Instructional Overview. Module 2: Who am I?

Transcription

1 Instructional Overview Module 2: Who am I? Concept: Using an electronic graphic organizer, students complete an informal self-assessment of their interests, skills, preferences, and values; students begin to explore career pathways and related careers Abstract: Students select unfamiliar terms from a list of career-related words. They create and format an electronic chart and record the terms. Students use online resources to define and locate synonyms for the career-related terms and record them on the chart. They then explore who they are by identifying the characteristics that describe them in seven categories and record them in an electronic graphic organizer. Students also complete an informal survey of their preferences for a work environment. In addition, students might use an informal self-assessment tool to identify their personality type and related careers. Instructional/Assessment Resources: 1. Who Am I? Career Development Terms / Interests & Skills Vocabulary lists - print one for each student (file: Who_Am_I_Vocabulary_List.doc) 2. Module One: The Big Question in the CareerForward program at Resources Page #1 Framing Question 1 (FQ1): How can I create my future? Page #1: How Do People Choose a Career Path? (video online: approx. 3:30 minutes) 3. Using the CareerForward Web-Based Program (file: cfwd.doc - in Teacher Notes, section 13 of the binder; you may also want to print one for each student so they will have directions for accessing several videos in the Web-based version of CareerForward) 4. Who Am I? - Graphic Organizer Directions print one for each student or provide electronic access (file: Who Am I_concept_directions.doc) 5. Who Am I? - Graphic Organizer templates - provide electronic access to a template for students Who Am I? - Graphic Organizer Inspiration template provide electronic access to the template (files: Who Am I_conceptv7.isf (Inspiration 7.x) or Who Am I_conceptv8.isf (Inspiration 8.x)) Who Am I? - Graphic Organizer MS Word template provide electronic access to the template (files: Who Am I_conceptWD.doc or Who Am I_conceptRTF.rtf) Or, other mind mapping software such as bubbl.us (online), FreeMind (download), OpenMind 2 6. Who Am I? Work Environment Survey - electronic or print for student (file: workenvironment.doc) 7. Personality type video and files: Part One: Personality Types (11:01 minutes) from Exploring Careers: What's Right For You (subscription online video segment: 4AB7-9F97-E21F78C46143&tabStart=videoSegments) Matching Occupations to Personality Type (file: ptypehandout.doc) Holland s Personality Types: (file: HollandChart.doc) What Personality Type Are You? (file: personality type list.doc) Personality Types and Related Occupations (file: compareptypes2.doc) 8. Online reference material Merriam-Webster Online Dictionary & Thesaurus - Merriam-Webster (dictionary) for Kids WordCentral - Dictionary.com and click on either Dictionary or Thesaurus tab MSN Encarta Dictionary tab - and MSN Encarta Thesaurus tab - /thesaurus.html Use a Google Search to define terms - type define: aviation at 1

2 9. Career Pathways handout - print one for each student (file: Career Pathways handout.doc) 10. Career Pathways Poster - print one for each student (poster is available online at Career Planning for Your Future (file: Career planning.doc) 12. Assessment items and accompanying rubrics Sequence of Activities: Assessment 2.1: Vocabulary in Career Cruising-Interests, Attributes, Skills Students create a chart to record, define, and give synonyms for unfamiliar terms from the Who Am I? Career Development Terms or Interests & Skills Vocabulary list. They label the columns and format the chart. 1. Students use a word processor or spreadsheet to create a chart to record at least five unfamiliar terms from the Who Am I? Career Development Terms list or the Who Am I? Interests & Skills Vocabulary list. (Many of the terms have been taken from the Career Cruising software that students will use in future modules Students label the columns and use appropriate spacing and formatting (e.g., bold titles). Using an online and/or embedded dictionary and thesaurus, students define and find synonyms for their list of terms. Knowledge of these terms will assist students in completing the graphic organizer and the My Skills survey in Career Cruising. Students should save the file with an appropriate name and file extension in a folder in the workspace identified by the teacher. Teaching Tip: Students can use online reference sites like the following to look up the terms. Merriam-Webster Online Dictionary & Thesaurus ( Merriam-Webster (dictionary) for Kids - WordCentral ( Dictionary.com ( and click on either the Dictionary or Thesaurus tab to define and find synonyms for the terms MSN Encarta Dictionary and Thesaurus tabs /thesaurus.html Use a Google Search to define terms - type define: aviation at NOTE: Some of the terms, especially those under the Skills and Abilities section are multiword definitions. Students may need to look up the root word or look up both words and create a synthesized definition. Introduce the career development process 2. Remind students that it is not too early to start planning for their future. Tell them that career planning involves: (1) identifying one s interests, skills and talents, (2) exploring jobs and careers that match the identified interests, skills and/or talents, (3) deciding on potential career choices, and (4) planning life and career goals and strategizing how to reach them. 2

3 Getting started Who are You? 3. Explain to the students that the key to finding a career you will like, and be successful at, is to choose one that draws on the strengths of your personality and on suitable work environments. According to John Holland, people who choose to work in an environment similar to their personality type tend to be more successful and satisfied because the occupations match their preferred interests and capabilities. Suggest that students choose a career that they will like, and be successful at, by identifying those careers that match their interests, talents, values, and personality type(s). a. View the following video available in Module One: The Big Question in the CareerForward program at Refer to Using the CareerForward Web-Based Program in Teacher Notes, Section 13 of the binder (file: cfwd.doc) for the directions on how to access, navigate, and use the online program. Students will need a user name and password to log in; these can be created under the Registration tab. Click on Module One: The Big Question, then click on Launch the Program. Log in and enter the user name and password. Click on (3) Resources, then click on Next>> to navigate to the appropriate Framing Question (FQ) and Page Number for the video indicated below. Framing Question 1 (FQ1): How can I create my future? Page #1: How Do People Choose a Career Path? (online video approx. 3:30 minutes) Guiding Questions: What are some factors to consider when defining your career path and deciding what careers and jobs you might like and be good at doing? What can you do now and in high school to prepare for your future? b. Explain to students that they will brainstorm and describe who they are, what their interests and talents are, and what their hopes and dreams for the future are so that they can explore careers that match. Who Are You? What are your interests - what do you like to do? What are your skills - what you do well? What are your talents and abilities - what comes easily to you? What are your values - what is most important to you? What are your lifestyle preferences where do you want to live, do you like to be inside or outdoors? Assessment 2.2: Who am I? Graphic Organizer Students use an electronic graphic organizer (e.g., Inspiration or text boxes/symbols in a word processor) to identify, organize, and visually represent information about them. 4. Teaching Tip: Ask students to think about who they are as a person. What are they really good at doing? What is easy for them to do? What are their best subjects at school? How do they spend their time when they are not in school? What characteristics describe them? 3

4 Students use an electronic graphic organizer (e.g., Inspiration and word processor templates are provided to identify, organize and visually represent their: interests (hobbies, sports/clubs and other extracurricular activities), community (people important to them), talents (what comes easily), lifestyle preferences (how want to live) skills and abilities (strengths and attributes taken from Career Cruising), and hopes and dreams. Teaching Tip: Provide the document Graphic Organizer Directions or refer students to the notes in the Inspiration file. Questions are provided to help students complete the graphic organizer. Students can complete the Who Am I? - Graphic Organizer template in Inspiration or Word or create their own diagrams. Students should use Inspiration software, if it is available, to show the characteristics and connect them to each appropriate category. If Inspiration software is not available, they could use a word processor and list characteristics in the appropriate boxes and symbols of the template provided. Also, students could use a tool like bubbl.us (online), FreeMind (downloadable) or OpenMind 2. Students should add a note that identifies which of the characteristics might apply to a career in the future. Students should save the file with an appropriate name in a folder in the workspace identified by the teacher. Teaching Tip: It may be necessary to help students state and internalize what they discover about themselves. Examples of prompts are: What are you good at doing? What do other people say you are good at doing? What do you do for fun in your spare time? What about it do you like? What things do you do that are very easy for you? (probably a talent) What do you hate doing and why? (Reason: sometimes it is easier to identify what we don t like) What kinds of places do you hate to go to? What kinds of tools do you hate using? What kinds of people do you dislike? How come? What is the direct opposite of the hates? (usually is what they really like) What kinds of things would you do even if you got no money for doing it? What made me choose this choice? What about it appeals to me? Why did you choose this? Or, why did you not choose that? 4a

5 In addition, students complete the following tasks. 5. Work Environment Preferences Students complete a Who Am I? Work Environment Survey to identify their preferences for the work environment and for working conditions (e.g., work inside or outside, dress, education and other factors.) 6. Matching Occupations to Personality Type (optional; may want to use if you don t use Career Cruising s Matchmaker) Teaching Tip: Explain that there are different assessment tools available to determine personality type. They should look for those occupations that draw on the strengths of their particular personality type. Many of these assessment instruments provide corresponding career indicators. The Holland s Personality Types Explain that psychologist John Holland has developed the Holland Hexagon, a tool for career planning that is based on a person s personality type and on suitable work environments. Holland has identified six personality types that are a unique combination of interests, values, and abilities. He has labeled these personality types: Realistic (a Doer), Investigative (a Thinker), Artistic (a Creator), Social (a Helper), Enterprising (a Persuader), and Conventional (an Organizer). The six Holland Codes are personality types that are mapped into a hexagon of corresponding work environments. Each type shares some characteristics in common with those types adjacent to it on the hexagon and is very different from those types opposite it on the hexagon. a. Students use the following instruments to determine their personality type and identify occupations most suitable to their personality type. Instrument 1: Teaching Tip: If your building has access to Discovery Education Streaming (formerly United Streaming) videos, show the class the segment Part One: Personality Types (11:01) from Exploring Careers: What's Right For You on the streaming.discoveryeducation.com Web site. You will need an account to access the video. Show the video segment Part One: Personality Types (from Exploring Careers: What's Right For You). Have students record notes on the chart Holland s Personality Types (file: HollandChart.doc) as they watch the video segment. They describe the characteristics of each of the personality types and list jobs identified in the video that are suitable for each type. Students complete the questionnaire What Personality Type Are You? (file: personality type list.doc). The questions are raised in the video. Students mark Yes or No next to each of the following questions to learn how much they resemble each of the personality types. They then count and record the number of Yes responses in each category (personality type) and 4b

6 complete the information under What Personality Type Am I? Ask them to respond on the Personality Types and Related Occupations chart to: Which personality type(s) are you? Which one are you most like? What careers are suitable for your type? (file: compareptypes2.doc). Instrument 2: Students take the online Holland Code Quiz ( A list of questions is provided. Students should select all of the choices that describe who they are, things they can do, and things they like to do. When finished, they should click Submit. Students receive their Holland Code personality types and review the following: o Holland Code Results lists the number of matches (indicating highest to lowest) for each personality type the highest is your primary personality type o The Holland Code is often a combination of 2-3 personality types. Click on Holland Code(s) on the right to view a list of related careers that match the Holland Code that was determined. They can also click on the job titles for the code to get a description. Ask them to respond on the Personality Types and Related Occupations chart to: What personality type(s) are you? Which type are you most like? What careers are suitable for your type? (file: compareptypes2.doc). b. Comparison: Students should review and compare the results they have recorded on the Personality Types and Related Occupations chart and then answer Are they similar or different? 7. Students save all work either electronically or on paper for future use and reference. Work not saved should be printed. Career Pathways 8. Define career pathways and introduce Michigan s six career pathways using the Career Pathways handout and the first two columns of the Career Pathways Poster. Teaching Tip: Career Pathways are broad groupings of careers that share similar characteristics and whose employment requirements call for many common interests, strengths and competencies. Michigan s six career pathways are: Arts & communication careers related to humanities and the performing, visual, literary and media arts Business, management, marketing and technology careers related to all aspects of business including accounting, business administration, finance, information processing and marketing Engineering/manufacturing and industrial technology careers related to technologies necessary to design, develop, install or maintain physical systems 4c

7 Health services careers related to the promotion of health as well as the treatment of injuries and disease Human services includes careers in child care, civil service, education, hospitality and the social services Natural resources and agriscience careers related to natural resources, agriculture and the environment Teaching Tip: Have students review the information they previously recorded on the Who Am I? - Graphic Organizer before entering Career Cruising. The Who Am I? - Graphic Organizer information relates to the Matchmaker Likes and Dislikes and My Skills survey questions. What is the difference between a job and a career? 9. Students review the document Career Planning for Your Future. It summarizes the difference between a career and a job. Assessments: Students are assessed on their performance on the activities in the module. Rubrics and an observation checklist are provided. 4d