Informational Interviews

As a end-of-year project, students will create an audio commercial, a talk show interview, or a news report about an occupation. Students will rely on available information to prepare a set of interview questions

and will then interview a working professional about the world of work. The interview will be digitally

recorded and students will synthesize the audio file to create a unique audio production.

Renata GeurtzMay 21, 2013

Anticipatory IntroductionDid you know that most Americans will have SEVEN careers during their lifetime. Did you know that many of the jobs available in 20 years don’t even exist today.

Knowing how to do career research is vital. Before accepting a new job or changing careers, you will need to learn all you can about the industry and the available jobs.

Up till know, we’ve researched industries, careers, occupations, and jobs by reading what others have written. In this project, YOU will interview a working professional and create an audio recording so that others can learn from you.

Learning Outcomes Students will use Internet resources to research careers, job descriptions,

and companies.

Based on the research, students will develop a list of interview questions about the job/company.

Working in groups, students will plan, conduct, and record an interview which can be either in person, by phone, or technology supported.

Working independently, students will create one of the following audio productions: (1) commercial for a profession; (2) talk show interview; or (3) a radio news report about the profession.

Students will upload audio recording to school website.

Common Core Standards 6-8.RST.2. Determine the central ideas or conclusions of a text;

provide an accurate summary of the text distinct from prior knowledge or opinions.

6-8.RST.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

6-8.RST.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

6-8.RST.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

6-8.RST.9. Compare and contrast the information gained from experiments, simulations, videos, or multimedia sources with that gained from reading a text on the same topic.

Workplace Standards 1WP-E6. Speak in a content area (science, social studies), using

vocabulary of the subject accurately. 3WP-E1. Utilize information acquired from several sources and

transfer information learned in one situation to another.

Technology Standards Strand 1: Creativity and Innovation

Concept 1: Knowledge and Ideas: Use technology to generate knowledge and new ideas.

Concept 4: Original Works: Use technology to create original works in innovative ways

Strand 2: Communication and Collaboration Concept 1: Effective Communications and Digital Interactions: Communicate

and collaborate with others employing a variety of digital environments and media.

Strand 3: Research and Information Literacy Concept 1: Planning: Plan strategies to guide inquiry.

Concept 2: Processing: Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

Strand 4: Critical Thinking, Problem Solving, Decision Making Concept 1: Investigation: Identify and define authentic problems and significant

questions for investigations Concept 2: Exploring Solutions: Plan and manage activities to develop solutions to

answer a question or complete a project.

Time and ScheduleEnd of year project – cumulative project

7 school days for the interview

7 school days for the audio production

Materials and Technology Resources

Audio examples of commercials for a profession, a talk show interview, and a news report on a profession

Internet access

Word Processing software

Audio creation and editing software

Digital recording device

Parental involvement: drive to interviews

Conference telephone or web-based meeting software

Pre-activitiesStudents should have a thorough understanding of how to research careers – what questions to ask and what are standard sources of workplace information.

Students should have prior experience with audio creation and editing software.

Students should have prior experience of interviewing members of the business community.

Students should have experience of working in groups.

ActivitiesProject has three parts (1) the interview with an employee; (2) the audio product; (3) self-reflection (see assessment)

The Interview – group project1. Students select the Career Cluster (6 to choose from) they would like to investigate

(select 3 in preference order). Teacher assigns groups of 4 to 5 students to collaborate on the interview. Each student will be assigned a responsibility on the group: (1) interviewee contact, (2) note-taker, (3) digital recording, (4) researcher.

2. Teacher, parents, and students will identify potential interviewees.

3. Working in groups, students will research the profession of the interviewee and the company for which he/she works. Students will write at least ten questions to be asked in a semi-structured interview.

4. For peer feedback, students will share their interview questions with classmates. Students will conduct a mock interview with each other.

5. As a small group, students will conduct the interview either with a visit to the place of work, teleconference, or video conference. The interview will be audio recorded.

A one-minute audio production – individual project1. Each student will receive an audio file of the interview recording and will select what

type of production they will create: (1) commercial for the profession; (2) a talk show interview; or (3) a news report.

2. Students will create a storyboard of their project and present in a small group for peer feedback. Students will make revisions to their plans.

3. Students will use audio creation/editing software to create their product. Peer feedback for suggestions/revisions.

4. Audio interview will be posted to school website.

Assessment Timeliness: were the major milestones met on schedule

Interview questions: using a rubric, the questions will be evaluated for completeness, quality, and uniqueness.

The interview: completed at least a 30 minute interview with recording.

Peer participation: complete a peer evaluation to ensure all participated equitably.

Storyboard: using a rubric, the storyboard will be evaluated for completeness and accuracy, ensuring that a 1-minute audio production can be created.

Audio: using a rubric, the audio production will be evaluated for accuracy and creativity. Was production uploaded to school website?

Peer evaluation: using an online evaluation, students will listen and evaluate a selected number of audio productions.

Self-reflection: students will submit a one page reflection, covering any aspect for their experience. They may consider the following:

What did you learn about the profession or company?

What did you learn about interviews and creating audio productions?

What aspect of the project was most interesting for you?

What was interesting or challenging in working as a part of the team?

Extensions & AdaptationsExtension: Student can create an audio

production which merges several audio files to create a synthesis of interviews: “A Special report on a Career Strand”

Adaptation: Increase the size of group to 5. Reduce the length of the audio product to 30 seconds. The self-reflection can be oral.

The CTE Program Model

students use literacy and writing skills to research, analyze, synthesize, and report

students collaborate with the business community to communicate and discover

students use technology, literacy, and work-based skills

students begin to network with work community

indirect instruction, collaborative learning

between students, teachers, and

interviewee

students communicate with

interviewee in a real-world context