|
Subject Matter:
|
Career Development
|
|
Grade Levels:
|
11-12
|
|
Time Allotment:
|
Three 45-minute class sessions
|
Overview
Puberty and other changes that occur for this age group are monumental.
Students are seeking to find their own paths in life and distinguish
themselves. Many times, students struggle to understand who they
are and how they will find their paths in life. Only as they gain
a better understanding of themselves do they gain self-confidence
… and with self-confidence they can be successful.
Learning Objectives
Students will be able to:
- Explain what self-confidence is.
- Define self-confidence and explain how it influences their lives.
- Explain how their actions contribute to their success.
Oregon Standards Available at:
http://www.ode.state.or.us/cifs
Career-Related Learning Standards (CRLS) - Career Development
- Demonstrate career development skills in planning for post-high
school experiences.
Media Components
Video
Check the link at http://www.opb.org/edmedia/trs/
to find access to the video(s) from unitedstreaming™ referenced
in this lesson plan.
- "The World of Work: Getting a Good Job" (29:57)
- "Friends First: Me, Myself, and I (Self-Confidence)"
(13:11)
o Clip: "Introduction to Self-Confidence" (03:17
pause at 01:23)
o Clip: "Commit to You" (00:46)
Web
Prep for Teachers
Prior to teaching this lesson, bookmark all of the Web sites used
in the lesson on each computer in your classroom.
Download the video clips onto the computer you will use to project
the clips. Be certain each computer in the classroom has a copy
of the free Windows Media Player installed (some clips aren't available
for use with QuickTime Player).
In addition, print the following worksheets and make a copy for
each student:
Abilities Worksheet at http://www.careersonline.com.au/disc/abilities.html
Interests Worksheet at http://www.careersonline.com.au/disc/interests.html
Summary Worksheet at http://www.careersonline.com.au/disc/a&i.html
(Note: Teacher should take the Personal Style Inventory at http://www.personalitypathways.com/type_inventory.html
to aid in understanding of the process.)
Trace or print the Blank Shield Design (located at end of lesson
plan) onto colored paper. The shield should be quite large to allow
students to place pictures and text on the shield. Print the Shield
Instructions (located at end of lesson plan) for each student.
When using media, provide students with a Focus for Media Interaction,
a specific task to complete and/or information to identify during
or after viewing of video segments, Web sites or other multimedia
elements.
Materials
- A computer with Internet connectivity
- 1 worksheet for each student (see "Prep for Teachers"
above)
- 1 shield for each student (see "Prep for Teachers"
above)
- 1 shield for you, the teacher
Have Available for Student Use:
- Safety pins
- Colored pencils
- Crayons
- Scissors
- Glue
- Magazines (for cutting)
- Paper (for drawing)
- 6 pieces of 8 1/2" x 11" lined paper, doubled and
stapled in the middle to form a booklet (referred to as a Personal
Record Journal in the lesson)
Introductory Activity
Step 1: Explain to the students that they are going to watch
teens discussing their difficulties in feeling confident about themselves.
Hand out the blank Personal Record Journals to each student and
have them put their names in their Journals. As a Focus for Media
Interaction, each student should think of one area in which
they don't feel confident and make note of it in their Personal
Record Journal on page one. Reassure students that you will be the
only one who looks at this Journal. Encourage all students to be
honest. Play the video clip, "Introduction to Self-Confidence"
(03:17), from the video, "Friends First: Me, Myself, and I
(Self-Confidence)" (13:11). Pause at 01:22.
Step 2: After viewing the segment, discuss with students
ways in which we identify ourselves. Discuss with the students some
of the symbols and words that you have used to identify your personality
on the shield you have previously made. Explain to students that
they are going to create their own shields. Distribute the Blank
Shield Design and the Shield Instructions. Read the instructions
out loud, emphasizing the fact that students are to fill in each
of the six sections of the shield with answers to the six questions.
They can use drawings, pictures and symbols, and each section can
be as simple or complex as necessary to convey their meaning. Provide
students with 30 minutes to complete their shields. Upon completion
of the shields, students should cut the shields out and use a safety
pin to attach the shields to their clothing. Provide students with
an opportunity to discuss their shield with another student and
the class if they so desire, emphasizing the fact that students
don't need to reveal the meaning of everything on their shield.
After students have put their names on the back of the shields,
collect the shields from each student and keep them for later use.
Learning Activities
Activity 1
Step 1: It is sometimes difficult for students to begin
the process of examining different careers because there is no predefined
place to start. To help students begin their journey, as a Focus
for Media Interaction, have students record in their Personal
Record Journals the one class or activity that they have enjoyed
the most and one class or activity that they didn't enjoy. Play
the video, "The World of Work: Getting a Good Job" (29:57).
Pause the video at 03:54.
Step 2: Explain to students that one of the ways to begin
thinking about careers and career choices is to begin thinking about
themselves and what they like to do and what they don't enjoy. One
way students can begin to understand what motivates them is to take
a personality inventory test. Explain that this test is really a
method of identifying some characteristics of personality that exist
in each of us, such as shyness, and how these characteristics might
affect career choices. For example, if a person is very shy, their
shyness influences decisions they make and looking at a career on
the stage or in front of the television camera would not be something
in which that person would be interested.
Step 3: Have students log on to the Internet and open http://www.personalitypathways.com/type_inventory.html
and, as a Focus for Media Interaction, have the class participate
in the online activity. Students should scroll about one-fourth
of the way down the page to begin the Myers-Briggs personality inventory.
Have students determine the letters representative of their styles
and make note of it in their Personal Record Journals. Explain to
students that the letters on the score sheet represent different
personality types, such as extrovert, and establish some examples
of traits for each personality preference. Verbally review the eight
major categories listed: Extrovert (E), Introvert (I), Sensing (S),
Intuitive (N), Thinking (T), Feeling (F), Judging (J) and Perceiving
(P). Based on their numbers, have students calculate their personality
preferences. Stress to students the need to be honest with themselves.
Step 4: Once students have determined the four letters that
describe their personality styles, have them scroll down and use
the links related to their letters to find information specific
to their personalities. There is a short description of each personality
type and links to careers that are popular and satisfying for these
individuals. Have students identify two or three careers from this
group, making note of these careers and career groups in their Personal
Record Journals. Verify that each student has determined the four-letter
key to their personality and a couple of careers that correspond
to those traits before continuing.
Step 5: Explain to students that although the personality
test can provide them with a deeper look into themselves and potential
careers, there are occasions when it doesn't accurately portray
a field of interest. As a Focus for Media Interaction, have
students identify at least one more career that they would enjoy
investigating. Play the video, "The World of Work: Getting
a Good Job" (29:57). Begin at 03:54 and pause
at 05:04.
Step 6: Explain to students that the Occupational Outlook
Handbook is published on a yearly basis and provides information
about a variety of jobs, including skills needed, training needed,
how much the job pays, how many jobs are going to be available and
other essential information. Have students log on to the Internet
and open http://www.bls.gov/aspsrch/oco2.idq?CiScope=%2Foco&IDQFile=%2Faspsrch%2Foco2.idq&
SearchArea=%2Foco&CiSearch=teacher&Finish.x=15&Finish.y=5&Finish=Search+by+occupation.
As a Focus for Media Interaction, have students search the
two or three careers that were listed as a result of their personality
inventory, as well as the career that they just made note of in
their Personal Record Journal. Have students research how much the
career pays, how many years of training are required, what type
of training is required and the future outlook for jobs in that
career. Have students write a short essay about the pay, skills
needed, training needed and job potential in their Personal Record
Journals for two careers.
Activity 2
Tell students that they have completed some beginning investigations
into a career field or two based on a Myers-Briggs personality test
and their own personal choice. Explain to students that there are
other factors that influence their job choice and potential for
success.
Step 1: As a Focus for Media Interaction, have students
identify one area in which they have skills and make note of it
in their Personal Record Journals. Play the video, "The
World of Work: Getting a Good Job" (29:57). Begin at
05:04 and pause at 07:14.
Step 2: One of the factors that shape choices and behaviors
is past experiences. Explain to students that if they are afraid
of heights, becoming a trapeze artist is probably not a particularly
good choice for them. Have students log on to the Internet and open
http://www.careersonline.com.au/disc/past.html.
As a Focus for Media Interaction, have students participate
in the online inventory of past experiences, following the instructions
on the Web page. Have students make note of the items they chose
in their Personal Record Journals.
Step 3: Discuss with students the issues of physical features
and how they may affect a career choice. If you are by nature a
messy person, having to be very precise in a job may be very stressful.
Have students log on to the Internet and access http://www.careersonline.com.au/disc/phys.html.
As a Focus for Media Interaction, have students complete
the online inventory of physical features and how they influence
career choice, creating a record of this information in their Personal
Record Journals.
Step 4: Attitudes affect our reactions to everything in
life. As teachers, we really can appreciate a good attitude versus
a bad attitude. As you relate an example of a good attitude (It's
Christmas morning and you have just hit the jackpot in Christmas
gifts) and a bad attitude (You just had a terrible fight with your
sibling about staying out of your room), ask students to think of
instances when they had good attitudes and when they had bad attitudes.
Before completing the next assignment, ask students to consider
how their good or bad attitudes have affected them within the last
week. Give each student the "Choosing a Career - Attitudes"
Worksheet from http://www.careersonline.com.au/disc/attitudes.html.
Have students log on to the Internet and access http://www.careersonline.com.au/disc/attitudes.html.
As a Focus for Media Interaction, have students complete
the assignment by circling those words that apply to them now and
underlining those words that they would like to have apply to them.
Step 5: Explain to students that identifying things that
are of great interest to them can be easy, but identifying things
that they don't have experience with or have never considered before
can be challenging. It is important that students not dismiss a
career choice or an option just because they have not considered
it before. Using the worksheets previously downloaded from http://www.careersonline.com.au/disc/a&i.intro.html,
http://www.careersonline.com.au/disc/interests.html
and http://www.careersonline.com.au/disc/a&i.html,
have students complete the worksheets. Again, encourage students
to be honest. Upon completion of the worksheets, have students write
a short descriptive paragraph that summarizes their abilities and
interests in their Personal Record Journals.
Step 6: In this next segment, we are going to watch a portion
of the video that will introduce a Q-Brief or Qualifications Brief.
A Q-Brief is a document that allows individuals who do not have
a lot of work history to describe attributes that will make them
good employees. Play the video, "The World of Work:
Getting a Good Job" (29:57). Begin at 07:14 and pause
at 12:15. As a Focus for Media Interaction, have students
identify the three main sections of a Q-brief, making note of them
in their Personal Record Journals. Upon completion of the video
segment, have students complete a Qualifications Brief for themselves
focusing on the main components required. Remind students that a
Q-Brief always accents the positive and is a record of personal
success. Have students prepare a written Q-Brief using a word processor.
The format for a Q-Brief is:
- Jobs and Awards/Accomplishments
- Attendance Record
- Customer Reaction
- Educational Accomplishments
- Extracurricular Accomplishments
- Awards
- Other Facts Section
Have students save their Q-Briefs and provide you with a copy.
These can be kept for later use by students as they continue to
develop their Q-Briefs.
Culminating Activity
Hand out the shields that students had prepared during the first
activity. Based on the information on the shields and their newfound
understanding of their personalities, have students write an explanation
of their choices for the different areas on the shield and how that
reflects their personality type in their Personal Record Journals.
If necessary, some students may decide to make changes to their
shields to reflect new knowledge before completing the writing assignment.
Cross-Curricular Extensions
Language Arts
- Write a letter of introduction to a local business to include
with your Q-Brief, asking them to consider you as a potential
future employee.
- Read one of the following books on successful individuals:
- Dave's Way by R. David Thomas: Written by the founder
of Wendy's restaurants, this is a fantastic book for teenagers.
Dave Thomas tells his story in down-to-earth language, including
his experiences starting work at age 12 and what he did during
his teen years to learn his way in the world. The book contains
countless simple tips on how to be successful in today's business
environment, but more importantly illustrates how to take
a dream and make it a reality.
- Sam Walton: Made in America: My Story by Sam Walton,
John Huey or The Sam Walton Story by Austin Teutsch.
Sam Walton started the Wal-Mart chain; these books trace his
life from boyhood through his first store and then through
his rise to become the richest man in the United States.
History
- Identify one career or job that did not exist 10 years ago.
Write a short essay on which historical events led to the creation
of this job.
- Accessing information on the business timeline at http://www.historychannel.com/,
create a visual display to represent the invention of an item
and how it affected jobs (Example: the invention of the telephone
or the electric light bulb). How has this invention changed the
jobs of individuals?
Work Experience
- Work experience provides students with opportunities to participate
in a variety of workplace situations to help prepare them for
the transition to a work environment.
Community Connections
- Students can apply for a job locally using their Qualifications
Brief and ask for feedback from the employer on the success of
the brief.
- Invite personnel from the state office of employment or a local
employment agency to come speak to the students.
- Take a trip to a local employment agency or state job service.
- Have students interview a local merchant who hires teens on
a regular basis to determine what characteristics he/she desires.
Shield Instructions:
This activity is designed to help you learn more about others.
It also gives you the chance to tell about yourself. First follow
these directions:
1. Answer the following questions by drawing, in the appropriate
area on your Coat of Arms, a picture, design or symbol.
- Area 1: What do you regard as your greatest personal achievement
to date?
- Area 2: What is something about which you would never budge?
- Area 3: What is the one thing other people can do to make you
happy?
- Area 4: What do you regard as your own greatest personal failure
to date?
- Area 5: What would you do if you had one year to live and were
guaranteed success in whatever you attempted?
- Area 6: What three things would you most like to be said about
you if you died today? (three words)
2. Do not use words except in Area 6 of your Coat of Arms.
3. Artwork isn't important. Make the drawing, picture or symbol
as simple as you wish as long as it conveys how you feel about the
question.
4. Pin your Coat of Arms on your blouse, shirt or dress so that
others can see it.
5. Discuss your Coat of Arms with someone else. Explain the meaning
of each item if you wish. If you don't wish to share the meaning
of your Coat of Arms, that is your privilege.
|
