Introduction, Rationale This career guidance unit is designed to be used with 7 th grade students, but can also be made applicable to other grades. The purpose of this unit is twofold. The first half of the unit will focus on helping the students learn more about themselves; the second half will focus on career exploration, encouraging the students to use what they learned about themselves as a means of guiding their search. The entire unit will be broken down into to five guidance lessons and a final presentation day. Each lesson, depending on allotted time, should be between 45 to 60 minutes. The first three lessons will focus on the following topics regarding self- understanding: interests, skills/abilities/, and values. In lesson four, students will be able to research careers related to their specific interest, skills, and values. They will also learn how to effectively research jobs. Students will learn what specific information is important to find out and how to go about finding out this information. In lesson five, students will spend time researching information on their top three job choices. They will also be provided instructions for their final project. The last class session is reserved for student presentations. By the end of the unit, students should have a stronger sense of themselves, as well as an understanding of what career areas match up with their profile. Students will also have a greater understanding of how to research careers and what type of information to seek out when searching. In the end, students should also have a greater
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Transcript
Introduction, Rationale
This career guidance unit is designed to be used with 7th
grade students, but can
also be made applicable to other grades. The purpose of this unit is twofold. The first
half of the unit will focus on helping the students learn more about themselves; the
second half will focus on career exploration, encouraging the students to use what they
learned about themselves as a means of guiding their search. The entire unit will be
broken down into to five guidance lessons and a final presentation day. Each lesson,
depending on allotted time, should be between 45 to 60 minutes.
The first three lessons will focus on the following topics regarding self-
understanding: interests, skills/abilities/, and values. In lesson four, students will be able
to research careers related to their specific interest, skills, and values. They will also
learn how to effectively research jobs. Students will learn what specific information is
important to find out and how to go about finding out this information. In lesson five,
students will spend time researching information on their top three job choices. They
will also be provided instructions for their final project. The last class session is reserved
for student presentations.
By the end of the unit, students should have a stronger sense of themselves, as
well as an understanding of what career areas match up with their profile. Students will
also have a greater understanding of how to research careers and what type of
information to seek out when searching. In the end, students should also have a greater
sense of the connection between academics and careers, as well as broader understanding
of the importance of beginning the career plans.
There are two main reasons why this unit is designed to be implemented at the
seventh grade level. The first has to do with developmental appropriateness. Overall,
there tends to be a significant amount of development that takes place between sixth and
seventh grade. By the time students enter the seventh grade, many of them have matured
physically and mentally, and they generally have a stronger sense of self-identity. Thus,
this would make them more prepared to further explore their identities and to begin
thinking seriously about their futures. The second reason why this unit was designed for
seventh graders is a matter of timing. At the eighth grade level, students begin
scheduling and planning for their high school courses. By focusing on both self and
career exploration at the seventh grade level, students are then better prepared for
planning and scheduling for their high school courses in eighth grade.
The content of this unit is based on research in the field of career counseling.
Research has shown that people generally follow career paths based on their interest.
Holland’s six personality types have been well researched and are an effective means of
relating personality to careers. Aside from interests, research also indicates that
understanding one’s skills, abilities, and values is a valuable asset to career exploration.
According to Super’s developmental model, have a strong self-concept is a requirement
and prerequisite to career exploration. Thus, having the students reflect on interests,
skills/abilities, and values will foster their sense of identity and self-concept.
The career exploration is designed to encourage the students to think critically
about career options. Students are taught to do in-depth research that will help them gain
a deeper understanding of specific careers. More importantly, students begin to see the
connection between their education and their futures.
School Corporation: N/A
School Name: N/A
Contact: Drew Sager – School Counselor
Indiana Student Standards for Guidance Addressed
Standard(s) addressed:
Standard 2- Career Development
Indicator(s) addressed:
6-8.2.1 Reexamine their career interests based on their experiences and/or updated career interest inventory
Instructional Development
Grade Level(s): 7 (can be adapted for 6th through 9th)
Title: What Interests You?
Summary:
This is lesson 1 in the unit, “Exploring Yourself and Careers”. There are two primary learning objectives in this lesson. The first objective is to help students reassess and evaluate their interests. The second objective is to teach them the relationship between interests and careers.
Time Frame One Session~ 45mins to 1 hour
Required Materials:
Computer Lab w/ internet access; folders to hand out to students; „Who Am I‟ worksheet (one for each student), overhead projector; Holland personality trait power point presentation; career brainstorm worksheet.
Procedure:
1. Brief the students on what they will be learning throughout the entire unit. Engage the group in discussion about the importance of knowing themselves and how this relates to selecting a career path. Emphasis the connection between academics and careers, noting the importance of striving to succeed and excel in academics.
2. Pass out a folder to each student and inform them that they will be keeping important information in their folders. Have the students write their name on their folder.
3. Next, pass out the “Who I Am” worksheet and have students fill it out. Once the students finish the worksheet, have them turn them in. Students will fill the same worksheet out at the end of the Unit as a means of assessing their growth throughout the unit.
4. Display power point slide number one, “Holland‟s Six
Personality Types”. Proceed through remaining slides, explaining each of the personality types in more detail. Engage the students in providing examples of jobs and careers that may fall into each personality type.
5. Have students register onto LearnMoreIndiana.org career webpage. Then have them fill out the Career Clickers Expanded inventory using the computers. Remind students that there will be a project at the end of the unit, so it is important that they take this part seriously.
6. Once all students have completed the survey, provide them an opportunity to share what their three personality areas are. Hand out „career brainstorm‟ worksheet and explain instructions. Students will be asked to complete worksheet as homework and bring it to class for the next lesson.
Evaluation
How will mastery of the guidance indicator(s) be evaluated?
Indicators will first be evaluated by the responses students write on the “Who I Am” worksheet. A comparative review will be conducted after students complete the form again at the end of the unit. Student portfolios (folders) will also be used as a means of assessing and evaluating their progress.
Learning Resources
Resources needed: e.g., technology resources, media resources, books, web sites
http://www.LearnMoreIndiana.org Career resource and career inventory
Citation(s): You may include copyrighted materials in “resources needed,” but do not reproduce copyrighted materials in your lesson plan. Non-copyrighted materials need to be reproduced and included with your lesson plan. Cite sources here.
http://www.LearnMoreIndiana.org
Collaborative Partners: e.g., advisory teachers, other teachers, community resource people
Teachers, Principal, Colleagues. Inform teachers about the nature of the unit and encourage and assist them with making the academic curriculum applicable when possible.
6-8.2.1 Reexamine their career interests based on their experiences and/or updated career interest inventory
Instructional Development
Grade Level(s): 7 (can be adapted for 6th through 9th)
Title: Assessing Skills and Abilities
Summary:
This is lesson 2 in the unit, “Exploring Yourself and Careers” In this lesson, students will assess and evaluate their skills and abilities. They will gain an understanding that certain jobs require specific skills. They will begin to assess how their own skills and abilities relate to different career areas.
Time Frame One Session~ 45mins to 1 hour
Required Materials Chalkboard, overhead projector, or large paper to write on; „Coding my Sklls‟ worksheet; „Checklist‟; „Things I am Good At‟ worksheet;
Procedure:
1. Start off lesson with recap of what was learned during the previous week.
2. Have students take out their homework assignment from the previous week and engage them in sharing their responses.
3. In small groups, students discuss the topic „What is a skill?‟. Then facilitate a brief whole-class discussion on this topic.
4. Provide a list of up to ten well-known occupations and have students write down the skills suitable for these occupations.
5. Pass out “Coding my Skills” worksheet and have students fill it out individually.
6. After completing the worksheet, have the students rank the ten skills they currently consider most useful in the world of work.
7. Pass out the „Checklist‟ worksheet and have students individually complete it. Break the class into small groups to discuss their findings
8. Facilitate brief whole-group discussion on the importance of abilities and hand out the „Things I am Good At‟ worksheet and review instructions with class. Instruct the class to complete the worksheet as homework and be prepared to share responses during next class. .
Evaluation
How will mastery of the guidance indicator(s) be evaluated?
Worksheets will be added to student portfolio, which will be used during individual planning session throughout their education.
Learning Resources
Resources needed: e.g., technology resources, media resources, books, web sites
http://www.LearnMoreIndiana.org
Citation(s): You may include copyrighted materials in “resources needed,” but do not reproduce copyrighted materials in your lesson plan. Non-copyrighted materials need to be reproduced and included with your lesson plan. Cite sources here.
http://www.LearnMoreIndiana.org
Collaborative Partners: e.g., advisory teachers, other teachers, community resource people
Teachers, Principal, Colleagues. Inform teachers about the nature of the unit and encourage and assist them with making the academic curriculum applicable when possible.
6-8.2.1 Reexamine their career interests based on their experiences and/or updated career interest inventory
Instructional Development
Grade Level(s): 7 (can be adapted for 6th through 9th)
Title: Assessing Your Values
Summary:
This is lesson 3 in the unit, “Exploring Yourself and Careers”. In this lesson, students will learn what values are. They will assess and evaluate their own personal values. They will gain an understanding that certain job environments reflect specific values. They will begin to gain an understanding of what career fields reflect their own values.
Time Frame One Session~ 45mins to 1 hour
Required Materials Large chalkboard to write on; „Work Values‟ worksheet;
Procedure:
1. Start off lesson with recap of what was learned during the previous week.
2. Have students take out their homework assignment from the previous week and engage them in sharing their responses.
3. Introduce group to concept of „Values‟. Break class up into small groups and have them come up with a list of values.
4. On the chalkboard, write down five occupation, providing room between each one. Instruct the groups to come up to the board and, using their list of values, write down those values that best fit each group i.e. under the occupation Social Worker, they could write “caring for others”.
5. Next, pass out the „Work Values Inventory‟ and review instructions with group. Have students individually complete inventory.
6. After completing the worksheet, have students share what their top ranking values were.
Evaluation
How will mastery of the guidance indicator(s) be evaluated?
Worksheets will be added to student portfolio, which will be used during individual planning session throughout their education.
Learning Resources
Resources needed: e.g., technology resources, media resources, books, web sites
http://www.LearnMoreIndiana.org
Citation(s): You may include copyrighted materials in “resources needed,” but do not reproduce copyrighted materials in your lesson plan. Non-copyrighted materials need to be reproduced and included with your lesson plan. Cite sources here.
http://www.LearnMoreIndiana.org
Collaborative Partners: e.g., advisory teachers, other teachers, community resource people
Teachers, Principal, Colleagues. Inform teachers about the nature of the unit and encourage and assist them with making the academic curriculum applicable when possible.
6-8.2.2 Use personal, print, and electronic resources to discover occupations that match their career interests. 6-8.2.7 Research specific occupations identified in their career plans
Instructional Development
Grade Level(s): 7 (can be adapted for 6th through 9th)
Title: Exploring Careers, Part 1
Summary:
This is lesson 4 in the unit, “Exploring Yourself and Careers”. In this lesson, students will learn how to research careers related to their specific interests, skills/abilities, and values. They will also learn how to be „good researchers‟ of careers.
Time Frame One Session~ 45mins to 1 hour
Required Materials Computer lab w/ internet; „Career Interest‟ worksheet; „Gathering Information‟ power point slide show;
Procedure:
1. Students will meet at the computer lab. Recap the previous three lessons, reiterating the importance of understanding one‟s interests, skills/abilities, and values and how they relate to work. Pass out „Career Interests‟ worksheet.
2. Have students login to their accounts on the LearnMoreIndiana website. Next, have them pull up the results of their interest inventory. Instruct them to click on the tab that links them to careers related to their interests. Instruct the students in exploring the careers that are listed on the site. Walk around and provide guidance and assistance.
3. Instruct students on how to access Indiana‟s career clusters page through the department of education website. Review these with them. Instruct students to complete the „Career Interests‟ worksheet.
4. Using the overhead, display power point slide show, „Gathering Information‟. Students should learn what specific information they should look up when researching an occupation.
5. For homework, students should determine three jobs out of the list of the nine that are listed on their worksheet. At this time, you should also brief the class on their final project, which they will have the next class period to work on.
For the project, the students will design a poster-board presentation that will provide an overview of their top three job choices. For each occupation, they will provide the following information: how the job relates to their interests, skills/abilities, and values; what type of education is required for the job; what a typical day is like; what is the current job outlook and salary?
Evaluation
How will mastery of the guidance indicator(s) be evaluated?
Worksheets will be added to student portfolio, which will be used during individual planning session throughout their education.
Learning Resources
Resources needed: e.g., technology resources, media resources, books, web sites
http://www.LearnMoreIndiana.org
Citation(s): You may include copyrighted materials in “resources needed,” but do not reproduce copyrighted
materials in your lesson plan. Non-copyrighted materials need to be reproduced and included with your lesson plan. Cite sources here.
Collaborative Partners: e.g., advisory teachers, other teachers, community resource people
Teachers, Principal, Colleagues. Inform teachers about the nature of the unit and encourage and assist them with making the academic curriculum applicable when possible.
School Corporation: N/A
School Name: N/A
Contact: Drew Sager – School Counselor
Indiana Student Standards for Guidance Addressed
Standard(s) addressed:
Standard 2- Career Development
Indicator(s) addressed:
6-8.2.2 Use personal, print, and electronic resources to discover occupations that match their career interests. 6-8.2.7 Research specific occupations identified in their career plans
Instructional Development
Grade Level(s): 7 (can be adapted for 6th through 9th)
Title: Exploring Careers, Part 2
Summary: This is lesson 4 in the unit, “Exploring Yourself and Careers”. In this lesson, students will actively research their top three career choices in preparation for their final project.
Time Frame One Session~ 45mins to 1 hour
Required Materials Computer lab w/ internet; final project assignment sheet;
Procedure:
1. Students will once again meet in the computer lab. Engage class in review of previous week‟s lesson. Hand out final project assignment sheet. Inform students that they will have the class period to work on their projects. Instruct them to use the LearnMoreIndiana website to aid them in gathering information.
2. Walk around the room and check-in which each student to assess their progress and provide assistance as needed. Make sure that all students are on the right track and understand assignment fully.
Evaluation
How will mastery of the guidance indicator(s) be evaluated?
Worksheets will be added to student portfolio, which will be used during individual planning session throughout their education.
Learning Resources
Resources needed: e.g., technology resources, media resources, books, web sites
http://www.LearnMoreIndiana.org
Citation(s): You may include copyrighted materials in “resources needed,” but do not reproduce copyrighted materials in your lesson plan. Non-copyrighted materials need to be reproduced and included with your lesson plan. Cite sources here.
http://www.LearnMoreIndiana.org
Collaborative Partners: e.g., advisory teachers, other teachers, community resource people
Teachers, Principal, Colleagues. Inform teachers about the nature of the unit and encourage and assist them with making the academic curriculum applicable when possible.