Career Exploration How can I choose a career that interests me?

Career Career Exploration Exploration

How can I choose a How can I choose a career career

that interests me?that interests me?

Fall 2005Fall 2005 Transition Services Preparation & TrainingTransition Services Preparation & Training

This Unit: This Unit: Career Career ExplorationExploration

This Career Exploration unit is the second of four This Career Exploration unit is the second of four units and will allow students in grades 5-8 to:units and will allow students in grades 5-8 to:

– Job shadow 4 different job sites and fill out Job shadow 4 different job sites and fill out weekly evaluation formsweekly evaluation forms

– Identify strengths and needs in relation to jobs Identify strengths and needs in relation to jobs they are interested in, and the skills needed they are interested in, and the skills needed for these jobsfor these jobs

– Narrow down their preferred jobs to 1-2 that Narrow down their preferred jobs to 1-2 that both interest them and fit their abilitiesboth interest them and fit their abilities

This unit was developed for middle school aged This unit was developed for middle school aged students but could easily be adapted for high school students but could easily be adapted for high school students who have not yet been introduced to this students who have not yet been introduced to this information.information.


Career Development SeriesCareer Development Series

This is the This is the secondsecond of four units in the career development series. of four units in the career development series. For more information about the four units and an introduction into For more information about the four units and an introduction into the three stages of unit development, refer to the Career the three stages of unit development, refer to the Career Development Series PowerPoint.Development Series PowerPoint.

Career Development

Career Awareness Career Exploration Career Preparation Career Assimilation

Exposure to work expectations,

education/training needed as well as an introduction

to a variety of careers

Matching careers tointerests and abilities while

job shadowing to narrowpossible careers down

to 1 or 2

Narrowing career fields to 1through a variety of work

experiences while workingon interviewing andjob-seeking skills

Finding and job and maintaining a job through

use of problem-solvingskills as well as participating

in on and off-the-jobactivities to maintain satisfaction

Career ExplorationCareer Awareness Career Preparation Career Assimilation


Understanding by Design Understanding by Design Stage 1 :Stage 1 :

Identify Desired Results Identify Desired Results Identify external standards and Identify external standards and overall unit goals that are overall unit goals that are relevant to the students’ relevant to the students’ strengths and needsstrengths and needs– Use state academic standards and Use state academic standards and

benchmarksbenchmarks– Incorporate individual student Incorporate individual student

needs and IEP goalsneeds and IEP goals

Blend the state standards and Blend the state standards and student goals to create:student goals to create:– Relevant, authentic unit questions Relevant, authentic unit questions

that …,that …,– ““Hook” students and …,Hook” students and …,– Address key misunderstandings.Address key misunderstandings.


Stage 1: Identifying Desired Stage 1: Identifying Desired ResultsResults

-Applying Academic Content -Applying Academic Content

StandardsStandards (Ohio Department of Education)(Ohio Department of Education)

SubjectSubject GradeGrade StrandStrand BenchmarkBenchmark

English English Language Language ArtsArts

55thth-7-7thth ResearchResearch Locate and summarize importantLocate and summarize important

information from multiple sources.information from multiple sources.

MathematicsMathematics 55thth-7-7thth Number, Number, Number Sense Number Sense and Operationsand Operations

Develop meaning for percents, Develop meaning for percents, including percents greater than 100 including percents greater than 100 and less than 1.and less than 1.

ScienceScience 66thth-8-8thth Scientific Ways Scientific Ways of Knowingof Knowing

Use skills of scientific inquiry Use skills of scientific inquiry processes (e.g., hypothesis, record processes (e.g., hypothesis, record keeping, description and explanation).keeping, description and explanation).

Social Social StudiesStudies

66thth-8-8thth People in People in SocietiesSocieties

Analyze examples of interactions Analyze examples of interactions between cultural groups and explain between cultural groups and explain the factors that contribute to the factors that contribute to cooperation and conflict.cooperation and conflict.


Unit Design Process Stage 1:Unit Design Process Stage 1: ~Identifying Desired Results~ ~Identifying Desired Results~

Identify enduring, inquiry-based Identify enduring, inquiry-based questions to focus unit, based upon:questions to focus unit, based upon:– Academic Content StandardsAcademic Content Standards– Student Needs: identified as Career Student Needs: identified as Career

Preparation targets:Preparation targets:Narrowing career preferences through:Narrowing career preferences through:

– Job shadowing Job shadowing – Evaluating job shadowing experiences each weekEvaluating job shadowing experiences each week– Identifying strengths and needs in relation to these jobsIdentifying strengths and needs in relation to these jobs

Resulting in the Unit Question:Resulting in the Unit Question:

How can I choose a career that How can I choose a career that interests me?interests me?


Unit Design Process Stage 2 : Unit Design Process Stage 2 : ~Determine Acceptable ~Determine Acceptable

Evidence~Evidence~ Develop assessments that Develop assessments that demonstrate thorough unit demonstrate thorough unit learninglearning– Use the Six Facets of Understanding Use the Six Facets of Understanding

(from (from Understanding by DesignUnderstanding by Design))– Multiple assessments strategies Multiple assessments strategies

ensure thoroughness of learningensure thoroughness of learning

Use the Unit Question to focus Use the Unit Question to focus the assessmentsthe assessments

Incorporate the academic content Incorporate the academic content standards across the Six Facetsstandards across the Six Facets


--The Six Facets of Understanding - The Six Facets of Understanding - for the for the Career ExplorationCareer Exploration Unit Unit

FACETFACET ACTIVITYACTIVITY PERFORMANCE/PERFORMANCE/

EVIDENCE CRITERIAEVIDENCE CRITERIA

Facet 1: Facet 1: ExplanationExplanation

Sophisticated Sophisticated explanations and explanations and theoriestheories

Students will research and Students will research and describe in detail seven describe in detail seven characteristics of a career of characteristics of a career of choice: (1) training, certificates, choice: (1) training, certificates, or degrees; (2) skills required; or degrees; (2) skills required; (3) tools or equipment needed; (3) tools or equipment needed; (4) social—working with people (4) social—working with people or alone; (5) indoor or outdoor or alone; (5) indoor or outdoor environments; (6) dress or environments; (6) dress or uniforms; and (7) uniforms; and (7) accommodations neededaccommodations needed

Students will use their job Students will use their job shadowing summaries (Facets 3 shadowing summaries (Facets 3 & 6) to choose one preferred & 6) to choose one preferred career. They will accurately and career. They will accurately and thoroughly describe 6/7 thoroughly describe 6/7 characteristics of their chosen characteristics of their chosen career and explain how or why career and explain how or why each characteristic is important each characteristic is important to that job.to that job.


Stage 2: ContinuedStage 2: Continued

FACETFACET ACTIVITYACTIVITY PERFORMANCE/EVIDENCE PERFORMANCE/EVIDENCE CRITERIACRITERIA

Facet 2: Facet 2: InterpretationsInterpretations

Interpretations, Interpretations, narratives, and narratives, and translationstranslations

Students will interpret Students will interpret each of the 7 job each of the 7 job characteristics (from characteristics (from Facet #1) in terms of Facet #1) in terms of his/her strengths and his/her strengths and limitations.limitations.

Using the 7 characteristics of Facet Using the 7 characteristics of Facet #1, students will interpret each in #1, students will interpret each in terms of “fit” with his/her own terms of “fit” with his/her own strengths and limitations, with at strengths and limitations, with at least one appropriate interpretation least one appropriate interpretation for each of the 7 characteristics.for each of the 7 characteristics.



FACETFACET ACTIVITYACTIVITY PERFORMANCE/ EVIDENCE PERFORMANCE/ EVIDENCE CRITERIACRITERIA

Facet 3: ApplicationFacet 3: Application

Use knowledge in Use knowledge in new situations and new situations and contextscontexts

Students will fill out Students will fill out weekly job evaluation weekly job evaluation forms and keep a log forms and keep a log while job shadowing while job shadowing at 4 different sites, for at 4 different sites, for 8 weeks each.8 weeks each.

At the end of each job shadowing At the end of each job shadowing experience, students will summarize experience, students will summarize their own and their supervisor’s their own and their supervisor’s evaluations, and identify at least two evaluations, and identify at least two strengths and two needs of theirs at strengths and two needs of theirs at this job site.this job site.

Using real or realistic Using real or realistic wages from each job wages from each job site, students will site, students will compute the compute the percentages of their percentages of their wages deducted for wages deducted for federal and state federal and state taxes, SS, union taxes, SS, union dues, etc.dues, etc.

For each paycheck, students will For each paycheck, students will compute the percentage of their total compute the percentage of their total wages deducted for each item: federal wages deducted for each item: federal and state taxes, SS, union dues, and and state taxes, SS, union dues, and other deductions, with 4 out of 5 other deductions, with 4 out of 5 computed correctly. Students will use computed correctly. Students will use the annual federal tax tables to verify the annual federal tax tables to verify the correct percentage to be the correct percentage to be deducted.deducted.




Facet 4: Facet 4: PerspectivePerspective

Critical and Critical and insightful insightful points of viewpoints of view

Using weekly job Using weekly job shadowing evaluation shadowing evaluation forms (filled out by the forms (filled out by the student and employer or student and employer or supervisor), the student supervisor), the student will compare and contrast will compare and contrast differences in evaluates by differences in evaluates by showing an understanding showing an understanding of the supervisor’s of the supervisor’s perspective. perspective.

For each of the 4 job experiences, For each of the 4 job experiences, student will identify at least one week in student will identify at least one week in which the student’s and the supervisor’s which the student’s and the supervisor’s evaluation were different, and the evaluation were different, and the student will explain the supervisor’s student will explain the supervisor’s perspective in making this evaluation perspective in making this evaluation (production concerns, overall safety, (production concerns, overall safety, cooperation with others, etc.) showing cooperation with others, etc.) showing age appropriate insight.age appropriate insight.




Facet 5: EmpathyFacet 5: Empathy

Ability to get Ability to get inside another inside another person’s feelingsperson’s feelings

Students will use their job Students will use their job shadowing evaluation shadowing evaluation forms in order to show forms in order to show empathy regarding the empathy regarding the employer’s/supervisor’s employer’s/supervisor’s feelings about the student feelings about the student and his/her job and his/her job performance, and performance, and regarding cultural regarding cultural differences.differences.

Using the job evaluation forms from Using the job evaluation forms from job shadowing, and having job shadowing, and having demonstrated perspective (Facet 4) demonstrated perspective (Facet 4) students will (a) show empathy toward students will (a) show empathy toward his/her supervisor’s role and with his/her supervisor’s role and with regard to (b) all discrepancies in the regard to (b) all discrepancies in the performance evaluation, with (c)at performance evaluation, with (c)at least one empathetic response to least one empathetic response to different cultures (hearing vs. Deaf or different cultures (hearing vs. Deaf or ethnicity). ethnicity).




Facet 6: Self-Facet 6: Self-knowledgeknowledge

To know one’s To know one’s ignorance, ignorance, prejudice, and prejudice, and understandingunderstanding

Students will Students will summarize their summarize their ratings and their ratings and their experiences across experiences across their their four job their their four job shadowing shadowing experiences, and experiences, and review their review their researched career, to researched career, to evaluate how well evaluate how well they match they match describing their career describing their career preference.preference.

Part 1: Students will summarize their Part 1: Students will summarize their preferences across all 4 jobs their (a) preferences across all 4 jobs their (a) weekly ratings, (b) conflict experiences, weekly ratings, (b) conflict experiences, and (c) wage and deductions and (c) wage and deductions information. information.

Part 2: Students will analyze these Part 2: Students will analyze these summaries to choose one preferred summaries to choose one preferred career and match their (d) 3 personal career and match their (d) 3 personal strengths and (e) 3 limitations to strengths and (e) 3 limitations to compare with the (f) 7 characteristics of compare with the (f) 7 characteristics of their career to summarize overall “match” their career to summarize overall “match” of their personal “work profile” with their of their personal “work profile” with their preferred career.preferred career.


Unit Design Process Stage 3 :Unit Design Process Stage 3 : – Plan Learning Experiences and – Plan Learning Experiences and

Instruction– Instruction–

Develop learning activities that :Develop learning activities that :– Develop the knowledge and skills needed to Develop the knowledge and skills needed to

successfully complete the assessment successfully complete the assessment and…, and…,

– Demonstrate thorough unit understanding Demonstrate thorough unit understanding (the Six Facets)(the Six Facets)

Use the Unit Question to review and Use the Unit Question to review and reflect on learnings throughout the unit.reflect on learnings throughout the unit.– Use an inquiry-based approach that Use an inquiry-based approach that

explores different aspects of the unit explores different aspects of the unit question.question.

– Use reflection to re-explore the question as Use reflection to re-explore the question as students learnings increasestudents learnings increase


Flow Chart for the Six Flow Chart for the Six FacetsFacets

F a ce t 3C a lcu la tin g d e du c tio ns

a s p e rce n ta ge s fo rjo b sh ad o w ing

F a ce t 6S u m m arize job e xp erie n ces

to e va la u te ho w it fits w ith3 s tren g h ts a n d 3 lim ita tio ns

F a ce ts 1 & 2R e se a rch 1 p re fe rre d ca re er

a n d d esc rib e h o w itf its w ith s tre ng th s an d lim ita tio ns

F a ce t 4C u ltu ra l p e rsp e c tives

in re so lv in g w o rk co n flic ts

F a ce t 5C u ltu ra l e m p a thy a nd

u n d es ta n d in g inre so lv in g w o rk co n flic ts

F a ce t 3Jo b S ha d o w in g w ith

re co rd ke e p inga c ro ss 4 jo bs

Review and probe continually: How can I choose a career that interests me?


Stage 3: Planning Learning Stage 3: Planning Learning ExperiencesExperiences

A Few Suggested ActivitiesA Few Suggested Activities

Research differentjobs and what is

required of each –pick the top 3 and

write or explain whythey picked each

Take surveys toidentify their interestsand what careers they

might enjoy—and relatethis to daily activities

they enjoy

List different jobs, theskills required for each,and evaluate how welltheir own skills match

the requirements

List strengths andlimitations in

everyday life activities: What thing do I do well?

Work in groups tothink of ideas for

matching strengths andlimitations with careers

Research and discuss whether or not

their dream careerof the future is realistic

Write a fictional story about a jobthey would like

to pursue inthe future

Activities—Lots of possibilities!


Lesson Plan: Language ArtsLesson Plan: Language ArtsBenchmark:Benchmark: Locate and summarize important information from multiple Locate and summarize important information from multiple

sources.sources.Facet 6:Facet 6: Self-evaluation, Part 1 Self-evaluation, Part 1Activity:Activity: Students will summarize and self-evaluate skills for chosen Students will summarize and self-evaluate skills for chosen

career.career.Behavioral Objective:Behavioral Objective: Students will summarize their preferences across Students will summarize their preferences across

all 4 jobs their (a) weekly ratings, (b) conflict experiences, and (c) all 4 jobs their (a) weekly ratings, (b) conflict experiences, and (c) wage and deductions information with summary correctly reflecting wage and deductions information with summary correctly reflecting success across ratings and conflicts on 3/4 jobs.success across ratings and conflicts on 3/4 jobs.

Prerequisite Knowledge:Prerequisite Knowledge: – Students can summarize across a single topic or source.Students can summarize across a single topic or source.

Lesson Procedures:Lesson Procedures: (a) Introduction:(a) Introduction: The teacher will ask students if they believe they are The teacher will ask students if they believe they are

successful on the job shadowing, then ask how important this is in successful on the job shadowing, then ask how important this is in choosing a job for one’s future. Teacher will then probe if they believe choosing a job for one’s future. Teacher will then probe if they believe their supervisor has the same evaluation of the students as their own. their supervisor has the same evaluation of the students as their own. The teacher will then pass out copies of both evaluations (from the The teacher will then pass out copies of both evaluations (from the current job) to compare.current job) to compare.


Lesson Plan: Language Arts – cont.Lesson Plan: Language Arts – cont.(b) Steps for Learning:(b) Steps for Learning:

1) The teacher will have the students compare one week’s ratings at a time. Teacher will 1) The teacher will have the students compare one week’s ratings at a time. Teacher will role-model differences in evaluation as needed, and how to compare across each factor. role-model differences in evaluation as needed, and how to compare across each factor. Continue across all weeks. Students will review how and write one sentence that Continue across all weeks. Students will review how and write one sentence that summarizes each week. Compile these into one paragraph about job shadowing.summarizes each week. Compile these into one paragraph about job shadowing.2) Have students use job shadowing logs (and supervisor reports) to identify conflict 2) Have students use job shadowing logs (and supervisor reports) to identify conflict situations. Students will write one sentence summarizing their interpersonal skills for situations. Students will write one sentence summarizing their interpersonal skills for each job site, and then compile these into an overall summary.each job site, and then compile these into an overall summary.3) Students will review their wages and any unique deductions (e.g., union dues) for each 3) Students will review their wages and any unique deductions (e.g., union dues) for each job site (see math lesson). They will write a one-sentence summary of their satisfaction job site (see math lesson). They will write a one-sentence summary of their satisfaction with their wages (with deductions) and compile this. with their wages (with deductions) and compile this. 4) Teacher will ask how students how the various types of information can help them 4) Teacher will ask how students how the various types of information can help them make a determination about their most successful and satisfying job. Teacher will guide make a determination about their most successful and satisfying job. Teacher will guide students into using all types of information to generate one evaluative summary: students into using all types of information to generate one evaluative summary: beginning with rating data, then interpersonal info, salary, and students’ evaluation and beginning with rating data, then interpersonal info, salary, and students’ evaluation and conclusion.conclusion.5) This can be done in steps, one job site at a time and then compiled at the end. This 5) This can be done in steps, one job site at a time and then compiled at the end. This lesson’s results is then used to determine the career to research (Facets 1-2) and to lesson’s results is then used to determine the career to research (Facets 1-2) and to create the final self-evaluation (Facet 6).create the final self-evaluation (Facet 6).

Adaptations:Adaptations: Younger or or lower-functioningYounger or or lower-functioning: do in small stages, give a summary or paragraph model : do in small stages, give a summary or paragraph model to follow, use color coding to compile summaries across jobs or information source.to follow, use color coding to compile summaries across jobs or information source.Older or higher-functioningOlder or higher-functioning: have students generic their own rubrics regarding effective : have students generic their own rubrics regarding effective summaries and use peer evaluations of final products.summaries and use peer evaluations of final products.


Lesson Plan: MathLesson Plan: Math

Benchmark:Benchmark: Develop meaning for percents, including percents greater than Develop meaning for percents, including percents greater than 100 and less than 1.100 and less than 1.

Facet 3:Facet 3: Application ApplicationActivity:Activity: Finding percent taken out of paycheck for taxes, Social Security, Finding percent taken out of paycheck for taxes, Social Security,

etc.etc.Behavioral Objective:Behavioral Objective: Students will use real or realistic salaries for each job Students will use real or realistic salaries for each job

site: using each check, students will compute the total wages and then site: using each check, students will compute the total wages and then the percentage of each deduction from the total, as listed on the the percentage of each deduction from the total, as listed on the check, with 4 out of 5 computed correctly.check, with 4 out of 5 computed correctly.

Prerequisite Knowledge:Prerequisite Knowledge: – Students know about paychecks, but may not realize they will Students know about paychecks, but may not realize they will

have deductions.have deductions.– Students have computed percentages before in textbooks.Students have computed percentages before in textbooks.

Lesson Procedures:Lesson Procedures:(a) Introduction:(a) Introduction: The teacher talk about receiving paychecks for work The teacher talk about receiving paychecks for work

(and/or their job shadowing). She will show a paycheck and ask why (and/or their job shadowing). She will show a paycheck and ask why the total and the gross are different—why do we receive “less”? the total and the gross are different—why do we receive “less”? Teacher will guide the discussion to taxes and what they provide for us Teacher will guide the discussion to taxes and what they provide for us (U.S. Pres, state governor, and various services). Teacher will ask if (U.S. Pres, state governor, and various services). Teacher will ask if everyone has the same amount (and will compare several checks). everyone has the same amount (and will compare several checks). Teacher will ask why amounts are different (to guide inquiry into what Teacher will ask why amounts are different (to guide inquiry into what is “fair”). is “fair”).


Lesson Plan: Math - cont.Lesson Plan: Math - cont.(b) Steps for Learning:(b) Steps for Learning:

1) Teacher will use proportions in real life (recipe for a gallon of punch vs. a 1) Teacher will use proportions in real life (recipe for a gallon of punch vs. a quart) as a link to percentages—how things can be “equal” or “fair” even quart) as a link to percentages—how things can be “equal” or “fair” even though amounts are different numerically.though amounts are different numerically.2) Teacher will compute real-life example as percentage (have students 2) Teacher will compute real-life example as percentage (have students assist) then ask how class can use the same procedure to compute tax assist) then ask how class can use the same procedure to compute tax deductions to see if they are “fair”. Start with federal tax. If students each deductions to see if they are “fair”. Start with federal tax. If students each have paychecks then use these (or get additional checks to compare). Have have paychecks then use these (or get additional checks to compare). Have students calculate percentage and put in a class-wide chart.students calculate percentage and put in a class-wide chart.3) Then have students calculate other deductions (and include all major types 3) Then have students calculate other deductions (and include all major types including union dues, benefits, etc.). Have students add info into classwide including union dues, benefits, etc.). Have students add info into classwide chart. Students can work in pairs or small groups to support and review chart. Students can work in pairs or small groups to support and review calculations.calculations.4) Examine class-wide calculations. For differences in tax rates, have 4) Examine class-wide calculations. For differences in tax rates, have students examine yearly federal tax tables to explain how size of income students examine yearly federal tax tables to explain how size of income impacts rate of taxation. Compute other deductions and compare. Add up all impacts rate of taxation. Compute other deductions and compare. Add up all deductions to double-check gross and net wages.deductions to double-check gross and net wages.5) Have students compare wages across their gross vs. net wages across 5) Have students compare wages across their gross vs. net wages across their 4 job sites to determine preferred career.their 4 job sites to determine preferred career.

Adaptations:Adaptations: Younger or or lower-functioningYounger or or lower-functioning: have formula for percentage calculation : have formula for percentage calculation posted and use calculators; use colored pie charts to demonstrate percentage posted and use calculators; use colored pie charts to demonstrate percentage size of each.size of each.Older or higher-functioningOlder or higher-functioning: have students use the federal tax tables in the : have students use the federal tax tables in the spring to calculate their annual tax percentage rate, and have them fill out a spring to calculate their annual tax percentage rate, and have them fill out a tax return.tax return.


Lesson Plan: ScienceLesson Plan: Science

Benchmark:Benchmark: Use skills of scientific inquiry processes (e.g., hypothesis, Use skills of scientific inquiry processes (e.g., hypothesis, record keeping, description and explanation).record keeping, description and explanation).

Facet 3:Facet 3: Application ApplicationActivity:Activity: Students will record their observations at their job shadowing sites Students will record their observations at their job shadowing sites

using job performance rating scales and a weekly log.using job performance rating scales and a weekly log.Behavioral Objective:Behavioral Objective: At each job shadowing site, students will record at At each job shadowing site, students will record at

least 2 sentences each week (including any interpersonal conflicts) and least 2 sentences each week (including any interpersonal conflicts) and do a weekly self-evaluation on job performance, for 7 of each 8-week do a weekly self-evaluation on job performance, for 7 of each 8-week job placement.job placement.

Prerequisite Knowledge:Prerequisite Knowledge: – Students will have some previous experience with self-rating and Students will have some previous experience with self-rating and

with keeping logs or journals.with keeping logs or journals.– Students are completing their first week at their job site.Students are completing their first week at their job site.

Lesson Procedures:Lesson Procedures:(a) Introduction:(a) Introduction: Teachers will ask students if they believe they will be Teachers will ask students if they believe they will be

successful on their job sites, and why they think so. Then ask how successful on their job sites, and why they think so. Then ask how students will be able to “prove” they are successful—how can they students will be able to “prove” they are successful—how can they collect evidence of this. collect evidence of this.


Lesson Plan: Science – cont.Lesson Plan: Science – cont.(b) Steps for Learning:(b) Steps for Learning:

1) Teacher will show the weekly job performance evaluation forms and discuss how 1) Teacher will show the weekly job performance evaluation forms and discuss how each factor relates to the jobs students have just started. Teacher will inform student each factor relates to the jobs students have just started. Teacher will inform student that supervisors also will be filling out identical forms to compare. that supervisors also will be filling out identical forms to compare. 2) Teacher will ask about interpersonal conflicts on jobs—have they had them in the 2) Teacher will ask about interpersonal conflicts on jobs—have they had them in the past, at home, in school, etc. S/he will ask how students resolve them and why it is past, at home, in school, etc. S/he will ask how students resolve them and why it is important to cooperate at work. Teacher will ask students to remember when they have important to cooperate at work. Teacher will ask students to remember when they have done a scientific log or personal journal in the past. S/he will model how this log will be done a scientific log or personal journal in the past. S/he will model how this log will be used to note feelings during the week and also any conflicts.used to note feelings during the week and also any conflicts.3) Teacher will announce that this is the end of the first week and time for the evaluation. 3) Teacher will announce that this is the end of the first week and time for the evaluation. S/he will pass out the forms and support students as they work through the form. S/he will pass out the forms and support students as they work through the form. 4) Teacher will then ask students how they felt and emotions regarding their first week—4) Teacher will then ask students how they felt and emotions regarding their first week—what did they feel while they were on the job and were there any conflicts. S/he will pass what did they feel while they were on the job and were there any conflicts. S/he will pass out logs and ask students to write at least 1 sentence about their feelings and 1 out logs and ask students to write at least 1 sentence about their feelings and 1 sentence explaining any conflicts.sentence explaining any conflicts.5) Teacher will continue doing this each week. At the end of each 8-week job 5) Teacher will continue doing this each week. At the end of each 8-week job placement, teacher can use these to compile into a summary (see Lang. Arts). Students placement, teacher can use these to compile into a summary (see Lang. Arts). Students can develop a hypothesis about their continuing success at each site and use the data to can develop a hypothesis about their continuing success at each site and use the data to verify or modify.verify or modify.

Adaptations:Adaptations: Younger or or lower-functioningYounger or or lower-functioning: help students go through item by item for the self-rating, : help students go through item by item for the self-rating, and focus on each sentence/topic separately for the log. Provide a model with a and focus on each sentence/topic separately for the log. Provide a model with a scenario, then work with the class to do a “practice” self-rating and log. scenario, then work with the class to do a “practice” self-rating and log. Older or higher-functioningOlder or higher-functioning: have students discuss and generate hypotheses based on : have students discuss and generate hypotheses based on self-evaluations initially in the lesson, and then use data to confirm; use more complex self-evaluations initially in the lesson, and then use data to confirm; use more complex versions of the self-rating forms and require longer logs with more detail: have class versions of the self-rating forms and require longer logs with more detail: have class make a rubric for logs re: feelings and why & who/what/when/where/why for conflicts.make a rubric for logs re: feelings and why & who/what/when/where/why for conflicts.


Lesson Plan: Social StudiesLesson Plan: Social StudiesBenchmark:Benchmark: Analyze examples of interactions between cultural groups and explain the Analyze examples of interactions between cultural groups and explain the factors that contribute to cooperation and conflict.factors that contribute to cooperation and conflict.Facets4- 5:Facets4- 5: Perspective and Empathy Perspective and EmpathyActivity:Activity: Students use their job site evaluations and logs to develop perspective and Students use their job site evaluations and logs to develop perspective and empathy in understanding their supervisors’ responses.empathy in understanding their supervisors’ responses.Behavioral Objective:Behavioral Objective: Using the job evaluation forms and logs from job shadowing, Using the job evaluation forms and logs from job shadowing, students will identify at least 1 difference in perspective and at least 1 relevant feeling of students will identify at least 1 difference in perspective and at least 1 relevant feeling of the supervisor that realistically explains a difference in opinion between the student and the supervisor that realistically explains a difference in opinion between the student and supervisors’ evaluations. Students will identify 4/5 times with appropriate explanations supervisors’ evaluations. Students will identify 4/5 times with appropriate explanations how cultural differences (hearing vs. Deaf and ethnicity) do or do not contribute to the how cultural differences (hearing vs. Deaf and ethnicity) do or do not contribute to the opinions.opinions.Prerequisite Knowledge:Prerequisite Knowledge:

–Students will have previous knowledge of some basic differences and potential Students will have previous knowledge of some basic differences and potential conflicts between hearing and Deaf cultures, and between white and ethnic minority conflicts between hearing and Deaf cultures, and between white and ethnic minority cultures.cultures.

Lesson Procedures:Lesson Procedures: (a) Introduction: (a) Introduction: Teacher will ask students for times when they have argued with family, Teacher will ask students for times when they have argued with family, friends, parents, supervisors, etc. Class will discuss some scenarios and probe friends, parents, supervisors, etc. Class will discuss some scenarios and probe differences in perspective due to role, experience, needs and wants, culture, etc. Class differences in perspective due to role, experience, needs and wants, culture, etc. Class will role-play some of these conflicts to sensitize class to different perspectives and will role-play some of these conflicts to sensitize class to different perspectives and feelings.feelings.


Lesson Plan: Social Studies - cont.Lesson Plan: Social Studies - cont.(b) Steps for Learning:(b) Steps for Learning:

1) Teacher will ask students if they remember any conflicts occurring at their job site. S/he 1) Teacher will ask students if they remember any conflicts occurring at their job site. S/he will pass out logs and evaluations for students to identify and verify. Each student will will pass out logs and evaluations for students to identify and verify. Each student will identify (highlight or take notes) several conflict situations. identify (highlight or take notes) several conflict situations.

2) Students will each choose one situation to present to the class (or work in groups). 2) Students will each choose one situation to present to the class (or work in groups). Students will identify their own perspective and feelings about the conflict, and then the Students will identify their own perspective and feelings about the conflict, and then the supervisor’s (or co-worker’s) perspective and feelings. supervisor’s (or co-worker’s) perspective and feelings.

3) Discuss each as a class to evaluate these perspectives. Use role play to probe and 3) Discuss each as a class to evaluate these perspectives. Use role play to probe and experience more deeply, as needed.experience more deeply, as needed.

4) Teacher will probe/ask specifically about cultural differences for these conflicts. Begin 4) Teacher will probe/ask specifically about cultural differences for these conflicts. Begin with some issues identified from the lesson intro and link or scaffold to job site situations. with some issues identified from the lesson intro and link or scaffold to job site situations. May have students review by listing primary sources of cultural conflict that they have May have students review by listing primary sources of cultural conflict that they have experienced at school with hearing individuals and between cultural groups. Use these lists experienced at school with hearing individuals and between cultural groups. Use these lists to review and evaluate the job site conflicts. to review and evaluate the job site conflicts.

5) Have students work in small groups/pairs to review their remaining conflicts to identify (a) 5) Have students work in small groups/pairs to review their remaining conflicts to identify (a) perspectives and reasons, (b) related feelings, and (c) contributing cultural differences, if perspectives and reasons, (b) related feelings, and (c) contributing cultural differences, if any. Have students work increasingly independently/in groups for future job site conflicts.any. Have students work increasingly independently/in groups for future job site conflicts.

Adaptations:Adaptations:

Younger or lower-functioningYounger or lower-functioning: students may need more role play experiences to generate : students may need more role play experiences to generate perspectives and feelings of others; may need specific examples of cultural differences.perspectives and feelings of others; may need specific examples of cultural differences.

Older or higher functioningOlder or higher functioning: students can work increasingly on their own, or link to : students can work increasingly on their own, or link to hypothesis-generating (science) with problem-solving to develop solutions, or be expected hypothesis-generating (science) with problem-solving to develop solutions, or be expected to describe perspectives and feelings in greater depth and with greater interpersonal insight.to describe perspectives and feelings in greater depth and with greater interpersonal insight.


Setting Up a Job Shadowing Setting Up a Job Shadowing Program:Program:

Tips for TeachersTips for TeachersMany times special educators will be working on their own to set Many times special educators will be working on their own to set up job-shadowing programs. Work-study coordinators and others up job-shadowing programs. Work-study coordinators and others normally assigned to this may already have a full load of high-normally assigned to this may already have a full load of high-school age students. Most importantly, IT CAN BE DONE! See school age students. Most importantly, IT CAN BE DONE! See some of the other tips on this website for ideas.some of the other tips on this website for ideas.

Step 1Step 1: Make a list of jobs/businesses that your students are interested in as well as other : Make a list of jobs/businesses that your students are interested in as well as other jobs that you think other students in the future would be interested injobs that you think other students in the future would be interested inStep 2Step 2: Look up places of interest in a local phonebook and record the contact information : Look up places of interest in a local phonebook and record the contact information (if other teachers in your school have set up similar programs, collaborate with them to (if other teachers in your school have set up similar programs, collaborate with them to make a list of contacts and information)make a list of contacts and information)Step 3Step 3: Call the business, find out if they are interested in working with your students - find : Call the business, find out if they are interested in working with your students - find a person who you can continue to contact about this informationa person who you can continue to contact about this informationStep 4Step 4: Explain the unit you are working on with the students, what you expect from the : Explain the unit you are working on with the students, what you expect from the worksite, about job shadowing, and the weekly job shadowing formsworksite, about job shadowing, and the weekly job shadowing formsStep 5:Step 5: Obtain information such as: Obtain information such as:– Hours of operationHours of operation– Specific jobs at this work siteSpecific jobs at this work site– Job descriptionsJob descriptions

Step 6Step 6: Continually update this information – contact the businesses again to make sure : Continually update this information – contact the businesses again to make sure they are still willing to work with your schoolthey are still willing to work with your school


Setting Up a Job Setting Up a Job Shadowing Program:Shadowing Program:

Tips for TeachersTips for TeachersOrganization:Organization:– Keep a binder with all the information for each job shadowing siteKeep a binder with all the information for each job shadowing site– You can make a chart to keep track of all the important informationYou can make a chart to keep track of all the important information

Collaboration:Collaboration:– Contact others in your district or school who are willing to help (vocational education Contact others in your district or school who are willing to help (vocational education

teacher, special education teacher, etc.)teacher, special education teacher, etc.)– Speak with friends and family, as well as the family of your students to find out if they Speak with friends and family, as well as the family of your students to find out if they

may know businesses which may be interested in having your students participatemay know businesses which may be interested in having your students participateOther important information to keep in mind:Other important information to keep in mind:– Transportation – how will the students get to and from the work site? Check with Transportation – how will the students get to and from the work site? Check with

others teachers in the school to share resources – maybe transportation systems are others teachers in the school to share resources – maybe transportation systems are already set upalready set up

– Time – will the student go to their job site before, after, or during school hours?Time – will the student go to their job site before, after, or during school hours?– Initial Entrance into the Job Shadowing Site – how will the student start out their first Initial Entrance into the Job Shadowing Site – how will the student start out their first

day at the job site? Will a person from the school accompany them?day at the job site? Will a person from the school accompany them?– Communication – how will the deaf student communicate with others at the work site? Communication – how will the deaf student communicate with others at the work site?

This could be discussed in class and a list could be made of a variety of This could be discussed in class and a list could be made of a variety of communication modes that could be usedcommunication modes that could be used

– Permission and Liability Forms – use existing forms that are used at the schoolPermission and Liability Forms – use existing forms that are used at the schoolBe persistent and stay positive!!Be persistent and stay positive!!


Sample Job Shadowing Sample Job Shadowing ChartChart

Business Business Name:Name:

Contact Contact Person:Person:

Contact Contact Information:Information:

Hours & Hours & Days of Days of Operation:Operation:

Possible Job Possible Job Shadow Shadow Positions:Positions:

Job Job Descriptions:Descriptions:

Assignment Assignment Guidelines:Guidelines:

Job-site Job-site Responsibilities:Responsibilities:


Sample Job Shadowing Sample Job Shadowing Evaluation FormEvaluation Form

Comes to Comes to work on work on timetime

Dresses Dresses appropriatelyappropriately

Good Good attitudeattitude

Behaves Behaves appropriatelyappropriately

Follows Follows directionsdirections

Positive Positive attitudeattitude

Gets along with Gets along with co-workersco-workers


Career BooksCareer BooksCool Ideas for Kids Who Like…Cool Ideas for Kids Who Like…

– Author: Diane Lindsey ReevesAuthor: Diane Lindsey Reeves– A series or books, each relating to a specific themeA series or books, each relating to a specific theme– Books include: Animals and Nature, Science, Math, Music and Books include: Animals and Nature, Science, Math, Music and

Dance, Money, Computers, Art, Writing, Adventure, Travel, Dance, Money, Computers, Art, Writing, Adventure, Travel, Talking, and SportsTalking, and Sports

– Each book focuses on about 15 occupations with related Each book focuses on about 15 occupations with related information, such as the first-paying job a person got in this field, information, such as the first-paying job a person got in this field, their current position, as well as suggested reading, websites, their current position, as well as suggested reading, websites, and organizations.and organizations.


Career BooksCareer BooksCool Careers for Girls…Cool Careers for Girls…

– Author: Ceel PasternakAuthor: Ceel Pasternak– A series of books, each relating to a specific theme.A series of books, each relating to a specific theme.– Books include: Sports, Engineering, Health, Computers, Food, Travel & Books include: Sports, Engineering, Health, Computers, Food, Travel &

Hospitality, Law, Performing Arts, Animals, Environmentalists, Crime Hospitality, Law, Performing Arts, Animals, Environmentalists, Crime Solvers, Cybersecurity and National Safety and ConstructionSolvers, Cybersecurity and National Safety and Construction

– Each book profiles about 10 women from different professions in this Each book profiles about 10 women from different professions in this area. Information includes: a general description of the job; how the area. Information includes: a general description of the job; how the individual began and progressed to her present level; how the individual began and progressed to her present level; how the individual overcame some of the difficulties of being a female in a individual overcame some of the difficulties of being a female in a male-dominated profession; salary range of the position; and a career male-dominated profession; salary range of the position; and a career checklist.checklist.


Resources for TeachersResources for TeachersAmerica’s Career Info Net – Informed Career DecisionsAmerica’s Career Info Net – Informed Career Decisions– www.acinet.org/acinet/default.aspwww.acinet.org/acinet/default.asp

Becker, R. L. (2000). Becker, R. L. (2000). Reading-Free Vocational Interest Inventory: 2 (R-Reading-Free Vocational Interest Inventory: 2 (R-FVII:2)FVII:2). Columbus, OH: Elbern Publications.. Columbus, OH: Elbern Publications.South Central Career Information System - Developing a Career Portfolio:South Central Career Information System - Developing a Career Portfolio:– http://www.sccis.org/main/educators/lessonplans1.htmhttp://www.sccis.org/main/educators/lessonplans1.htm

Education World – ways to incorporate career education into classroom Education World – ways to incorporate career education into classroom activitiesactivities– http://www.educationworld.com/a_lesson/lesson160.shtmhttp://www.educationworld.com/a_lesson/lesson160.shtm

Quintessential Careers: Your Job Search Starts HereQuintessential Careers: Your Job Search Starts Here– http://www.quintcareers.com/http://www.quintcareers.com/

Career Development and Employment – Making Career DecisionsCareer Development and Employment – Making Career Decisions– http://www.vuw.ac.nz/st_services/careers/career_development/http://www.vuw.ac.nz/st_services/careers/career_development/

making_decisions.htmlmaking_decisions.htmlU.S. Department of Labor - in-depth description of many different careersU.S. Department of Labor - in-depth description of many different careers– http://www.dol.govhttp://www.dol.gov


ReferencesReferencesBrolin, D. E. (1997). Brolin, D. E. (1997). Life centered career education: A competency based Life centered career education: A competency based approachapproach. Reston, VA: The Council for Exceptional Children.. Reston, VA: The Council for Exceptional Children.

Luft, P. & Koch, L. (2005). “Career Development: Theories for Transition Luft, P. & Koch, L. (2005). “Career Development: Theories for Transition Planning”. Planning”. Transition Planning for Secondary Students with Disabilities.Transition Planning for Secondary Students with Disabilities. Columbus, OH: Prentice Hall. 83-108.Columbus, OH: Prentice Hall. 83-108.

Marshall, L. H., Martin J. E., Maxson L. & Jerman P. (1997) Marshall, L. H., Martin J. E., Maxson L. & Jerman P. (1997) Choicemaker: Choicemaker: Self Determination Curriculum, Choosing Employment GoalsSelf Determination Curriculum, Choosing Employment Goals. Longmount, . Longmount, CO: Sopris West.CO: Sopris West.

Ohio Department of Education. “Academic Content Standards.” 2004. Ohio Department of Education. “Academic Content Standards.” 2004. http://www.ode.state.oh. us/academic content_standards/http://www.ode.state.oh. us/academic content_standards/..

U.S. Department of Labor. 2005. U.S. Department of Labor. 2005. http://www.dol. http://www.dol. govgov//..

Wiggins, G., & McTighe, J. (1998). Wiggins, G., & McTighe, J. (1998). Understanding by DesignUnderstanding by Design. Alexandria, . Alexandria, VA: Association for Supervision and Curriculum Development.VA: Association for Supervision and Curriculum Development.

Documents

Career Exploration How can I choose a career that interests me?