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What is a Career LEARNING ABOUT JOB AWARENESS

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					   What is a Career?
LEARNING ABOUT JOB
    AWARENESS
      Context for the Unit
   Unit is designed for an entire academic semester.
   Lessons will be used to increase students’ general knowledge of . .
    .
       Types of careers
       Career characteristics (uniforms, places of work, tools, skills)
       Careers in the community
       The impact of training and education on salary
       How salary determines what needs and wants one can afford

    Fall 2002              Transition Services Preparation & Training
             Instructional Level of Students
       Students are enrolled in a self contained deaf education classroom. Grades range
from 6th through 8th grade. All students have either a severe or profound loss and
communicate mostly in American Sign Language. One student is equipped with a
cochlear implant and is currently functioning almost on grade level. His higher-order
thinking skills and language capabilities are comparable to his peers, although he still
reads at a 4th grade level. He is mainstreamed for health, math, and science classes. He
has somewhat intelligible speech and can respond to speech paired with lipreading.
       Two-students are high functioning in regard to understanding abstract concepts,
yet are performing at a 3rd grade reading level. They lead most class discussions. Two
other students demonstrate exceptional abilities in brainstorming and understanding
concepts through hands-on experiments and activities, but both are at 1st grade reading
levels. They can only create and decipher very simple words and sentence structures.
       The last student is cognitively and developmentally delayed. She exhibits
excellent work-calling and memorization skills, however, has no comprehension aptitude
at all. She is also very socially immature and tends to become very anxious when put on
the spot or interacting during group activities.


 Fall 2002                    Transition Services Preparation & Training
                 P-Levels and Literacy Levels
-   Students meet the majority of P-5 criteria. Students are comfortable talking about the past
    and present, but tend to have distorted and fantasy-like imaginings about future realities, such
    as adulthood and employment. They do not realize how choices from the past and present
    can affect events in the future. Students can tell stories using ASL and gesturing to convey
    central details and descriptions, yet still neglect to explain discrete details. Their
    comprehension of cause and effect is naïve. Students can explain why something happened,
    (employing the use of because and then) if the action was concrete and visible., such as the
    blocks fell over because the boy kicked them. On the other hand, they cannot intuitively
    interpret the cause of abstract events such as Joe lost his job because he was late everyday and
    failed to perform his tasks.
-   Students are developing readers – they read at about a 3rd grade level. They don’t use sign to
    effectively capture the essence of text (still use ASL or SEE that is conceptually inappropriate
    in context of the sentence) and fail to monitor their own understandings. When probed about
    basic story grammar elements, students are able to pick out characters and main plot events
    accurately. Students, however, are unsuccessful at pinpointing character motivations, setting
    details, and plot climax and resolution.
-   Students are at about level 5 of the Kendall Writing Scale. Their sentence patterns are
    recurring and cyclical. Topics are for the most part unified, and attempts at English word
    order are present. They understand the need to revise and re-draft their work, but have
    difficulties identifying which parts of their writing need modifications and which are
    acceptable. In addition, students tend to think reading and writing are not a form of
    communication and are skills only required and used in school.


     Fall 2002                      Transition Services Preparation & Training
             Students’ World Knowledge and
                   Reasoning for Unit
       Students possess an immature perception about the meaning of a career or job, their
role as a future member of the workforce, the purpose of work, and how employment can
have a bearing on one’s happiness, contentment, and sense of worth. When asked the age old
question, “What do you want to be when you grow up?”, students are puzzled, because they
do not believe deaf individuals are allowed to work. Students think Social Security Income
will be enough to live on throughout their adult lives. They do not understand that a meager
S.S.I. stipend will not be sufficient enough to cover rent, utilities, gas, insurance, food,
clothing, and miscellaneous expenses. Students also do not realize the affect education and
training have on the quality of employment one can obtain. The words credentials and
experience are not in their vocabulary. Students cannot link the idea of extensive training and
education to larger wages. They also do not see why jobs that require an in depth knowledge
base, experience, and more “risk taking” tasks (such as a doctor or lawyer) should pay better
salaries.
       My participating teacher and I felt that students did not have the prerequisite
knowledge necessary for units targeting specific vocational/independent living skills, for
instance researching jobs that match with interest inventory scores, learning to balance a
checkbook and manage a budget, or job shadowing. We designed the unit as a hodgepodge
of activities and lessons that would enlighten students about the general characteristics of
“employment culture” . . .such characteristics hearing individuals pick up unconsciously
through a readily available language medium, characteristics in which deaf individuals have
incredibly limited access.

 Fall 2002                      Transition Services Preparation & Training
      Organizational Structure of Unit
                                      Brainstorming
                                          Activity:
                    “I want            Who Works
                   to be . . .”           Here?     Matching Game
                  Paragraph                                   and Worksheets
                  Assignment


            Can Afford
                                  What is a Career?                      The Job Game
               Sort



                                                                 Phonebook
              Income Table Sort
                                                                  Activity
                                     Education
                                  And Training Sort

Fall 2002                   Transition Services Preparation & Training
   The Unit Design Process:
Combining Assessment, Planning,
        and Instruction
     Using the teacher’s knowledge of her students’
  intellectual growth, observations, “pre-test” questions
   about careers, and Individualized Education Plans, we
          both felt it was best to only expect very
      unsophisticated levels of understanding from the
  students. By employing this method of assessment and
     planning, most, if not all students would be able to
    meet our standards and be more willing to continue
    with the activities. Students on the lower end of the
     development continuum would be able to achieve
      emergent levels of understanding, and the more
   advanced students would be able to go on to the next
                    level of understanding.
Fall 2002           Transition Services Preparation & Training
    ACTIVITY 1: Brainstorming
        Who Works Here?
Given a number of visual aids depicting
  places of work within the community
  (hospital, grocery store, gas station,
   etc.), students will brainstorm as a
         class and create lists of
 occupations/careers available in those
 specific places of work. Students will
  record brainstorming ideas on index
  cards, then bind all cards together as
Fall 2002     Transition Services Preparation & Training
               Activity 1: Brainstorming
            PLACES OF WORK VISUAL AIDS




Fall 2002           Transition Services Preparation & Training
            Activity 1: Brainstorming
                STUDENT WORK
                    SAMPLES




Fall 2002         Transition Services Preparation & Training
        Activity 2: Matching Game and
                  Worksheets
Given “Memory Game” cards, students must
  match employees with their correct place
    of work or tools used on the job. For
  example, match the cashier with the cash
    register and the garbage man with his
                garbage truck.

    Given various worksheets depicting
    employees and their places of work in
  scrambled disarray, students must draw a
     line matching each employee to their
   correct place of work. For example, the
 Fall 2002       Transition Services Preparation & Training
       Activity 2: Matching Game
                  Cards




 Judy/Instructo. (2001). Community Helpers Matching Game. Torrance, CA: Frank
 Shaffer Publications, Inc.
Fall 2002                     Transition Services Preparation & Training
Activity 2: Relationship Matching
        Worksheet Sample




            Skill Sheet: Relationships. (1967). Helpers in the Community. 21.
Fall 2002                     Transition Services Preparation & Training
             Activity 3: The Job Game
Given a game board with drawings of places
  in the community, students will roll a die
     and move the number of spaces. If a
    student lands on a place of work, then
 students must name as many jobs available
  within that place in order to accrue points
  (one point for each job named). Students
   can also obtain extra points for naming
  characteristics of the occupation such as
 uniform, education or training, estimation of
        salary, and tools of the trade.
 Fall 2002          Transition Services Preparation & Training
            Activity 3: The Job Game




Fall 2002          Transition Services Preparation & Training
         Activities 1, 2, 3:
    FACETS OF UNDERSTANDING
                    APPLICATION
      I wanted students to achieve a minimum of
          Apprentice level. I knew students had
       previous exposure to jobs seen in everyday
           life such as teachers, policemen, and
      grocers. With repeated prerequisite training
         using the matching game and worksheets,
         paired with the flip booklets as reference
        tools, students would be prepared to apply
             their knowledge to the JOB GAME.

Fall 2002           Transition Services Preparation & Training
            Activity 4: Phonebook
                    Activity

       Given a problem or scenario,
         student will look through a
       phonebook to find an individual
        or business to help solve the
      problem or complete the task. A
        local area Yellow Pages was
         used as a reference guide.
Fall 2002         Transition Services Preparation & Training
      Activity 4: Phonebook Activity
      FACET OF UNDERSTANDING
     APPLICATION and INTERPRETATION
    This activity reinforced application
   knowledge and material learned from
Activities One, Two, and Three. I wanted
students to achieve a very emergent level
within the Interpretation facet based on the
   concept of the connection between all
   community members and the services
individuals provide and rely on to survive.
Fall 2002       Transition Services Preparation & Training
    Activity 4: Phonebook Activity
               Questions




Fall 2002     Transition Services Preparation & Training
Activity 5: Education and Training
               Sort
 Given index cards with names of careers,
 students will attempt to sort the cards into
  appropriate categories of Needs College,
    Needs Two-Year School, Needs High
   School, Needs No School, based on the
    education/training needed for those
                   careers.

Teacher will provide instruction and supports
  along the way, explaining why certain jobs
             need certain training.
  Fall 2002     Transition Services Preparation & Training
Activity 5: Education and Training
               Sort
  FACET OF UNDERSTANDING
                 EXPLANATION
  I expected students to perform at an Intuitive
       level of the Explanation facet. I wanted
     students to start thinking, “This job needs
     college because it requires more studying
    and an extensive knowledge base. This job
    needs trade school because it requires more
      hands-on work and experience. This job
      requires no training because it’s easy to
     learn and mostly anyone can complete the
Fall 2002               task.”
                 Transition Services Preparation & Training
            Activity 5: Education and
                   Training Sort




Fall 2002           Transition Services Preparation & Training
Activity 6: Income Table Sort
        Given categories of Low Income, Middle
      Income, and High Income, students will place
        index cards labeled with career titles into
       their appropriate category based on salary.
          The class will debate and discuss their
        predictions. When the sort is finalized on
       the board, students will record their results
                  on a table worksheet.

  Teacher will provide instruction and supports
    for the activity emphasizing the connection
      between education/training and salary.
Fall 2002           Transition Services Preparation & Training
       Activity 6: Income Table Sort
       FACET OF UNDERSTANDING
                  INTERPRETATION
           I thought students should obtain an
          understanding slightly above the Literal
        level of the Interpretation facet. I wanted
        students’ thought pattern to be, “Jobs that
       make more money require a lot of education
        and training, minimal mistakes, and expert
        knowledge and experience. Jobs that pay
           middle to lower incomes require less
         education and training, are less stressful,
        and require knowledge learned mostly on
Fall 2002                 the job.”
                     Transition Services Preparation & Training
      Activity 6: Income Table Sort
            STUDENT WORK SAMPLE




Fall 2002        Transition Services Preparation & Training
        Activity 7: Can Afford Sort
            Given pockets labeled Makes A Lot of
            Money, Makes Good Money, and Makes
            Little Money, illustrating items certain
            careers can afford, students will place
            career title cards into the appropriate
                            pocket.
                       For example . . .

    Makes A Lot of Money – Big house, fancy
       car, food, clothes, expensive vacation.
      Makes Good Money – Modest house and
         car, food, clothes, swimming pool.
      Makes Little Money – Dilapidated house,
                      bus, food.
Fall 2002               Transition Services Preparation & Training
     Activity 7: Can Afford Sort
    FACET OF UNDERSTANDING
                   EMPATHY and PERSPECTIVE
 My goal was to have students at a Developing stage of Empathy
 understanding. I wanted students to realize that not all people are
  as fortunate to have all their needs as well as their wants met. I
 wanted them to see the contrast of how some individuals can have
 all their basic needs such as food, clothing, shelter, and also drive
  a car, and invest in leisure activities like vacations and hobbies,
 while other individuals are struggling to survive everyday and live
                        paycheck to paycheck.

        In addition, I hoped students would attain Awareness in the
       Perspective facet. With this activity, and some supplementary
       teacher-class dialogues, students could gain an outlook on the
     distinction between what different individuals in society consider
     success. Some people might consider the middle income bracket
            a true success, while others consider high income a real
      accomplishment. I probed them to reflect on their goals for the
     future. Is maintaining a lifestyle in the high/middle/low category
   an important priority? What postsecondary education plans would
          they need to reach this goal? What is their parents’ current
                                                 happy achieving the same, below,
     income status? Would they bePreparation & Training
Fall 2002                    Transition Services
                     or above their parents’ income status?
      Activity 7: Can Afford Sort




Fall 2002      Transition Services Preparation & Training
        Activity 8: “I want to be . . .”
           Paragraph Assignment
   Given a paragraph format, students will create a
                          paragraph
 describing their favorite career and reasons why they
                            want to
 become a (judge, florist, dry cleaner, etc.) when they
                           grow up.

                      Paragraph Format:
       When I grow up I want to be a (title). I like (title)
                             because
              supporting sentences including . . .
                    a. education/training
                      b. tools
                      c. uniform
                      d. place of work
Fall 2002             e. tasks performed
                        Transition Services Preparation & Training
  Activity 8: “I want to be . . .” Paragraph
                 Assignment
            FACET OF UNDERSTANDING
                   APPLICATION
 My final culminating activity was to have students
     apply all their knowledge from the unit into a
  paragraph, stating the reasons why they wanted
   to become a doctor, mechanic, bank teller, etc.
    I anticipated students to fall within Apprentice
     level. With a little coaching on grammar and
   paragraph development, and by asking guiding
  questions that encouraged students to consider
       their preferences based on all the career
      characteristics they have learned, students
     would pick out their favorite job, or at least a
     job they would consider as a possible career
Fall 2002            after graduation.
                   Transition Services Preparation & Training
  Activity 8: “I want to be . . .”
     Paragraph Assignment
            STUDENT WORK SAMPLE




Fall 2002        Transition Services Preparation & Training
         Unit Evaluations:
Student Performance (Activities 1-3)
 I was satisfied with all of the students’ performance and
    cooperation with the unit. Students did exceptionally
         well with the first three activities. I used the
     Brainstorming Activity visual aids as a bulletin board
        for reference and review lessons. We did the
      worksheets several times and played the matching
   game and Job Game twice a week. With this repetitive
       practice, students were able to better retain the
      knowledge and felt more confident competing with
   their classmates. Students were able to identify more
     than ten careers and all their characteristics. I was
    equally satisfied with the phonebook game. Students
      were able to name the correct career person who
        would help solve the dilemma, but had troubles
       navigating the phonebook. Student performance
    improved after a lesson on how to use the phonebook
        and a refresher mini-lesson on alphabetizing.
 Fall 2002           Transition Services Preparation & Training
         Unit Evaluations:
Student Performance (Activities 5-8)
 The last four activities were somewhat difficult for the
         students. Students were able to sort cards into the
           Needs College and Needs Training, but could not
        accurately differentiate between Needs High School
     Diploma and Needs No Degree. Students were able to
          sort high income careers and low income fast food
     career cards into their appropriate category, however,
           tended to put all middle income jobs into the high
       income pocket, and all other low income jobs into the
         middle income pocket. Students repeated the same
   pattern with the Can Afford Sort. Students categorized
      the majority of cards correctly, but put all low income
       jobs into the Makes Good Money folder, and only put
       the low income fast food career cards into the Makes
         Little Money. With the final activity, students were
             able to name their favorite career and all the
        characteristics required in the paragraph format, but
 Fall 2002
            were having significant difficulties in writing the
                           Transition Services Preparation & Training
        paragraph. Instead of sentences, most students put
   Unit Evaluations: Reflections
Overall, I was very pleased with the unit and student performance.
           However, their were quite a few mistakes I made in my
    planning and execution of the unit. First of all, I did not teach
    consistently over a number of days. I was in my grant setting
  2-3 times a week. I had two periods per day to teach my unit.
    But many times the periods were interrupted with my mentor
  teacher preparing students for a test, students being pulled out
        for therapies, or a school assembly. Students had problems
        remembering material when the classes weren’t on a fixed
  schedule. As a result, I would have to spend a lot of time going
          over the previous lesson again. Also, my data collection
  methods were compromised due to the time constraints. I could
  have recorded data in a more professional set-up, but because
     their was a limited amount of time, I only had enough time to
   review, teach, and gather student work samples. Next time, I
      would talk with the participating teacher to work out a more
          balanced and organized time to teach. I would even give
    students home practice packets to study and help them recall
     lesson information. I would videotape my lessons so I could
   Fall 2002
                          compile the data& Training
                             Transition Services Preparation
                                                             at home.
         Unit Evaluations: Reflections
                 (continued)
Secondly, I felt I should have instituted more direct instruction during the
        last four lessons. Students were able to categorize cards due to
   previous experience with those careers. When they made an error in
      categorizing an unknown career, I would try to ask inquiry-based
     questions in a one-on-one fashion, to lead the student to the right
    answer. This was not sufficient enough for the student to genuinely
  understand why that specific career needed training or made a certain
    amount of money, or could afford certain things. Next time, I would
    have introduced more direct instruction before the activity, such as
    lists of high, middle, and low income jobs, the types of training they
          require, and their average income. I would better describe the
     difference between college, trade school, and on the job training. I
        would distinguish the differences between jobs that require high
  school and those that don’t. I would make a price list of items such as
          house payments, apartment rental fees, car insurance, utilities,
           clothes, and food. I would conduct a lesson on how to write a
         paragraph. Additionally, my data collection methods weren’t as
   adequate as I would have liked. The Application facet standard data
    could have been improved by recording the number of cards sorted
    correctly out of how many given in order to calculate a percentage.
    And the Explanation, Interpretation, Perspective, and Empathy facet
          performance observations could have been recorded on paper
    Fall 2002
              verbatim what the child said or &recorded on videotape.
                                Transition Services Preparation Training
      Unit Evaluations: Reflections
              (continued)
     Last but not least, I would have focused a little
          more on the outcomes of the facets. In
      hindsight, it appears that most of my activities
      used Application facet standards. I did use the
         other facets in my inquiry questions upon
          completion of the activity as a wrap-up,
        nevertheless I feel I did not incorporate my
       chosen facet levels enough in my instruction.
       Yes, this unit was largely teaching facts and
         information, and Application facets would
      complement that type of unit. But my goal was
     to connect all the activities with more insightful,
      interpretive “Big Picture” questions like in the
              Empathy and Perspective facets.
Fall 2002            Transition Services Preparation & Training
     Unit Evaluation: Conclusion
  By and large, I believe the unit was beneficial for
   the students. Students acquired knowledge that
   will aid them in their quest to find a career path.
    Students will now be able to make an informed
   career choice based on the uniform, tools, place
       of work, training, and income they prefer.
     When asked what they want to be when they
      grow up, students will be able to pin point a
    career, and give specific details and reasoning
     to back up their answer. Upon entering high
      school, students will have a familiarity with
      different types of careers and will be better
    prepared when taking an interest inventory or
        talking with their guidance counselor or
Fall 2002
                  transition coordinator.
                   Transition Services Preparation & Training

				
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