What is a Career? LEARNING ABOUT JOB AWARENESS. Fall 2002 Transition Services Preparation & Training Context for the Unit Unit is designed for an entire

What is a Career?What is a Career?LEARNING ABOUT JOB LEARNING ABOUT JOB

AWARENESSAWARENESS

Fall 2002 Transition Services Preparation & Training

Context for the Context for the UnitUnit

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


Instructional Level of Instructional Level of StudentsStudents

Students are enrolled in a self contained deaf education classroom. Students are enrolled in a self contained deaf education classroom. Grades range from 6Grades range from 6thth through 8 through 8thth grade. All students have either a severe grade. All students have either a severe or profound loss and communicate mostly in American Sign Language. One or profound loss and communicate mostly in American Sign Language. One student is equipped with a cochlear implant and is currently functioning student is equipped with a cochlear implant and is currently functioning almost on grade level. His higher-order thinking skills and language almost on grade level. His higher-order thinking skills and language capabilities are comparable to his peers, although he still reads at a 4capabilities are comparable to his peers, although he still reads at a 4 thth grade level. He is mainstreamed for health, math, and science classes. He grade level. He is mainstreamed for health, math, and science classes. He has somewhat intelligible speech and can respond to speech paired with has somewhat intelligible speech and can respond to speech paired with lipreading. lipreading.

Two-students are high functioning in regard to understanding Two-students are high functioning in regard to understanding abstract concepts, yet are performing at a 3abstract concepts, yet are performing at a 3rdrd grade reading level. They grade reading level. They lead most class discussions. Two other students demonstrate exceptional lead most class discussions. Two other students demonstrate exceptional abilities in brainstorming and understanding concepts through hands-on abilities in brainstorming and understanding concepts through hands-on experiments and activities, but both are at 1experiments and activities, but both are at 1stst grade reading levels. They grade reading levels. They can only create and decipher very simple words and sentence structures. can only create and decipher very simple words and sentence structures.

The last student is cognitively and developmentally delayed. She The last student is cognitively and developmentally delayed. She exhibits excellent work-calling and memorization skills, however, has no exhibits excellent work-calling and memorization skills, however, has no comprehension aptitude at all. She is also very socially immature and tends 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 to become very anxious when put on the spot or interacting during group activities. activities.


P-Levels and Literacy LevelsP-Levels and Literacy Levels-- Students meet the majority of P-5 criteria. Students are comfortable Students meet the majority of P-5 criteria. Students are comfortable

talking about the past and present, but tend to have distorted and talking about the past and present, but tend to have distorted and fantasy-like imaginings about future realities, such as adulthood and fantasy-like imaginings about future realities, such as adulthood and employment. They do not realize how choices from the past and present 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 can affect events in the future. Students can tell stories using ASL and gesturing to convey central details and descriptions, yet still neglect to gesturing to convey central details and descriptions, yet still neglect to explain discrete details. Their comprehension of cause and effect is explain discrete details. Their comprehension of cause and effect is naïve. Students can explain why something happened, (employing the use naïve. Students can explain why something happened, (employing the use of because and then) if the action was concrete and visible., such as the 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 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 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. his job because he was late everyday and failed to perform his tasks.

- Students are developing readers – they read at about a 3Students are developing readers – they read at about a 3rdrd grade level. grade level. They don’t use sign to effectively capture the essence of text (still use ASL 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 or SEE that is conceptually inappropriate in context of the sentence) and fail to monitor their own understandings. When probed about basic story fail to monitor their own understandings. When probed about basic story grammar elements, students are able to pick out characters and main plot grammar elements, students are able to pick out characters and main plot events accurately. Students, however, are unsuccessful at pinpointing events accurately. Students, however, are unsuccessful at pinpointing character motivations, setting details, and plot climax and resolution. character motivations, setting details, and plot climax and resolution.

-- Students are at about level 5 of the Kendall Writing Scale. Their sentence 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, patterns are recurring and cyclical. Topics are for the most part unified, and attempts at English word order are present. They understand the and attempts at English word order are present. They understand the need to revise and re-draft their work, but have difficulties identifying need to revise and re-draft their work, but have difficulties identifying which parts of their writing need modifications and which are acceptable. 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 In addition, students tend to think reading and writing are not a form of communication and are skills only required and used in school. communication and are skills only required and used in school.


Students’ World Students’ World Knowledge and Knowledge and

Reasoning for UnitReasoning for UnitStudents possess an immature perception about the meaning of a 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 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, work, and how employment can have a bearing on one’s happiness, contentment, and sense of worth. When asked the age old question, “What 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 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 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 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 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 to cover rent, utilities, gas, insurance, food, clothing, and miscellaneous expenses. Students also do not realize the affect education and training expenses. Students also do not realize the affect education and training have on the quality of employment one can obtain. The words credentials 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 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 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 jobs that require an in depth knowledge base, experience, and more “risk taking” tasks (such as a doctor or lawyer) should pay better salaries.taking” tasks (such as a doctor or lawyer) should pay better salaries.

My participating teacher and I felt that students did not have the My participating teacher and I felt that students did not have the prerequisite knowledge necessary for units targeting specific prerequisite knowledge necessary for units targeting specific vocational/independent living skills, for instance researching jobs that match vocational/independent living skills, for instance researching jobs that match with interest inventory scores, learning to balance a checkbook and manage with interest inventory scores, learning to balance a checkbook and manage a budget, or job shadowing. We designed the unit as a hodgepodge of a budget, or job shadowing. We designed the unit as a hodgepodge of activities and lessons that would enlighten students about the general activities and lessons that would enlighten students about the general characteristics of “employment culture” . . .such characteristics hearing characteristics of “employment culture” . . .such characteristics hearing individuals pick up unconsciously through a readily available language individuals pick up unconsciously through a readily available language medium, characteristics in which deaf individuals have incredibly limited medium, characteristics in which deaf individuals have incredibly limited access.access.


Organizational Structure Organizational Structure of Unitof Unit

Brainstorming Activity:

Who Works Here? Matching Game

and Worksheets

The Job Game

Phonebook Activity

Education And Training Sort

Income Table Sort

Can AffordSort

“I want to be . . .”Paragraph Assignment

What is a Career?


The Unit Design Process: The Unit Design Process: Combining Assessment, Combining Assessment,

Planning, and InstructionPlanning, and InstructionUsing the teacher’s knowledge of her students’ intellectual Using the teacher’s knowledge of her students’ intellectual

growth, observations, “pre-test” questions about growth, observations, “pre-test” questions about careers, and Individualized Education Plans, we both felt careers, and Individualized Education Plans, we both felt it was best to only expect very unsophisticated levels of it was best to only expect very unsophisticated levels of

understanding from the students. By employing this understanding from the students. By employing this method of assessment and planning, most, if not all method of assessment and planning, most, if not all

students would be able to meet our standards and be students would be able to meet our standards and be more willing to continue with the activities. Students on more willing to continue with the activities. Students on the lower end of the development continuum would be the lower end of the development continuum would be able to achieve emergent levels of understanding, and able to achieve emergent levels of understanding, and the more advanced students would be able to go on to the more advanced students would be able to go on to

the next level of understanding.the next level of understanding.


ACTIVITY 1: ACTIVITY 1: BrainstormingBrainstorming

Who Works Here?Who Works Here?Given a number of visual aids depicting Given a number of visual aids depicting

places of work within the community places of work within the community (hospital, grocery store, gas station, (hospital, grocery store, gas station,

etc.), students will brainstorm as a class etc.), students will brainstorm as a class and create lists of occupations/careers and create lists of occupations/careers

available in those specific places of available in those specific places of work. Students will record work. Students will record

brainstorming ideas on index cards, brainstorming ideas on index cards, then bind all cards together as a flip then bind all cards together as a flip

booklet.booklet.


Activity 1: BrainstormingActivity 1: BrainstormingPLACES OF WORK VISUAL AIDSPLACES OF WORK VISUAL AIDS


Activity 1: Activity 1: BrainstormingBrainstorming

STUDENT WORK STUDENT WORK SAMPLESSAMPLES


Activity 2: Matching Game and Activity 2: Matching Game and WorksheetsWorksheets

Given “Memory Game” cards, students must match Given “Memory Game” cards, students must match employees with their correct place of work or tools employees with their correct place of work or tools used on the job. For example, match the cashier used on the job. For example, match the cashier with the cash register and the garbage man with with the cash register and the garbage man with

his garbage truck.his garbage truck.

Given various worksheets depicting employees and Given various worksheets depicting employees and their places of work in scrambled disarray, their places of work in scrambled disarray, students must draw a line matching each students must draw a line matching each

employee to their correct place of work. For employee to their correct place of work. For example, the baker to the bakery and nurse to the example, the baker to the bakery and nurse to the

hospital. hospital.


Activity 2: Matching Activity 2: Matching Game CardsGame Cards

Judy/Instructo. (2001). Judy/Instructo. (2001). Community Helpers Matching GameCommunity Helpers Matching Game. Torrance, CA: Frank . Torrance, CA: Frank Shaffer Publications, Inc.Shaffer Publications, Inc.


Activity 2: Relationship Activity 2: Relationship Matching Worksheet SampleMatching Worksheet Sample

Skill Sheet: Relationships. (1967). Skill Sheet: Relationships. (1967). Helpers in the CommunityHelpers in the Community. 21. . 21.


Activity 3: The Job GameActivity 3: The Job Game

Given a game board with drawings of places Given a game board with drawings of places in the community, students will roll a die in the community, students will roll a die

and move the number of spaces. If a and move the number of spaces. If a student lands on a place of work, then student lands on a place of work, then

students must name as many jobs available students must name as many jobs available within that place in order to accrue points within that place in order to accrue points (one point for each job named). Students (one point for each job named). Students can also obtain extra points for naming can also obtain extra points for naming

characteristics of the occupation such as characteristics of the occupation such as uniform, education or training, estimation uniform, education or training, estimation

of salary, and tools of the trade. of salary, and tools of the trade.


Activity 3: The Job GameActivity 3: The Job Game


Activities 1, 2, 3:Activities 1, 2, 3: FACETS OF FACETS OF

UNDERSTANDINGUNDERSTANDINGAPPLICATIONAPPLICATION

I wanted students to achieve a minimum of I wanted students to achieve a minimum of Apprentice level. I knew students had Apprentice level. I knew students had

previous exposure to jobs seen in everyday previous exposure to jobs seen in everyday life such as teachers, policemen, and life such as teachers, policemen, and

grocers. With repeated prerequisite training grocers. With repeated prerequisite training using the matching game and worksheets, using the matching game and worksheets, paired with the flip booklets as reference paired with the flip booklets as reference

tools, students would be prepared to apply tools, students would be prepared to apply their knowledge to the JOB GAME. their knowledge to the JOB GAME.


Activity 4: Phonebook Activity 4: Phonebook ActivityActivity

Given a problem or scenario, Given a problem or scenario, student will look through a student will look through a

phonebook to find an individual phonebook to find an individual or business to help solve the or business to help solve the

problem or complete the task. problem or complete the task. A local area Yellow Pages was A local area Yellow Pages was used as a reference guide. used as a reference guide.


Activity 4: Phonebook Activity 4: Phonebook ActivityActivity

FACET OF FACET OF UNDERSTANDINGUNDERSTANDING

APPLICATION and INTERPRETATIONAPPLICATION and INTERPRETATION

This activity reinforced application This activity reinforced application knowledge and material learned from knowledge and material learned from

Activities One, Two, and Three. I wanted Activities One, Two, and Three. I wanted students to achieve a very emergent level students to achieve a very emergent level

within the Interpretation facet based on within the Interpretation facet based on the concept of the connection between all the concept of the connection between all

community members and the services community members and the services individuals provide and rely on to survive. individuals provide and rely on to survive.


Activity 4: Phonebook Activity Activity 4: Phonebook Activity QuestionsQuestions


Activity 5: Education and Activity 5: Education and Training SortTraining Sort

Given index cards with names of careers, Given index cards with names of careers, students will attempt to sort the cards into students will attempt to sort the cards into appropriate categories of appropriate categories of Needs CollegeNeeds College, , Needs Two-Year SchoolNeeds Two-Year School, , Needs High Needs High

SchoolSchool, , Needs No School,Needs No School, based on the based on the education/training needed for those careers. education/training needed for those careers.

Teacher will provide instruction and supports Teacher will provide instruction and supports along the way, explaining why certain jobs along the way, explaining why certain jobs

need certain training.need certain training.



FACET OF UNDERSTANDING FACET OF UNDERSTANDINGEXPLANATIONEXPLANATION

I expected students to perform at an Intuitive I expected students to perform at an Intuitive level of the Explanation facet. I wanted level of the Explanation facet. I wanted

students to start thinking, “This job needs students to start thinking, “This job needs college because it requires more studying college because it requires more studying

and an extensive knowledge base. This job and an extensive knowledge base. This job needs trade school because it requires more needs trade school because it requires more

hands-on work and experience. This job hands-on work and experience. This job requires no training because it’s easy to requires no training because it’s easy to

learn and mostly anyone can complete the learn and mostly anyone can complete the task.” task.”




Activity 6: Income Table Activity 6: Income Table SortSort

Given categories of Given categories of Low IncomeLow Income, , Middle Middle IncomeIncome, and , and High IncomeHigh Income, students will place , students will place index cards labeled with career titles into their index cards labeled with career titles into their

appropriate category based on salary. The class appropriate category based on salary. The class will debate and discuss their predictions. When will debate and discuss their predictions. When the sort is finalized on the board, students will the sort is finalized on the board, students will

record their results on a table worksheet. record their results on a table worksheet.

Teacher will provide instruction and supports for Teacher will provide instruction and supports for the activity emphasizing the connection the activity emphasizing the connection between education/training and salary.between education/training and salary.


Activity 6: Income Table Activity 6: Income Table SortSort

FACET OF FACET OF UNDERSTANDINGUNDERSTANDINGINTERPRETATIONINTERPRETATION

I thought students should obtain an I thought students should obtain an understanding slightly above the Literal level understanding slightly above the Literal level of the Interpretation facet. I wanted students’ of the Interpretation facet. I wanted students’ thought pattern to be, “Jobs that make more thought pattern to be, “Jobs that make more

money require a lot of education and training, money require a lot of education and training, minimal mistakes, and expert knowledge and minimal mistakes, and expert knowledge and

experience. Jobs that pay middle to lower experience. Jobs that pay middle to lower incomes require less education and training, incomes require less education and training,

are less stressful, and require knowledge are less stressful, and require knowledge learned mostly on the job.” learned mostly on the job.”


Activity 6: Income Table Activity 6: Income Table Sort Sort

STUDENT WORK SAMPLESTUDENT WORK SAMPLE


Activity 7: Can Afford Activity 7: Can Afford SortSort

Given pockets labeled Given pockets labeled Makes A Lot of Makes A Lot of Money, Makes Good Money, and Money, Makes Good Money, and

Makes Little MoneyMakes Little Money,, illustrating items illustrating items certain careers can afford, students will certain careers can afford, students will

place career title cards into the place career title cards into the appropriate pocket. appropriate pocket. For example . . . For example . . .

Makes A Lot of MoneyMakes A Lot of Money – Big house, fancy – Big house, fancy car, food, clothes, expensive vacation.car, food, clothes, expensive vacation.

Makes Good MoneyMakes Good Money – Modest house and – Modest house and car, food, clothes, swimming pool.car, food, clothes, swimming pool.

Makes Little MoneyMakes Little Money – Dilapidated house, – Dilapidated house, bus, food.bus, food.


Activity 7: Can Afford SortActivity 7: Can Afford Sort FACET OF FACET OF

UNDERSTANDINGUNDERSTANDINGEMPATHY and PERSPECTIVEEMPATHY and PERSPECTIVEMy goal was to have students at a Developing stage of Empathy My goal was to have students at a Developing stage of Empathy understanding. I wanted students to realize that not all people are 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 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 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 all their basic needs such as food, clothing, shelter, and also drive a car, and invest in leisure activities like vacations and hobbies, while car, and invest in leisure activities like vacations and hobbies, while

other individuals are struggling to survive everyday and live other individuals are struggling to survive everyday and live paycheck to paycheck. paycheck to paycheck.

In addition, I hoped students would attain Awareness in the In addition, I hoped students would attain Awareness in the Perspective facet. With this activity, and some supplementary Perspective facet. With this activity, and some supplementary teacher-class dialogues, students could gain an outlook on the teacher-class dialogues, students could gain an outlook on the

distinction between what different individuals in society consider distinction between what different individuals in society consider success. Some people might consider the middle income bracket a success. Some people might consider the middle income bracket a

true success, while others consider high income a real true success, while others consider high income a real accomplishment. I probed them to reflect on their goals for the accomplishment. I probed them to reflect on their goals for the

future. Is maintaining a lifestyle in the high/middle/low category an future. Is maintaining a lifestyle in the high/middle/low category an important priority? What postsecondary education plans would important priority? What postsecondary education plans would

they need to reach this goal? What is their parents’ current income they need to reach this goal? What is their parents’ current income status? Would they be happy achieving the same, below, or above status? Would they be happy achieving the same, below, or above

their parents’ income status? their parents’ income status?


Activity 7: Can Afford Activity 7: Can Afford SortSort


Activity 8: “I want to be . . .” Activity 8: “I want to be . . .” Paragraph AssignmentParagraph Assignment

Given a paragraph format, students will create a paragraphGiven a paragraph format, students will create a paragraphdescribing their favorite career and reasons why they want todescribing their favorite career and reasons why they want tobecome a (judge, florist, dry cleaner, etc.) when they grow up.become a (judge, florist, dry cleaner, etc.) when they grow up.

Paragraph Format:Paragraph Format:When I grow up I want to be a (title). I like (title) because When I grow up I want to be a (title). I like (title) because

supporting sentences including . . . supporting sentences including . . . a. a. education/trainingeducation/trainingb. toolsb. toolsc. uniformc. uniformd. place of workd. place of worke. tasks performede. tasks performedf. items one can affordf. items one can afford

These are reasons why I want to be a (title) when I grow up. These are reasons why I want to be a (title) when I grow up.


Activity 8: “I want to be . . .” Activity 8: “I want to be . . .” Paragraph Assignment Paragraph Assignment

FACET OF UNDERSTANDINGFACET OF UNDERSTANDINGAPPLICATIONAPPLICATION

My final culminating activity was to have students My final culminating activity was to have students apply all their knowledge from the unit into a apply all their knowledge from the unit into a

paragraph, stating the reasons why they wanted to paragraph, stating the reasons why they wanted to become a doctor, mechanic, bank teller, etc. I become a doctor, mechanic, bank teller, etc. I

anticipated students to fall within Apprentice level. anticipated students to fall within Apprentice level. With a little coaching on grammar and paragraph With a little coaching on grammar and paragraph

development, and by asking guiding questions that development, and by asking guiding questions that encouraged students to consider their preferences encouraged students to consider their preferences based on all the career characteristics they have based on all the career characteristics they have

learned, students would pick out their favorite job, learned, students would pick out their favorite job, or at least a job they would consider as a possible or at least a job they would consider as a possible

career after graduation.career after graduation.


Activity 8: “I want to Activity 8: “I want to be . . .” Paragraph be . . .” Paragraph

AssignmentAssignmentSTUDENT WORK SAMPLESTUDENT WORK SAMPLE


Unit Evaluations: Unit Evaluations: Student Performance Student Performance

(Activities 1-3)(Activities 1-3)I was satisfied with all of the students’ performance I was satisfied with all of the students’ performance

and cooperation with the unit. Students did and cooperation with the unit. Students did exceptionally well with the first three activities. I exceptionally well with the first three activities. I used the Brainstorming Activity visual aids as a used the Brainstorming Activity visual aids as a

bulletin board for reference and review lessons. We bulletin board for reference and review lessons. We did the worksheets several times and played the did the worksheets several times and played the matching game and Job Game twice a week. With matching game and Job Game twice a week. With

this repetitive practice, students were able to better this repetitive practice, students were able to better retain the knowledge and felt more confident retain the knowledge and felt more confident

competing with their classmates. Students were competing with their classmates. Students were able to identify more than ten careers and all their able to identify more than ten careers and all their

characteristics. I was equally satisfied with the characteristics. I was equally satisfied with the phonebook game. Students were able to name the phonebook game. Students were able to name the

correct career person who would help solve the correct career person who would help solve the dilemma, but had troubles navigating the dilemma, but had troubles navigating the

phonebook. Student performance improved after a phonebook. Student performance improved after a lesson on how to use the phonebook and a refresher lesson on how to use the phonebook and a refresher

mini-lesson on alphabetizing. mini-lesson on alphabetizing.


Unit Evaluations: Unit Evaluations: Student Performance Student Performance

(Activities 5-8)(Activities 5-8)The last four activities were somewhat difficult for the The last four activities were somewhat difficult for the

students. Students were able to sort cards into the students. Students were able to sort cards into the Needs CollegeNeeds College and and Needs TrainingNeeds Training, but could not , but could not

accurately differentiate between accurately differentiate between Needs High School Needs High School DiplomaDiploma and and Needs No DegreeNeeds No Degree. Students were able to . Students were able to

sort high income careers and low income fast food sort high income careers and low income fast food career cards into their appropriate category, however, career cards into their appropriate category, however,

tended to put all middle income jobs into the high tended to put all middle income jobs into the high income pocket, and all other low income jobs into the income pocket, and all other low income jobs into the middle income pocket. Students repeated the same middle income pocket. Students repeated the same

pattern with the Can Afford Sort. Students categorized pattern with the Can Afford Sort. Students categorized the majority of cards correctly, but put all low income the majority of cards correctly, but put all low income jobs into the jobs into the Makes Good MoneyMakes Good Money folder, and only put folder, and only put the low income fast food career cards into the the low income fast food career cards into the Makes Makes

Little MoneyLittle Money. With the final activity, students were able . With the final activity, students were able to name their favorite career and all the characteristics to name their favorite career and all the characteristics

required in the paragraph format, but were having required in the paragraph format, but were having significant difficulties in writing the paragraph. Instead significant difficulties in writing the paragraph. Instead

of sentences, most students put single words.of sentences, most students put single words.


Unit Evaluations: Unit Evaluations: ReflectionsReflectionsOverall, I was very pleased with the unit and student Overall, I was very pleased with the unit and student

performance. However, their were quite a few mistakes I performance. However, their were quite a few mistakes I made in my planning and execution of the unit. First of all, 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 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 my grant setting 2-3 times a week. I had two periods per day to teach my unit. But many times the periods were day to teach my unit. But many times the periods were

interrupted with my mentor teacher preparing students for a interrupted with my mentor teacher preparing students for a test, students being pulled out for therapies, or a school test, students being pulled out for therapies, or a school assembly. Students had problems remembering material assembly. Students had problems remembering material

when the classes weren’t on a fixed schedule. As a result, I 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 would have to spend a lot of time going over the previous

lesson again. Also, my data collection methods were lesson again. Also, my data collection methods were compromised due to the time constraints. I could have compromised due to the time constraints. I could have

recorded data in a more professional set-up, but because recorded data in a more professional set-up, but because their was a limited amount of time, I only had enough time to their was a limited amount of time, I only had enough time to review, teach, and gather student work samples. Next time, review, teach, and gather student work samples. Next time, I would talk with the participating teacher to work out a more I would talk with the participating teacher to work out a more

balanced and organized time to teach. I would even give balanced and organized time to teach. I would even give students home practice packets to study and help them students home practice packets to study and help them

recall lesson information. I would videotape my lessons so I recall lesson information. I would videotape my lessons so I could compile the data at home. could compile the data at home.


Unit Evaluations: Reflections Unit Evaluations: Reflections (continued)(continued)

Secondly, I felt I should have instituted more direct instruction during the Secondly, I felt I should have instituted more direct instruction during the last four lessons. Students were able to categorize cards due to last four lessons. Students were able to categorize cards due to

previous experience with those careers. When they made an error in previous experience with those careers. When they made an error in categorizing an unknown career, I would try to ask inquiry-based 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 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 answer. This was not sufficient enough for the student to genuinely understand why that specific career needed training or made a certain understand why that specific career needed training or made a certain

amount of money, or could afford certain things. Next time, I would amount of money, or could afford certain things. Next time, I would have introduced more direct instruction before the activity, such as have introduced more direct instruction before the activity, such as lists of high, middle, and low income jobs, the types of training they lists of high, middle, and low income jobs, the types of training they

require, and their average income. I would better describe the require, and their average income. I would better describe the difference between college, trade school, and on the job training. I difference between college, trade school, and on the job training. I

would distinguish the differences between jobs that require high school 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 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 payments, apartment rental fees, car insurance, utilities, clothes, and

food. I would conduct a lesson on how to write a paragraph. food. I would conduct a lesson on how to write a paragraph. Additionally, my data collection methods weren’t as adequate as I Additionally, my data collection methods weren’t as adequate as I would have liked. The Application facet standard data could have would have liked. The Application facet standard data could have

been improved by recording the number of cards sorted correctly out been improved by recording the number of cards sorted correctly out of how many given in order to calculate a percentage. And the of how many given in order to calculate a percentage. And the

Explanation, Interpretation, Perspective, and Empathy facet Explanation, Interpretation, Perspective, and Empathy facet performance observations could have been recorded on paper performance observations could have been recorded on paper

verbatim what the child said or recorded on videotape. verbatim what the child said or recorded on videotape.


Unit Evaluations: Reflections Unit Evaluations: Reflections (continued)(continued)

Last but not least, I would have focused a little Last but not least, I would have focused a little more on the outcomes of the facets. In more on the outcomes of the facets. In

hindsight, it appears that most of my activities hindsight, it appears that most of my activities used Application facet standards. I did use the used Application facet standards. I did use the

other facets in my inquiry questions upon other facets in my inquiry questions upon completion of the activity as a wrap-up, completion of the activity as a wrap-up,

nevertheless I feel I did not incorporate my nevertheless I feel I did not incorporate my chosen facet levels enough in my instruction. chosen facet levels enough in my instruction. Yes, this unit was largely teaching facts and Yes, this unit was largely teaching facts and information, and Application facets would information, and Application facets would

complement that type of unit. But my goal complement that type of unit. But my goal was to connect all the activities with more was to connect all the activities with more

insightful, interpretive “Big Picture” questions insightful, interpretive “Big Picture” questions like in the Empathy and Perspective facets.like in the Empathy and Perspective facets.


Unit Evaluation: Unit Evaluation: ConclusionConclusion

By and large, I believe the unit was beneficial for By and large, I believe the unit was beneficial for the students. Students acquired knowledge that the students. Students acquired knowledge that will aid them in their quest to find a career path. will aid them in their quest to find a career path. Students will now be able to make an informed Students will now be able to make an informed career choice based on the uniform, tools, place career choice based on the uniform, tools, place of work, training, and income they prefer. When of work, training, and income they prefer. When asked what they want to be when they grow up, asked what they want to be when they grow up, students will be able to pin point a career, and students will be able to pin point a career, and give specific details and reasoning to back up give specific details and reasoning to back up

their answer. Upon entering high school, their answer. Upon entering high school, students will have a familiarity with different students will have a familiarity with different types of careers and will be better prepared types of careers and will be better prepared

when taking an interest inventory or talking with when taking an interest inventory or talking with their guidance counselor or transition their guidance counselor or transition

coordinator. coordinator.

Documents

What is a Career? LEARNING ABOUT JOB AWARENESS. Fall 2002 Transition Services Preparation & Training Context for the Unit Unit is designed for an entire