The Career Exploration Task by tzq69846


									Student Materials                                                        Career Exploration GPT
                                        The Task
                                                                                           Student Handout

The Career Exploration Task             Introduction
Most students frequently wonder what they will do when they are adults. This task
is designed to give you the opportunity to explore a career that is of interest to you.

To help you decide what career to explore, you will be able to complete a career
interest inventory using the WOIS Career Information System. Using this same
system, you will be able to learn about the career you select by answering six sets
of questions about the career and how the career relates to your interests.

Some of the questions ask for factual information that you can obtain by doing research. Other
questions ask you to think beyond the facts to form your own conclusions and opinions based
on the information you gather through your research.

Here are the questions you are to answer through your career investigation:

   1. What career area did you choose to research, and why did you choose that field?
   2. Describe the career you have chosen. Include information about what people in this
      career do, how much they earn, what the work environment is like, what preparation is
      needed for the career, and any other important information that would help us
      understand this career.
   3. What traits do people in this career tend to have in common? What do people in this
      career like most about the work? Why do you believe this is so?
   4. How competitive do you think the job market for this career will be by the time you are
      qualified to apply? If you were to pursue this career, what training and skills would you
      need to make yourself a strong and qualified candidate in the future?
   5. What role do you see this career playing within our society? What would be the impact
      on our society if this career were to no longer exist?
   6. Think about your interests and what you value most in a career. Based on your
      research, in what specific ways are your interests and career values similar to the
      characteristics of this career? In what specific ways do your interests and career values
      differ from the characteristics of this career?

After you complete your investigation and formulate your answers to these questions, organize
your responses into a PowerPoint slide show using appropriate standards of PowerPoint

You will use your PowerPoint slide show as a visual aid in a short oral presentation
(approximately 5 minutes) that you will make to your classmates about the career you
investigated. Your presentation should be developed and presented for an adult audience,
even though the majority of those listening to your presentation will be your classmates. Your
teacher will score your PowerPoint slide show and oral presentation using the criteria listed on
the Student Checklist.

                                           - 11 -
Student Materials                        Student                       Career Exploration GPT

The Career Exploration Student Checklist
Content Knowledge:
I make sure to:
   Include all required elements in my PowerPoint (including title slide and conclusion),
   answering all six sets of questions posed in the task.
   Check that the main points in my PowerPoint are accurate, reasonable, sequenced logically,
   and connect to the career.
   Learn the content well enough that in my presentation, I can give (1) more explanation than
   what is in the PowerPoint slides and (2) knowledgeable answers to any questions asked.
   Evaluate how well I think the career I’ve researched matches my personal interests, skills,
   and what I value in a career.
   Go beyond the basic information by discussing the meaning, significance, or implications of
   the career in society (for example, the contribution people in this career make to society).

PowerPoint Design:
In my PowerPoint slides, I --
    Use bullets in outline format to capture my main points without being too wordy.
    Select graphics and other visuals that connect well to the content in the slides.
    Use a consistent design, layout, background, color, bullets, and font that help the content be
    easily read and understood.
    Make sure my use of transitions and/or any animations increase the audience’s
    understanding of the content rather than taking over the content.

Language Use:
In both my PowerPoint and in my presentation, I use --
    Words appropriate for an adult audience.
    Correct grammar, sentence structure, capitalization, punctuation, and spelling.

For my presentation, I --
   Show that I am comfortable with my topic by using body language (posture, movement and
   gestures) that are relaxed and confident.
   Have good eye contact with my audience and only briefly refer to notes or to my PowerPoint
   Am enthusiastic about my topic.
   Speak clearly, not too fast or slow, and use phrasing, volume, and tone that engage the

                                          - 12 -
Student Materials                                                                     Scoring                                                                            Career Exploration GPT

    Name                                                                               Teacher                                                              Date
                                          Scoring (Add the four attribute scores to determine the total score)                                                                      Total Score
                     Meets required level of proficiency                                          Does not meet required level of proficiency
           Exemplary (20–24 pts)                      Proficient (16–19 pts)                      Basic (10–15 pts)                          Novice (6–9 pts)
        (must score at least a “6” in Content Knowledge and PowerPoint
         Design, and at least a “2” in Language Use and Presentation)

    Content Knowledge
                           8                                                  6                                                 4                                                  2
    • All required elements are present, accurate,    •   All required elements are present; the main      • A few key elements are missing or              •   Many elements are missing, incomplete,
      fully developed, sequenced logically, and           points are accurate, reasonable, sequenced         partially incomplete, but content reflects         and/or include major inaccuracies or
      connect meaningfully to each other.                 logically, and connect to the career.              basic learning from research.                      information that does not make sense.
    • Demonstrates full understanding of the          •   May have minor errors or omissions in less       • Might include information that is vague,       •   Does not demonstrate understanding of
      content by orally expanding effectively             critical information, and/or include some          unreasonable, inaccurate, or                       career; may be unable to answer questions
      beyond the written bullets throughout the           unnecessary information.                           unconnected to career, but generally
      presentation and providing thorough             •   Demonstrates knowledge of the content by           makes sense.
      answers to any questions asked.                     orally expanding beyond most of the written      • Demonstrates limited understanding of
    • Thoroughly evaluates the match (“fit”)              bullets throughout the presentation and            the content by simply reading most of the
      between personal interests/skills/goals and         providing answers to any questions asked.          slides; might have some difficulty
      the career researched.                          •   Evaluates the match (“fit”) between personal       providing answers to questions asked.
    • Depth of understanding is shown through             interests/ skills/ goals and the career          • Attempts to evaluate the match (“fit”)
      analyzing the information and/or                    researched.                                        between personal interests/skills/ goals
      summarizing the “big ideas” of the career                                                              and the career researched.
      (e.g., contributions to society).

    PowerPoint Design
                           8                                                  6                                                 4                                                  2
    •    Consistent outline format is used with       •    Outline format is used with bullets that        •    Use of outline format is inconsistent       •    Slides may include excessive wordiness
         bullets that capture the main ideas in            generally capture the main points in brief;          and includes some wordiness that                 that makes it difficult to understand many
         brief.                                            any minor inconsistencies and/or                     begins to make it difficult to                   of the main ideas.
    •    Graphics / visuals effectively support            wordiness do not detract from the reader             understand some of the main ideas.          •    PowerPoint may include so few slides
         content and engage the audience.                  quickly seeing the main ideas.                  •    Graphics/visuals are used minimally              that they cannot be scored for design.
    •    Design, layout, background, color,           •    Graphics/visuals connect to the content.             and/or do not connect to the content.       •    Graphics/visuals are missing,
         bullets, and font:                           •    Design, layout, background, color, bullets,     •    Design, layout, background, color,               inappropriate, or detract from the content.
         o     are consistent                              and/or font might be slightly inconsistent or        bullets, and/or font are inconsistent       •    Design, layout, background, color,
         o     support the content                         lack some relevance to the content, but do           and/or visually distracting to the extent        bullets, and/or font are inconsistent
         o     enhance readability of the content          not detract from the readability of the              that they begin to impede the                    throughout, largely inappropriate, and/or
         o     are appropriate for the audience.           content.                                             readability of the content.                      strongly detract from the message.
    •    Transitions and any animations enhance       •    Transitions and any animations do not           •    Transitions and/or any animations           •    Transitions and/or any animations might
                                                           detract from the content.                            begin to detract from the content.               be inappropriate and/or highly distracting.
         the meaning.
Student Materials                                                                          Scoring                                                                           Career Exploration GPT

    Language Use                                       Introduction
                             4                                                     3                                                  2                                               1
    •       Proficient use of writing conventions;        •    Proficient use of writing conventions; minor     •    Errors begin to impede the reader’s       •   Substantial errors impede the reader’s
            minor errors in the following may be               errors in the following may be present but            understanding in certain parts of the         understanding due to problems in:
            present but do not impede the reader’s             do not impede the reader’s understanding:             text due to some problems in:                 ⎯ Grammar / usage
            understanding:                                    ⎯ Grammar / usage                                     ⎯ Grammar / usage                              ⎯ Sentence structure
        ⎯     Grammar / usage                                 ⎯ Sentence structure                                  ⎯ Sentence structure                           ⎯ Capitalization
        ⎯     Sentence structure                              ⎯ Capitalization                                      ⎯ Capitalization                               ⎯ Punctuation
        ⎯     Capitalization                                  ⎯ Punctuation                                         ⎯ Punctuation                                  ⎯ Spelling
        ⎯     Punctuation                                     ⎯ Spelling                                            ⎯ Spelling
        ⎯     Spelling                                                                                                                                         •   Much of the oral or written word choice
                                                          •     Oral and written word choice mostly             •     Some oral or written word choice may         may be inappropriate for adult audience.
    •       Excellent oral and written word choice              appropriate for adult audience.                       be inappropriate for adult audience.
            for adult audience.

                             4                                                     3                                                  2                                               1
    •       Relaxed but confident posture and             •      Good posture, movement, and use of             •      Distracting body language (nervous      •     Extremely distracting body language
            movement, consistent and effective use               hand gestures, with minimal signs of being            movements and/or hand gestures),              (nervous movements and/or hand
            of eye contact and hand gestures,                    nervous; good eye contact with only a little          eye contact broken by much note or            gestures), limited/no eye contact due to
            enthusiasm, all show that the student is             note or slide reading, some eagerness, all            slide reading, half-hearted attitude,         extensive note or slide reading, visible
            prepared to speak on the topic.                      indicate the student is ready to speak on             all indicate some degree of                   anxiety, all indicate significant discomfort
                                                                 the topic.                                            discomfort in speaking.                       in speaking
    •       Clear articulation, good use of inflections
            and variation in volume/tone;                 •      Generally good articulation; adequate use      •      Articulation tends toward monotone      •     Low volume or monotone, delivery, and
            appropriate pace/timing with pauses                  of volume/tone (minimal monotone); pace,              except when making important                  significant mumbling, silence, or breaks
            used effectively for emphasis.                       pauses, and timing varied, though the                 points, perhaps with some low                 in the presentation; inconsistent pace, or
                                                                 pace may be a little too slow/fast at times.          volume or mumbling; uneven, hurried           speaking overly slow/fast.
                                                                                                                       or slow pace.


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