Course Profile Career Studies, Grade 10, Open, Public

Unit 2: Now Me!

Time: 22 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity 7

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

Students will develop an awareness of the positive impact that young people have on their own development, their school, their community, and the world. Through a variety of experiences, they will profile their learning styles, strategies, interests, abilities, characteristics, and competencies. This process will empower them to construct their present and future career paths as they explore their world. They will gain an understanding of the variety of volunteer, part-time work, summer, educational, and leadership opportunities and exchanges which will further develop and clarify their transferable skills. Students will demonstrate self-promotion strategies for their current goal and will recognize the value of these strategies in career planning in a changing world.

Strand(s) and Expectations

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

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

Specific Expectations: PM1.O1, PM1.O2, PM1.O3, PM2.O1, PM2.O2, PM2.O3, PM2.O4, PM3.O3, PM3.O4, PM4.O2, PM4.O3, PM4.04, EO2.O1, EO2.O3, EO2.O4, EO2.O5, PC1.02, PC2.O1, PC2.O2, PC2.O3, PC2.O4, PC2.O5, PC2.O6, PC2.O7, PC2.O8, PC3.O2.

Activity Titles (Time + Sequence)

Activity 1	Making a mark? How do others make a difference?	140 minutes
Activity 2	Me, myself, and I! What do I know about myself and what do I want to find out?	280 minutes
Activity 3	Investigating my learning How do I learn best? How can I use my learning in a variety of places and situations?	210 minutes
Activity 4	What are my opportunities?	210 minutes
Activity 5	My opportunities in secondary school: What are the opportunities in secondary school that allow me to explore and develop my interests and skills?	70 minutes
Activity 6	How do I market me? How can I plan/prepare to pursue the possibilities?	280 minutes
Activity 7	Making my mark! Which opportunity can I select to make my mark?	140 minutes

Prior Knowledge Required

· Grade 9 Annual Education Plan Development

· Career exploration as part of Grade 9 curriculum policies

Unit Planning Notes

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

Teaching/Learning Strategies

· questioning, demonstration, role playing, simulation, co-operative group learning, brainstorming, concept development, critical and creative thinking using graphic organizers, interviewing, researching

Assessment and Evaluation

Tool	Purpose	Who	Activity
Graphic organizer, constructed response	Formative	Teacher	1
Presentation	Formative	Teacher	2
Constructed response	Formative	Teacher	2
Constructed response, rubric	Formative	Teacher	2
Portfolio, personal communication – log	Formative	Teacher	3
Skills bank	Formative	Teacher	3
Graphic organizer – sunshine wheel	Formative	Teacher	4
Constructed response	Formative	Teacher	4
Rubric	Formative	Teacher	4
Rubric	Formative	Teacher	4
Constructed response	Formative	Teacher	5
Checklist	Formative	Teacher	6
Graphic organizer	Formative	Teacher	6
Graphic organizer, constructed response	Summative	Teacher	7
Constructed response	Summative	Teacher	7
Checklists	Summative	Teacher	7
Constructed response	Summative	Teacher	7
Written test	Formative	Teacher	7

Resources

See categorized Internet sites, Appendix19

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

Alberta Advanced Education and Career Development. Job Seekers Handbook, An Introductory Guide to Finding Work. Edmonton, Alberta, 1998. ISBN 0-7732-0013-4

Alberta Advanced Education and Career Development, Career and Labour Market Information. Multiple Choices, Planning Your Career for the 21st Century. Edmonton, Alberta, 1999. ISBN 0-7732-1742-8

Alberta Advanced Education and Career Development, Information Development and Marketing Branch. Valley Girl. Edmonton, Alberta, 1995. ISBN 0 7732 0627 2

Alberta Advanced Education and Career Development, Information Development and Marketing Branch. Worksmarts. Edmonton, Alberta, 1995. ISBN 0 7732 0621 3

Alberta Human Resources and Employment, Career and Labour Market Information. Skills Plus Handbook, Discovering Your Personal Career Assets. Edmonton, Alberta, 1999.
ISBN 0-7732 - 1741-X

Beggs, Pauline, Fran Cohen, and Tom Dart. Take Our Kids to Work Teacher’s Resource. Toronto: The Learning Partnership, 1998.

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

Dunning, Donna. Learning Your Way. Alberta: Unlimited Learning Publications, 1998.
ISBN 0-9683559-0-0

Handcock, Helen. The Facilitator’s Edge, Group Sessions for Educators! National Life/Work Centre. Online copies: pdf format, www.theedgemag.org

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

Sander, Phil, M. Simpson, and T. Ward. Career Education. Toronto: Ontario Secondary School Teachers Federation, Educational Services Committee, 1997. ISBN 0-920930-82-4

Volunteering Works! Be Part of Shaping Your Future (youth booklet, parents’ guide, facilitator’s guide). Volunteer Canada, 2000. http://www.volunteer.ca

Activity 1: Making a mark! How do others make a difference?

Time: 140 minutes

Description

Students discover the “stories” of young people who have made a difference. Through a case study approach, students are challenged to identify skills, knowledge, and personal values supporting those accomplishments. Students will reflect on their own development and their potential contribution to the world at this stage of their development.

Strand(s) and Expectations

Strand(s): Personal Knowledge and Management Skills

Overall Expectations

PMV.O1 - demonstrate an understanding of and apply strategies needed for success in school;

PMV.O2 - identify their interests, skills, characteristics, and accomplishments, and describe how these are influenced by their experiences.

Specific Expectations

PM2.01 - demonstrate understanding of the purpose and use of self-assessment and standardized assessment tools and strategies (e.g., aptitude tests, skills inventories);

PM2.04 - describe internal and external influences that might limit or expand the range of career opportunities they would consider (e.g., previous successes, peer pressure, parental expectations).

Planning Notes

· Collect the “stories” of successful figures – print, video, online.

· The tools used in assessment tasks provide students with evidence of their learning. Teachers should remind students to place these materials in their portfolios and to supplement with additional “proof” as learning increases.

Prior Knowledge Required

· experience with co-operative group learning

· brainstorming skills

· reflective writing skills

Teaching/Learning Strategies

1. The teacher:

· uses the Shakespearean quotation “All the world’s a stage and all the men and women … players” to introduce the topic of individual players contributing to the world “scene.” (i.e., Students are “one of a kind.” Each has a unique combination of interests, abilities, and values that determines who he/she is.);

· has students in small groups or in pairs (as a think/pair/share), discuss and share answers to the following exploratory questions:

- what is the accomplishment of which you are most proud to date?

- if you were to explain to someone you just met, the accomplishment which most represents you, what would it be and why?

· introduces the purpose of the unit – for students to explore themselves and their stories so they can discover or predict the impact that they may have on the world now (and later) or what it is that they might be able to contribute to the school, community, or part-time work at this time in their lives (on the “stage” now);

· has students brainstorm the connection between one’s special interests and one’s emerging life story and introduces the following activity as an opportunity to discover the special interests and stories of others.

2. Students:

· view (video), read (print), or view online stories of young people who have made an impact on their world., e.g., Terry Fox, Craig Kielburger, Jennifer Wiebe, and Tessa Lowinger the McDonald’s employee who organized labour union, Wayne Gretzky, local example, MacLean’s 100 (Dec’99);

· brainstorm the qualities, attributes, abilities, values, and supports, etc., which enable people to make a difference. The teacher may wish to have the students generate the names of other young people who have made a difference;

· in co-operative groups of four-six, choose one of the examples and, using the Impact Wheel (see Appendix 15 – Impact Wheel), identify the specific things in that person’s life which enabled them to make a difference. (In some cases, this will be speculative. It is the connections that students make that are important here and not necessarily the accuracy of the content.) All students in the group must contribute to the process. Individual students will replicate the process in the assessment task. Groups choose one member to record the specific information generated by the impact wheel, one member to be the spokesperson, if carousel method of sharing is chosen, etc.

3. Student groups present this information to the rest of the class: co-operative jigsaw (expert and home groups), carousel presentations, or group presentation to class, etc.

4. The teacher leads a class discussion following the presentations:

· What are the attributes which enable someone to make an impact on their world?

· What are other factors that influence impact and potential? What are internal influences, e.g., motivation, interests, values, etc. What are external influences, e.g., significant others, environment, opportunities, setbacks?

· Why is it important to consider these factors regarding an individual when examining one’s impact on the world?

5. The teacher asks students to continue to collect proof of things that they have learned (knowledge or skills) in Career Studies class and to place these materials in their portfolios. Assessment activities in each activity will provide most of the evidence that they will require.

Assessment/Evaluation Techniques

1. PM2.01, PM2.04 Individual students complete an impact wheel for a person of their choice – older close friend or relative who they think has made an impact (small or large) on his/her world. Students explain what the impact wheel asks them to determine and how aspects of the individuals’ lives (represented on the impact wheel with information collected) have influenced their current stage of career/life. The teacher may wish to extend this activity by asking the students to predict how these factors might influence the chosen individual’s life over the next five years. (formative; constructed response: completed wheel, answered questions)

Accommodations

· a variety of methods are used to present “the stories”, i.e., video, print, online;

· simplification of terms on impact wheel.

Resources

Amundson, Norman. Active Engagement: Enhancing the Career Counselling Process. Richmond, BC, Ergon Communications, 1998. ISBN 0-9684345-0-9

Campbell, Judith. Life Choices: Careers. Scarborough: Prentice Hall Ginn, 1998.
ISBN 0-13-244211-6

“Dr. Sam Goes to War.” Toronto Star. (re: Dr. Samantha Hutt, War Child Canada, 207 Bank St., Ottawa, ON K2P 2N2) January 23, 2000.

Keilburger, Craig. Free the Children. Toronto: McLennan & Son. ISBN 07710-4592-1

MacLean’s 100. December, 1999.

Sander, Phil, M. Simpson, and T. Ward. Career Education. Toronto: Ontario Secondary School Teachers Federation, Educational Services Committee, 1997. ISBN 0-920930-82-4

Videos

The Power of Purpose. Claude Primeau Productions, 1983.

The Terry Fox Story. United Visual Education Service, 1983.

Activity 2: Me, myself, and I! What do I know about myself and what do I want to find out?

Time: 280 minutes

Description

As a follow-up to the stories and impact wheels shared in Activity 1, students will take a close look at their own skills, attributes and values that will help them impact their own world. Through a variety of personal and group activities, the students will produce a personal profile documenting their interests, personality types, competencies, abilities, and/or values. Students will demonstrate their communication skills, personal management skills, and teamwork skills throughout these activities.

Strand(s) and Expectations

Strand(s): Personal Knowledge and Management skills

Overall Expectations

PMV.O2 - identify their interests, skills, characteristics, and accomplishments, and describe how these are influenced by their experiences;

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.

Specific Expectations

PM2.01 - demonstrate understanding of the purpose and use of self-assessment and standardized assessment tools and strategies (e.g., skills and interest inventories);

PM2.02 - produce a personal profile describing their current interests, competencies, characteristics, and learning preferences, using a variety of assessment strategies;

PM3.03 - summarize and document their own personal management skills and habits, identifying their strengths and targeting areas for improvement.

Planning Notes

· Gather a variety of self-assessment tools which may be used for personal interests, multiple intelligences, emotional intelligence, values, etc.

· Provide copies of Employability Skills Profile.

· Set up values auction.

Prior Learning Required

· Knowledge of work-related terminology

Teaching/Learning Strategies

1. The teacher:

· using the Impact Wheel from Activity 1, asks students to think about and write down some of the attributes that they have that might help them impact or make their mark on the world;

· informs students that they are going to create a current picture of their attributes and use them to create a personal profile;

· has students refer to information about themselves that is already gathered, e.g., the evidence of communication, teamwork, and personal management skills found in their portfolio;

· informs students that there are many types of tools for helping people find out about themselves and that the Impact Wheel in Activity 1 is one of several types of these tools.

2. Students:

· use one or more assessment tools to collect information about their personality types, skills, interests, and values (e.g., interest inventory - Discover, personality types -True Colors, Meyers-Briggs or Keirsey, skills inventories as in the Skills Plus Handbook, skills, interests and values inventories as in Multiple Choices – Planning Your Career for the 21st Century;

· make a personal judgement about the accuracy of the findings by relating the findings to examples of their own behaviour in some of their day to day situations;

· brainstorm some of the ways that these types of assessment tools might be used and determine some of the potential benefits of knowing the information provided by them.

3. Students:

· brainstorm the meaning of the term “value” and, in groups of four, discuss the meaning of a variety of career-related values such as security, freedom, creativity, challenge, etc.

· share their observations with the class;

· participate in a Values Auction activity in which they are given play money to bid on values identified in the previous exercise;

· discuss how they decided how much to bid, how their values may relate to their culture, their religious beliefs, type of community, etc., how they felt when they lost a bid, the role that their values play when they make decisions;

· note their most important values as determined by the values auction.

4. Students:

· with the teacher, generate a list of various assessments and inventories that the students have collected (e.g., skills, interests, temperament, personality types, values, learning styles, multiple intelligences, etc.);

· sort their own assessments/inventories into categories as above;

· create a personalized index (e.g. puzzle pieces) for their collection of information by including in the index the names of the specific inventories/assessments in their package or personal profile (Appendix 15 – Impact Wheel);

· present this personal profile in an oral presentation to peers called “Let Me Introduce Myself” (in pairs, groups, or the whole class).

Assessment/Evaluation Techniques

1. PM2.02 Personal Profile:

· personalized index (e.g., Puzzle Pieces) with names of assessments, inventories information in the puzzle spaces;

· contents: inventories, assessments, proven areas of competence backed by evidence from portfolio (e.g., skills checklist, interest/activity web).

“Let Me Introduce Myself”: students describe themselves to peers referring to the items in their personal profile.

Criteria: personal profile contents, cover and table of contents; presentation of self using items from personal profile. (formative: presentation; portfolio evidence)

2. PM2.01 Using their personal profile, students select three items that represent different types of self-assessment. For each item, indicate how information about self might be useful in a specific situation (e.g., a student with an awareness of his/her organizational skills would likely choose such a role in group work and be very successful at it). (criteria: connections between inventory/assessment/knowledge of self and a specific context; three examples) formative: constructed response; portfolio evidence

3. PM3.03 Document personal management skills

Students revisit and update their portfolio by including all evidence of personal management skills (e.g., backwards mapping and project management). Students reflect on their application of these skills using the What? So What? Now What? What Else? set of reflective questions (Appendix 13 – Reflective Questions 1). Reflective comments are included in the portfolio with the portfolio evidence. Formative: rubric – Appendix 14 – Reflection Rubric.

Accommodations

· The presentation may be done using a visual, written, technical, or other creative format.

· The oral presentation may be done in pairs.

· Standardized and other assessment tools are available for students whose reading skills may demand them (e.g., Ashland Interest Inventory).

· Buddy system or peer assistants are used for some of the activities.

· Reflective writing may be designed with sentence stems to steer student response.

Resources

Alberta Advanced Education and Career Development, Career and Labour Market Information. Multiple Choices, Planning Your Career for the 21st Century. Edmonton, Alberta, 1999. ISBN 0-7732-1742-8

Alberta Human Resources and Employment, Career and Labour Market Information. Skills Plus Handbook, Discovering Your Personal Career Assets. Edmonton, Alberta, 1999. ISBN 0-7732 - 1741-X

Amundson, N. Active Engagement: Enhancing the Career Counselling Process. Richmond, BC: Ergon Communications, 1998.

Dunning, Donna. Learning Your Way. Alberta: Unlimited Learning Publications, 1998.
ISBN 0-9683559-0-0

Sander, Phil, M. Simpson, and T. Ward. Career Education. Toronto: Ontario Secondary School Teachers Federation, Educational Services Committee, 1997. ISBN 0-920930-82-4

Discovery. Canadian Guidance Services, 2042 Coral Cres., Burlington. Ont.

Activity 3: Investigating my Learning: How do I learn best? How can I use my learning in a variety of places and situations?

Time: 210 minutes

Description

In this unit, students will identify their learning strengths by examining their preferred ways of learning and by completing a learning styles or multiple intelligences inventory. Students will use their learning strengths in their school subjects and assess the impact of their use. By analysing and describing some of the skills that they use in school subjects, in extracurricular activities and in the community, students will understand and begin to purposefully use transferable skills.

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, etc.;

PMV.02 - identify their interests, skills, characteristics, and accomplishments and describe how these are influenced by their experiences

Specific Expectations

PM1.02 - demonstrate effective use of strategies for achieving success in school (i.e., note taking, strategies for completing homework, strategies for studying for tests and examinations);

PM1.03 - produce an evaluation of the effectiveness of their learning skills and strategies and identify those requiring improvement;

PM2.03 - identify the skills they have developed through school subjects and through community experiences and explain how these skills are transferable to work and other life roles.

Planning Notes

· Gather a variety of learning styles and multiple intelligence inventories (e.g., Canada Prospects, 1999-2000 for Multiple Intelligences inventory and Career Education, OSSTF for Learning Styles inventory); see also Appendix 19 – Internet Sites;

· Become familiar with a variety of learning skills and strategies – study skills, taking notes, memory techniques, and how they can be adapted for different learning preferences;

· Consult with Teacher Advisers and teachers of Learning Strategies (GLE or GLS1O) to avoid duplication of learning inventories.

Teaching/Learning Strategies

1. Students:

· think about how best to describe programming a VCR or other technical equipment to another person;

· select the piece of equipment, determine the steps in the programming process and select a person to whom they will explain the procedure;

· think about the way they will explain the procedure – write the steps, draw the steps, talk about the steps, and to have a back-up way of explaining in case the first way is not successful;

· teach the lesson to their “student” as homework;

· determine whether the method of instruction worked;

· decide which learning style felt better for them as instructors and which was better for their learners;

· as a class, discuss learning styles or multiple intelligences and the various preferences people have for learning and why it is important for both the teacher and the student to understand these preferences.

2. Students:

· complete a learning styles or multiple intelligences inventory as a further investigation of their learning preferences;

· think about some of the things that they like to do – in or out of school, and some of the areas in which they do well – in or out of school, and determine whether there is a relationship between their preferred way of learning or their dominant intelligences and what they like or do well;

· bring to Career Studies class something that provides evidence of their learning strengths for one of these situations and have a Show and Tell of learning strengths.

3. Students, in groups of similar learning preference:

· determine the subjects that they like least or with which they have the most difficulty;

· select a specific subject and assignment or type of assignment and, as a group devise a strategy or strategies that will assist with completion of the assignment. The strategy should be based on the students’ learning strengths, e.g., note taking with graphics;

· organizers, visualization as a memory technique, or a tool for reading comprehension, etc.

· individually apply the strategy, bring evidence of its application to Career Studies class and discuss as a group;

· assess the effectiveness of the strategy;

· determine how or whether this strategy can be used elsewhere – in school or out of school, and therefore if it is transferable or not.

4. Students:

· reflect on their Interest/Activity Web (Unit 1, Activity 3) and list the skills that they used to complete the project;

· examine their portfolios for specific examples of teamwork, personal management, and communication skills;

· look at a skills list – the Employability Skills Profile (Conference Board of Canada) or the competencies list in Choices into Action – and locate some of the other skills that they used in the project;

· list these skills and discuss where they might have been learned originally – in school, at home or the community. For the skills learned in school, determine what subject the skill might have been learned in math, drama, art, etc.;

· in small groups, generate a list of several potentially transferable skills; individual students select three to five skills from the list, note these on a chart, record beside the skill any situations in which the skill is applied over the next 24 hours and note the details of this application;

· during the next class, discuss the advantage of transferable skills (and transferable knowledge) when learning a new subject, hobby, or sport or when changing jobs.

5. Students add the evidence of application of learning skills and strategies, learning preferences, and the transferable skills noted above in their portfolios

Assessment/Evaluation Techniques

PM1.02 and PM1.03

1. Students maintain a learning log outlining how their individual learning style and skills will help them improve:

· their note-taking in class;

· their studying for a specific test or examination;

· specific homework strategies;

· any other application of their learning strengths in other areas of life (co-curricular, home, volunteering, part-time job, etc.).

· Students provide evidence of application of learning skills/strategies for at least two of the logged items. This evidence goes in the student portfolio. (formative: log and portfolio evidence)

2. Refer to the evidence of application of learning skills/strategies and determine the effectiveness of the applied strategies by asking the following questions:

· What was I trying to do?

· What did I do well?

· If I had to do the task again, what would I do differently?

· What assistance do I need from the teacher?

· Is there anything else I need to know?

(formative: reflection rubric on application and transfer of skills)

PM2.03

Students create a Skills Bank by expanding the list of transferable skills created above. The list must include name of skill, two different situations in which the students have used the skill and a brief description of how the skills were used. The Skills Bank must include skills used in the community and school – curricular and extracurricular. Students determine how to improve these skills and other opportunities for the skill to be used. (formative: constructed response; portfolio evidence)

Accommodations

· Students who may have difficulty reading a learning style inventory or multiple intelligence questionnaire might have it read to them.

· Substitute tape recording or oral for the reflective journal.

· Substitute an activity for TV/VCR programming, e.g., directions to the nearest city, the closest school.

· Use a buddy system to compile skills bank and to determine which skills need to be improved.

Resources

“An Interview with Howard Figler.” Communique, Vol. 1, No. 2, January 1992.

Campbell, Colin. Where the Jobs Are. McFarlane, Walter & Ross, 1994.

Campbell, Judith. Life Choices: Careers. Scarborough: Prentice-Hall, Greenaway Publications, 1998. ISBN 0-13-244211-6

Canada Career Consortium. Canada Prospects. 1999-2000. ISBN 1-895813-64-6

Conference Board of Canada. Employability Skills Profile.

Heartbeats. Calgary: Youth Works Society of Alberta, 1993. ISBN 1-896077-05-6

Sander, Phil, M. Simpson, and T. Ward. Career Education. Ontario Secondary School Teachers Federation, Toronto: Educational Services Committee, 1997. ISBN 0-920930-82-4

Activity 4: What are my opportunities?

Time: 210 minutes

Description

Using an inquiry/research model, students in co-operative groups will research and describe various part-time, summer, entrepreneurial, volunteer, educational, and exchange opportunities available in their local and regional area. At the end of Unit 2, students will choose one or more of these areas to pursue and experience. This activity provides an opportunity for students to become aware of the numerous opportunities for learning in the community. This learning comprises new skills, new knowledge, knowledge about work and safety in the workplace.

Strand(s) and Expectations

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

Overall Expectations

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

EOV.02 - identify a broad range of options for present and future learning, work, community involvement;

EOV.04 - demonstrate knowledge of selected fields of work, occupational and workplace issues.

Specific Expectations

EO2.03 - identify a broad range of local and regional work opportunities;

EO2.04 - describe various forms of self-employment (including entrepreneurship), the characteristics of successfully self-employed people, and the advantages and disadvantages of self-employment as a career option;

EO2.05 - demonstrate understanding of how to maintain safety in the workplace and identify employees’ and employers’ rights and responsibilities;

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

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

PC2.01 - demonstrate an understanding of both the “open” (publicly advertised) job market and the “hidden” (unadvertised) job market, and identify appropriate strategies to access each market;

PC2.02 - identify the types of summer or part-time jobs or self-employment options that would suit their personal interests and skills;

PC2.03 - use a variety of resources appropriately to identify summer or part-time jobs in the “open” job market;

PC2.04 - identify their own network of contacts that could help them access the “hidden” job market, and explain the importance of personal networks;

PM4.03 - identify positive teamwork skills (e.g., task management, conflict resolution, task assessment) and demonstrate the ability to use them effectively in a variety of settings.

Planning Notes

· The teacher gathers resources on part-time, entrepreneurial, summer, volunteer, educational and exchange opportunities through the Guidance office, local library, industry, Chamber of Commerce, other local organizations and the Internet. (See Resources for this activity for some suggestions.)

· The teacher may wish to group students with similar areas of interest so that research in each group will be relevant to all.

Prior Knowledge Required

· some co-operative group and teamwork skills

· understanding of portfolio and personal profile development

Teaching/Learning Strategies

1. The teacher broadly outlines the activity for students:

· students, in groups, will research and investigate a variety of work-based opportunities (part-time work, summer job, an entrepreneurial experience, a volunteer experience – either as a placement or as a group service project, a short work experience). The student may wish to use the volunteer experience as part of the 40 hour Community Involvement diploma requirement.;

· as a class, all of the types of opportunities will be researched so that students will learn about each type;

· at the end of Unit 2, students will select a specific experience in one or two of these areas to pursue for involvement or employment;

· at the end of this activity, groups will present their information for others.

2. To review or teach an inquiry/research process, the teacher presents groups of students with sample, very familiar scenarios (e.g., There is a concert in the near future, somewhere in the local area, by your favourite performing group/singer, etc. How do you find out where the concert is, where to get tickets, how to get there, etc. The teacher presents the following research process and has students in groups align their plans with the steps in the model.

I. Question and Explore

· What am I investigating?

· What are the opportunities and possibilities?

II. Predict

· Which possibilities should I consider? What areas will allow my interests to be expressed?

III. Plan and Collect Information

· Gather and record information and discoveries

IV. Synthesize and Communicate

· Discuss and record learning; present the idea

V. Evaluate

· What did I learn and how did I learn it?

· What are my next steps?

Students prepare to present their process for all to hear. To help students focus on and begin to practise some of the skills that will be required for their final presentation, the teacher outlines a variety of criteria for presenting information. See Appendix 6 – Communication Skills: presenting/sending the message – correct terms and grammar, maintains eye contact, clear and logical sequence of ideas, non-verbal messages convey same idea as verbal, mode of presentation enhances the message.

The students share their process and comment on their presentation skills according to the above criteria.

3. The teacher:

· reviews the criteria for performing effectively in a group (Appendix 7 – Teamwork) and briefly discusses what “leads when appropriate to help the group achieve the best results possible” looks like;

· encourages the use of the group problem-solving model (Appendix 12 – Working in Groups) as a tool for leading when appropriate;

· highlights the steps for Group Problem Solving (Appendix 12 – Working in Groups) and encourages students to work issues out in their groups to avoid an incomplete or poorly done project;

· as students work in their groups, selects an opportunity (i.e., an issue that has arisen in the group) to demonstrate the model with a real issue.

4. To provide direction for the research task, the teacher:

· has students brainstorm a variety of ways one finds out about jobs and job related opportunities which are available to young people (e.g., networking, open and hidden job markets. The teacher may wish to provide a few real-life case studies that demonstrate the influence of networking or as homework, students can ask a friend or relative for their story – how they became a hockey coach, how they eventually got the job that they are in, etc.);

· has students identify their own individual networks for a variety of their interests. These must include the network that resulted from their job shadow, information interview, or volunteer experience at the end of Unit 1, and from any community involvement that they have done or are considering. The teacher summarizes the importance of personal networks and how volunteer work may expand a personal network and that networking is critical to finding out information and becoming involved in each of the areas designated for research (part-time work, summer job, an entrepreneurial experience, a volunteer experience, a short work experience, or a leadership experience in or out of school);

· has students, in groups, create a web or mind map that represents a variety of specific volunteer, part time, and summer work experiences that may be available or accessible in their community and ensures that various self-employment/entrepreneurial opportunities are discussed as well. These webs will provide a beginning range of options for students to explore.

5. Students form groups of four or five. The groups choose or are assigned an area (part-time work, volunteer, etc.) to research and use the mind map for that area as a range of options for their research. Each student will pick one or two specific opportunities in that area to research. Groups use a variety of resources in school and the community and use the steps in the inquiry/research process outlined above. Groups present their combined information for their area to their peers through a brochure, PowerPoint presentation, booth at an opportunities fair, commercial, video, etc. The presentation must demonstrate aspects of good presentations – oral and/or written. The group must attempt to settle issues with individuals by demonstrating problem solving to maintain the team and achieve the task.

Assessment/Evaluation Techniques

1. EO2.03, EO2.04, PC2.02, PC2.03 Individual students choose one of the specific opportunities presented by the groups which is appropriate to them and aligned with their interests, knowledge, and skills (personal profile). Students complete a sunshine wheel graphic organizer - a circle that includes the student’s interests, skills, and abilities with rays that point to specific, potential summer, and part-time jobs, volunteer or group service projects, self-employment opportunities which suit their personal interests and skills. The sunshine wheel organizer can be placed in the portfolio as evidence of exploration of opportunities. (formative: graphic organizer)

2. PC2.01, PC2.04 Using the information generated during the discussion students will complete a graphic organizer or mind map identifying their network and describe the significance and potential of the network for some of the opportunities listed on their sunshine organizer in Assessment Task 1. (formative: graphic organizer)

3. PM4.02 Students demonstrate the criteria for effective presentations (oral and or written) in their presentation of opportunities. Formative: rating scale (Appendix 6 – Communication Skills); portfolio evidence

4. PM4.03, PM4.04 Students:

· using the criteria for performing in a team, describe what their team did well and what was effective and ineffective (formative: constructed response; portfolio evidence);

· apply the steps in the group problem-solving model to settle issues that arise in their group (formative: participation in each of the steps of the model – observation checklist; portfolio evidence);

· work as a team for the research task and presentation and demonstrate the criteria listed in Appendix 7 – Teamwork (summative: rating scale; portfolio evidence).

Resources

Canada Career Consortium. Canada Prospects. 1999-2000. ISBN 1-89581-64-6

Community specific resources – school Guidance Department, Industry Education Council, Career Centre

Volunteer Canada
http://www.volunteer.ca

Volunteer Opportunities Exchange
http://www.voe-reb.org

Volunteering Works! Be Part of Shaping Your Future (youth booklet, parents’ guide, facilitator’s guide). Volunteer Canada, 2000. http://www.volunteer.ca

Activity 5: My opportunities in secondary school: What are the opportunities in secondary school that allow me to explore and develop my interests and skills? How do some of these opportunities connect with the various education pathways – school to work, college, and university?

Time: 70 minutes

Description

As students continue to explore the factors which allow individuals to make an impact on their world, they will examine the learning opportunities afforded through a secondary school education. Students will review the basic requirements for graduation in Ontario Secondary Schools and their related pathways. Students will explore a variety of extracurricular opportunities as well as curricular options that include co-operative education, the Ontario Youth Apprenticeship Program, school to work programs, educational exchanges, other board or school specific credit and non-credit programs. Students will focus their exploration with the question “What opportunities exist in high school that allow me to develop and explore my interests and skills?”

Strand(s) and Expectations

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

Overall Expectations

EOV.O2 - identify a broad range of options for present and future learning, work, and community involvement.

Specific Expectations

PM1.01 - demonstrate understanding of the secondary school program and graduation requirements and related terms (e.g., compulsory credit, transcript, full disclosure, types of courses, literacy test, community involvement, diploma, certificate of achievement);

EO2.01 - identify and describe a variety of learning opportunities for secondary school students, including secondary school courses, community-based learning (e.g., school–work transition programs, community involvement, work experience, volunteering, co-operative education), and co-curricular activities.

Planning Notes

Each student’s teacher adviser assists the student with the development of his or her Annual Education Plan. In Grade 10, some of the course work in Career Studies can provide information needed for the Annual Education Planning process. The Career Studies teacher needs to work closely with Grade 10 teacher advisers to be aware of the learning that has taken place during teacher adviser sessions.

The teacher:

· obtains any organizers or charts which will highlight secondary school requirements, prerequisites and pathways;

· obtains the school’s program booklet, night school information, and summer school information;

· arranges for guest speakers, seminars, workshops, etc., to provide students with information on learning opportunities (youth apprenticeship co-ordinator, co-operative education teacher, school to work representative, student council executive, teachers in charge of leadership or exchange opportunities, yearbook chair, community volunteer bureau representative, community volunteer database, etc.);

· becomes familiar with board and school to work transition programs.

Prior Knowledge Required

· some knowledge of OSS requirements as presented by guidance and teacher adviser staff

Teaching/Learning Strategies

1. As an introduction to this activity, students discuss Wayne Gretzky’s desire for an education at this point in his life after a successful hockey career. The teacher focusses discussion with the following questions: What does Wayne Gretzky think he is missing? Why are we looking at the learning opportunities in high school in a career studies course? How does a high school education relate to our future destinations?”

Or

“Why would Brittany Spears continue her education with a tutor while on tour?

2. The teacher:

· briefly reviews graduation requirements and the various pathways to graduation;

· outlines the varied curricular programs in the school associated with each pathway;

· invites guest speakers or sets up workshops, seminars, or carousels so that students can learn about a variety of extracurricular opportunities for learning (e.g. the theatre tech crew, band, choir, sports, clubs) and curricular program offerings (co-operative education, Ontario Youth Apprenticeship, International Baccalaureate, school to work, night school, etc.)

Assessment/Evaluation Techniques

EO2.01, PM1.01 (partial) Students refer to the information in their personal profile and the information they have learned in this activity to describe the opportunities for learning in the school that they feel are most interesting and appropriate for them at this time. Their description is focussed by the questions:

· What are the opportunities and options available to me in secondary school which allow my interests, skills, and special interests to be developed?

· How do I access those opportunities?

· What do I do now?

Students use correct vocabulary and appropriate terms in describing paths, programs, and specific learning opportunities. Students use their information to set (or revise) goals and make plans for education exploration and extracurricular activities as part of their annual education planning process – Step 1. Students consider their IEP if they have one. A copy of the Annual Education Plan (Step 1 for Grade 10 can be placed in the student’s portfolio as evidence of exploration of opportunities. Their description of appropriate opportunities can also be placed in the portfolio. (formative: constructed response; portfolio evidence).

Accommodations

A buddy system may be used for some students to complete the Annual Education Plan – Step 1 in addition to assistance by the teacher adviser.

Resources

Annual Education Plan. Ontario Ministry of Education and Training, 2000.

Choices into Action, Guidance and Career Education Program Policy. Ontario Ministry of Education and Training, 1999.

Ontario Secondary Schools Grades 9 to 12, Program and Diploma Requirements. Ontario Ministry of Education and Training, 1999.

Activity 6: How do I market me? How can I plan for and prepare to pursue the possibilities?

Time: 280 minutes

Description

This activity helps students pursue the opportunities that they explored in Activities 4 and 5. In Activity 6, students develop a marketing plan and learn the skills and knowledge required to create components of the plan…job applications, résumés, cover letters, interview skills, inquiry telephone calls, etc. Students develop the components of a personal marketing package. Students will refine and use some of these components in Activity 7 when they apply for part-time work or volunteering or enter into a school, work, or community-based experience, e.g., short work experience, a group service project, peer tutoring, committee work or leadership in an extracurricular activity, etc.

Strand(s) and Expectations

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

Overall Expectations

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

PCV.02 - identify a broad range of options for present and future learning, work, and community involvement;

PCV.04 - describe trends in society and the economy that affect work.

Specific Expectations

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

PC2.05 - create effective résumés, cover letters, and thank-you letters for the work search process, using word-processing software and appropriate vocabulary and conventions;

PC2.06 - complete job applications effectively and without spelling or grammatical errors

PC2.07 - demonstrate the ability to communicate their interest in a work opportunity effectively (e.g., on the telephone, in person, or through e-mail and the Internet);

PC2.08 - identify common interview questions and demonstrate the ability to respond appropriately and effectively.

Planning Notes

· Gather a variety of applications appropriate for student part-time and/or summer employment or use the application forms from gathered by students in Activity 4.

· Collect job ads from various newspapers or Internet sites reflecting a variety of jobs or use those collected for Activity 4.

· Organize guest speakers for panel.

· Create the details of four-six sample jobs for which the students may apply.

Prior Knowledge Required

· an up-to-date portfolio and personal profile

Teaching/Learning Strategies

1. The teacher leads a discussion about ways to help employers (or others in leadership or supervisory positions in which the students want to be involved) become aware of one’s interests, skills, and knowledge. Students brainstorm a variety of responses that may include networking, résumés, application forms, portfolios, etc. The teacher indicates that learning in these areas is the focus of Activity 6 and that some of the work that students do in Activity 6 will be refined, focussed, and used in Activity 7. Activity 7 will have students apply for part-time work or volunteering or seek involvement in a school, work, or community-based experience, e.g., short work experience, a group service project, peer tutoring, committee work or leadership in an extracurricular activity, etc.

2. The teacher introduces the concept of “market” by bringing in an object that he/she wants to ”sell” or have other people want. Students determine strategies to “promote” the object. The teacher helps students transfer this concept to self-promotion.

3. Students, in small groups, outline the sequence of steps through which the class has gone to get to this point:

· identifying interests, skills and knowledge;

· looking for opportunities to explore (and apply their interests and skills) and the sequence required to pursue the possibilities (deciding which opportunity for learning to select – project, event, activity, or work);

· deciding which opportunities to pursue;

· using a network;

· making it known that they want to be involved or employed;

· demonstrating their interest and abilities to those who can help them become involved in the learning experience or job.

4. The teacher has students brainstorm solutions to the following: If these steps are the answers to some questions, what are the questions? Students generate questions and the teacher compares these with the critical questions for the course. (See Course Overview and Appendix 1 – Critical Question Spiral.)

Overall Question: How do I take control of my own career/life?

· What do I know about myself and my world?

· What do I want to find out about myself and my world?

· What information do I need and how do I find it?

· What have I decided and how can I prepare for this direction?

· What new questions do I have?

5. The teacher posts a number of sample jobs which are appropriate for student part-time and/or summer employment, e.g., fast food restaurant, summer camp counsellor, other local opportunities and for which there are sample applications (or use a generic application if specific is not available).

6. Students: (Applications)

· brainstorm the criteria for a well-done job application and compare it with a list developed by the teacher from a current resource (e.g., “Power Application Forms,” page 103, Success in the Workplace, Brand, Sparkes, and Neufeld);

· create a summary checklist of tips for completing applications;

· consult their portfolios and personal profiles as a reminder of interests, skills, and abilities;

· in small groups of three or four, complete an application form as a group and determine how well the application was completed by using the checklist. The groups can exchange application forms, assess each others, and provide feedback as a class.;

· as an alternate activity, the teacher can present a poorly done application and a well done application and through discussion have students determine the criteria for a good application.

7. The teacher: (Resumés)

· uses a shopping bag in which have been placed various pieces of information (12-15 different pieces) regarding a typical Grade 10 student (e.g., 10 years old/paper route, 11 years old/most improved hockey player, Grade 8 science award, etc.);

· hands out these pieces of information to random students and ask the students to meet as a group to decide how they will organize the information. The students post the information on the board and usually organize the information either chronologically or functionally (skills based);

· initiates a discussion on résumés – what they are, how they can be different, appropriate vocabulary, etc. Students examine sample resumes (Canada Prospects 1999-2000, pages 12-15), determine factors that influence the content and presentation of a resume and develop and share a list of the elements of a good résumé;

· has students examine their portfolio and personal profile and begin to create their own résumé (word processed). Their résumé outlines their knowledge, skills, and interests in a style (electronic résumé, functional résumé, chronological résumé or combination résumé) and format suited to a potential area of employment or involvement. At this point, the résumé development is kept simple – with a focus on type and brief content aligned with a sample targeted experience or job. Students will develop a more refined and focussed résumé in Activity 7.

8. The teacher: (Interviews)

· invites a guest speaker or panel of speakers who are employers of students to discuss what they look for in student employees. Employers also discuss the types of questions they ask in interviews and the accompanying appropriate responses;

· divides the content of “Scoring in your Interview” from The Edge, Fall 1999 into three sections and has students read and summarize the key points using a simple jigsaw co-operative group strategy. Groups share their points and a common list is developed by the class and posted for all to see;

· using job ads from newspapers, has students in groups of three, formulate interview questions for that job. Students use their information interview skills developed in Unit 1. Using role play, pairs of students, in these same groups, may do mock interviews while an observer uses the checklist to assess the interview techniques. (See also “Marketing Your Skills,” Job Seekers Handbook, Alberta Advanced Education and Career Development for an overview of interview skills.)

9. The teacher: (Cold calls for advice or inquiry)

· brainstorms strategies for finding out about a job – at a local company, business, farm, ski resort, etc.;

· has pairs of students role play scenario in which they are trying to find out about a specific job or type of work (e.g., lift operator at a ski hill);

· has pairs of students develop tips for cold calls;

· works with the class to refine the tips;

· has pairs of students re-do the same mock cold call.

· (Sample scenarios are provided in Finding Out: How to Get the Information You Need to Make the Choices You Want, Alberta Advanced Education and Career Development. Telephone tips and cold calls are described in Worksmarts, Alberta Advanced Education and Career Development.)

10. The teacher works with students to develop a covering letter for one of the jobs used in Strategy 5 above. Small groups of students select different types of jobs or experiences and write a cover letter for that job. The teacher focusses on the elements and purpose of a covering letter in guiding the composition of the letter. Groups share their cover letters noticing the difference in focus and purpose and providing feedback on format, grammar, spelling, vocabulary, etc.

Assessment/Evaluation Techniques

1. PC2.05 Using the checklists of criteria developed by teacher and students for résumés and cover letters, teacher and peers provide feedback on materials developed in class (formative – checklist; portfolio evidence).

2. PC2.06 Using the checklist of criteria developed by teacher and students for applications, teacher and peers provide feedback on applications created in groups (formative – checklist; portfolio evidence).

3. PC2.07 and PC2.08 Using a peer observation checklist, teacher and students provide feedback for each other on interview questions and skills (portfolio evidence – checklist; portfolio evidence).

4. PC1.02 Students represent visually (flow chart, mind map, etc.) the steps they have taken and the series of questions they have asked and answered as they pursue opportunities for learning, volunteering or part – time work (formative; graphic organizer; portfolio evidence).

Accommodations

· Peer editing techniques may be used for the application, resume and cover letter activities for some students.

· Use a résumé worksheet organizer.

· A script may be given to some students for the telephone techniques and interview skills.

· Use a buddy system for résumé and a peer-editing process.

· Some students may need to do an oral résumé.

Resources

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

Alberta Advanced Education and Career Development. Job Seekers Handbook, An Introductory Guide to Finding Work. Edmonton, Alberta, 1998. ISBN 0-7732-0013-4

Alberta Advanced Education and Career Development, Career and Labour Market Information. Multiple Choices, Planning Your Career for the 21st Century. Edmonton, Alberta: 1999. ISBN 0-7732-1742-8

Alberta Advanced Education and Career Development, Information Development and Marketing Branch. Radical Change in the World of Work. Edmonton, Alberta: 1995.
1995 Counsellor’s Guide ISBN 0-7732-1718-5
1995 Backgrounder ISBN 0-7732-1720-7
1996 Workbook ISBN 0-7732-1722-3

Alberta Advanced Education and Career Development, Information Development and Marketing Branch. Worksmarts. Edmonton, Alberta, 1995. ISBN 0 7732 0621 3

Brand, Margaret, A. Olney Sparkes, and B. J. Neufeld. Success in the Workplace. Toronto: Copp Clark, 1996. ISBN 0-7730-5552-5

Handcock, Helen. The Facilitator’s Edge, Group Sessions for Educators! National Life/Work Centre. Online copies: pdf format, www.theedgemag.org

Sander, Phil, M. Simpson, and T. Ward. Career Education. Toronto: Ontario Secondary School Teachers Federation, Educational Services Committee, 1997. ISBN 0-920930-82-4

Volunteering Works! Be Part of Shaping Your Future (youth booklet, parents’ guide, facilitator’s guide) Volunteer Canada, 2000. http://www.volunteer.ca

Activity 7: Making my mark! Which opportunity can I select to make my mark?

Time: 140 minutes

Description

Students will summarize and apply their learning from this unit and articulate how their competencies, interests, and characteristics match one personal, one community, and occupational short-term goals. Students will select a learning opportunity based on their interests for short-term involvement.

Strand(s) and Expectations

Strand(s): Preparation for Transition and Change, Exploration of Opportunities

Overall Expectations

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

PCV.02 - demonstrate the ability to use marketing and networking strategies and to produce personal documentation (e.g., résumés, portfolios) in searching for work;

PCV.03 - use appropriate decision-making methods to set learning, community, and work goals and develop action plans;

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

Specific Expectations

EO2.O5 - demonstrate understanding of how to maintain safety in the workplace and identify employees’ and employers’ rights and responsibilities;

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

PC3.02 - articulate personal, community, and occupational goals and explain how these relate to their competencies, interests, and characteristics;

PC2.05 - create effective résumés, cover letters, and thank-you letters for the work search process, using word-processing software and appropriate vocabulary and conventions;

PC2.06 - complete job applications effectively and without spelling or grammatical errors;

PC2.07 - demonstrate the ability to communicate their interest in a work opportunity effectively;

PC2.08 - identify common interview questions and demonstrate the ability to respond appropriately and effectively;

PM3.04 - demonstrate effective use of personal management skills.

Planning Notes

· Arrange for guest speaker or video from WHMIS - Young Worker Awareness Program to address safety in the workplace issues.

· Ensure that students’ portfolios are up to date with all assessment data and that students have their portfolios and personal profiles during Activity 7.

· Make available all resources for school, community, and work-based opportunities.

· Make available all resources and materials from Activity 6 re: applications, résumés, interviews, and cover letters.

· Work with the teaching staff in the school to make opportunities available for student involvement in activities that extend their learning in their areas of interest, e.g., support students and encourage a résumé and informal interview in situations like the following:

· take a leadership role in planning an activity (individually or with others) for their teacher adviser group or for a Grade 9 teacher adviser group;

· become involved in a new extracurricular activity or club;

· assist with a school activity (e.g., Grade 9 band, a sports team, etc.).

Prior Knowledge Required

· goal-setting strategies

Teaching/Learning Strategies

1. Either through a video presentation or guest speaker, students gain initial awareness of workplace safety and employees’ rights and responsibilities.

2. Students select an experience from the list of work and volunteer opportunities and the range of opportunities in secondary school that were explored in Activities 4 and 5.

School-Based Experiences

· leadership role in planning an activity (individually or with others) for their teacher adviser group or for a Grade 9 teacher adviser group;

· involvement in an extracurricular activity or club that they have not participated in before

· assisting with a school activity (e.g., Grade 9 band, a sports team, etc.);

· finding out about and applying for a, co-operative education placement;

· (If some of this hands-on involvement is not possible for some students, they can find out additional information in an area of interest by setting up and pursuing a job shadow, setting up a series of information interviews – in person and/or via e-mail or telephone and cold calls – an activity that requires the student to use some skills and causes them to learn in an area in which they are unfamiliar.

Community-Based Experiences

· job shadows, work experience, helping with the church choir or a recreational theatre or sports group, part-time work, occasional work– as a baby sitter, photographer, dog walker, working towards their Community Involvement Diploma requirements in an individual volunteer placement or by organizing a group service project – in the school or in the community.

Club, committee, leadership on a school club or committee, school to work programs, co-operative education, peer tutoring, etc.

· the experience that students select must match with the interests, skills, and values in their personal profile;

· students apply for and participate in one of the experiences;

· the application and promotional package may be used to seek an experience that contributes towards the Community Involvement Diploma requirement.

3. Students prepare a self-promotion package that includes an application, a cover letter, a résumé, and a list of anticipated interview questions and appropriate and effective answers specific to the opportunity selected in Strategy 2 above.

4. Students articulate their goal and plan and develop tasks and timelines for the development of their promotional package.

5. Students map out potential learning and preparation that they will need to pursue for the interview or application process and to ready them for the actual experience, volunteer opportunity, or job if they get it.

6. The teacher reviews the steps in the planning and research process that the students have experienced in the unit.

Assessment/Evaluation Techniques

1. EO2.05 Paper and pencil test (workplace safety); portfolio evidence;

2. PM3.04 Students use the project management template (see Appendix 11 – Sample KWHLAQ Template) to plan and carry out the development of their self-promotion package (summative: criteria - steps outlined in the template – effectiveness, completion, depth; constructed response; portfolio evidence);

3. PC3.02 Using a graphic organizer or in a summary paragraph, articulate why and how their goal (the selected opportunity) matches their competencies, interests, and characteristics. (summative: constructed response portfolio evidence);

4. PC2.05,.06,.07,.08 Self-promotion package (summative: checklists/rating scales for résumés, covering letter, interviews, cold (inquiry) calls, or conversations; portfolio evidence);

5. PC1.02 Students will trace their steps from the beginning of the unit to the present and list some of the questions that they answered along the way. Students outline any additional learning or preparations that will need to be made before beginning the experience. (formative: constructed response – criteria: questions in inquiry process; portfolio evidence).

Accommodations

· Use a buddy system to help students identify the competencies, interests, etc., from their portfolio and personal profile.

· Some students may need assistance in preparing their self-promotional package, and collecting and selecting materials from their portfolios.

Resources

WHMIS, Young Worker Awareness Program
http://www.whsc.on.ca

Appendix 15

Impact Wheel

Glossary

Significant Others: individuals who have had the most influence on you

Personal Style: Are you passive, aggressive, assertive, introverted, extroverted, a leader, a follower, etc.

Leisure Experiences: those things you do in your discretionary time

Values and Beliefs: things/ideas which are important to you. I believe...

Interests: similar to leisure experiences but may be pursued in non-discretionary time

Stories of Accomplishment: awards, goals achieved, recognition, etc.

Motivator: what causes you to set goals, do things. Is it intrinsic (inside)? Or extrinsic (outside)?

Skills: what you are good at doing

Appendix 16

Research Rubric

Criteria	1	2	3	4
Question (What is the question?)	- vague questions with little focus for research	- vague question with some areas of focus for research	- clear question with some areas of focus for research	- clear, succinct question and well defined focus for research
	- states few options as possibilities; some are not related to the question	- outlines many options and possibilities – some do not relate to the question	- outlines many options and possibilities –all relating to the question	- outlines a range of varied options and opportunities – all relating to the question
Predict (Which possibilities should I consider?)	- with much assistance, identifies a few suitable possibilities to consider for research	- with limited assistance, identifies some suitable possibilities to consider for research	- independently, identifies many suitable possibilities to consider for research	- independently identifies a range of suitable possibilities to consider for research
Plan (Plan possibilities and sources)	- develops a workable plan that may lack appropriateness and clarity	- develops a workable plan that is somewhat appropriate and clear	- develops a workable plan that is appropriate and clear e.g., includes resources, organizers, search words	- develops a workable plan that is appropriate, efficient, and clear
Collect (Sources: newspapers, books, internet, magazines, CD-ROMs, interviews – live, e-mail, phone)	- little focus towards question during the gathering process and information is not accurate and complete	- uses one or two sources, original question guides search	- uses many (three or more) resources for information most of which answers the question	- uses a variety of resources extensively and selects only information that answers the question
Synthesize	- the product includes necessary and unnecessary information; only part of the question is answered; limited detail and clarity.	- the product includes accurate information that answers only part of the question	- the product answers the question in a way that reflects learning, detail, and accuracy	- used the information in a meaningful way to create an original product that clearly answers the question with accuracy, detail, and understanding
Communicate Sequencing and Organization of Content	- shares the results of research with limited clarity and coherence	- shares the results of research with some clarity and coherence	- shares the results of research clearly and coherently	- shares the results of research clearly and coherently in a manner that provokes interest
Speaking/Use of Language	- scattered and disjointed, limited details relating to topic	- ideas loosely connected; some details and description relating to topic	- information presented in logical sequence; all descriptions and detail relate to topic area	- presented in a logical sequence that flows; concise description and detail that all relate to topic area
Non-Verbal Message	- limited effectiveness – many errors in vocabulary and grammar; little eye contact, some mumbling	- somewhat effective – some inaccurate vocabulary and grammar; clearly spoken, eye contact, little expression	- mostly effective – accurate vocabulary and grammar, clearly spoken, eye contact	- highly effective – accurate vocabulary/grammar; clearly and steadily spoken, eye contact, enthusiasm, and expression
Style	- few gestures and expressions convey the same message as the spoken one	- some gestures and expressions convey the same message as the spoken one	- gestures and expressions convey the same message as the spoken one	- gestures and expressions convey and enhance the spoken message
Mode	- unable to purposefully match style to audience	- uses a presentation style somewhat appropriate to purpose and audience	- uses a presentation style that is appropriate to purpose and audience	- uses a presentation style that is appropriate to purpose and audience
	- with assistance, uses a single form of presentation (e.g., oral)	- uses a single form of presentation	- with assistance, uses a variety of forms of presentation (e.g., oral, slides)	- independently uses a range of appropriate forms of presentation (e.g., oral, slides – with charts, text, graphs, etc.)
Evaluate	- needs some assistance to describe what has been learned	- describes a variety of things that have been learned throughout the research process what has been learned	- describes what has been learned in the research process in terms of initial question	- describes what has been learned in the research process in terms of initial question
	- needs assistance to articulate next steps	- articulates next steps	- defines a new question and articulates next steps	- defines a new question and articulates next steps; states what might be done differently next time

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

Appendix 17

Sample Index/Cover Page for Personal Profile

Profile of a Young Adult – female or male

or Puzzle Board

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