Handout 2.1.3
Handout 2.1.3
Handout 2.1.4 – Getting to know me
• Directions –
• Put an X in the column which best descries how you feel about each value
listed below.
• Answer the question at the bottom of the activity in COMPLETE SENTECES
• KEEP IN BINDER
• Copy and answer on the back of the handout
• Do you think you are on the right track for your career? Why or why not?
• What career would you like to investigate further? Why?
Closure – TURN INTO BIN
• Why is it important to understand your own skills, talents and
intelligences when considering future careers?
• What did you learn about yourself from the inventories?
Homework
• Write a paragraph on how your top two or three intelligences might
influence your career choices
• STUDY CONCEPTS FROM CLASS
• WORK ON BINDER
Theme 2 – Looking or a Job
• Objectives –
• Identify the key steps in the job-application process
• Practice job-interview skills
• Write a letter of application and a resume
• Concepts –
• Job application
• Job search
• Resume
• Today – examine the job search process
Theme 2 – Looking for a Job
• Review the Summary paragraph and K/W/L chart from reading the
Theme 2 Introduction
• Share your summary paragraph with your partner
• Be prepared to share with class
Exercise 4.1 – The Job Application Process
• Read the exercise and answer the questions in COMPLETE SENTENCES
1. What are the six primary steps in the job application process?
2. What are two suggestions for finding a job?
3. What are two tips for writing a letter of application?
4. What information is ordinarily included on a resume?
5. There are many suggestions for how best to conduct yourself at a
job interview. What suggestions do you think are most important
and why?
6. Why is it important to send a follow-up thank you letter?
Exercise 4.2 – Job Application
• Examine the application and answer the questions in COMPLETE
SENTENCES at the end of the exercise
1. What information is requested on the job application?
2. What are the obligations of individuals with disabilities?
3. What sort of questions are employers not supposed to ask?
Exercise 4.3 – Mock Interview
• Read the information on the front and back of 4.3 – JOB POSTINGS &
Interviewer Evaluation Form
• Get into your collaborative pairs
• Each partner will conduct a mock interview
• Partner #1 – Select a job from the job postings list
• Partner #2 – Use the Interviewer Evaluation Form to conduct the mock
interview
• After time is called, switch roles.
• Give your partner the evaluation form after both mock interviews are
completed.
Looking for a Job Discussion Questions
• Copy and answer in binder; be prepared to share responses –
• What questions seem the most difficult for the interviewees to answer?
• Which characteristics of the respondent’s answers did the interviewers tend
to favor?
• What are some important questions for the interviewee to ask the
interviewer?
Closing – TURN INTO BIN
• Identify the six steps in the job-seeking process
• Explain each step
Homework
• Find a job posting you are interested in – classified ads, website
• Use activity 4.1 to write a sample letter of application and resume
• Handwritten or typed
• Study concepts from class
• Work on binder
Lesson 2.2: Making a Job
• Objectives
• Students will be able to:
•
•
•
•
•
List the characteristics of entrepreneurs.
Compare the conditions of employment between working for yourself
and working for a corporation.
Identify examples of small business opportunities in the areas of service,
retail, and franchise, including Internet- related opportunities.
• Concepts
• Entrepreneurship
• Today – learn about entrepreneurs and explore the advantages and
disadvantages of working for yourself
Exercise 5.1 – Take the Test
• Complete the questionnaire. Read each statement on the left and
place an X in the column that reflects whether you agree or disagree
with the statement and how strongly you agree or disagree
• There are no right on wrong answer
Visual 5.1 – Survey Results
Visual 5.1 Discussion Questions
• Were there students in class little inclined, somewhat incline, inclined
or very inclined to be entrepreneurs?
• Why might people differ in their inclinations on this matter?
Exercise 5.2 – Who are Entrepreneurs?
• Read the information and examine the chart.
• Pay particular attention to the differences between working for
oneself and someone else
• Answer the questions in COMPLETE SENTENCES.
Exercise 5.2 – What are Entrepreneurs?
• Discussion Questions –
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•
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What are some of the characteristics of entrepreneurs?
Name at least three important elements of working for someone else.
Name at least three important elements of working for yourself.
What is best for you? Working for someone else or working for yourself?
Identify some entrepreneurs in your community—if possible, ones that you
know personally. How might they be able to help you if you decide to become
an entrepreneur?
Entrepreneur Notes - COPY
• Entrepreneurs –
• Run small businesses
• Found throughout the economy
• Service sector, retail, franchising
Entrepreneur Matching
• Each group will be given a bag of 44 cards
• 22 entrepreneurs
• 22 businesses
• As a group, match the entreprenuers and businesses.
• Follow all classroom and group expectations
• DO NOT USE YOUR ELECTRONICS
CLOSURE – TURN INTO BIN
• WHAT ARE SOME OF THE KEY CHARACTERISTICS OF
ENTREPRENEURS?
• WHAT ARE SOME OF THE ADVANTAGES OF BEING AN
ENTREPRENEUR?
• WHAT ARE SOME OF THE DISADVANTAGES OF BEING AN
ENTREPRENEUR?
Homework
• EXERCISE 5.3 – COMPLETE ON YOUR OWN OR WITH SOMEONE AT
HOME
• STUDY CONCEPTS FROM CLASS
• WORK ON BINDER
Lesson 2.3: Invest in Yourself
• Objectives
• Students will be able to:
• Define and give examples of human capital.
• Explain that human capital is related to career choices, opportunities, and income.
• Define and give examples of opportunity cost.
• Concepts
•
•
•
•
Human capital
Income
Investment in human capital
Opportunity cost
• Today – understand important economic term – HUMAN CAPITAL
• Refers to the knowledge, skills and health that an individuals possess
Brainstorm – COMPLETE IN BINDER
• Work with a partner to brainstorm answers to the following question
• How can you develop human capital?
LESSON 2.3
INVEST IN YOURSELF
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•
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EACH STUDENT WILL BE GIVEN AN ACTIVITY WITH PROBLEMS TO SOLVE
THIS IS AN INDIVIDUAL ASSIGNMENT AND YOU WILL BE TIMED (5 MINUTES)
NO ONE MAY BEGIN WORKING UNTIL INSTRUCTED TO DO SO
READ THE INSTRUCTIONS INDIVIDUALLY AND QUIETLY
COMPLETE THE ACTIVITY.
FLIP THE ACTIVITY OVER WHEN FINISHED AND STAND UP. REMAIN STANDING UNTIL
TOLD TO SIT BACK DOWN.
INVEST IN YOURSELF
• GROUP B ONLY – TURN OVER YOUR PAPERS AND READ THE
INSTRUCTIONS.
• YOUR PENS/PENCILS MUST REMAIN ON YOUR DESK
• GROUP A – SIT QUIETLY
• GROUP A – TURN OVER YOUR PAPERS
• EVERYONE – PICK UP YOUR PEN/PENCIL.
• YOUR FIVE MINUTES STARTS, NOW!
SLIDE 2.1
LESSON 2 – INVEST IN YOURSELF
Human Capital Production Report
EXCHANGE PAPERS WITH YOUR PARTNER. SIGN THE BOTTOM OF THE OTHER PERSONS
PAPER AND GRADE THEIR WORK. PUT THE NUMBER CORRECT AT THE TOP OF THE PAGE.
Answers to the problems on Activity 2.1-A and 2.1-B
1. 180 dimes
2. 18,986 dimes
3. 15 dimes
4. 5,958 dimes
5. 360 dimes
LESSON 2 – INVEST IN YOURSELF
Human Capital Production Report
• How many students in group A/B completed the problems in less than one minute?
• How many correct answers did you have?
• How many students in group A/B took more than one minute but less than two minutes to complete the problems?
• How many correct answers did you have?
• How many students in group A/B took more than two minutes but less than three minutes to complete the problems?
• How many students in group A/B took more than three minutes but less than four minutes to complete the problems?
• How many students in group A/B took more than four minutes but less than five minutes to complete the problems?
Group A
Time
0 to 59 sec.
60 to 119 sec.
120 to 179 sec.
180 to 239 sec.
240 to 299 sec.
Number
of
Students
Number
of Correct
Answers
Group B
Number
of
Students
Number
of Correct
Answers
Human Capital Production Report
Discussion Questions
• In general, which students had more correct answers?
• In general, which students were able to complete the problems faster?
• Volunteers –
• One person from Group A and one person from Group B – go to the board and show
your work from the first problem.
• Anyone see any differences?
• Group B – where did you learn the method you used?
• Group A – read the directions on your handout.
• Group B – read the directions on your handout.
• What did Group B receive that Group A did not?
• Knowledge and Skills
• What do knowledge and skills improve?
SLIDE 2.3
LESSON 2 – INVEST IN YOURSELF
Examples of Occupations and Human Capital
WORK WITH A PARTNER TO MATCH THE OCCUPATIONS TO THE
HUMAN CAPITAL
Examples of Occupations
Examples of Human Capital
• Automotive technician/ mechanic
• Ability to use special tools or
equipment
• Carpenter
• Family doctor
• Graphic designer
• Interpreter
• Mechanical engineer
• Retail Sales clerk
• Apprenticeship
• Communication skills
• Community college or trade school
• Four-year college degree
• Mathematics skills
• Medical school
• Special certification
• Special license
SLIDE 2.4
LESSON 2 – INVEST IN YOURSELF
Connecting Occupations and Human Capital
Examples of
Occupations
Examples of Human Capital
Automotive
technician/mechanic
Mathematics and communications skills plus trade school,
apprenticeship, and ability to work with special tools
Carpenter
Mathematics and communications skills plus trade school,
apprenticeship, and ability to work with special tools
Family doctor
Mathematics and communications skills plus medical school,
internship, residency, and ability to use special tools and equipment
Graphic designer
Mathematics and communications skills plus community college or
trade school and ability to work with special tools
Interpreter
Mathematics and communications skills plus college degree
Mechanical engineer
Mathematics and communications skills plus college degree and
ability to work with special tools
Retail sales clerk
Mathematics and communications skills
7. How does a carpenter acquire the education and special skills needed for the job?
8. How does a mechanical engineer obtain the education and special skills needed for
the job?
9. How does a medical doctor obtain the education and special skills needed for the
job?
10. What are some examples of human capital that you have?
1. What similarities are there in
the human capital required for
each job listed?
2. What mathematics skills might
an automotive
technician/mechanic need?
3. What are some examples of
communication skills needed by
a school bus driver?
4. Give examples of mathematics
skills needed by a retail sales
clerk.
5. For the most part, how do
people obtain basic
mathematics and
communication skills?
6. What differences are there in
the human capital required for
the jobs listed?.
SLIDE 2.5
LESSON 2 – INVEST IN YOURSELF
Why does
this job get
paid so much
more?
Connecting Occupations and Wages
Occupations
Median Annual Wage
Automotive technician/mechanic
$35,110
Carpenter
$38,938
Family doctor
$153,510
Graphic designer
$42,400
Interpreter
$43,200
Mechanical engineer
$74,920
Retail sales clerk
$20,670
WHAT DOES
MEDIAN MEAN?
SLIDE 2.6
What is the
unemployment
rate?
LESSON 2 – INVEST IN YOURSELF
Educational Attainment: Earnings and
Unemployment Rate
Annual
Earnings
Unemployment
Rate
Less than a high school diploma
$22,200
14.9%
High school diploma or equivalent
$31,300
10.3%
Associate’s degree
$38,350
7%
Bachelor’s degree
$51,900
5.4%
Master’s degree
$63,600
4.0%
Professional degree
$80,500
2.4%
Doctoral degree (Ph.D.)
$77,500
1.9%
Educational Attainment Level
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•
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•
Source: Bureau of
Labor Statistics
2010 Annual averages
for persons 25 and
over; full-time wage
and salary workers
What appears to be the relationship between educational attainment and income?
Why might this be the case?
What appears to be the relationship between educational attainment and unemployment?
Why might this be the case?
Educational Attainment: Earnings and Unemployment Rate – ECONOMATH!
Educational Attainment Level
Annual
Earnings
Unemployment
Rate
• In 2010, how much more
would a high school
Less than a high school diploma
$22,200
14.9%
graduate expect to earn
High school diploma or equivalent
$31,300
10.3%
per year than an eleventhAssociate’s degree
$38,350
7%
grade dropout?
Bachelor’s degree
$51,900
5.4%
• $9,100 more
Master’s degree
$63,600
4.0%
• Assuming a 40-year work
Professional degree
$80,500
2.4%
life and no pay increases,
Doctoral degree (Ph.D.)
$77,500
1.9%
how much more might a
• In 2010, how much more would a college graduate with a
high school graduate
bachelor’s degree expect to earn per year as compared to a
expect to earn over a
high school graduate’s annual earnings?
lifetime than an eleventh• $20,600 more
grade dropout?
• Assuming a 40-year work life and no pay increases, how much
• $364,000 more
more might a college graduate with a bachelor’s degree expect
to earn over a lifetime, as compared to a high school
graduate’s lifetime earnings?
• $824,000 more
Think/Pair/Share – complete in binder
• Is Education a good investment?
• Turn to your partner and share your answer.
• Be prepared to share with class.
SLIDE 2.7
LESSON 2 – INVEST IN YOURSELF
But Be Careful Out There
• The Institute for College Access & Success estimates that college graduates recently
finished with an average of $25,250 in student-loan debt.
• Average student-loan debt varies by state from a high of $31,048 to a low of
$20,571.
• Student-loan debt levels vary according to several factors including:
• Differences in tuition costs and fees
• Living expenses in the local area
• Financial aid policies of colleges and universities
• While investing in human capital usually pays off, it is smart to avoid accumulating
high levels of student-loan debt.
CLOSURE – TURN INTO BIN
• What is human capital?
• Give an example of human capital that you possess.
• How do people invest in their human capital?
• Why do people invest in their human capital?
• What is opportunity cost?
• What is the opportunity cost of being a full-time student after high
school?
• What are the benefits associated with finishing high school and going
on for additional education?
Homework
• Your friend is a senior in high school. He has been working part-time for a
local company. He enters data into the company’s computer system and
does other related work. He could work full-time for the company when he
graduates. His starting salary would be $22,000. The idea of earning
$22,000 a year is very appealing. He has also applied to a local college that
offers a computer-systems degree. He would attend full-time. College is
expensive; however, some financial aid is available. Based on what you’ve
learned about investment in human capital, income, and opportunity cost,
tell your friend what you think he should do, and why.
• STUDY CONCEPTS FROM CLASS
• WORK ON BINDER
Lesson 2.4: Why Some Jobs Pay More Than
Others
• Objectives
• Students will be able to:
• 1. Identify key terms such as income and human capital.
• 2. Recognize the relationship between investing in human capital and income.
• Concepts
•
•
•
•
Careers
Income
Investment in human capital
Human capital
• Today – Help you understand why some people earn more income
than others
THINK/PAIR/SHARE – BINDER
• CREATE A LIST OF PEOPLE WHO PROBABLY HAVE HIGH INCOMES
• WORK WITH A PARTNER
• YOU WILL HAVE 60 SECONDS. WRITE AS MANY AS YOU CAN
• BE PREPARED TO SHARE WITH CLASS
DO NOW – EXERCISE 6.1
• This exercise gives examples of annual income of well-known business
people and celebrities as well as other people in more conventional
occupations such as teachers and cosmetologists.
• Read the material and study the table on the back page.
• Answer the questions at the end of the exercise.
Exercise 6.1 – Discussion Questions
• What is income?
• What factors other than education
contribute to increase income from work?
• What is human capital?
• Describe the relationship between
education and income from work. Does
education pay?
• In 2008, how much more would a high
school graduate expect to earn per year,
compared to an 11th grade dropout?
• $7,717 more
• Assuming a 40 year work life and no pay
increases, how much more might a high
school graduate expect to earn over a
lifetime, compared to a 11th grade
dropout?
• $308,680
• Does it pay to stay in school one more
year and graduate? Why?
• In 2008, how much more would a
college graduate expect to earn per year,
compared to a high school graduate?
• $20,134 more
• Assuming a 40 year work life and no pay
increases, how much more might a
college graduate expect to earn over a
lifetime, compared to high school
graduate?
• Is education a good investment?
DO NOW – Exercise 6.2
• Read the opening paragraph and study the chart. Answer the
questions following the chart in COMPLETE SENTENCES.
• DISCUSSION QUESTIONS –
• What three levels of formal education and training are associated with the
fastest growing jobs?
• Associate’s degree, master’s degree, first professional degree
• What levels of education or training are associated with slower-growing jobs?
• Short-term, moderate-term and long-term on-the-job training, work experience in a
related occupation, bachelor’s degree or higher plus required work experience
Levels of Education
• Vocational Training
• Less than a 2 year vocational degree
• Associate’s degree
• 2 year degree
• Bachelor’s degree
• 4 year degree
• Master’s degree
• 2-4 year degree
• Doctoral degree
• 2-4 year degree
• Professional degree
• 2-4 year degree
Capitalizing on Human Capital Game
• Purpose – learn about the amount of formal education required for the country’s fastestgrowing occupations
• Each team will be given 6 pieces of white paper
• Put one of the headings at the top of each paper. Make sure it is large enough to read across the
room
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VT – Vocational Training
AD – Associate’s Degree
BA – Bachelor’s Degree
MA – Master’s Degree
DD – Doctoral Degree
PD – Professional Degree
• ROLES –
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GROUP LEADER – KEEP GROUP ON TASK
WRITER – WRITE THE NAME OF THE OCCUPATION ON THE CHOSEN PAPER
SCORE KEEPER – KEEP AN ACCURATE ACCOUNT OF YOUR SCORE
REPORTER – EXPLAIN YOUR GROUPS DECISION
• AS THE OCCUPATIONS APPEAR ON THE SCREEN, DECIDE AS A GROUP WHICH CATEGORY THEY
FALL UNDER. WRITE THE NAME OF THE OCCUPATION ON THE CHOSEN PAPER.
• YOU WILL ONLY HAVE A SHORT PERIOD OF TIME TO DECIDE WHERE TO PUT THE OCCUPATION
VETERINARIAN
PHYSICIAN
PHARMACIST
CHIROPRACTOR
COMPUTER AND
INFORMATION SCIENTIST
COMPUTER ENGINEER
FINANCIAL ANALYST
VETERINARY TECHNICIAN
DENTAL HYGIENIST
PHYSICAL THERAPY
ASSISTANT
ENVIRONMENTAL SCIENCE
AND PROTECTION ASSISTANT
COLLEGE PROFESSOR
CLINICAL COUNSELING AND
SCHOOL PSYCHOLOGIST
PHYSICAL THERAPIST
MENTAL HEALTH
COUNSELOR/SOCIAL WORKER
PHYSICIAN ASSISTANT
COMPUTER SYSTEMS
ANALYST
PERSONAL FINANCE
ADVISOR
MAKEUP ARTIST
FITNESS TRAINER
PRESCHOOL TEACHER
MANICURIST
SCORING…..
• SWITCH YOUR SIX PAPERS WITH THE GROUP BEHIND YOU.
• FOR EACH RIGHT ANSWER AWARD THE GROUP 5 POINTS. FOR EACH
INCORRECT ANSWER, AWARD THE GROUP ZERO POINTS.
• TOTAL UP THE NUMBER OF POINTS EARNED ON EACH PAPER AT THE
BOTTOM.
CORRECT ANSWERS
PD
• VETERINARIAN
• PHYSICIAN
• PHARMACIST
DD
• COMPUTER AND
INFORMATIONAL
SCIENTIST
• COLLEGE
PROFESSOR
• CHIROPRACTOR
• CLINICAL
COUNSELING
AND SCHOOL
PSYCHOLOGIST
MA
• PHSYSICAL
THERAPIST
BA
• COMPUTER
ENGINEER
• FINANCIAL
• MENTAL
ANALYST
HEALTH
COUNSELOR OR • COMPUTER
SOCIAL
SYSTEMS
WORKER
ANALYST
• PHYSICIAN
• PERSONAL
ASSISTANT
FINANCE
ADVISOR
AD
VT
• VETERINARY
TECHNICIAN
• FITNESS
TRAINER
• DENTAL
HYGENIST
• MAKEUP
ARTIST
• PHYSICAL
THERAPY
ASSISTANT
• PRESCHOOL
TEACHER
• ENVIRONMENTAL
SCIENCE AND
PROTECTION
ASSISTANT
• MANICURIST
CLOSURE – TURN INTO BIN
• WHAT IS INCOME?
• WHAT IS HUMAN CAPITAL?
• HOW CAN PEOPLE INVEST IN THEIR HUMAN CAPITAL?
• WHAT IS A KEY ADVANTGE OF INVESTING IN HUMAN CAPITAL
THROUGH EDUCATION?
Homework
• PEOPLE OFTEN INVEST IN DIVERSE ASSESTS – STOCKS, BONDS,
MUTUAL FUNDS AND RENTAL PROPERTIES. IT IS ALSO POSSIBLE TO
INVEST IN A DIFFERENT ASSEST – HUMAN CAPITAL. PEOPLE INVEST IN
THEIR HUMAN CAPITL WHEN THEY TAKE STEPS TO IMPROVE OR
DEVELOP THEIR KNOWLEDGE, SKILLS, WORK HABITS OR HEALTH.
• WRITE A 5 SENTENCE PARAGRAPH ENTITLED “WHY INVESTING IN MY
HUMAN CAPITAL IS IN MY PORTFOLIO”
• WHY IS INVESTING IN HUMAN CAPITAL SO IMPORTANT?
• STUDY CONCEPTS FROM CLASS
• WORK ON BINDER
Lesson 2.5: What Else is Out There and
How Would I Find It?
• Objectives
• Students will be able to:
• Identify labor trends and opportunities in the current economy.
• Gather current information on careers.
• Concepts
• Careers
• Income
• TODAY – WORK COLLABORATIVELY TO RESEARCH SPECIFIC CAREERS
AND CAREER TRENDS
HANDOUT 2.5.1 – BUREAU OF LABOR STATISTICS:
OCCUPATIONAL OUTLOOK HANDBOOK 2012-2013
EDITION
• EACH GROUP WILL BE GIVEN A COPY OF THE DOCUMENT ABOVE.
• DO NOT WRITE ON THE DOCUMENT.
• IT IS A REFERENCE GUIDE TO HELP COMPLETE TODAY’S LESSON.
• THE DOCUMENT WILL BE TURNED BACK IN. IT IS NOT FOR YOU TO
KEEP.
HANDOUT 2.5.2 – TOMORROW’S JOBS: WHAT ARE
THE TRENDS AND HOW DO THEY AFFECT ME?
• EACH GROUP WILL BE GIVEN ONE COPY OF HANDOUT 2.5.2
• FOLLOW ALL CLASSROOM AND GROUP EXPECTATIONS
• EACH GROUP IS TO WORK COLLABORATIVELY.
• DO NOT INTERACT WITH OTHER GROUPS.
• DO NOT USE YOUR ELECTRONICS
• EACH GROUP WILL TURN IN ONE COPY OF HANDOUT 2.5.2 WITH ALL
GROUP MEMBERS NAMES INTO BIN
CLOSURE – TURN INTO BIN
• WHAT DOES THE OCCUPATIONAL OUTLOOK HANDBOOK TELL YOU?
• HOW COULD THE INFORMATION IN THE OCCUPATIONAL OUTLOOK
HANDBOOK INFLUENCE YOUR CAREER CHOICE?
Homework
• WRITE AN E-MAIL TO A FRIEND WHO IS TRYING TO SELECT A CAREER
AND EXPLAIN HOW THE BUREAU OF LABOR STATISTICS:
OCCUPATIONAL OUTLOOK HANDBOOK MIGHT BE USEFUL IN YOUR
FRIEND’S SEARCH.
• STUDY CONCEPTS FROM CLASS
• WORK ON BINDER
Lesson 2.6: Dreams and Plans
• Objectives
• Students will be able to:
• Choose a career for use throughout the Keys curriculum.
• Make an informed decision using a process and a decision-making grid.
• Research possible career choices and gather the information necessary to judge their
alternative careers with the criteria they think is important for their choice.
• Concepts
• Decision-making
• Careers
• Today – make a final career choice for use throughout the Keys
curriculum by problem solving and using a decision-making grid
HANDOUT 2.5.1 – BUREAU OF LABOR STATISTICS:
OCCUPATIONAL OUTLOOK HANDBOOK 2012-2013
EDITION
• Go to website and open copy of the “BUREAU OF LABOR STATISTICS:
OCCUPATIONAL OUTLOOK HANDBOOK 2012-2013 EDITION”
• Use the information for the previous lessons and the Occupational
Outlook Handbook to complete the following –
• Handout 2.6.1 – Final Career Choice
• Handout 2.6.2 – Career Research Matrx
Handout 2.6.3 – Career Decision Grid
• Choose one career from the 5 initial choices using the Career Decision
Grid
• This chosen career CANNOT BE CHANGED
• The career, along with income, will be used to complete other
activities throughout the Keys curriculum and to focus your learning
efforts on career choices and how these choices affect your lives and
future personal financial decisions.
• GO TO NEXT SLIDE
Handout 2.6.3 – Career Decision Grid
• List your 5 career choices under the column labeled “Alternatives”
• Refer back to the criteria generated in step 1 of Lesson 2.1
• Select six criteria from this list and write them on top of the grid
• Begin with the most important criterion on the left side to the least important on the
right side
• Assign a number to each criterion with 6 (most important) down to one (least
important)
• In the column under each criteria, rate each of the alternatives on a scale of 1
to 5 (1 = lowest, 5 = highest); you can only use a number once in each column
• Multiply each number by the weight assigned to that column.
• Total the number of points for each alternative
• Circle the alternative with the highest total (THIS IS YOUR CAREER FOR THE
REST OF THE COURSE)
Closure – TURN INTO BIN
• What career have you chosen by using the Career Decision Grid?
• When considering possible careers, what information does the
Occupational Outlook Handbook provide?
• Is the information provided by the Occupational Outlook Handbook
useful when trying to decide what careers to possibly prepare for?
Why or why not?
Homework
• Interview a family member – select a family member and get answer
to the following questions
• How did you chose your career?
• What resources did you use when selecting your career?
• What steps did you take to achieve your goals?
• STUDY FOR TEST
• COMPLETE BINDER
KEYS TO FINANCIAL SUCCESS
THEME 1 & 2 TEST
ALL TEST EXPECTATIONS APPLY