166 87 i
AUTHORTrm:
INSTITUTIONSPONS'AGENCI
BUREAU NOB DATE
NOT N,N
ED BS .PR ICEDESCRIPTORS
IDENTIFIERS
ABSTRACT
lin SEMI
EC 113
Emerson, Debby R.; And CthersProlect S.P.I.C.E.: Special Partnership in CareerEducation. Self-Awareness Teaching Mcdule.Volusia County Schools, Daytona Beach, Fla.Office of Career Education (DRES/OE), WashingtonD. C.'
554AH70701Sep 78G0077C0050340.; For the final report,and other modules', see EC 113 3 1 -368
he implementation guide,
MP-$0.83 HC -$2.06 Plus Postage.Activity Units; *Career Awareness; *Career Education:
N*Educable Mentally Handicapped; Resource Eaterials;Secondary Education; *Self concept; TeachingMethods
'
*protect SPICE; *special Partnersihip in CarverEducation
The self awareness teaching module is one of a s,
of Mix Modules prepared by PrOject SPICE (Special Partnership inCareer Education) as a means ;ti providing career awareness,infOrmation to educable -mentally handicapped students (agei11-to-11years). After an overview, a.iodule profile is provided, which charts,the'units,' the activities in'Sach,unit, and the resources or.materials needed for the unit. The units included in the iodule are"Me and My Family"i'Alde and My Ability", "Me and My Interests", "Meand My Values", and "Me and My Looks". Student resource- materials forthe module are appended (PUB)
*************** *
ions supplied by Efrom the ,or
**************
**************r be made
II
PROJECT S.P.I.C.E.
SPECIAL PARTNERSHIP IN CAREER EDUCATION
SELF-AWARENESS
TEACHING MODULE
SEPTEMBER, 1978
U.S DEPARTMENT OP HEALY!".EDUCATION A WE IAIRENATIONAL INETITuti OP
EDUCATION
THIS DOCUMENT HAS BEEN NEPoo.oucE0 EXACTLY Ai NECEiyro FROMTHE PE RSCN OR COGAN'EATION OR ;DIN.ATING IT POINIS VIEW DR OPINIONSSTATED Do Not NECEtSARILY NEFEB.SENT OFFICIAL HATiONAL INSTITUTE OFEDUCATION posiTinN OR PODGY
THE SCHOOL BOARD OF VOLUSIA COUNTY FLORIDA
Clinton M. Rouse
CAREER EDUCATION COORDINATOR and PROJECT S.P.I.C.E. DIRECTOR
Debby H. Emerson
PROJECT S.P.I.C.E. COORDINATOR
4
Frank S. Elliott
PROJECT S.P.I.C.E. RESOURCE TEACHER
Dr. Jo E. Halley, III
PROJECT S.F. .C.E. EVALUATOR
Dr. Marcell a Kysilka
-TECHNICALASSISTANT
"PERM' SIN TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
Clinton M. Rouse
TO THE EDUCATIONAL RESOuRckaINFORMATION CENTER (ERICi ANDUSERS OF THE ERIC SYSTEM."
ACKNOWLE
Many individuals contributed, either directly or indirectly, to theplanning, development, i lementation and evaluation of Project S.P.I.C.E.In u project of.such large magnitude and short duration, it is seldompossible to acknowledge the efforts of all the persons who contributedto the project's success. Nonetheless, it'is only appropriate to mentionthose whose efforts were essential to the project.
The administration and staff of the two pilot schools were extremelycooperative and helpful. Special appreciation is extended to Ms. ElinorDanglise, Ms. Linda Shelton and Mrs. Ruth Clifton, teachers of the projectstudents, and to Mr. Henry M.Whites,Sr., Principal of Edith T. StarkeElementary School in Deland and Mr. Robert A. Smith, Principal of GeorgeMarks Elementary School, also in Deland.
Westside Elementary School in Daytona Beach was the comparison schoolfor the project. Mt. John P. Vodenicker, Principal, an" Mrs. Joyce Gettel,
e Hawthorne, Mrs. Vivian Watson, Mrs. Patricia Pensak and Mr. BenBroxton, teachers of comparison students, made many valuable contributionsto the project.
Throughout the project, Mr. Gerald W. Elbers of the U. S. Office ofCareer Education provided timely advice and assistance. He was particu-larly helpful to the project staff in refining the primary and subordi-nate objectives for the project, and in developing a strategy for reporting project results. Most importantly, perhaps, he believed in the project.
Special appreciation is also acknowledged to the State of rida,Department of Education, Mr. Ralph D. Turlington, Commissioner, granting Permission to reprint selected pages from the lorbility SkillsSeries. These materials were developed by the Career E cation ZWi7s7ofriotida State University and dished by the Division of Vocational Edu-cation, Joe D. Mills, Director.
And, finally, none of the foregoing could: have been brought tofruition without the tirelosseffortsjif MrsSusanlradley who typedthe original drafts of the Finalitetiat,theGuidoto,:program 1
Cation and:the six Teachin-Walesiles.Carole-Keough who typedfiiiii-driats,-and Ma usanHorioath, Career EdtCatiOn Specialist wiVolusia County Schools, -who spent many:: 0Urs readingiand editing the finalcopy.A1s6,-.0.-special: thank you to Mrs. Barbara Renner, Staff Assistantfor VolusWCounty Schools, who always found the answers to our mostdifficult problems.
Civil Right* Act of 1,64 states: he United States shell, an the ground of race,oral origin. be excluded frees participet an in. he denied the benefits of, or be subjected to
any ragtime or activity receiving Federal financial assistance. Title it of the Education1 Public La.. 92.311. states: "No person in the United States shall. an the heels of sea be
am cipation in, tr aenisd the bwiefits of or be subjected to discrimination under any educationreceiving federal financial assistance." Therefore, career education projects supported underof test Educative Asnedeente of 1974.-like every limns or activity receiving financial SfiSit
of Hestds Education, and Welfare, must .be operated in compliant, eith.these lets.
Tiee's:terial 1a this reilication an _meted iersuast to a !rent from the Office of Edocatioa.-U.SWealth, Educutlen, and Welfare. it _ow, peiats,of elm or WOOS expressed &loot necessarily repronent policies
-A- , A
of Use Effice.of EduceA....
U.
TABLE OF CONTENTS
INTRODUCTION 40444066 404 494
OVERVIEW . . . . . . . . . . 444644.4444 1
Module Objective . . . . . . ., . ... . . . . # . . 1
Student Performance Objectives . 44464,444 1
Module Organization. . 66446464 44
Module Utilization . . 444640444 2
Assessing Student A v . 40. ... 3
MODULE PROFILE . . . . . ........ . . .. ... 4
LEARNING ACTIVITIES. 4644684444404 9
Unit 1 - Ma and My Pam ly. 4404404 . 9
Unit 2 - Me and My Ability . 40 10
Unit 3 - Me and My Interests 4 4440 11
Unit 4 - Me and My Values. 4644 4444 12
Unit S - Me and My Looks . ........ 13
Concluding Module Activity . . 9944 %III 14
APPENDIX - STUDENT RESOURCE MATERI
Remembering and Wishing
Dedicated To Me
Test Administration
Judge Instruction Sheets
0 ON
Project S.P.I.C.E. (Ipecial Partnership In Career Education)
as conaived as a means of providing career awareness information
to intermediate aged educable mentally handicapped students.
modules have been developed for the Project S.P.I.C.E. curriculum.
These six modules are designed to meet the following elements of
the National Standard Career Education Model:
1. Career Awareness
2. Educational Awareness
3. Economic Awareness
4. Beginning Competency
S. Decision Making
6. Employability Skills
7. Self Awareness
8. Attitudes and A ciations
The six modules are entitled:
1. Self Awareness (Standard 7)
2. Career/Educational Awareness (Standards 1
3. Decision Making (S andards 4, S)
The overview includes: Module objective; Student Performance
Objectives; Module Organization Module Utilization; Assessing
Student Activities.
Following the overview are the activities for the module.
The directions in the overview inform you of any necessary,
additional materials needed for the completion of the module.
Also, estimated time spans are included to help you decide how
the materials "ould be used in the classroom.
The modules are not intended to be strict rules for imp
menting a program, rather they are to be considered as guide-
lines and suggestions. You should feel free to alter, add,
exclude, or ignore any of the activities included in the modules.
Materials for the Project S.P.I.C.E. Curriculum include:
1. Original materials designed by Project S.P.I.C.E.
personnel and teachers.
2. Materials adapted from The Valuing
Career Education,3-S Series, published by
Education Achievement Corporation.
Materials from the State of Florida, Department
of Education, Division of Vocational Education,
Employability Skills Series.
Commercially produced materials from:
Walt Disney Productions
Society for Visual Education
McDonald's Corporation
The career awarenesb program you establiah for your students
must meet their needs, just as Project S.P.I.C.E. It the needs of
our students. Remember, Project S.P.I.C.E. is not a curriculum
you introduce in place of an existing program, but more importantly
an integration into your on-going curriculum.
Welcome to Project S.P.I.C.S. We hope you find it as exciting
and successful as we have.
fI 0
OVERVIEW
The student grill identify and be able to d+rafonstrats aof five chute
STUD PSRPORNANCS OBJECT
The student will be able to:
t self.
1. Name one characteristic self in a familial orsocial context.
2. Name one characteristic
3. Name one activity in which
4. Name one thing he values.
S. Name one physical characteristic of self.
sabiparticil
TICK
is desisd to help s
ves. The nodtl
activities.
Students are introduced to a sss of self andfamily, With emphasis on gaining knowledge aboutself via how others see him.
Students are introduced to awareness of theirabilities by identifying and demonstrating theirabilities.
2
V. s are introduced to awareness of heir1 characteristics.
the course of this module, peer TS
career consultants, classroom instruction and parental Involvement
should be used to facilitate learning. The Valuta, Aporoachto.
ducation,34 Series, published by education Achievement Corporation
used as a guide in the development of the ideas, activities and
in this module. Many ideas and materials included in
adapted for use by Dill students.
TI
in this module may be t any order. The units can
be taught in as few as 6 weeks or they can be extended throughout the
program. The latter procedure is highly recommended. Mich of the
emphasis in this module is related to concepts in Nodule_ 3 Decision
Maki Winning Competency.
module requires additi
Iva self-awareness unit. Some activity sheets are provided in
; however, you will need to provide the following materials for
this module:
(bit I: "About Me" Polders
Unit II: "I Can.. Sheets
Unit III: Picture Cards
Unit IV: Role-playing rations
t s suggested for use in this module are excellent
availablec_athers nay be substitut
discussed on separate days
lish this task--plan ahead.
read in two s: (A) by 'valuating
quality of each student's participation in the activities of the
and (I) by administering the test at the end of this module.
(A) Students participate in a variety o ming activities all
of which are intended to help this a eve one or sore objectives.
you may establish performance criteria for each activity and evaluate
student achievement based upon their participation in the learning
activities.
(I) Student attai n of
be measured in part by a writ
i
Directions for administration of such an activity are included at the
end of the module, as well as directions for judging and scoring
student's descriptions.
TIC
WIT 1: He and My Faily
ACTIVITY Filmstrips/ StoryWriting
ACT1V I "About Ni" holders
itumlk -
Introduce during Lapp Arts by
viewing the filmstrip series, Om
An Vat
Prior to each filastrip usign'twos the task of writing a story
concerning the title of the file.
strip for the day, (View the film.
strips on separate days),
If willing, hays students share their
cosplitid stories with others in the
After wilting a filmstrip, discuss ii
portent inforaticit gainid free the
brad studat stories
and discuss possible chaps they
tight ids in their stories. Discuss
what inforation the students hoe
lista(' about thistelves
Ask the stu isms to discuss each
topic isod in the filmstripwith the families, Rao the studist
rewrite their stories ari place this
in an "About WV' folder
AISOUSCISINATIDIALI
Filmstrip aerial Ito Are You?
by Troll Associates
tapir and pencil
Stmt nodes
Pqa ad pencil
Nails 'About Ni" folder for
each swim
if .
''' -10DULEPROFILE-tCONT1
s- ,)11
LEARNING ACTIVITIES
Plan time when students can share
their feelings about, each othq1
Hae students el.ett one or two
stUdeniS:to betpotlighted" for
each interaction
.1,
assmates should emphasizeltrong
A student should be "spot-
' lighied" on on e durin; the
program.'
ACTIVITY IV: Social Studies
10110
Discuss the fimily unit through your
'social studies activities, using any
available materials.
,==.,
RESOURCS/HATERIALS
)
Avaiiablolocial studies materials
relating to family unit:
UNIT II; and My Ability
ACTIVITY I: "I Can..." Sheets Instruct the students tlist afl
the4hinis they can do on, the, "I
Can;.." Sheet; Have parents help in
preparing this, list and evaluating
it 1periodial1y.)
*ostudentsjefer to "ILCan..
Sheets hroughoui Your program. ':Ask
them,tOtite and deion tiate4xamples
of anOorthelfabilitiies to the
class, , teacher or parent.
"I Can..." Sheets
AWMFlutoot .0
IDPIC LEARNING ACTIVITIES RESOURCES/MATE RIALS
ACTIVITY. I: (cont'd) From the "I Can..." Sheet make
several Checklists: school, home,
peer interaction. Assign tasks re-
lating to the use of abilities
associated with the checklists.
After the students have completed their
tasks, ask, them to add or delete
abilities from their "I Can...."
Sheets according to whether or not
they can accomplish the assigned
task
In discussions with unitycareer
consultants have students compare
their "I Can .. Sheets with the,
skills and ties ecessary ttor an
occupation.
UNITIII:.- 1e and My Inter
ACTIVITY -I: Hobby Day Introducelhe nceptefi hobby.'
Allo!ti,ejoritOdehtsbto)ring.in"._..
to : sharehobbiessamples of, their
with their .classmates, of allow
7thitIO:'bria.fi!:400Cribathcit:
hobby.
ACTIVITY II: Do You
I Seat
Wh t Give each student a picture card ,
Have "the student study his picture
tardi-lban4rite statemintitiout
Teach r.prepared checklist
Picture Cards
114 In:. 5
TO IC. LEARNING ACTIVITIES RE OURCES/MATERIALS
ACTIVITY (cont' d)
ACTIVITY III: Dedicated To Me
UNIT IV: Me And,My Values
ACTIVITY I. "Remembering and
Wishin-"
4
What he sees in the picture.
Collect the cards and redistribute
them, giving the same instructions'.
No students viewing sage card read
their statements and discuss.
Discuss,the statements with the
entire class, stressing likenesses
and differences among students.
Famiiiaritelhe students with the
terv"statue."
Distribute theyorksheet,PDedicated
Nave the students. hare.:
eogpleted worksheets:and,discuss
their statues.,
Provide a "warm-up" activity where
students are asked to 0/0 responses
to prepared statements.
Discuss likenesses and differences
aging' student responses
Students complete "Remembering and
Wishing" activity sheet. Have students,
share their responses on the
activity sheet in small groups.
"Dedicated To Me" Aitiv tySheet
Statement - Response Sheets
,
"Remembering and Wishing"
Activity sheet
141
Jr
_r
EPIC
MODULE PROFILE (coNT
LEARNING ACTIVITIES RESOURCES/MATERIALS
ACTIVITY II: What Do You 'Mink? Discuss the meaning of values.
View and discuss the filmitrip series
"shat Do You.Thini?",
Design a:mork situationt which stud ts
'can-roleplay for each topic pre-
sented in the sales.
Discuss the outcome of the work
situation.
ACTIVITY III: Student Projects
WIT V: Me And My Loo4
1LIIVITY I: Learning Ab.ou Me
As the students present their pro.'
jects from on -site' visitations,
have them discuss how .their values
relate to or are in, conflict with
that particular job opportunity,
Any social atudiestr health activity.'
whichiouldielthe student identify, .
his physitaileinV
Careettoisultonts .on-sitt and _n-
cnoptis: an'disensiphysical
characteristics of ciployees.4', ''
Pilistriiilhat Do You Think'
by Troll Asso4stos
Wtieffe -
Student on-site visitation
projects.
Social studies, science, or
health activity dealing w!th
physical characteristics,of self.
Comity Career Consultants
NG ACTIVITIES
'
-1-Activity Polders
&melons
Social studiei_set vitips discuss,the fatilyr unit.lished vith-thir,materiele you have available they unit, thi4tudent1 can
6
begin to `focus on themselves
MC231
-1;1 7^.
_
7, ,
APPENDIX STUDENT SO MATERIAL'S
..
REMEMBERING kOHING
Here are things that 1 will always remember, and other things that I wish for
1 The patent t that eve homed re 9. I like t ny
time,
Th e first best friend I e v e r had l e s r i m e d 10. &frothing I'd like to do or have ifI had lots
of avey
3, A pleas I visited t h a t I w i l l always n- ,41, Sudsy I'd t like to be like.
II 1a is
I loved mat.
I used to like to
no of the pet
bet mw I'm too. old for than
will &hays raster Vim my its
(neap a perm
12. Ity d brim li.xuld have lots of
a I idsh
I could
14. I wish
could
were...Years Id , becalm then
years old, use then I
I Till always mister the sky I 15. I've always
14
DEDICATED TO ME
The people of our city want to dedicate a statue, t9 you in the
park. What words do you want them to say about you on your
statue for the people of the futu're to know? Write the words
in the triangle below and draw yourself as a statue in the city
park.
Test n stration
Pre -Test
By giving the student the opportunity to "Tell AbouQ4iosebefore using any activities in this module, you will have informationconcerning the student's present knowledge of self.
The test may be given as an oral assignment, showing students.minutes in which to write or tell you about himself. Do not give
any information other than "In the next five (5) minutes please tellabout yourself." If the child is orally presenting the information,have a.tape recorder present so that you will not have to write dawnall that he says. The recording then can be transcribed.
ffl
Post-Test---
The post -test should be given at the conclusion of theThe post-test'is identical to the pre-test. Directions foradministering the post-test-are the same-es for_the pre-test.
General - Your task is to read student's descriptions of themselvesand thin determine which category each description falls into.
Instructions
1. Read over the student's description c
2. Circle each word or group of words that is a sdescription of that person. There may be two oper sentence.
Put the category number that best fits the descriptionby the circletUword or group of words.
Use the category uidedoes not fit any of thdescription Might fitthe one that:seems most
Categories
1. Abilities --is die-to do.
only whet*the descriptionble categories. Where the
gnt:than e category, choosegrist°. '
Aiescrib something that the studenr instan -"I-can do- math_wellfT
that the studentIc to play blike. asebal
Values - words describing somethinglikesor wants For instance,
Activities - words describingdoes-. -Tor instance, "t cleanIf the student-likes or wantsa value-not an activity.
Context describing stand7faiilial context. Fchild,in!iy faiily."
king that the studentm every day." Note:he activity, it' is
d
0
2.
Final Judge Instructions
General Your task is to rev:.ew and tabulate the results preparedVihriwo previous judges. Where they agree on the category intowhich a description fits, you simply tabulate their results. Wherethey disagree, you select the better of the two choices and enterthe results.
Instructions
Compare the categories chosen for the student's descriptionsof themselves by the previous judges.
2. Where those descriptions agree, enter the number of eachtype of description indicated for the student on the tabulationsheet and the total number of descriptive commehis.
Where the previous judges have disagreed on the categoryfor a descriptive comment, select the better of the twopoisibilities. NOTE: Even if you think that a thirdalternative would be better than either of the possibilitieschosen by the previous judges, do not use Select.thebetter of the two possibilities provided by the previousjudges.
Judge
2:
When entering comments on which therecircle the comment's tabulation.
Student 00
aareemen
SO
SO
StudentID Number
001
002
003
XIDPLUICIN-PerCat eitory
I'
Z
Tool
6
5
Self- Awareness Measurement Procedure
General - The-proce4ure requires three people. Two of the peopleserve as initial judges. Their task is to read the studentsdescriptive comments and assign them one of six possible categories.Comments 4n be included in only one category. The final judgeresolves conflicts between the initial judges and tabulates thescores.
Procedures -
1. Each judge should do all of.If for any rruon, the task is dividone set of judges, the treatment groups should,be randomlydivided Amon? judges. In no case ihould one set ofjudges get all the project students while another setgets the non-project students.
Studei.t.: names should be removed ranscriptsprovided the judges. Students should be assigneddifferent numbers for their pre and post comments.,There should be no way for the judge te discover thatthe same-atedents have been tested, twice. They shouldnot be informed of this feet.
es d informed of= the; of thequestions,of interest. they express
:hey Can be told' der thaTihaWe e0uPlatedThey mike no alterations to their
or they are aware ef the Prejeet'aJudges should; not he familiar with the estate
h' the. staff