WHY CAREER READINESS? - Nebraska · Personal Strengths Talents Education Experiences Bring Value...
Transcript of WHY CAREER READINESS? - Nebraska · Personal Strengths Talents Education Experiences Bring Value...
[ Lesson Plan ]
WHYCAREER READINESS?
Nebraska Department of Education
WHYCAREER READINESS?
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WHY [ Career Readiness? ]
Time50 minutes
To ols |Eq uipment| Suppl ie s :
• Eightsheetsof8.5X11withonenumberwrittenoneachsheet– interest approach
• SevenstatementswrittenonawritingsurfaceorPowerPoint–interest approach
• HabitudesforCareerReadyStudentsbooks–objective 1
• Onelargeposterforeverythreeorfourstudents–objective 2
• Anapple–objective 3• AppleproductsuchasiPad,
iPod,iPhone–objective 3• Worksheet,oneperstudent–
objective 3• Post-Itnote,oneperstudent
–review and summary
GoalCreatebuyinandestablishaneedforbeingCareerReady
Student Learning Ob ject ive sAs a result of this lesson, students will…
• UnderstandthedefinitionofaCareerReadystudent.
• Compareandcontrastjobsandcareers.• DemonstrateaneedforCareerReadiness.
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Intere st Approach[ APPROXIMATELY 10 MINUTES ]
Activity: Face the FactsBeforestudentsarrivewritethefollowingnumbersoneightdifferentsheetsofpaper–onenumberpersheet.
260,000 74 59 10,000 3.5 62 75 9.6
Alsowritethefollowingstatementsontheboard:1. ______Nebraska’sunemploymentrate.2. ______UnemploymentrateforAmericansaged20-29.3. ______Numberofrecentcollegegraduatesstillworkingatorbelowfederalminimum wageof$7.25perhour.4. ______PercentageoftheworkforcewhowillbeGenYby2025.5. ______Numberofbabyboomerswhoretireeachday.6. ______Percentofbusinessdecision-makersand______percentofhighereducation administratorswhogiverecentcollegegraduatesa“C”gradeorlowerfor preparednessintheirfirstjobs.7. ______Percentofbusinessesagreethattheymustpartnerwithcollegesanduniversitiesto providebusinesscurriculathatproperlypreparestudentsfortheworkforce.
Tellstudentstopartnerwithsomeonesittingclosetothemtomatchthenumberswiththecorrectstatement.Studentsshouldcapturetheirguessesonapieceofpaper.Givethepairstwominutes.
Askafewstudentstoshare.Astheydeterminethecorrectnumbers,haveastudentvolunteertomovethenumbersnexttothematchingstatement.Itshouldread:
1. 3.5–Nebraska’sunemploymentrate.2. 9.6–UnemploymentrateforAmericansaged20-29.3. 260,000–Numberofrecentcollegegraduatesstillworkingatorbelowfederal
minimumwageof$7.25perhour.4. 75–PercentageoftheworkforcewhowillbeGenYby2025.5. 10,000–Numberofbabyboomerswhoretireeachday.6. 59percentofbusinessdecision-makersand62percentofhighereducation
administratorswhogiverecentcollegegraduatesa“C”gradeorlowerforpreparednessintheirfirstjobs.
7. 74percentofbusinessesagreethattheymustpartnerwithcollegesanduniversitiestoprovidebusinesscurriculathatproperlypreparestudentsfortheworkforce.
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PROCESSING QUESTIONS:• Whatsurprisesyou? Reframe: What stands out to you? • Whatcorrelationscanbemade? Reframe: How does one statement or fact impact another statement or fact?• Whatdothesenumbersmeanforyourfuturecareer?
KEY POINT: Thereisaneedtopreparenowforyourfuturecareer.
Explainthatyouareabouttoembarkonatasklikenoneother.Thisisaboutknowingyourstuff.Thisisaboutrelationships.Thisisaboutmakinghealthychoices.Thisisabouthavingknowledge,driveandconfidence.Thisisaboutthenextstepinlife.It’scalledbeingCareerReady.
TRANSITION: Sowhatdoes“CareerReady”evenmean?
Ob ject ive 1 :Understand the definition of a Career Ready student.[ APPROXIMATELY 12 MINUTES ]
RevealthedefinitionofaCareerReadypersontothestudentsbyeithershowingitonaPowerPoint,referringtoaposterthatwillcontinuetohanginyourclassroom,writingitontheboardorhavingthemturntopage3intheirHabitudesbook.Askthemtoreaditsilentlyandunderlinethewordthatstandsoutthemosttothem.
PROCESSING QUESTIONS:• Afterseeingthisdefinition,whichwordpoppedouttoyou?Why?• Whatotherwordsarecritical?
Explainthatwewillbegintobreakdownthisdefinitiontounderstanditevenbetter.
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DIRECTIONS:• Splitthestudentsintofourgroups.• Eachgroupwillbegivenasetofwordstodefinefurther.• TakeeachwordandexplainwhatthismeansinthecontextofCareerReadiness.
o Whatdoesthiswordmean?o Whataresynonymsforthisword?o WhyisthiswordimportanttothedefinitionofCareerReady?o Forexample:theword“ready”meanswearefullyprepared.Theword“ready”iscritical
becausestudentsshouldbefullypreparedtoentertheworkforcewiththeskillsandexperiencestheyneedtobesuccessful.
• Discussthesewords,takingnotesifnecessary.• Bereadytoreportback.• Revealandassignthefollowingwordsorphrasestothegroups.
Tip: display these on a PowerPoint or whiteboard.
GROUP 1 GROUP 2 GROUP 3 GROUP 4CareerReady
Capitalizes
PersonalStrengthsTalents
EducationExperiences
BringValueWorkplaceCommunity
PerformanceSkill
DiligenceEthics
ResponsibleBehavior
Settheexpectationthatadifferentstudentwillreportoneachwordassignedtothegroup. Forexample:ifthegrouphasthreewords,wewillhearfromatleastthreestudentsinthegroup.
Giveafewsecondsforthemtoidentifyonepersonforeachwordandhavestudentsshare.
Forgroupstwoandfouremphasizethedifferencesbetweeneachoftheassignedwords.Continuallyrelatetheirresponsesbacktotheurgencyofpreparingnowfortheircareer.
TRANSITION: Nextwewillexaminetheword“career”evenfurther.
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Object ive 2 :Compare and contrast jobs and careers.[ APPROXIMATELY 10 MINUTES ]
Dividestudentsintogroupsofthreeorfourandprovidethemwithonelargeposter-sizedpaperpergroup.Theycanputtheseontheirtablesorpostthemonawall.Havestudentsdrawalinedownthemiddle,labelingonecolumn“Job”andtheothercolumn“Career.”
Explaintothestudentsthattheywillhavefourminutestolistasmanydifferencesbetweenthetwocategoriesaspossible.Itisimportanttonotethattheyarenotlistingdifferenttypesofjobsorcareers,butratherthedifferencesbetweentheterms.
Afterfourminutes,havestudentssharethemainitemsontheirlists.ThenrevealthislistonaPowerPoint,whiteboardorposter.
SHARE THESE POINTS:• Individualscanchangejobswithoutchangingcareers.• Apersonwillnormallyhaveseveraljobswithinthesamecareer.• Acareertakesgoal-setting,centeredontheindividual’sspecializedstrengths,talents,
experiencesandeducation.
ASK STUDENTS TO SHARE WITH A PARTNER:• Nameajobyouhavehad(mowinglawns,babysitting,etc.). Whydoyouviewthisasajobandnotacareer?• Nameacareeryouwouldliketopursue.• Whataresomejobsthatcouldhelpyoupursuethatcareer?
TRANSITION: So,wehaveexploredtheword“career.”Let’stakeadeeperlookatbeingREADYforourcareers.
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Object ive 3 :Demonstrate a need for Career Readiness. [ APPROXIMATELY 15 MINUTES ]
Activity: Apples to Apples Inthesamegroupsofthreetofourstudents,assignhalfthegroupsanapple(asinthefruit)andhalfthegroupsanAppleproduct(asinaniPad,iPhone).
Note: If possible, place the assigned product in front of the student groups.
Usingtheprovidedworksheet,havestudentsbrainstormandlistalljobsneededtocreatethisproductanddeliverittoconsumers.Explainthattheyareonlyworkingontheleftsideoftheworksheetatthispoint.
Aftertwominutes,askthemtothinkoutsidethebox.Whatotherdepartmentsdowenotthinkof,butstillareneededtocreateormarketthisproduct?(HumanResources,Finance,Marketing,Distribution,etc.)
Givestudentsoneadditionalminutetocompletethelist.
Telleachstudenttochooseonespecificoccupationfromthelistjustcreatedbytheirgroupwitheachstudentinthegroupchoosingadifferentoccupation.
Havestudentswritetheirchoiceinthetopboxontherightsideoftheworksheet.
Explainthattheywillbeexaminingtheoccupationtheyhavejustlistedandwilllistthestrengths,talents,experiencesandeducationneededtobesuccessfulinthisrole.Theywilldothisbycompletingtheremainingfourboxesontheworksheet.
Allowonestudentpergrouptosharethelistfortheoccupationtheychose.
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PROCESSING QUESTIONS:• Whatsimilaritiesdoweseeamongthesecompletelydifferentcareers?
o POINT:Someskillsareuniversal.• Whatdifferencesdidyoufind?
o POINT: Eachcareerisuniqueandneedsaseparatesetofstrengths,talents,education,andexperiences.
• Whatwouldhappenifyouswappedskillsets,talents,educationandexperiencesof,forinstance,thefarmerandthecomputerscientist(orpossiblyusetwocareersthestudentshavejustdiscussed)?Howsuccessfulwouldtheybeintheirnewroles?o POINT:Eachcareertakesdeliberateplanningandeveryexperience,strength,and
trainingshouldfurtherwhereyouwanttogoinyourcareer.• DoesthefarmerrelyonthecomputersoftwareengineerswhomaketheiPadsandother
technologies?Viceversa,doesthecomputersoftwareengineerrelyonthefarmer?o POINT:YES.Nocareerismoreimportantorbeneficialthantheother.Itjust
dependsonhowtheindividualcanbestusetheiruniquestrengths,experiences,educationandtalents.
Rev iew | Summary[ APPROXIMATELY THREE MINUTES ]
OnaPost-Itnotehavestudentswritea“tweet”aboutCareerReadiness.Reviewthattweetsare140characterslongandthereforethewordscapturedonthePost-Itnoteshouldbe140characters.Includehashtagsand@symbolsifnecessary.
Challengethestudentstobecreativewiththeirtweets.Thetweetsshouldstartout“#CareerReadinessis…”
Offeraplaceintheclassroomforstudentstodisplaytheir“tweet”Post-Itnotes.PerhapsdrawtheTwitterlogoonaposterorwhiteboard.EncouragestudentstotweetapositivemessageaboutCareerReadinessastheyleaveclass.
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Source s :
1. 3.5–Nebraska’sunemploymentrate. http://www.dol.nebraska.gov/infolink/OtherFiles/MSR.pdf2. 9.6–UnemploymentrateforAmericansaged20-29. http://growingleaders.com/blog3. 260,000recentcollegegraduatesarestillworkingbelowfederalminimumwage. http://www.forbes.com/sites/nextavenue/2014/07/07/how-to-stop-stressing-over-your-
childs-job-search/4. 75–PercentageoftheworkforcewhowillbeGenYby2025. http://www.businessinsider.com/millennials-need-to-learn-these-14-rules-2013-95. 10,000–Numberofbabyboomerswhoretireeachday. http://money.usnews.com/money/blogs/on-retirement/2012/03/23/the-baby-boomer-
number-game6. 59percentofbusinessdecision-makersand62percentofhighereducation
administratorswhogiverecentcollegegraduatesa“C”gradeorlowerforpreparednessintheirfirstjobs.
http://www.forbes.com/sites/shamakabani/2013/12/05/study-reveals-surprising-facts-about-millennials-in-the-workplace
7. 74percentofbusinessesagreethattheymustpartnerwithcollegesanduniversitiestoprovidebusinesscurriculathatproperlypreparestudentsfortheworkforce.
http://www.forbes.com/sites/shamakabani/2013/12/05/study-reveals-surprising-facts-about-millennials-in-the-workplace/
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APPLES TO APPLESWorksheet
NAME OF PRODUCT: Chooseone careerfromthelistyourgroupjustbrainstormed:
Listallthejobsneededtocreatethisproductanddeliverittoconsumers.
Strengths: Education:
Talents: Experiences:
It is the policy of the Nebraska Department of Education not to discriminate on the basis of sex, disability, race, color, religion, marital status, age, or national origin in its
education programs, admission policies, employment, or other agency programs.
This project was funded through the Carl D. Perkins Career and Technical Education Act of 2006, administered through the Nebraska Department of Education. However, the contents do not necessarily represent the policy of the United States Department of
Education and you should not assume endorsement by the Federal Government.