LIFE SKILLSVocational Training

Tami NicholsSierra Nevada College

Life Skills IntroductionLife skills in vocational training is essential for success and independent living as this is a goal typically identified on an

Individualized Education Plan (IEP) for students in the Comprehensive Life Skills (CLS) classroom.

In this unit we will discuss self-advocacy; vocational experience, job training, the interview process and appropriate interview and work attire and finally relationships. We will explore these lessons through guided instruction which is small group instruction facilitated by the teacher for short periods of time meant to develop meaningful understanding of concepts.

Guided instruction is small group instruction facilitated by the teacher for short periods of time in order to develop discussion and understanding. This instruction is frequently used for reading and math for about fifteen to thirty minute sessions with groups of eight students or less. Guided instruction allows for a more intimate setting for mastering one or two specific learning targets. Furthermore, guided instruction allows for students to build upon their prior knowledge. The groups of students are arranged by common instructional needs and not by ability grouping. Each group might work at different paces or with various content. “Cognitive guided instruction is a philosophy, a way of thinking about the teaching and learning of mathematics, not as a recipe, a prescription, or a limited set of knowledge” (Franke & Kazemi, 2014, p. 2). Guided instruction is based on formative assessments. The teacher’s role changes as he/she follows the lead of the learner. The learner applies different strategies, resources, and skills into each new situation. The following process occurs during guided instruction: (a) the teacher models the lesson, (b) the teacher works with the student, and (c) the teacher is by the student’s side to gain independence.

Together we will address the following main topics in weekly lessons getting into specific details and expectations of each lesson. The lesson plans are broken down into block lessons for easier assessment of the student’s current skill set and ability to structure the lesson for the benefit of each student with differentiation in the expressiveness of the teaching. The groups of students alternate often based on the outcomes of the assessments. The rotation allows for students to guide their own learning and build on their strengths. The lessons will be facilitated in small group settings, groups may rotate in center based lessons at times and other times they can break into smaller or even individual learning opportunities.

The FRAME RoutineKey Topic: Life Skills

Life skills are important in planning for vocational success and independent living.

Main Idea Main Idea Main Idea Main IdeaSelf-advocacy Vocational Experience Interview Process Relationships

Knowledge of self Strengths Weaknesses Support needs Goals

Work experience Interests Application Resume Applying

strengths in work environment

Role play Interview

questions Interview attire Work attire Hygiene Etiquette Applying

strengths & vocational experience in interview process

Role play Social skills Social cues Friends Family Boss Co-workers

Unit Vocabulary WordsLesson 1 –Self-Advocacy

Lesson 2 –Vocational Training

Lesson 3 –Interview Process

Lesson 4 –Relationships

Self-advocacyResponsibilityMotivationStrengthsWeaknessOpportunity

ExperienceEfficientApplicationResumeSupport needs

Transportation PunctualDress attireInterview Attire

CommunicationRelationshipsSocial cuesBossCo-workerFriendFamily

Common Chore Goals:

CCSS.ELA.Literary S.L.L.1 Comprehension and collaboration

A. Follow agreed upon rules for discussions (e.g., listening to others & taking turns speaking about the topics & texts under discussion)

B. Continue a conversation through multiple exchanges

CCSS.ELA.Literacy SL.9-10.1 Comprehension and collaboration

A. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10topics, texts, and issues, building on others’ ideas and expressing their own ideas clearly and persuasively.

B. Work with peers to set rules for collegial discussions and decision making, clear goals and deadlines, and individual roles as needed.

C. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify, verify, or challenge ideas and conclusions.

Modifications for reading:

Rewrite important text in larger font and in simpler language Tape record readings of the text and listen independently or with text Video tapes of presentation of training materials Teach unfamiliar vocabulary using direct instruction

Lesson 1 Self-advocacy and self-awareness (90 minute block)

Introduction: 10 minutes

Today’s lesson is about you, your self-advocacy, and awareness.

What are your interests, strengths, and areas we can work on? What do you love best about yourself?

What do you wish you could change about yourself?

What is self-advocacy?

What are some examples you could do to apply self-advocacy?

Goal: 5 minutes

We need to identify our strengths and weaknesses so we can identify our opportunities for growth and opportunities to celebrate the great person we are in our search to live on our own and work with other people in our community. Sometimes self-reflection is our toughest challenge and how can we be more successful.

Vocabulary words: 15 minutes

Self-advocacy Responsibility Motivation

Read the words, add to “word wall”, and participate in a large group discussion about these words.

KWL activity and board work:

What do we know about them?

What do we want to know about them?

What do you want to learn about them?

How do these words apply to us?

Modifications:

Students can work in small groups and discuss. One person can type or write the words and answers to group discussions. Writing impairments can type the words, speak into the iPad or computer & use co-writer to type letters to vocab for them. Students can locate pictures on the computer to represent the words as they apply to them.

Activity: 25 minutes

Using large paper provided and colors on your work stations draw a self-portrait of you. (modifications to art supplies are provided for most students, such as chunky crayons, triangle crayons and colored sticks, fat pens)

Then below your drawing, list three strengths about yourself. How do those words make you feel?

o Think about these words and we will reflect on them in a few minutes as a group.

o Students can draw on their iPad/computers and can type the wordso Students can speak the words into co-writer to text the words for themo Multiple art supplies available with different textures for visually

impaired students, i.e. clay, play dough, pipe cleaners, materials, etc.

Group activity: 25 minutes

Vocabulary and word wall

Group discussion about self-advocacy

Group discussion and evaluation of self-portraits and strengths

Extra small group activity:

“Values Important to me” (Back up activity if running fast or students need more work options)

See next page – make several copies

Students can work in small groups of 3 or less or individually

Values Important to Me

Directions: Put a check mark next to the items on the list that is somewhat important to you. Put two marks next to those that are extremely important to you. Leave items blank if you are not particularly interested in that

value. Having a lot of money ____ Doing good in school_____

Being handsome/pretty ____ Having a lot of friend’s _____

Knowing that someone loves me_____ Being in love _____

Having one close friend _____ Having nice clothes _____

Getting along with my parents _____ Having a lot of possessions _____

Getting along with my family _____ Having time to myself _____

Not worrying about having enough to eat _____ Getting/having a job _____

Liking my job _____ Respecting myself _____

Being respected by others _____ Having my own space/room _____

Being happy _____ Having a clean room _____

Breathing clean air _____ Recycling _____

Being well educated ______ Being in good physical shape _____

Assessment: 10 minutes (exit ticket)

On a sheet of paper or an index card, please write down these two questions and then answer them. Place the card in the “exit ticket” folders when completed.

1. What did you learn about yourself today? 2. Did anything about surprise you, if so what?3. How will you apply this knowledge to your work environment?

Modifications: students can utilize co-writer, computer, or their iPad and have the option of working with another student or teachers aid for their responses to be recorded and turned in with the other exit tickets.

Lesson 2 Vocational Experience/Job Training (90 minute block)

Introduction: 10 minutes

Last week we discussed our strengths and weaknesses, this week we want to talk more about our job training, work experience, expectations and questions about jobs available in our community and being realistic to our skills and expectations based on knowledge of our personal journeys. We want to add our strengths into this lesson as we talk about where we want to go after we graduate high school and what our ideal job would be. We will look at resources to help us be successful in our work environment which will make us more successful in getting closer to reaching our goals of living a more independent life. This week we will dig deeper in what we see for our future, what we have already done for work experience and how to gain work experience.

Group discussion…

What are some jobs you have done through your school job training experiences?

What jobs do you want to do or that you are interested in?

What kind of training or education do you think you need for these jobs you are interested in?

How many of us want to live on our own or with assisted living support?

What is assisted living?

How many of us want to live at home but still have a job too?

How many of us like to eat out? Go shopping? Go to the movies? Go on vacation?

Goal: 5 minutes

The goal of this unit is to educate our students about what jobs are available to them. How they can use their strengths they identified about themselves to tap into the right job for their interests. I want them to know there are certain skills and training needed for jobs, there is on the job training available for most jobs and there are certainly great opportunities for each of them and what are the proper resources for them to look into.

Vocabulary: 15 minutes

Experience Efficient Application Resume Support needs

Read the words, add to “word wall”, and participate in a large group discussion about these words.

KWL activity and board work:

What do we know about them?

What do we want to know about them?

What do you want to learn about them?

How do these words apply to us?

Modifications:

As a group we will write the word and brief description on large poster board.

Students can work in small groups and discuss. One person can type or write the words and answers to group discussions. Writing impairments can type the words, speak into the iPad or computer & use co-writer to type letters to vocab for them. Students can locate pictures on the computer to represent the words as they apply to them.

Activity: 25 minutes

Small groups #1o Answer the following questions and prepare a brief “top 5 list” of experiences

at current or former job trainings. What was the name of the company? What did you do at that job? What did you like most about that job?

o Take notes of everyone’s answers. o On the large poster paper provided have someone write your top five job

duties. We will discuss what you liked and didn’t like about this job We will discuss how your strengths could make you more successful in

that job Did your weaknesses play into that job? How? Why? What would you change about that job if you had a chance to do it again?

Small group #2o This group will draw a picture of the perfect boss.

On the poster provided list the top 5 characteristics you want to see in a boss. (What makes them the perfect boss?)

On the second poster list the top 5 characteristics about yourself if you were the boss? What would you do as the boss? Would you be fair? Mean? Nice? What makes a good boss?

Additional thoughts?

Small group #3o On the computer type words to describe the perfect job and boss. Use the

program “Word O”, use as many appropriate words as your group would like, then print it and present to the class. The program will reveal what your group naturally finds to be the most important features or characteristics of a leader or the perfect job. The results will be fun.

Group activity: 25 minutes

Each group will present their findings to the whole group and the class will be open for positive large group discussions. The students will be invited to take notes from our discussions in their class journal.

Teacher-led discussion – ask student to please update their journal….

Support to consider in the job force….

If you struggle with reading, ask that the job training and procedures be written in easy language, larger font (print), ask if the training is available on a video, DVD, and visual presentation. Can you set up an appointment with their Human Resource representative to get personalized training for the position? Can the text be read to you? Can someone read the text to you or is it available on an audio devise, DVD etc.?

Assessment: 10 minutes

In your class room journal write the following questions and answer them. Which activity did you like the best? What did you find the most interesting about yourself and your ideal job today?

Reading on the job

Do you need to read at the following jobs? 1. Working at a drive-up window at a fast food restaurant? _____________________2. Taking care of cats and dogs at a kennel? __________________________________3. Driving a truck across the country? _______________________________________4. Being a secretary or working in an office? __________________________________5. Being a doctor for children? _____________________________________________6. Being a doctor for animals (veterinarian)? _________________________________7. Running a beauty salon? _______________________________________________8. Cutting someone’s hair? _______________________________________________9. Working at the movie theatre? __________________________________________10.Working at CVS at the cash register? ______________________________________

Can you think of any jobs that do not require reading?

List a job of someone you know. List two things they do that require reading in that job?

L e s s o n 3 I n t e r v i e w P r o c e s s (90 minute blocks)

Introduction: 10 minutes

This week we will talk about the interview process. We will complete an application. We will role play questions most frequently asked by employers for a job you are interviewing for and we will address some questions they cannot ask you in the interview process. We will discuss your work rights. We will review a resume and apply your strengths and job experience in your resume. We will talk about proper dress attire for an interview verses a regular work day. We will discuss tattoos, piercings and personal hygiene in this lesson. We want to discuss transportation and resources to and from the job.

Goals: 5 minutes

We are building on our personal preferences when it comes to work. We are taking our strengths and work experience and putting it together in the interview process. This is your opportunity to shine, let’s make it successful.

Vocabulary: 15 minutes

Add the following words to the classroom word wall.

Write a sentence for each word in your classroom journal and I’ll come by and sign off on them. Use the word in a sentence as it relates to work, what do you think the word means? As a group we’ll go over the words and you can add the classroom comments to your journal, so leave room for additional comments.

Transportation punctual dress attire interview attire

Activity: 45 minutes (center based rotation, 15 minutes per center)

Center 1

Complete an application for a job

Center 2

Role plays the ten questions frequently asked in an interview

Center 3

Collage – cut out pictures from magazines of clothes appropriate for interviews, on another piece of paper do the same for a regular work day.

Modifications: use the computer and find photos for proper interviews clothes and for a regular work day. Print and present with your group of why you chose those particular photos. Students have the option of drawing the appropriate clothes.

Insert

Job application Resume Letter of reference

Assessment = exit ticket

Please write your answer and submit to the “exit ticket” folders at the end of class.

Can an employer ask you why you want the job? __________________________

Can an employer ask you how old you are? ______________________________

Should you cover up any tattoos for the interview? __________________________

Do most employers like a lot of piercings visible on your body? __________________

Should I dress up for the interview or wear dirty clothes? _______________________

Should I shower and wash my hair before an interview and work? ________________

Is there anything else you wanted to learn that we didn’t cover?

L e s s o n 4 R e l a ti o n s h i p s (60 minute block)

Introduction: 10 minutes

Relationships are important in all aspects of life. In this lesson we will talk about quality relationships, social cues, work relationships, respecting ourselves and others. We will discuss personal safety and self-awareness.

What can you tell me about relationships?

(Use KWL to chart responses on board for open discussion)

Goal: 5 minutes

This lesson is to sharpen the student’s social skills and build trusting relationships.

Vocabulary: 20 minutes

Communication Relationships Social cues Boss Co-worker Friend Family

In small groups discuss the vocabulary words. Post your assigned words to the word wall. On a sheet of paper write down your groups comments about what you think the vocabulary words mean. We will have a few minutes to do this and then we will regroup and discuss our results. We will post our responses on a large poster paper for classroom reference. I welcome you to write down these words in your classroom journal and add your personal notes and classroom notes to each of the words we are discussing today.

We will discuss how these words correspond with the work environment.

Activity: 15 Minutes

Simon says game… Simon is the Boss. We will practice listening, paying attention, following simple instructions, and being respectful during this game.

Small group role playing: 30 minutes

Group 1 = one person is blind folded; the second student has to lead the blind through the class, giving instructions to follow to get from spot A to post B. This is following directions, being cautious of our surroundings, keeping the students safe, building trust,

using social cues and building a trusting or non-trusting relationship. Discuss the results and what you liked about this exercise and what you would do differently if you did it again. Write your responses on a sheet of paper and submit to the “exit ticket” folders at the end of class.

Group 2 = role play. Questions are on the 3x5 cards. Act out the roles, how did you feel during the questions being asked? Do you think tone of voice is important when we talk to each other? Do you think body language is important? What is body language? Did anything surprise you about your answers or the questions? Write your responses on a piece of paper to turn into the “exit ticket” folders at the end of the class.

Group 3 = Use the computers and take this week’s vocabulary words and create a study sheet for your fellow students to use. You can use pictures and visual support to represent your words. The document should be clear, easy to read and understand and be prepared to present to the class. The vocabulary words should also be used in a sentence and supporting positive relationships.

Assessments are built into the group projects and subject to “exit ticket” folders at the end of class. I will use the exit tickets to gage their understanding of the materials and use as evidence of learning in their portfolio folders. We will regroup the last few

minutes of class and discuss our projects and results. We will chart our responses on the board and in our journals which are also proof of evidence of learning and will be presented with portfolio work during parent/teacher conferences.