Course Profile Career Studies, Grade 10, Open, Public

Unit 1: What in the World?

Time: 10 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4

Unit Developers

Jan Chapman, Halton District School Board

Anne Clifton, Halton District School Board

Carol Deimling, Simcoe County District School Board

Pat Lewis, Peel District School Board

Marilyn MacLennan, Halton District School Board

Hilary McLeod, Peel District School Board

Mavis O’Neil, Halton District School Board

Development Date: April 1, 2000

Unit Description

In this unit, students will explore current economic and societal trends and opportunities in order to assist them in making more informed career/life choices. By examining concepts of success, students will develop an understanding and examine it in the context of their own lives. Students will begin to articulate how their special interests direct their career/life decisions. The unit sets the stage for students to navigate a changing world and to recognize that a career is not just an occupational destination but a lifelong journey. Students will demonstrate effective research, communication, and teamwork skills.

Strand(s) and Expectations

Strand(s): Personal Knowledge and Management Skills, Exploration of Opportunities, Preparation for Transitions and Change

Overall Expectations: PMV.01, PMV.03, PMV.04, EOV.01, EOV.02, EOV.04.

Specific Expectations: PM1.02, PM3.01, PM3.04, PM4.01, PM4.02, PM 4.03, PM4.04, PM 4.05, EO1.02, EO2.07, EO2.09, PC1.02.

Activity Titles (Time + Sequence)

Activity1	What are the trends and opportunities that exist in the world around me?	105 minutes
Activity 2	What is success?	105 minutes
Activity 3	How does my vision of success relate to my interests? How can I find out more about my special interests?	210 minutes
Activity 4	What is going on in the world around me? What roles do people play? How does my special interest help me get involved in my world?	210 minutes

Unit Planning Notes

· The teacher must preview all listed Internet sites to ensure functionality and material appropriate for student use in Career Studies.

· The teacher must ensure that students follow Board and school policies for Internet use and for community-based learning (e.g., information interviews, job shadows).

Prior Knowledge Required

· Grade 9 Annual Education Plan Development

· Career exploration as part of Grade 9 curriculum policies

Teaching/Learning Strategies

· direct teaching, co-operative group work, discussion, inquiry and research, interviews, panel discussions, guest speakers, self-assessment, reflective response

Assessment and Evaluation

Tool	Purpose	Who	Activity
Constructed response	Formative	teacher	1
Checklist	Formative	teacher	1
Personal communication of self-assessment	Formative	teacher	1
Constructed response	Formative	teacher	2
Constructed response	Formative	teacher	2
Constructed response; checklist	Formative	teacher	3
Rating scale	Formative	teacher	3
Constructed response - chart	Formative	teacher	3
Rubric	Formative	teacher	3
Constructed response – summary	Summative	teacher	4
Observation	Formative	teacher	4
Rating scales	Summative	teacher	4
Rubric (reflection and transfer of learning)	Summative	teacher	4

Resources

The Be Real Game. National Life Work Centre
http://lifework.ca

Beck, Nuala. Excelerate: Growing in the New Economy. Toronto: Harper Collins, 1995.

Beck, Nuala. Shifting Gears: Thriving in the New Economy. Toronto: Harper Collins, 1992.

Bolles, Richard N. What Color Is Your Parachute? Berkley, CA: Ten Speed Press, 1999.

Brand, Margaret, Ann Olney Sparkes, and Berne Neufeld. Success in the Workplace. 2^nd edition, Copp Clark Ltd., 1996, 1990. ISBN 0-7730-5552-5

Butler, S. and J. Misener. Exploring Your Horizons. Toronto: McGraw-Hill Ryerson Limited, 1998. ISBN 0-07-552864-9

Canadian Social Trends
http://www.statcan.ca/Documents/English/SocTrends/allcontents.html

Career Explorer
http://cdn.cx.bridges.com

Durnford, Carol and Susan Maheden. Heart Beats. Youth Works, Society of Alberta, 1993.

“Faces of the Future.” Maclean’s. January 1, 2000.

“Follow Your Passions to a Career.” Career World. Weekly Reader Corp., September 1999.
ISSN-0744-1002

“Information Age – How it Affects the Way We Work.” Career World. Weekly Reader Corp., March 1997.

Job Futures
http://www.hrdc-drhc.gc.ca/JobFutures/english/index.htm

Kearns, S. and J. Misener. Expanding Your Horizons. Toronto: McGraw-Hill Ryerson Limited, 1993. ISBN 0-07-551392-7

Mazemaster
http://www.youth.gc.ca/selfasse/intere_es.html

Mind Tools – Decision Making and Analytical Techniques – SWOT Analysis
http://www.mindtools.com/index.html

Popcorn, Faith. Clicking. New York: Harper Collins Pub., 1996.

Popcorn, Faith. The Popcorn Report. New York: Harper Collins Pub., 1991.

Sander, Phil, Marilyn Simpson, and Tracy Ward. Career Education. Toronto: OSSTF.
ISBN 0-920930-82-4

Sebranek, P., V. Meyer, D. Kemper, and J. Van Rys. School to Work, A Student Handbook.
Boston: D.C. Heath and Co., 1996. ISBN 0-669-40874-5

“Today’s Trends: Transforming Your Career.” The Edge Magazine. Human Resources and Development Canada, Fall, 1999. ISSN 1198-1202
http://www.theedgemag.org

You and the Job Market. Ministry of Education and Training, 1997.

“Your Interests: Will Your Career be a Reflection on You?” Career World. Weekly Reader Corp., January 1996.

Activity 1: What are the trends and opportunities that exist in the world around me?

Time: 105 minutes

Description

Students will examine a variety of economic and societal trends through experiences that include opportunities for group work and for practising communication skills. Students will understand that just as they are changing and developing, so too is the world. Students will describe trends that impact the working world and subsequently, their personal choices.

Strand(s) and Expectations

Strand(s): Exploration of Opportunities, Personal Knowledge and Management Skills

Overall Expectations

EOV.03 - demonstrate knowledge of selected fields of work, occupations, and workplace issues;

PMV.03 - describe the personal management skills and characteristics needed to succeed in school, work, family life, and the community and demonstrate the effective use of personal management skills in a variety of settings;

PMV.04 - demonstrate understanding and effective use of interpersonal skills required to establish and maintain positive relationships and work effectively in teams or groups.

Specific Expectations

EO2.07 - identify and describe economic and societal trends (e.g., globalization, developments in information technology, emerging work style alternatives, changing demographics);

EO2.09 - explain how economic and societal trends influence the way in which work is done, the patterns of adult work life, and the growth and decline of various occupations and fields of work;

PM4.01 - describe a variety of effective communication skills (active listening, giving and receiving feedback, negotiation, consensus building);

PM4.03 - identify positive teamwork skills and demonstrate an ability to use effectively in a variety of settings;

PM4.04 - identify and explain effective and ineffective leadership and teamwork skills;

PM 4.05 - describe respectful and responsible behaviours that produce positive group results.

Prior Knowledge Required

· aspects of teamwork, group work and communication skills in elementary school and in Grade 9 in school subjects, extracurricular activities, the Teacher Adviser Program, and as part of the school’s Guidance and Career Education program

Planning Notes

Teachers should:

· compile some information on emerging trends (see Resources this unit and Unit 3, Appendix 19 –Internet Sites); arrange access to computers and the Internet, time permitting;

· prepare for Activity 1 by finding music and pictures from different decades of the 20th Century.

· Appendices 3 and 4 include charts that outline components and phases of teamwork and communication skills. The specific skills dealt with in this activity and unit are those identified by the teacher and students as necessary for effective work in class and groups and those relevant to current tasks. (These and related skills will be practised and reinforced throughout the course.)

Teaching/Learning Strategies

1. Students:

· enter the room and listen first to swing music played on a turntable, then rock music on a cassette player, then alternative music on a CD player;

· are asked: What trends might have emerged or been connected with each example?;

· examine pictures of people in 1900, 1950s, 1970s, 1990s and note different fashion trends (hair, clothes);

· look at food trends (could use the yellow pages) – growth of fast food since 50s;

· brainstorm a variety of reasons for changes since 1900.

The teacher guides the class to clarify the term “trend” and to define an “economic trend” and “societal trend.” These definitions can be posted for reference during the following activity.

2. The teacher assigns each group a scenario (Appendix 5 – Trend Scenarios) that relates to one of the five trends listed below.

· Demographics - distribution of ageing population;

· Technology - the way we work, the way we live;

· Globalization -the world has become borderless;

· Information Age - knowledge based economy;

· Workforce and Consumer Diversity.
(Terms are explained in Appendix 4 – Glossary)

Groups examine the scenario to describe the trend and its influences on our way of living, the types of occupations that exist today, and the way work is done. Groups are given the following questions to help them focus their descriptions and to explore and analyse the influence of each trend. (Groups may wish to access resources on trends. See Resources in this unit and, Appendix 19 – Internet Sites for suggestions.)

Sample Questions:

· Define the trend. Is the trend economic or societal?

· What effect does this trend have on life?

· What effect does this trend have on occupations (how we work, where we work, when we work) and leisure activities?

3. The teacher:

· brainstorms with students positive ways of giving and receiving feedback;

· creates a chart on the board or chart paper that lists student suggestions for each;

· helps students brainstorm some of the factors that help groups work effectively and posts these as well See Appendix 6 – Communication Skills and Appendix 7 – Teamwork for suggestions;

· has students observe how their group works as they determine a way to present their information to the class and as they do their presentation. Students refer to the points listed on chart paper for their observation.

4. Presentation:

· Each group presents its conclusions to the class.

· During the presentation, each student summarizes, on a chart, the information given by other groups to indicate their understanding of the five trends and their impact on life.

5. In preparation for the debriefing below, the teacher:

· brainstorms with students positive ways of giving and receiving feedback and reviews what active listening looks like, sounds like and feels like;

· creates a chart on the board or chart paper that lists student suggestions for each.

6. Groups debrief the experience by sharing their observations of their group work with their group members. The teacher provides feedback on their giving and receiving feedback skills.

7. Students, as a class, use the information from the debriefing to determine things that they did well in their group and things that they can improve. The teacher and students focus on a few communication and teamwork skills that the students identify as essential to working effectively in groups and in class (e.g., teamwork: performing in a team; communication: active listening, giving and receiving feedback). These skills will form the basis for assessment in Unit 1.

Assessment/Evaluation Techniques

1. EO2.07, EO2.09 On a template, students summarize in their own words the responses to each of the questions from each group. (formative; constructed response)

2. PM 4.01 Using the student criteria from the giving and receiving feedback chart, the teacher assesses students as they debrief their group work. (formative; observation checklist)

3. PM4.03 Individual students identify teamwork skills that are critical for effective work in groups and in class and, on a scale of one to five, rate themselves on the application of these skills giving a reason for their rating. (formative: constructed response)

Resources

Alberta Career Development and Employment. The Future Beat. 1992. ISBN 07732 0173 4

Canadian Social Trends
http://www.statcan.ca/Documents/English/SocTrends/allcontents.html

“Information Age – How it Affects the Way We Work.” Career World. Weekly Reader Corp.,
March 1997.

“Today’s Trends: Transforming Your Career.” The Edge Magazine. Human Resources and Development Canada, Fall, 1999. ISSN 1198-1202. http://www.theedgemag.org

Accommodations

The teacher:

· for weak readers, provides pictorial representations and/or purposefully designs groups with a peer helper to assist in interpreting information;

· provides definitions of economic and societal trends and students match examples;

· provides less structure for research for more able students.

Activity 2: What is success?

Time: 105 minutes

Description

To begin to understand career development and learning as lifelong processes, students will examine their own and others’ definitions of success. They will listen to a panel discussion, interview others, and look at the world around them to discover aspects of success. Students will begin to relate success to fulfillment of special interests.

Strand(s) and Expectations

Strand(s): Preparing for Traditions and Change

Overall Expectations

PCV.04 - identify changes taking place in their personal lives, their communities, and the economy and identify strategies to make transitions occur more smoothly;

PM4.O2 - demonstrate use of effective communication skills in a variety of situations in school, at home, and in the community.

Specific Expectations

PC1.02 - demonstrate understanding that career development is a lifelong process that will include transitions, changes, and lifelong learning.

Planning Notes

The teacher arranges for two to four guest speakers from the community preferably with a variety of backgrounds, e.g., entrepreneur, unemployed, immigrant, apprentice. Guest speakers will have ideally gone through some sort of change or transition and are able to articulate a personal definition of success. Speakers will be asked to talk about adapting to change, how they chose an occupation, how their career relates to their special interests, and whether they feel they are successful. Prior to the activity, students will discuss and determine appropriate communication etiquette for addressing guests and members of the community, greetings, titles, and culturally appropriate/inappropriate aspects.

The teacher:

· prepares questions for the panel modelling effective interview questions (Appendix 8 – Information Interview);

· creates a list of sample interview questions that contain both effective and ineffective questions. (Appendix 8 – Information Interview for criteria).

Teaching/Learning Strategies

1. Students, as homework:

· watch a TV program; determine the character that is the most successful and give reasons why they think this or

· bring to class a picture/article from a newspaper or magazine of a person they consider successful and be able to tell the reasons why they consider that person a success.

At the start of class, students post on the board (on sticky notes), a word or phrase that defines or captures their personal meaning of success, based on their homework.

2. For the panel discussion:

· the panelists speak about their experiences as determined prior to the panel discussion;

· students listen to the guest panelists, ask appropriate questions, and communicate respectfully and appropriately;

· teacher models good questioning and interview skills;

· students record the questions asked by the teacher for later discussion.

3. The teacher:

· leads and focusses a class discussion with the following questions:

· How did each of the panel members achieve or view success? Was there a connection between their areas of interest and their personal visions of success? What did success have to do with their values - what was important for them? (they decided on a plan, learned to adapt to changes, developed or refined the needed skills, understood what was important to them, what they liked, what their special interests were);

· brainstorms, with the class, possible definitions of success using the information from the panel and homework assignment.

4. The teacher:

· provides students with a list of interview questions that contains examples of effective and ineffective questions; students determine which questions are more effective and less effective and why. (For a sample, see Career Explorer: http://on.cx.bridges.com/explorer/profbrow/lesson/intrview/main.htm);

· shares criteria for effective and ineffective questions (see Appendix 8 – Information Interview).

5. Students:

· analyse the teacher’s questions from the Panel Discussion using the criteria on Appendix 8 and any others that they came up with as a class;

· discuss interview etiquette in preparation for interviewing a member of the community;

· create and write the questions that they will use to interview a significant adult or community member. The focus for questions is the adult’s personal definition of success, how he or she has coped with a significant change and transition in life. To use less time, see Appendix 8 for sample questions.

Assessment/Evaluation Techniques

1. PM4.02 Students submit their interview questions, an analysis of the questions using the criteria (Appendix 8 – Information Interview) and brief point form answers. (formative: constructed response)

2. PC1.02

· Students restate their personal definition of success - written or pictorial or both. Their personal definition has been shaped by their homework, information from guest panelists, and class discussion and is stated in terms of their special interest. (Success is the accomplishment of a goal… usually based on a strong interest. Success is…)

· Students provide a brief summary of the information gained from the interview. Assessment criteria: personal definition must include the concepts of lifelong process, change, transition based on a variety of experiences and roles. (formative: constructed response)

Resources

Alberta Advanced Education and Career Development. Finding Out. Edmonton, Alberta,1999.
ISBN 0-7732-1717-7

Career Explorer
http://on.cx.bridges.com/explorer/profbrow/lesson/intrview/main.htm

Accommodations

Students have a checklist of characteristics of success to use during the panel discussion.

Activity 3: How does my vision of success relate to my interests? How can I find out more about my special interests?

Time: 210 minutes

Description

Students will identify and explore their special interests in groups and individually. They will use a simple inquiry model to investigate their special interests and learn strategies for managing group tasks.

Strand(s) and Expectations

Strand(s): Personal Knowledge and Management Skills

Overall Expectations

PMV.01 - demonstrate an understanding of and apply strategies needed for success in school (e.g., research and inquiry skills, project management skills);

PMV.O3 - describe the personal management skills and characteristics needed to succeed in school, work, family life, and the community and demonstrate the effective use of personal management skills in a variety of settings;

PMV.O4 - demonstrate understanding and effective use of interpersonal skills required to establish and maintain positive relationships and work effectively in teams or groups.

Specific Expectations

PM1.02 - demonstrate effective use of strategies for achieving success in school;

PM3.04 - demonstrates effective use of personal management skills and habits, identifying their, strengths and targeting areas for improvement;

PM3.01 - describe and explain the importance of personal management skills, habits, characteristics for success in school;

PM4.02 - demonstrate effective use of communication skills in a variety of situations in school, at home, and in the community.

Prior Knowledge Required

In other classes and grades, students have used personal management skills and completed research projects.

Planning Notes

Portfolio

In this unit, students begin to accumulate evidence of knowledge and skills for the strands in this course. As part of the assessment, students have proof (checklists, completed charts) of project management skills, listening skills, research, and inquiry skills. This proof is collected and placed in their portfolios. Any reflective comments are also placed in their portfolios.

Personal Profile

The Interest/Activity Web is a graphic organizer of present interests and related activities/jobs. The Interest/Activity Web, which is not proof of any learning but more of a current description of interests and activities, is placed in the student’s personal profile.

Teaching/Learning Strategies

1. Individually students begin to focus on their special interests by thinking about the following questions:

· If you had to participate in a debate, what topic would you choose?

· What section of the newspaper do you read first – world news, local news, sports, entertainment, classified ads, fashion, travel?

· If you had to do a search on the Internet, what would you search?

· When flipping channels on TV, what makes you pause for a while?

· If someone interviewed you, what topics/areas of your life would cause you to be the most excited?

· Students jot brief responses (point form) to the questions in their notebook.

2. Students, in groups of five or six:

· determine a difference between the terms “mild interest” and “special interest”;

· share their comparisons and, guided by the teacher, refine their definitions to something similar to the following:

- mild interests: things that you like to learn about;

- special interests: things you cannot stop yourself from learning about, things that stir you emotionally and you can’t help but become involved.

3. Students identify their special interests taking into consideration their responses to the above questions.

4. The teacher:

· shows an example of an interest/activity web (web of areas and activities that relate to their special interest) (Appendix 9 – Sample Interest/Activity Web);

· works with the class to complete a second interest/activity web. Appendix 10 – Interest/Activity Web;

· has students work individually to create their own interest/activity web that includes activities or interests that relate to their special interests.

5. Students, in pairs:

· share their Interest/Activity Webs and help each other develop them further;

· discuss how their special interest links with their vision of success;

· discuss how their special interest might lead to occupational choices and lifestyle choices;

· place their completed Interest/Activity Webs in their personal profile.

6. Investigating Special Interests:
Students:

· consider the experiences they might have or areas in which they can become involved that relate to their special interests;

· consider other interests that may relate to their main interest and, if desired, complete a secondary interest/activity web;

· investigate, plan, and carry out an experience that helps them find out more about their special interests. Sample experiences could include: volunteering, an interview, job shadowing, trying something new related to their special interest, writing a newspaper article, researching on the Internet;

· use class time to decide on the experience and plan the investigation. The actual experience takes place outside class time. Information gained from the experience is noted on the KWHL chart and shared by the students in small groups during class time when determined by the teacher. Adequate time needs to be given for the student investigation.

7. The teacher introduces students to a simple inquiry model by working through the steps below in a sample situation, e.g., a special interest in animals and animal care (see chart Appendix 11 – Sample KWHLAQ Template).

· K - What do I know now? (the interest/activity web);

· W - What do I want to know? (What I can do with my special interest? What experience can I have that helps me find out more about my special interest?);

· H - How I will go about finding out? (project management model);

· L - What have I learned?

8. The teacher:

· for the same sample situation, helps students plan their personal projects by introducing backward mapping (starting at the end of the project and determining what has to be done and when it has to be done) and working through the steps of a project management model (Appendix 12 – Working in Groups). This planning takes place during the “H” part of the KWHL model;

· has students suggest situations both in and outside of school in which they have used a process like KWHL or like the backwards mapping strategy;

· asks students for any current situations (in school, at home, or in the community) in which they are involved that either of these strategies could be used. List suggestions on board;

· explains to students that they will be asked frequently in this course to think about the skills they learn and use in Career Studies, consider how well they have used them, and where else they could use them;

· shows and explains the reflection rubric (Appendix 14 – Reflection Rubric).

9. Students work through the KWHL model to plan their experiences.

10. Students, at a later date, share what they learned (with the class or in small groups) as a result of their investigations. For this presentation, the teacher reviews the criteria for Active Listening as determined by the students in Unit 1. Students demonstrate these skills while others in their group are sharing the results of their investigation. Students reflect on their use of active listening skills by using one of the sets of reflective questions listed on Appendix 13 – Reflective Questions 1.

Assessment/Evaluation Techniques

1. PM3.01, PM3.04 Personal Management Skills

Students plan and carry out their investigations using

· the backward mapping strategy (should include all aspects of planning experience);

· the project management process (mapped or written) (should include all steps in process)

Students can describe how this project management strategy can be helpful in other school subjects. (formative: checklist, constructed response; portfolio evidence)

2. PM4.02 Students apply active listening skills during the sharing components of the special interest investigation. (formative: checklist – rating scale, Appendix 6 – Communications Skills; portfolio evidence)

3. PM1.02

· students use the KWHL inquiry process for their investigation (completion of chart - Appendix 11 – Sample KWHLAQ Template) (formative: constructed response; portfolio evidence);

· students use one of the sets of reflective questions to reflect on their application of communication skills (active listening), research inquiry skills and project management (Appendix 13 – Reflection Questions 1);

· (formative: rubric - reflection on application and transfer of skills - Appendix 14 – Reflection Rubric; portfolio evidence).

Accommodations

The teacher:

· pairs students or uses peer assistants to develop Interest/Activity Web;

· provides and works through an example (e.g., a job shadow) to explain the project; provides a step-by-step planning template.

Resources

Career Explorer
http://cdn.cx.bridges.com

“Information Age – How It Affects the Way We Work.” Career World. Weekly Reader Corp., March 1997.

Wallis, T.J. “Follow Your Passions to a Career.” Career World. Weekly Reader Corp., September 1999. ISSN-0744-1002

“Your Interests: Will Your Career be a Reflection on You?” Career World. Weekly Reader Corp., January 1996.

Activity 4: What is going on in the world around me? What roles do people play? How does my special interest help me get involved in my world?

Time: 210 minutes

Description

By looking at a recent major event in the world, students will discover the broad range of opportunities that exist for involvement and interaction with the world. Students will examine the relationship between these opportunities and their special interests. They will use a variety of media and tools to complete their investigation.

Strand(s) and Expectations

Strand(s): Personal Knowledge and Management Skills, Exploration of Opportunities

Overall Expectations

PMV.01 - demonstrate an understanding of and apply strategies needed for success in school (e.g., research and inquiry skills, project management skills);

PMV.O4 - demonstrate understanding and effective use of interpersonal skills required to establish and maintain positive relationships and work effectively in teams or groups;

EOV.01 - demonstrate the ability to use a variety of resources to find information about learning, work, and community involvement opportunities.

Specific Expectations

PM4.02 - demonstrate use of effective communication skills in a variety of situations in school, at home, and in the community;

PM3.04 - demonstrates effective use of personal management skills and habits, identifying their, strengths and targeting areas for improvement;

PM4.04 - identify and explain effective and ineffective leadership and teamwork skills;

EO1.02 - demonstrate effective use of print, video, and computer-based resources to locate, select, and evaluate career-related information on the basis of identified criteria;

PC1.02 - demonstrate understanding that career development is a lifelong process that will include transitions, changes, and lifelong learning;

PM 4.01 - describe a variety of effective communication skills (active listening, giving and receiving feedback, negotiation, consensus building);

PM 4.03 - identify positive teamwork skills and demonstrate an ability to use effectively in a variety of settings;

PM 4.05 - describe respectful and responsible behaviours that produce positive group results.

Prior Knowledge Required

Students completed an interest/activity web in Activity 3. Students are able to use a variety of research tools.

Planning Notes

The teacher:

· selects three or four current school, local, or world community events. These events may be drawn from newspapers, magazines, news, documentaries, and must involve a scenario (crisis, natural disaster, celebration) in which individuals and groups work together for a purpose or cause;

· has collected and prepared several materials and opportunities for research: access to Internet, materials in the library, periodicals;

· the teacher may review Career Research Skills in Bridges: Career Explorer. http;//cdn.cx.bridges.com/explorer/profbrow/course/course3/lectur3.htm

Teaching/Learning Strategies

1. The teacher:

· shows students how to collect material for their portfolios by asking students to place their work that was assessed in Activity 3 (KWHL map or description, listening skills checklist, and the backwards mapping) into a folder or binder; reflective comments are attached to the work samples;

· tells students that the evidence in their portfolios will be used in the summative evaluation task in Unit 3.

2. Students:

· choose a way to organize the evidence in their portfolio or divide the portfolio into the following three sections: Skills, Opportunities, Managing Change;

· when they apply their learning in the Career Studies course to other subjects or other extracurricular or community activities, they may place evidence of this new application in their portfolios (e.g., organizing a science project, research in Civics class, etc.).

3. The teacher reviews how to do a key word research on the Internet. Opportunities for research include, magazines, internet, phone calls, e-mail, video documentaries, conversations with parents/friends.

4. The teacher:

· introduces the research assignment, “events” and experiences for students to consider and the parameters of the task;

· divides the class into five or six groups;

· invites students to select the event that connects most closely with their special interests;

· reminds students of the criteria for active listening, giving and receiving feedback, and effective teamwork (performing as a member of a team), and encourages their use in the research activity.

5. Each group of students will:

· gather general information about the scenario;

· have two periods to plan, research, and prepare findings to present to class;

· assess their group work, teamwork, and communication skills;

· use the project management model (Appendix 11 – Sample KWHLAQ Template) to plan for and complete the activity.

6. Each student in the group selects one aspect of the situation to research:

· concise description of the event, crisis, or celebration;

· roles and responsibilities of some of the people involved (did the people think they were successful), effectiveness of teams, communication;

· how various groups needed to work together and for what reasons the skills and abilities the people and groups were using;

· how their special interests could lead them to be a key member of the team/situation (all students do this);

· the emergence of leaders or heroes.

7. Preparation for Presentation
Students:

· determine how to share key aspects of information collected in 10 minutes;

· jot down and submit information collected to hand in to provide evidence of task completion;

· select their method of presentation: quick information sharing PowerPoint, chart paper, oral presentation;

· relate the experience to their special interest.

8. Debriefing
The teacher leads a discussion that refines, introduces, and/or expands some of the opinions and information on:

· the impact of the individual;

· the impact of groups;

· the necessity for effective teamwork and communication skills for an effective work environment;

· how people’s lives change through experiences;

· the concept of experiences providing opportunities for using one’s knowledge and skills and for learning new things.

Assessment/Evaluation Techniques

1. PC1.02 Impact of the experience: Individual Student Summary
Students write a summary of their investigation that includes answers to the following questions:

· What role would you have taken in the event?

· How might your life be different if you had been involved in this event (paths, interests, skills, values, new learning)?

· What skills would you need to be most helpful? What new skills might you have discovered?

· How could you develop these skills?

· How could your role in this scenario develop your special interest?

· How would your definition of personal success change after this experience?

(summative: constructed response)

2. EO1.02 (effective use of resources)
Students use appropriate resources that generate required information. (formative: observation)

3. PM3.04 (personal management skills)
Use of project management process outlined in Appendix 11 – Sample of KWHLAQ (summative: checklist; portfolio evidence)

4. PM4.05, PM4.03, PM4.01 (responsible behaviour, teamwork skills, communication skills)
Demonstration of skills required to perform in a group, give and receive feedback, and listen actively.

5. PM1.02 Reflective Questions

· What did you do in the group that contributed to positive results?

· What things might you have done differently or more consistently to help your group work together and achieve the best possible results?

· In what other subjects or situations, can these teamwork and communication skills be used?

Students complete a personal checklist for communication and teamwork skills and answer the questions (summative: rubric - reflection on application and transfer of skills - Appendix 14 – Reflection Rubric; portfolio evidence)

Accommodations

The teacher:

· provides samples of skills from which to choose;

· guides students through an example of the effect of an experience on an individual;

· has students create a collage showing their skills and any changes in their lives due to the event.

Resources

Employability Skills Profile, Conference Board of Canada

Appendix 4

Glossary

Trends: General directions

Societal Trends: General directions in which society is developing

Economic Trends: General directions in which our economy is developing

Demographics: The distribution, density, and vital statistics of a certain population

Globalization: Considering the whole world, not just one’s own country, largely because of technology, particularly the Internet

Workforce and Consumer Diversity: Workforce and consumers and include increasing numbers of women and many cultures and races

Technology: The increasing sophistication of electronic equipment

Information Age: Due to sophisticated equipment, information has become the focus of economic activity. “Mind work is replacing muscle work.” “We are moving from the brute-force to the brain-force society.” (Alvin Toffler)

Baby Boomer: People born in the post-war years between 1947 and 1966. These babies created a huge bulge in the Canadian population. This group now comprises 1/3 of the Canadian population. They want to stay young, active, and healthy.

Generation X: The back end of the baby boomers who have a difficult time getting jobs and advancement. They distrust institutions.

The Baby Bust: Born 1967 to 1996. It is a small group who have been able to get jobs and done well. They are interested in social issues such as the environment and cure for AIDS.

The Baby Boom Echo: These are the children of the Baby Boomers, born 1980-1995. Their first priority is themselves. The first group to grow up using computers. Sometimes referred to as the Network or N Generation and described as “exceptionally curious, self-reliant, smart, focussed, high in self esteem and globally focussed” (Don Tapscott, The Rise of the Net Generation).

Appendix 5

Trend Scenarios

1. In auto manufacturing plants, robots now replace workers on the assembly line. Other companies have reduced their number of employees (downsized) by requiring management to use computers rather than receptionists and secretaries.

· The shopping channel allows people to purchase goods without leaving their home. (Technology)

2. Satellite dishes carry Western programming and advertising into homes in China, India, and Iran, jarring ancient customs and creating a thirst for modern gadgets and luxuries.

· Canadian manufacturing companies are now having their items produced in Mexico because the wages are lower. (Globalization)

3. “ In the United States 40% of people with assets over $500,000.00 are women.”

4. “Women influence between 80 and 85% of new car purchases.” Clicking, pg. 172. Women are now designing the interior of cars.

· Women are featured in TV shows in professional positions “Traders”, “Judging Amy”). (Workforce and Consumer Diversity)

5. As a large portion of the population reaches the retirement age, golf courses are becoming busier. We also see increased use of health care facilities and an increasing demand for senior citizen residences. (Demographics)

6. Due to sophisticated electronic equipment knowledge can be shared instantly- FAX machine, teleconferencing, Internet, satellites. Companies now employ security guards to prevent secrets from going to the competitor. Scientists from different countries can work together to find cures. The average person can see the devastating effects of a flood, minutes after it occurs. (Information Age)

Appendix 6

Communication Skills

Communication Skills

Creating the Message

Presenting/Sending the Message

Receiving the Message
(Active Listening)

o Articulates the idea completely and clearly

o Clarifies the purpose of the message

o All ideas relate to the purpose

o Indicates ownership of ideas, I-statements for own thoughts and feelings

o Describes others’ behaviours objectively (non-judgemental, without evaluation or interpretation)

Rating Scale:

LEVEL 4 = 5 of 5

LEVEL 3 = 4 of 5

LEVEL 2 = 3 of 5

LEVEL 1 = 2 of 5

o Uses correct terms and phrases

o Uses correct grammar or grammar appropriate to the listener(s) and situation

o Maintains eye contact with the listener(s)

o Articulates ideas in a sequence that is logical for the message

o Uses non-verbal elements (gestures, expressions) that convey the same message as the spoken one

o Uses graphics and presentation software to enhance message rather than overpower it (as applicable)

Rating Scale:

LEVEL 4 = 6 of 6

LEVEL 3 = 5 of 6

LEVEL 2 = 4 of 6

LEVEL 1 = 3 of 6

o Looks directly at the person who is talking

o Responds in some way to the speaker to show that he/she is listening (e.g., facial expressions, gestures)

o Uses positive body language as feedback

o Remains neutral; does not interpret motives

o Avoids interrupting the speaker; saves questions until the speaker is finished

o Listens to all parts of the message

o Attends to all non-verbal cues – gestures, facial expression, tone

o Listens for major points and supporting details

o Checks for understanding (e.g., asks questions, summarizes message concisely for speaker feedback)

Rating Scale:

LEVEL 4 = 9 of 9

LEVEL 3 = 7 or 8 of 9

LEVEL 2 = 5 or 6 of 9

LEVEL 1 = 4 of 9

Communication Skills for Specific Purposes
Giving Instructions		Taking Instructions
o	Helps the listener see the big picture –by summarizing the task;	o	Tries to understand the whole task before trying to understand specific steps
o	Uses comparisons or analogies to help the listener understand the overall task	o	Pays attention – thinks about each step; takes notes if necessary
o	Breaks the task into a logical step-by-step process	o	Asks questions or restates the process to see if it was clearly understood
o	Explains how to do each step in the process	o	Follows the steps in the order in which they were given
o	Covers all steps and directions – clearly and concisely	o	Asks for help
o	Asks for questions and repeats the explanation where necessary	o	Tries to complete the task correctly and on time

Appendix 6 (Continued)

Giving Feedback		Receiving Feedback
o	Focusses on the behaviour not the person	o	Listens for key points in message; these
o	States exactly what change is desired; states issues and recommendations clearly	o	Restates key points in message
o	Deals with actions/behaviours that the person is capable of changing	o	Stays calm
o	Responds immediately	o	Considers information and ideas
o	Offers suggestions	o	Values feedback – asks for it, asks questions to get more information
o	Shapes the message so that the information benefits the listener and is not is meant to hurt the listener or rid the speaker of frustration	o	Avoids interrupting
Rating Scale: LEVEL 4 = 6 of 6 LEVEL 3 = 5 of 6 LEVEL 2 = 4 of 6 LEVEL 1= 3 of 6		Rating Scale: LEVEL 4 = 6 of 6 LEVEL 3 = 5 of 6 LEVEL 2 = 4 of 6 LEVEL 1= 3 of 6

Knowing When to Interrupt		Responding When Interrupted
o	Interrupts to get clarification	o	Responds politely - always
o	Interrupts to redirect and refocus the discussion to the current topic	o	Responds and repeats as asked
o	Interrupts so others can participate	o	Responds but chooses to continue rather than repeat – if asked to repeat a second time by someone who was not listening
o	Interrupts to indicate time for discussion is coming to an end
o	Does not interrupt when angry or in disagreement with the speaker

Negotiation – Resolving Conflict - Settling Issues
o	Acknowledges that there is a conflict
o	Uses active listening skills to hear the other person’s side of the conflict
o	Shares own view of the conflict using “I” statements
o	Uses active listening skills to hear needs and concerns of other person
o	Shares own needs and concerns using “I” statements
o	Follows the steps in the problem solving model (Appendix 6 – Communication Skills) to find a solution
o	Seeks agreement on the solution that best meets needs of those involved

Appendix 7

Teamwork

Teamwork Skills – Working with others to achieve the best possible results

· Understand and contribute to group goals

· Understand and work within the culture of the group

· Plan and make decisions with others and support those decisions

· Respect the thoughts and opinions of others in the group

· Exercise give and take to achieve group results

· Seek a team approach as appropriate

· Lead when appropriate to help the group achieve the best results possible

(Employability Skills Profile: Conference Board of Canada)

Sample Communication Skills

· Listening

· Giving instructions

· Taking instructions

· Giving feedback

· Receiving feedback

· Negotiation – resolving conflict - settling issues

· Knowing when to interrupt

· Knowing how to respond when interrupted

Sample Norms

· Arriving on time

· Staying on task

· Taking turns

· No put downs

· Having work prepared

· Meeting timelines

· Use of buddy system:

· If absent/ill – give materials to buddy to take to class

· If buddy is absent/ill - get materials/assignments for him/her

Teamwork – Categories or Phases: Team Building, Team Maintenance, Performing in a Team

Team Building

Team Maintenance

Performing in a Team

o Helps determine and clarify role to be played in group

o Adheres to group norms (respectful and responsible behaviour) for positive working environment

o Contributes to group goal setting and planning

o Commits to work with the group

o Communicates effectively to minimize conflict

o Negotiates

o Compromises

o Supports group decisions

o Attends to group needs, e.g., clarifies, includes others

o Problem-solves to resolve conflict

o Plans and makes decisions with others

o Co-operates (exercises give and take) to achieve group results/common goal

o Respects the thoughts and opinions of others in the group

o Leads when appropriate to help the group achieve the best results possible

o Contributes to group goal(s)/the group project according to defined role

Rating Scale:

LEVEL 4 = 5 of 5; LEVEL 3 = 4 of 5

LEVEL 2 = 3 of 5; LEVEL 1 = 2 of 5

Adapted from Pacific Crest, Inc. 1997, 1998 and the Employability Skills Profile: Conference Board of Canada (http://www.pcrest.com/social.html)

Appendix 8

Information Interview

Criteria for Effective Questions – Information Interview

Effective	Ineffective
Relevant	Irrelevant, off-topic
Open	Closed; too specific
Precise	Rambling

Sample Interview Questions

Adapted from Beggs, Pauline, Fran Cohen, and Tom Dart. Take Our Kids to Work, Teachers Resource (Worksheet 12). Toronto: The Learning Partnership, 1997.

Education/Training

What does your job involve?

How did you learn to do this job?

What education prepared you for this job?

Did you take special courses or training for your job?

How did you know you wanted to do this job?

Job Satisfaction

What do you like about your job?

Why did you choose this kind of work?

How long have you had this job?

What benefits are offered?\What would you change about your job if you could?

What do you do when you are unhappy with your working conditions or are feeling unsatisfied with your job?

Work Experience

For whom do you work? What kind of experience is required for this job?

How many different jobs have you had? Were they similar?

How are your interests or special interests connected with the jobs you have had?

Skills

What skills did you have to learn for your job?

Where did you learn those skills?

Do you use your skills everyday?

Are you learning new skills now?

What skills do you think are important?

Appendix 9

Sample Interest/Activity Web

Appendix 10

Interest/Activity Web

Place your main interest in the centre circle. In the surrounding circles, record all to the possible jobs or activities that relate to your key area of interest. You may add more circles.

An example could be environment with the following entries on the web: environmental journalist, camp counsellor, organic farmer, member of Greenpeace, air pollution analyst, volunteer to clean up parks, marine biologist, school environment club, health food store owner, etc.

Appendix 11

Sample KWHLAQ Template

Summary of Investigation
Stage		Results
K	What do I think I know now? (current state)
W	What do I want/need to find out about it (identify aim of experience)
H	How will I go about finding out? - explore options - create a plan - implement plan
L	What have I learned?
A	How will I apply what I have learned to other projects/experiences?
Q	What new questions do I have following our inquiry?

Sample Project Management Template
Process	Details
Desired Result (end product)
List of All Tasks Involved	1. 2. 3. etc.
Individual Task Plans	1. 2. 3. etc.
Schedule of Dates and Times Including Critical Path
List of Resource Needs
Back Up Plan for Potential Problems

Appendix 12

Working in Groups

Problem-Solving Model – Dealing with The Issue

1. Define the problem (What is it?)

2. Analyse the problem. (What are the causes?)

3. Set standards for choosing the best solution. (What should the solution accomplish?)

4. Identify possible solutions. (What solutions are available?)

5. Select the best solution. (Which solution best meets the standards?)

6. Decide how to evaluate whether the solution is working. (How do you test the solution?)

7. Implement the solution. (How and when will the work be done?)

Problem Solving
Step	Question	What We Did in Our Group
1. DEFINE	What is the problem?
2. ANALYSE	What are the causes?
3. SET STANDARDS	What should the solution try to do?
4. IDENTIFY SOLUTION	What solutions are available?
5. SELECT SOLUTION	Which is best for what we want to do?)
6. EVALUATE	How will we know it works?
7. IMPLEMENT	Try out the solution.

Appendix 13

Reflective Questions 1

Reflective questions for reflective writing or comments

Checking It Out!

1. What did I learn?

2. How/Where did I use my learning?

3. How did I do?

4. What can I do differently, if anything, next time?

5. Where else can I use this learning?

6. Additional thoughts:

Teacher Questions

1. What were you expected to do?

2. What did you do well?

3. If you had to do the task again, what would you do differently?

4. What assistance do you need from the teacher?

5. Is there anything else you need to know?

PMI

(Plus) What was good about the activity or experience?

(Minus) What was not good about the activity or experience?

(Interesting) What was interesting about the activity or experience?

What?, So What?, Now What?, What Else?

1. What did I do?

2. What skills and/or knowledge did I use or learn?

3. Why was I trying to do it?

4. Where else can I apply what I learned?

5. What next steps can I take?

SWOT Analysis (individual or group; used before and after a task)

Strengths	What are/were my/our advantages? What do/did I/we do well?
Weaknesses	What could be improved? What should be avoided? What was not done well?
Opportunities	What are some of the things, conditions, times that are in my/our favour?
Threats	What obstacles or barriers do/did I/we face? Is anything changing around me/us that should cause me/us to work differently?

from Mindtools – www.mindtools.com

Appendix 14

Reflection Rubric: Application and Transfer of Knowledge and Skills

Level 1	Level 2	Level 3	Level 4
- outlines application of knowledge and/or skill with little detail	- describes application of knowledge and/or skill concisely with some detail; identifies the skill/learning	- describes in detail the application of knowledge and/or skill clearly and concisely; identifies the areas of learning that were applied; relates learning to the present context only	- describes in detail the application of knowledge and/or skill clearly and concisely; identifies the areas of learning that were applied; relates learning to the present, past, and future contexts
- reflection relates more to feeling about evidence (likes and dislikes) rather than to knowledge about personal growth	- reflection is about learning but is superficial	- reflection shows insight into own learning, plans are included for further development (goal setting, action plans, etc.)	- reflection includes assessment of own learning as well as specific plans for further development (goal setting, action plans, etc.)

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.