Middle School Career Guidance Curriculum - Weebly
Transcript of Middle School Career Guidance Curriculum - Weebly
Introduction, Rationale
This career guidance unit is designed to be used with 7th
grade students, but can
also be made applicable to other grades. The purpose of this unit is twofold. The first
half of the unit will focus on helping the students learn more about themselves; the
second half will focus on career exploration, encouraging the students to use what they
learned about themselves as a means of guiding their search. The entire unit will be
broken down into to five guidance lessons and a final presentation day. Each lesson,
depending on allotted time, should be between 45 to 60 minutes.
The first three lessons will focus on the following topics regarding self-
understanding: interests, skills/abilities/, and values. In lesson four, students will be able
to research careers related to their specific interest, skills, and values. They will also
learn how to effectively research jobs. Students will learn what specific information is
important to find out and how to go about finding out this information. In lesson five,
students will spend time researching information on their top three job choices. They
will also be provided instructions for their final project. The last class session is reserved
for student presentations.
By the end of the unit, students should have a stronger sense of themselves, as
well as an understanding of what career areas match up with their profile. Students will
also have a greater understanding of how to research careers and what type of
information to seek out when searching. In the end, students should also have a greater
sense of the connection between academics and careers, as well as broader understanding
of the importance of beginning the career plans.
There are two main reasons why this unit is designed to be implemented at the
seventh grade level. The first has to do with developmental appropriateness. Overall,
there tends to be a significant amount of development that takes place between sixth and
seventh grade. By the time students enter the seventh grade, many of them have matured
physically and mentally, and they generally have a stronger sense of self-identity. Thus,
this would make them more prepared to further explore their identities and to begin
thinking seriously about their futures. The second reason why this unit was designed for
seventh graders is a matter of timing. At the eighth grade level, students begin
scheduling and planning for their high school courses. By focusing on both self and
career exploration at the seventh grade level, students are then better prepared for
planning and scheduling for their high school courses in eighth grade.
The content of this unit is based on research in the field of career counseling.
Research has shown that people generally follow career paths based on their interest.
Holland’s six personality types have been well researched and are an effective means of
relating personality to careers. Aside from interests, research also indicates that
understanding one’s skills, abilities, and values is a valuable asset to career exploration.
According to Super’s developmental model, have a strong self-concept is a requirement
and prerequisite to career exploration. Thus, having the students reflect on interests,
skills/abilities, and values will foster their sense of identity and self-concept.
The career exploration is designed to encourage the students to think critically
about career options. Students are taught to do in-depth research that will help them gain
a deeper understanding of specific careers. More importantly, students begin to see the
connection between their education and their futures.
School Corporation: N/A
School Name: N/A
Contact: Drew Sager – School Counselor
Indiana Student Standards for Guidance Addressed
Standard(s) addressed:
Standard 2- Career Development
Indicator(s) addressed:
6-8.2.1 Reexamine their career interests based on their experiences and/or updated career interest inventory
Instructional Development
Grade Level(s): 7 (can be adapted for 6th through 9th)
Title: What Interests You?
Summary:
This is lesson 1 in the unit, “Exploring Yourself and Careers”. There are two primary learning objectives in this lesson. The first objective is to help students reassess and evaluate their interests. The second objective is to teach them the relationship between interests and careers.
Time Frame One Session~ 45mins to 1 hour
Required Materials:
Computer Lab w/ internet access; folders to hand out to students; „Who Am I‟ worksheet (one for each student), overhead projector; Holland personality trait power point presentation; career brainstorm worksheet.
Procedure:
1. Brief the students on what they will be learning throughout the entire unit. Engage the group in discussion about the importance of knowing themselves and how this relates to selecting a career path. Emphasis the connection between academics and careers, noting the importance of striving to succeed and excel in academics.
2. Pass out a folder to each student and inform them that they will be keeping important information in their folders. Have the students write their name on their folder.
3. Next, pass out the “Who I Am” worksheet and have students fill it out. Once the students finish the worksheet, have them turn them in. Students will fill the same worksheet out at the end of the Unit as a means of assessing their growth throughout the unit.
4. Display power point slide number one, “Holland‟s Six
Personality Types”. Proceed through remaining slides, explaining each of the personality types in more detail. Engage the students in providing examples of jobs and careers that may fall into each personality type.
5. Have students register onto LearnMoreIndiana.org career webpage. Then have them fill out the Career Clickers Expanded inventory using the computers. Remind students that there will be a project at the end of the unit, so it is important that they take this part seriously.
6. Once all students have completed the survey, provide them an opportunity to share what their three personality areas are. Hand out „career brainstorm‟ worksheet and explain instructions. Students will be asked to complete worksheet as homework and bring it to class for the next lesson.
Evaluation
How will mastery of the guidance indicator(s) be evaluated?
Indicators will first be evaluated by the responses students write on the “Who I Am” worksheet. A comparative review will be conducted after students complete the form again at the end of the unit. Student portfolios (folders) will also be used as a means of assessing and evaluating their progress.
Learning Resources
Resources needed: e.g., technology resources, media resources, books, web sites
http://www.LearnMoreIndiana.org Career resource and career inventory
Citation(s): You may include copyrighted materials in “resources needed,” but do not reproduce copyrighted materials in your lesson plan. Non-copyrighted materials need to be reproduced and included with your lesson plan. Cite sources here.
http://www.LearnMoreIndiana.org
Collaborative Partners: e.g., advisory teachers, other teachers, community resource people
Teachers, Principal, Colleagues. Inform teachers about the nature of the unit and encourage and assist them with making the academic curriculum applicable when possible.
School Corporation: N/A
School Name: N/A
Contact: Drew Sager – School Counselor
Indiana Student Standards for Guidance Addressed
Standard(s) addressed:
Standard 2- Career Development
Indicator(s) addressed:
6-8.2.1 Reexamine their career interests based on their experiences and/or updated career interest inventory
Instructional Development
Grade Level(s): 7 (can be adapted for 6th through 9th)
Title: Assessing Skills and Abilities
Summary:
This is lesson 2 in the unit, “Exploring Yourself and Careers” In this lesson, students will assess and evaluate their skills and abilities. They will gain an understanding that certain jobs require specific skills. They will begin to assess how their own skills and abilities relate to different career areas.
Time Frame One Session~ 45mins to 1 hour
Required Materials Chalkboard, overhead projector, or large paper to write on; „Coding my Sklls‟ worksheet; „Checklist‟; „Things I am Good At‟ worksheet;
Procedure:
1. Start off lesson with recap of what was learned during the previous week.
2. Have students take out their homework assignment from the previous week and engage them in sharing their responses.
3. In small groups, students discuss the topic „What is a skill?‟. Then facilitate a brief whole-class discussion on this topic.
4. Provide a list of up to ten well-known occupations and have students write down the skills suitable for these occupations.
5. Pass out “Coding my Skills” worksheet and have students fill it out individually.
6. After completing the worksheet, have the students rank the ten skills they currently consider most useful in the world of work.
7. Pass out the „Checklist‟ worksheet and have students individually complete it. Break the class into small groups to discuss their findings
8. Facilitate brief whole-group discussion on the importance of abilities and hand out the „Things I am Good At‟ worksheet and review instructions with class. Instruct the class to complete the worksheet as homework and be prepared to share responses during next class. .
Evaluation
How will mastery of the guidance indicator(s) be evaluated?
Worksheets will be added to student portfolio, which will be used during individual planning session throughout their education.
Learning Resources
Resources needed: e.g., technology resources, media resources, books, web sites
http://www.LearnMoreIndiana.org
Citation(s): You may include copyrighted materials in “resources needed,” but do not reproduce copyrighted materials in your lesson plan. Non-copyrighted materials need to be reproduced and included with your lesson plan. Cite sources here.
http://www.LearnMoreIndiana.org
Collaborative Partners: e.g., advisory teachers, other teachers, community resource people
Teachers, Principal, Colleagues. Inform teachers about the nature of the unit and encourage and assist them with making the academic curriculum applicable when possible.
School Corporation: N/A
School Name: N/A
Contact: Drew Sager – School Counselor
Indiana Student Standards for Guidance Addressed
Standard(s) addressed:
Standard 2- Career Development
Indicator(s) addressed:
6-8.2.1 Reexamine their career interests based on their experiences and/or updated career interest inventory
Instructional Development
Grade Level(s): 7 (can be adapted for 6th through 9th)
Title: Assessing Your Values
Summary:
This is lesson 3 in the unit, “Exploring Yourself and Careers”. In this lesson, students will learn what values are. They will assess and evaluate their own personal values. They will gain an understanding that certain job environments reflect specific values. They will begin to gain an understanding of what career fields reflect their own values.
Time Frame One Session~ 45mins to 1 hour
Required Materials Large chalkboard to write on; „Work Values‟ worksheet;
Procedure:
1. Start off lesson with recap of what was learned during the previous week.
2. Have students take out their homework assignment from the previous week and engage them in sharing their responses.
3. Introduce group to concept of „Values‟. Break class up into small groups and have them come up with a list of values.
4. On the chalkboard, write down five occupation, providing room between each one. Instruct the groups to come up to the board and, using their list of values, write down those values that best fit each group i.e. under the occupation Social Worker, they could write “caring for others”.
5. Next, pass out the „Work Values Inventory‟ and review instructions with group. Have students individually complete inventory.
6. After completing the worksheet, have students share what their top ranking values were.
Evaluation
How will mastery of the guidance indicator(s) be evaluated?
Worksheets will be added to student portfolio, which will be used during individual planning session throughout their education.
Learning Resources
Resources needed: e.g., technology resources, media resources, books, web sites
http://www.LearnMoreIndiana.org
Citation(s): You may include copyrighted materials in “resources needed,” but do not reproduce copyrighted materials in your lesson plan. Non-copyrighted materials need to be reproduced and included with your lesson plan. Cite sources here.
http://www.LearnMoreIndiana.org
Collaborative Partners: e.g., advisory teachers, other teachers, community resource people
Teachers, Principal, Colleagues. Inform teachers about the nature of the unit and encourage and assist them with making the academic curriculum applicable when possible.
School Corporation: N/A
School Name: N/A
Contact: Drew Sager – School Counselor
Indiana Student Standards for Guidance Addressed
Standard(s) addressed:
Standard 2- Career Development
Indicator(s) addressed:
6-8.2.2 Use personal, print, and electronic resources to discover occupations that match their career interests. 6-8.2.7 Research specific occupations identified in their career plans
Instructional Development
Grade Level(s): 7 (can be adapted for 6th through 9th)
Title: Exploring Careers, Part 1
Summary:
This is lesson 4 in the unit, “Exploring Yourself and Careers”. In this lesson, students will learn how to research careers related to their specific interests, skills/abilities, and values. They will also learn how to be „good researchers‟ of careers.
Time Frame One Session~ 45mins to 1 hour
Required Materials Computer lab w/ internet; „Career Interest‟ worksheet; „Gathering Information‟ power point slide show;
Procedure:
1. Students will meet at the computer lab. Recap the previous three lessons, reiterating the importance of understanding one‟s interests, skills/abilities, and values and how they relate to work. Pass out „Career Interests‟ worksheet.
2. Have students login to their accounts on the LearnMoreIndiana website. Next, have them pull up the results of their interest inventory. Instruct them to click on the tab that links them to careers related to their interests. Instruct the students in exploring the careers that are listed on the site. Walk around and provide guidance and assistance.
3. Instruct students on how to access Indiana‟s career clusters page through the department of education website. Review these with them. Instruct students to complete the „Career Interests‟ worksheet.
4. Using the overhead, display power point slide show, „Gathering Information‟. Students should learn what specific information they should look up when researching an occupation.
5. For homework, students should determine three jobs out of the list of the nine that are listed on their worksheet. At this time, you should also brief the class on their final project, which they will have the next class period to work on.
For the project, the students will design a poster-board presentation that will provide an overview of their top three job choices. For each occupation, they will provide the following information: how the job relates to their interests, skills/abilities, and values; what type of education is required for the job; what a typical day is like; what is the current job outlook and salary?
Evaluation
How will mastery of the guidance indicator(s) be evaluated?
Worksheets will be added to student portfolio, which will be used during individual planning session throughout their education.
Learning Resources
Resources needed: e.g., technology resources, media resources, books, web sites
http://www.LearnMoreIndiana.org
Citation(s): You may include copyrighted materials in “resources needed,” but do not reproduce copyrighted
http://www.LearnMoreIndiana.org
materials in your lesson plan. Non-copyrighted materials need to be reproduced and included with your lesson plan. Cite sources here.
Collaborative Partners: e.g., advisory teachers, other teachers, community resource people
Teachers, Principal, Colleagues. Inform teachers about the nature of the unit and encourage and assist them with making the academic curriculum applicable when possible.
School Corporation: N/A
School Name: N/A
Contact: Drew Sager – School Counselor
Indiana Student Standards for Guidance Addressed
Standard(s) addressed:
Standard 2- Career Development
Indicator(s) addressed:
6-8.2.2 Use personal, print, and electronic resources to discover occupations that match their career interests. 6-8.2.7 Research specific occupations identified in their career plans
Instructional Development
Grade Level(s): 7 (can be adapted for 6th through 9th)
Title: Exploring Careers, Part 2
Summary: This is lesson 4 in the unit, “Exploring Yourself and Careers”. In this lesson, students will actively research their top three career choices in preparation for their final project.
Time Frame One Session~ 45mins to 1 hour
Required Materials Computer lab w/ internet; final project assignment sheet;
Procedure:
1. Students will once again meet in the computer lab. Engage class in review of previous week‟s lesson. Hand out final project assignment sheet. Inform students that they will have the class period to work on their projects. Instruct them to use the LearnMoreIndiana website to aid them in gathering information.
2. Walk around the room and check-in which each student to assess their progress and provide assistance as needed. Make sure that all students are on the right track and understand assignment fully.
Evaluation
How will mastery of the guidance indicator(s) be evaluated?
Worksheets will be added to student portfolio, which will be used during individual planning session throughout their education.
Learning Resources
Resources needed: e.g., technology resources, media resources, books, web sites
http://www.LearnMoreIndiana.org
Citation(s): You may include copyrighted materials in “resources needed,” but do not reproduce copyrighted materials in your lesson plan. Non-copyrighted materials need to be reproduced and included with your lesson plan. Cite sources here.
http://www.LearnMoreIndiana.org
Collaborative Partners: e.g., advisory teachers, other teachers, community resource people
Teachers, Principal, Colleagues. Inform teachers about the nature of the unit and encourage and assist them with making the academic curriculum applicable when possible.
NAME:_____________________
DATE:______________
Who Am I??
What are my interests?
*__________________________________________
*__________________________________________
*__________________________________________
*__________________________________________
What are my skills and abilities?
*__________________________________________
*__________________________________________
*__________________________________________
*__________________________________________
*__________________________________________
What are my values?
*__________________________________________
*__________________________________________
*__________________________________________
*__________________________________________
*__________________________________________
What jobs are careers interest me?
*__________________________________________
*__________________________________________
*__________________________________________
*__________________________________________
*__________________________________________
What information should I know about these
jobs?*_____________________________________
*__________________________________________
*__________________________________________
*__________________________________________
*__________________________________________
*__________________________________________
*__________________________________________
*__________________________________________
NAME:_____________________
DATE:______________
Instructions: After completing the career inventory, you should
have been given your top three personality traits. In the spaces
provided, list as many jobs as you can think of that you think best
fits each personality trait. In the last section, try and think of those
jobs that best fit a combination of all three traits. Have completed
worksheet with you for next week’s lesson.
Number 1 Trait:_____________
*_____________*_____________*_____________*___________
*_____________*_____________*_____________*___________
*_____________*_____________*_____________*___________
Number 2 Trait:_____________
*_____________*_____________*_____________*___________
*_____________*_____________*_____________*___________
*_____________*_____________*_____________*___________
Number 3 Trait:_____________
*_____________*_____________*_____________*___________
*_____________*_____________*_____________*___________
*_____________*_____________*_____________*___________
Combination of all three
traits:_________,__________,____________
*_____________*_____________*_____________*___________
*_____________*_____________*_____________*___________
*_____________*_____________*_____________*___________
NAME:_____________________
DATE:______________
Personal skills:
Checklist
Use this sheet to keep an up-to-date list of your skills.
1. Look at the skills you have already worked through on previous worksheet.
2. Now complete this checklist by writing in all the things you are very good at.
My skill How I learned this skill and/or how I currently
apply this skill
A job that requires this skill
NAME:_____________________
DATE:______________
Strengths and abilities:
Things I am good at
You all know some of the things that you are good at.
Being good at something means that you gain some satisfaction and enjoyment
from doing it. When you know what you can do well, you can develop those
abilities and apply them to work or leisure.
Our abilities can be divided into seven main groups: Nature or Recreation,
Organizing or Clerical, Practical or Mechanical, Analytic or Scientific, Creative or
Artistic, Persuading or Service, Helping or Advising.
What I’m good at
In the table below, put a tick () in the appropriate column to show how well
you do certain things.
Activities
Very good
Good Not so good
Playing sports
Gardening
Making friends
Remembering things
Maths
Playing a musical instrument
Being responsible
Learning new work
Talking to people
Working on machines
Cooking food
Activities
Very good
Good Not so good
Listening to others
Being able to work as part of a team
Following directions
Being friendly
Speaking in front of people
Working without supervision
Designing things
Drawing
Lifting heavy objects
Working with animals
Photography
Running/jogging
Eating
Being honest
1. If you can think of some more of your strengths, list them here.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________
2. List some of the things you aren’t very good at from the previous list and
write down some ways that you can address them.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
NAME:_____________________
DATE:______________
Personal skills:
Coding my skills
A skill is something you do well, such as skateboarding, reading or speaking in
public.
We all have skills and it is important that you recognize the skills you have now
and the skills you need to develop.
Instructions:
1. Read through the list of skills in the table. You will probably have some of
these skills already. Read through them carefully using the examples to help
you understand them.
2. Use the following number key to complete the checklist:
1: very good at
2: can do
3: would like to develop
4: doesn’t apply to me
3. Now, using the key, code the list of skills on the blank table.
4. You might like to add some skills that are not already in the table.
My skills
Skill Example Number
Code
Teamwork Helping a new student to settle into your
class
Working with
numbers
Saving pocket money or wages, balancing a
bank account
Being creative Writing stories, using computer graphics,
painting, photography
Staying fit Practicing and playing sport regularly
Communication –
listening
To friends, teachers, to messages so you can
pass them on accurately
Developing
technology/computer
skills
Operating a camcorder, using a computer
Planning and
organising
Arranging the school disco or a team for a
local competition
Information gathering
and research
Finding information for a school
assignment
Problem solving Working out how to get to a place, solving
puzzles
Designing new things Handcrafts, technology, clothing
Assembling or
repairing things
Repairing punctures to bike tires,
assembling kits
Learning new skills New dance steps, subjects, sports skills
Managing Your time, your money, others in a team
Following instructions Getting a meal ready, following a recipe
Showing initiative Getting on with things without having to
be told
Key
1: very good at 2: can do
3: would like to develop 4: doesn’t apply to me
NAME:_____________________
DATE:______________
Career Interests
Step 1. Go to the following web address:
www.doe.in.gov/octe/facs/CrrClstrGrid.html
Step 3. Review the 16 career clusters listed on the page. Determine which
three clusters your are most interested in.
Step 1. Logon onto your e-saver account at LearnMoreIndiana.org. Review
the list of jobs that match your personality traits. After reviewing the jobs,
pick your top nine job choices. List them in the spaces provided:
1.____________ 2.____________ 3.____________ 4.____________
5.____________ 6. ____________ 7.____________ 8.____________
9.____________
Step 2. Go to the following web address:
www.doe.in.gov/octe/facs/CrrClstrGrid.html
Next, review the 16 career clusters listed on the page. Determine which
career clusters best match each of the occupations you listed above.
Example: 1.dentist Cluster = Health Science
1.____________ Cluster = ______________
2.____________ Cluster = ______________
3.____________ Cluster = ______________
4.____________ Cluster = ______________
5.____________ Cluster = ______________
6. ____________Cluster = ______________
7.____________ Cluster = ______________
8.____________ Cluster = ______________
9.____________ Cluster = ______________
Final Project
Over the past weeks, we have not only learned more about
ourselves, but we have also learned about the different types of
jobs that match who we are. Additionally, we have learned
how to be good job researchers. That is, we know what
information is important to find out when exploring jobs.
It is now time to put all that information together!
On a standard-sized poster board, you will create a display of
the top three jobs you selected in class. For each job, you will
be required to provide the following information:
A job profile *What does a typical day look like?
*What skills are required for the job?
*How does the job match your own interests, skills/abilities/values
*What does not match?
Educational Requirements *what type of schooling is required for this job?
What do you need to do to best prepare for this job?
What are the wages and job outlook for this job?
Projects are due by next class. All students will be required to
present their findings to the class.
Good luck and have fun!!