GLC2O Low Res

CREDIT RECOVERY COURSE

Career Studies

(GLC2O)

2008

Acknowledgements Program Coordinator Lorna McPherson – Guidance/At Risk Developers Sharon Aitken Jane Coughlan Project sponsored by TDSB Student Success

Credit Recovery – Career Studies (GLC2O) © 2008 Toronto District School Board Reproduction of this document for use by schools within the Toronto District School Board is encouraged. For anyone other than Toronto District School Board staff, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any other means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Toronto District School Board. This permission must be requested and obtained in writing from:

Toronto District School Board Library and Learning Resources 3 Tippett Road Toronto, ON M3H 2V1 Tel: 416-397-2595 Fax: 416-395-5173 Email: [email protected]

Every reasonable precaution has been taken to trace the owners of copyrighted material and to make due acknowledgement. Any omission will gladly be rectified in future printings. This document has been reviewed for equity.

_____________________________________________________________________________________________ © 2008 Toronto District School Board - i - Credit Recovery: Career Studies (GLC2O) Table of Contents

Table of Contents Page Introduction for Teachers 1 Overview 1 What Is Layered Curriculum? 2 Assessment and Evaluation Using Layered Curriculum 3 Accommodations 4

Credit Recovery: Student Information 5 Course Outline 6

Culminating Activities 11 Culminating Activity #1: Getting Ready for Work 12 Culminating Activity #2: Exploring the World of Retail 16 Culminating Activity #3: Career Lifeline – Making It Your Own 20

Course Modules 24

Unit 1, Personal Management: Module 1 24 Handout 1.1: Multiple Intelligences – What Are Yours? 28 Handout 1.2: Learning Styles 32 Handout 1.3: Graphic Organizer 34 Handout 1.4: Emotional Intelligence 35 Handout 1.5: Creating a Brochure 37 Handout 1.6: Writing a Paragraph 38 Handout 1.7: Outline for Writing an Essay 40 Handout 1.8: Concept Map 41 Handout 1.9 Getting Dramatic 42 Generic Rubrics: Unit 1: Module 1, Layers C, B, A 43

Unit 1, Personal Management: Module 2 46 Handout 2.1: How to Write a Report 50 Generic Rubrics: Unit 1: Module 2, Layers C, B, A 51 Unit 1, Personal Management: Module 3 54 Handout 3.1: How to Write a Summary 58 Generic Rubrics: Unit 1: Module 3, Layers C, B, A 59 Unit 2, Exploration of Opportunities: Module 4 62 Handout 4.1: Taking Good Notes 66 Handout 4.2: Making a Flow Chart 67 Generic Rubrics: Unit 2: Module 4, Layers C, B, A 69 Unit 2, Exploration of Opportunities: Module 5 72 Generic Rubrics: Unit 2: Module 5, Layers C, B, A 76

_____________________________________________________________________________________________ © 2008 Toronto District School Board - ii - Credit Recovery: Career Studies (GLC2O) Table of Contents

Unit 2, Exploration of Opportunities: Module 6 79 Handout 6.1: Learning Opportunities 82 Handout 6.2: Business Letter Format 83 Handout 6.3: Job-Shadowing Experience 84 Handout 6.4: Creating a Poster or PowerPoint Presentation 86 Handout 6.5: Poster Evaluation Rubric 87 Handout 6.6: PowerPoint Evaluation Rubric 88 Unit 3, Preparation for Transitions and Change: Module 7 89 Handout 7.1: Discover Your Interests 93 Handout 7.2: Career Plan Vocabulary 95 Handout 7.3: School Staff Survey 96 Handout 7.4: Career/Life Planning Process 97 Handout 7.5: My Secondary School Planning Chart 98 Unit 3, Preparation for Transitions and Change: Module 8 99 Handout 8.1: My Community 102 Handout 8.2: Youth Opportunities Ontario 103 Handout 8.3: Monster Change and Transitions 105 Handout 8.4: The Changing Workplace, Then and Now – Questions 106 Handout 8.5: The Changing Workplace, Then and Now – Reflection 107 Unit 3, Preparation for Transitions and Change: Module 9 108 Handout 9.1: Resumé Information Sheet 111 Handout 9.2: Resumé Questionnaire 112 Handout 9.3: Networking Contacts 113 Handout 9.4: Choose Your Job 114 Handout 9.5: Your Job 115 Handout 9.6: Job Application Form Information Sheet 116 Handout 9.7: Application for Employment Form 118 Handout 9.8: Professional References Information Sheet 120 Handout 9.9: Reference Page Template 121 Handout 9.10: Resumé Template 122 Handout 9.11: Resumé Sample 1 123 Handout 9.12: Resumé Sample 2 124 Handout 9.13: Covering Letter Information Sheet 125 Handout 9.14: Resumé Evaluation Chart 127 Handout 9.15: Covering Letter Evaluation Chart 128 Handout 9.16: Interview Information Sheet 129 Handout 9.17: Common Interview Questions 131 Handout 9.18: Common Behavioural Questions Based on Situations 133

_____________________________________________________________________________________________ © 2008 Toronto District School Board - iii - Credit Recovery: Career Studies (GLC2O) Table of Contents

Course Resources 134 Glossary 135 Career/Life Planning Websites 137 Career Paths 141 Credit Recovery Profile 144 Essential Skills (Student Copy) 146 Essential Skills (Teacher Copy) 147 Scavenger Hunt (Student Copy) 148 Scavenger Hunt (Teacher Copy) 149 Create a Learning Profile: How Do You Like to Learn? 150 TDSB Download Pathways 151

_____________________________________________________________________________________________ © 2008 Toronto District School Board - iv - Credit Recovery: Career Studies (GLC2O) Table of Contents

_____________________________________________________________________________________________ © 2008 Toronto District School Board - 1 - Credit Recovery: Career Studies (GLC2O) Introduction

Introduction for Teachers Overview The Career Studies Credit Recovery Course has been designed to accommodate all types of learners. The approach taken, Layered Curriculum, is a form of differentiated instruction that not only takes into account different ways of thinking, but also the element of choice. Layered Curriculum is based on the work of Kathie Nunley, an educational psychologist. Her research on brain development, combined with 15 years of experience as a high school biology teacher, inspired her to develop the Layered Curriculum approach to differentiated instruction. In addition, the Career Studies Credit Recovery course takes into consideration the work of Carol Ann Tomlinson and Jay McTighe in the planning of the module lessons. “What is the Big Idea?” and “What knowledge/understanding should be enduring?” are guiding principles in this approach. Tomlinson’s and McTighe’s work complements Nunley’s work, as both move students through Bloom’s Taxonomy to higher-order thinking skills, such as adapting, analyzing, evaluation, and creating. As well, the high-yield instructional strategies of Robert Marzano have also been embedded in the Credit Recovery Career Studies module lessons. The Career Studies Credit Recovery Course contains three strands. Each strand contains three separate modules (i.e., a total of nine course modules). Students complete only those modules where the overall expectations have not been met. (See each student’s Credit Recovery Profile to determine which modules need to be completed.) A choice of activities and projects are indicated in each of the Layers C, B, A for each of the three course strands. Note: Handouts from one module might be required to complete the assignment(s) in another module; therefore, it is recommended that ALL the Module Handouts be photocopied separately and stored where the teacher and the students can access them easily. Resources that could be use on Day 1 to introduce the students to the course materials are: • an Icebreaker on “Essential Skills” • a “Scavenger Hunt” using the Course Outline. The Scavenger Hunt can be used to familiarize

the students with the course content in an interesting way. Both Handouts are located in the course Resources section of this document.


What Is Layered Curriculum? Layered Curriculum It is a three-layered model that encourages higher-level thinking by requiring more complex thought and investigation to earn a higher mark. Each layer represents a different type of thinking or depth of study on a topic or unit of learning. Layer C: The bottom layer General knowledge, facts, vocabulary, basic skills and concepts; covers core curriculum Layer B: The middle layer Practical application of skills and knowledge through

activities, projects, problem solving, and discovery Layer A: The top layer Critical analysis, critical thinking, leadership

decision-making skills; create/design a product Three Keys to Layered Curriculum • Offers students choice in the activities • Encourages more complex thinking, such as problem solving • Increases daily student accountability Benefits of Layered Curriculum

Highly Individualized Instruction Each student’s interests, intelligences, and learning styles are recognized, celebrated, and used as part of the educational process.

One-on-one Attention Student and teacher conference in class regularly.

Responsibility Students take ownership of their learning by demonstrating their knowledge and skills gained.

Active Learning Students are continuously engaged in the learning process.

Self-Esteem Students come to understand that they are unique and that everyone has abilities and gifts. Creativity is allowed to flourish.

Researching Skills and Critical Thinking Students learn how to research/locate information they need. Critical-thinking skills are used to develop, design, write, and construct various products.


For More Information on Layered Curriculum and Differentiating Instruction Websites Nunley, Dr. Kathie F. Layered Curriculum. <www.help4teachers.com>. Website for educators. ---. “Practical Classroom Applications of Current Brain Research.” brains.org.

<www.brains.org>. Books Marzano, Robert J., Debra Pickering, and Jane E. Pollock. Classroom Instruction That Works:

Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development, 2001.

Nunley, Kathie F. Differentiating the High School Classroom: Solution Strategies for

18 Common Obstacles. Thousand Oaks, CA: Corwin Press 2005. ---. Layered Curriculum. 2nd ed. Amherst, NH: Brains.Org., 2004. ---. A Student’s Brain: The Parent/Teacher Manual. Kearney, NE: Morris Publishing. 2003. Tomlinson, Carol Ann. How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd ed.

Alexandria, VA: Association for Supervision and Curriculum Development, 2001. Tomlinson, Carol Ann, and Jay McTighe. Integrating Differentiated Instruction &

Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 2006.

Assessment and Evaluation Using Layered Curriculum

Layer Indicator

C Indicates basic understanding of core concepts and skills

B Indicates an understanding of the core concepts/skills and a personal discovery through research or an application of the material

A Indicates students have mastered the concepts/skills and have included a critical analysis of current issues and/or a creative perspective related to the subject material

Note: Students complete only those modules where the overall expectations have not been met, and they must complete all the layers in that particular module(s). Students may achieve Levels 1 to 4 in any of the layers. (Fresh AER: Assessment, Evaluation, and Reporting in Secondary Schools, Toronto District School Board, 2006.)


Assignment of Marks Seventy percent (70%) of the grade will be determined by either:

• the student’s performance in the Credit Recovery program or • the merging of previous evaluations provided by the subject teacher for successful

attainment of course expectations, as evidenced on the Credit Recovery Profile Thirty percent (30%) of the grade will be based on:

• a culminating activity/unit (three choices are available) Notes: • The culminating activity/unit cannot be carried over from the original course failed. • There is no limit placed on the final grade that a student receives. The grade is individually

based upon achieved expectations. Accommodations Accommodations are still expected when various described teaching/learning strategies are not sufficient in conveying enduring understanding with students with exceptionalities, as well as English Language Learners (ELLs). Suggestions Incorporate the following basic strategies to encourage students to actively use the new language and vocabulary introduced by the lessons, and to help with concept clarification:

• Paired oral/aural activities • Think/Pair/Share • Demonstrating process for others – teacher/peers • Writing scaffolds, letter-writing, note taking

Student development of their own literature glossaries that include use of the first language, symbols, graphic representations, arrays of visualizations, etc., may also be helpful.

Success Tips for All Students Carefully select assignment activities that fit with your learning style and intelligence. Stay on task so that you use class time well. Plan your time so that you get all your work done. Remember, the teacher is always there to help.


Credit Recovery: Student Information

Background Research shows that accumulating credits in Grades 9 and 10 is an important predictor of success. The Ministry of Education also empowers principals to grant credits when students demonstrate course expectations in a setting other than the “regular” classroom. Purpose Credit Recovery is an in-school opportunity for success. In a Credit Recovery program, students “recover” a credit they have missed. Credit Recovery takes place in a supportive environment: usually the student is also registered in a Learning Strategies course. The point, of course, is not only to recover the credit and move on, but also to develop the skills and work habits that will contribute to continued success. Teaching Approach Although students have the support of a teacher, Credit Recovery requires considerable independent learning. For this reason, taking responsibility for your learning—through consistent attendance and effective study habits—is crucial. Time Each course consists of about 20 lessons and requires approximately 25 to 30 hours of instructional time. Guiding Principles • Credit Recovery courses specifically target achievement of overall curriculum expectations

and endeavour to provide a foundation for success in subsequent courses. That is why these courses seem so streamlined.

• Research shows that learning is improved when students understand how they learn and reflect on their progress. That is why students are asked to reflect on what they have learned.

• The course of study begins with the final Culminating Activity. The reason is that success on this final evaluation is the goal. Everything in the course should prepare students for success.


Course Outline Description and Rationale This course teaches students how to develop and achieve personal goals for future learning, work, and community involvement. Student will assess their interests, skills, and characteristics and investigate current economic and workplace trends, work opportunities, and ways to search for work. The course explores post-secondary learning and career options, prepares students for managing work and life transitions, and helps students focus on their goals through the development of a career plan. Eligibility Students should have a mark of 35 percent (35%) and:

• want to be in the program on a voluntary basis • be committed to attending the program • be willing to develop the work habits and study skills that enable them to work

successfully and independently • not be engaged in behaviours that would compromise the Credit Recovery classroom

environment Course Content The course content is organized into three distinct, but related, strands. The overall expectations describe the knowledge and skills that students are expected to demonstrate by the end of the course.

Strands Overall Expectations

Personal Management • use a self-assessment process to develop a personal profile for use in career-development planning

• evaluate and apply the personal-management skills and characteristics needed for school success, document them in their portfolio, and demonstrate their use in a variety of settings

• demonstrate effective use of interpersonal skills within a variety of settings

Exploration of Opportunities

• use a research process to locate and select relevant career information from a variety of sources for inclusion in a portfolio

• identify current trends in society and the economy, and describe their effect on work opportunities and work environments

• identify a broad range of options for present and future learning, work, and community involvement


Strands Overall Expectations

Preparation for Transition and Change

• use appropriate decision-making and planning processes to set goals and develop a career plan

• analyze changes taking place in their personal lives, their community, and the economy, and identify strategies to facilitate smooth transitions during change

• demonstrate an understanding of, and the ability to prepare for, the job-search process

Assessment and Evaluation Assessment and evaluation methods for this course will reflect, whenever possible, authentic practices found in the working world. Assessment and evaluation will be based on provincial curriculum expectations and the achievement levels outlined in the secondary policy documents (Fresh AER: Assessment, Evaluation, and Reporting in Secondary Schools). Students will receive a percentage grade on the Provincial Report Card. Assessment and evaluation are divided into four categories of knowledge and skills in Career Studies: Knowledge/Understanding, Thinking, Communication, and Application. COURSE WORK (70%) Each course strand contains three separate modules (i.e., there is a total of nine course modules). A choice of activities and projects are indicated in each of the Layers C, B, A for each of the three course Strands. Note: Students complete only those modules where the overall expectations have not been met, and they must complete all the layers in that particular module(s). Students may achieve Levels 1 to 4 in any of the layers. (Fresh AER: Assessment, Evaluation, and Reporting in Secondary Schools, Toronto District School Board, 2006)

Layer Indicator

C Indicates basic understanding of core concepts and skills

B Indicates an understanding of the core concepts/skills and a personal discovery through research or an application of the material

A Indicates students have mastered the concepts/skills and have included a critical analysis of current issues and/or a creative perspective related to the subject material


Seventy percent (70%) of the grade will be determined by either: • the student’s performance in the Credit Recovery program OR • the merging of previous evaluations provided by the subject teacher for successful

attainment of course expectations, as evidenced on the Credit Recovery Profile Thirty percent (30%) of the grade will be based on:

• a culminating activity/unit (three choices are available) Notes: • The culminating activity/unit cannot be carried over from the original course failed. • There is no limit placed on the final grade that a student receives. The grade is individually

based upon achieved expectations. Teaching/Learning Strategies A wide variety of instructional strategies are used to provide learning opportunities to accommodate different learning styles, interests, and ability levels. These include: visual presentations reports discussion groups research direct instruction problem solving interviews dramatic presentations decision making multimedia presentations job shadowing/volunteering practical applications Learning Skills Students will be assessed on an ongoing basis in the following five areas and will be given a letter grade on the Provincial Report Card (E=Excellent, G= Good, S= Satisfactory, N= Needs Improvement).

• Works Independently • Team Work • Organization • Work Habits • Initiative

For details on the above areas, see the Learning Skills Rubric.

Policy for Absences Regular attendance and punctuality are essential if students are to receive maximum benefit from this course. If students are absent from class, they are responsible for the homework and assignments missed. When they return to class after an absence, they must present a note to explain the absence (date, reason, and signature). Students must call their school if they plan to be absent.


Policy on Plagiarism Plagiarism is one form of academic dishonesty and is a serious offence. Students are expected to be academically honest by submitting their own original work, and the marks they receive are intended to reflect their own academic achievement. They are required to follow their school’s plagiarism policy. Plagiarism could result in a mark of zero (0) on an assignment.


LEARNING SKILLS RUBRIC Criteria

Needs Improvement

Satisfactory

Good

Excellent

Works Independently

- Uses a few strategies - Rarely meets deadlines - Rarely focused

- Uses several strategies - Sometimes meets deadlines - Focused, but often needs reminders to stay on task

- Uses a variety of strategies - Usually meets deadlines - Focused, but occasionally needs reminders to stay on task

- Uses a wide vari-ety of strategies - Almost always meets deadlines - Focused, and rarely needs reminders to stay on task

Teamwork

- Shows reluctance to take on an alternative role in a group - Rarely shares ideas - Rarely listens passively

- Generally works in the same role in a group; occasionally tries alternative role - Sometimes shares ideas - Listens passively and actively some of the time

- Frequently tries alternative roles in a group - Usually shares ideas - Listens passively and actively most of the time

- Takes on a variety of roles in a group - Almost always shares ideas - Listens passively and actively almost all of the time

Organization

- Rarely brings required materials to class - Limited organization - Rarely uses resources

- Generally brings required materials to class - Partial organization - Sometimes uses resources

- Usually brings required materials to class - Considerable organization - Usually uses resources

- Almost always brings required material to class - Effective organization - Almost always uses resources

Work Habits

- Completes little, if any, homework - Rarely submits work on time - Rarely makes up missed work

- Completes more than half of homework - Sometimes submits work on time - Sometimes makes up missed homework

- Completes most homework - Usually submits work on time - Usually makes up missed work

- Completes all homework - Almost always submits work on time - Almost always makes up missed work

Initiative

- Rarely acts to solve problems - Rarely recognizes what needs to be done and rarely takes appropriate steps

- Sometimes acts to solve problems - Sometimes recognizes what needs to be done and does it

- Usually acts to solve problems - Usually recognizes what needs to be done and does it

- Almost always acts to solve problems - Almost always Recognizes what needs to be done and does it

_____________________________________________________________________________________________ © 2008 Toronto District School Board - 11 - Credit Recovery: Career Studies (GLC2O) Culminating Activities

Culminating Activities The Culminating Activity is worth 30 percent of your final mark. Each Culminating Activity addresses various overall expectations. The Evaluation Rubric accompanying each Culminating Activity will clearly show you which expectations you need to achieve. Choose ONE of the following Culminating Activities to complete:

Culminating Activity #1: Getting Ready for Work Use coursework such as a resumé, cover lettering, and self-assessments; obtain references; and complete an application for a part-time job to create a professional portfolio. Culminating Activity #2: Exploring the World of Retail Conduct interviews with people you know, such as family or friends of different ages, who work in retail; compile questions and data; then complete a report, PowerPoint presentation, or web page. Culminating Activity #3: Career Lifeline – Making It Your Own Choose occupations of interest and make a photo documentary using PhotoStory 3, Moviemaker, or PowerPoint.


Culminating Activity #1: Getting Ready for Work This Culminating Activity is worth 30 percent of your final mark. The Career Portfolio is a collection of your work and accomplishments that illustrates your values, skills, abilities, and interests. Your portfolio should reflect experiences you have had both in and out of school, and be a reflection of “the best of you.” To complete this activity, include self-assessment tools such as personality and learning- styles inventories (e.g., “Who Am I?,” Multiple Intelligences) and assignments you have completed in your Career Studies and/or Credit Recovery Career Studies Course. Professonal Portfolio Sections SECTION A: REQUIRED ITEMS • Cover Page Title “Getting Ready for Work” Student Name

Name of Course • Table of Contents • Goals Minimum of three short-term goals Your plan on how you will achieve the goals • Resumé • Covering Letter • Job Application • References (minimum of two)

SECTION B: OTHER ITEMS (Minimum of seven items) Some ideas you might consider:

• Self-assessments (Career Studies) • Journals (Career Studies) • School assignments that you are proud of • Report card transcripts that you are proud of • Volunteer certificates • Academic awards • Sports achievements • Artwork that you are proud of • Participation recognition for out-of-school activities • Letters of recommendation • Badges, trophies, medals


SECTION C: REFLECTIONS (Minimum of five) From the items you chose in Section B, choose five and write a reflection on each, answering the following questions:

• What is the item? • Why have I chosen this item to be included in my portfolio? • What is significant about this particular item? • How does this item reflect “the best of me”? • What have I learned about myself from what this item represents? • What other information do you feel it’s important to include?

Evaluation Criteria Your professional portfolio needs to be very presentable! This portfolio should be of the quality that you would be proud to take to a prospective employer or to any other meeting when you might need to highlight your values, skills, abilities, and interests. “Getting Ready for Work” Evaluation Rubric Make sure you review the Portfolio Evaluation Rubric to understand how you will be marked.

Additional Criteria • Presented in a 1-inch 3-ring binder • Completeness (meets all requirements) • Neatness • Legibility (word-processed) • Organization • Thoughtful reflections • Spelling and grammar • Creativity • Other

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_____________________________________________________________________________________________ © 2008 Toronto District School Board - 14 - Credit Recovery: Career Studies (GLC2O)

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rgan

izer

s are

use

d in

cons

iste

ntly

. - S

ome

sele

ctio

ns a

re n

ot

cate

goriz

ed a

ppro

pria

tely

.

- Sho

ws c

onsi

dera

ble

thou

ght;

wor

k is

nea

t and

de

mon

stra

tes c

onsi

dera

ble

effo

rt.

- Con

tain

er u

sed

is su

itabl

e an

d ap

prop

riate

. - H

eadi

ngs,

tabs

, and

/or

othe

r org

aniz

ers a

re u

sed

effe

ctiv

ely.

- M

ost s

elec

tions

are

ca

tego

rized

app

ropr

iate

ly.

- Exc

eptio

nally

nea

t and

at

tract

ivel

y pr

esen

ted.

- C

onta

iner

use

d is

suita

ble

and

appr

opria

te.

- Hea

ding

s, ta

bs, a

nd/o

r oth

er

orga

nize

rs a

re h

ighl

y ef

fect

ive.

- A

ll se

lect

ions

are

ca

tego

rized

app

ropr

iate

ly.

____

/8

T

HIN

KIN

G

Ref

lect

ion

Cho

ices

show

eff

ort a

nd

care

ful a

naly

sis o

f em

ploy

abili

ty sk

ills.

- Com

plet

ed re

flect

ion

shee

ts a

ccom

pany

few

ite

ms.

- Ref

lect

ions

do

not r

elat

e to

em

ploy

abili

ty sk

ills.

- Sel

ectio

ns d

emon

stra

te a

lim

ited

gras

p of

the

port-

lio p

roce

ss (i

.e.,

purp

osef

ul

colle

ctin

g, se

lect

ing,

and

re

flect

ing

on p

iece

s).

- Sel

ectio

ns d

emon

stra

te

little

orig

inal

ity/ c

reat

ivity

.

- Com

plet

ed re

flect

ion

shee

ts a

ccom

pany

som

e ite

ms.

- Som

e ch

oice

s are

in

appr

opria

te.

- Sel

ectio

ns d

emon

stra

te

som

e gr

asp

of th

e po

rtfol

io

proc

ess (

i.e.,

purp

osef

ul

colle

ctin

g, se

lect

ing,

and

re

flect

ing

on p

iece

s).

- Sel

ectio

ns d

emon

stra

te

som

e or

igin

ality

/ cre

ativ

ity.

- Com

plet

ed re

flect

ion

shee

ts a

ccom

pany

mos

t ite

ms.

- Mos

t ent

ries r

efle

ct a

n ac

cura

te a

sses

smen

t of t

he

stud

ent’s

skill

s. - S

elec

tions

dem

onst

rate

a

solid

gra

sp o

f the

por

tfolio

pr

oces

s (i.e

., pu

rpos

eful

co

llect

ing,

sele

ctin

g, a

nd

refle

ctin

g on

pie

ces)

. - S

elec

tions

dem

onst

rate

or

igin

ality

/ cre

ativ

ity.

- Com

plet

ed re

flect

ion

shee

ts

acco

mpa

ny a

ll ite

ms.

- Ref

lect

ions

are

com

plet

e an

d th

ough

tful.

- Sel

ectio

ns d

emon

stra

te a

th

orou

gh g

rasp

of t

he

portf

olio

pro

cess

(i.e

., pu

rpos

eful

col

lect

ing,

se

lect

ing,

and

refle

ctin

g on

pi

eces

). - S

elec

tions

dem

onst

rate

a

high

deg

ree

of

orig

inal

ity/c

reat

ivity

.

____

/10

TO

TA

L P

OIN

TS

____

/30




Culminating Activity #2: Exploring the World of Retail retail verb, noun — selling or related to selling direct to customers; the sale of commodities or goods in small quantities to consumers Here are the stories of three people who took a chance on the retail industry, and look where they are today. Their names have been changed to protect their privacy, although they would probably tell you their stories themselves! James graduated from high school in the university-level courses. He had no desire to go to university, so he applied to turn his part-time job at Canadian Tire into a full-time job. Canadian Tire has given him a number of training opportunities, and after five years of hard work and dedication, he still loves his work and is the respected manager of five departments. Keisha left high school four credits short of graduating. Not knowing what to do, but working part-time at Canadian Tire, Keisha decided to ask her manager if she could switch to full-time. During the next few years, Keisha became highly motivated and was encouraged to take on more responsibility in her department. Keisha received more training and learned about the different departments. Recently, Keisha heard that it would be possible to transfer to a Canadian Tire store in Vancouver, a city that she has longed to live in. She is planning to finish those four credits, maybe through co-op. She is currently managing one department and keeping her eyes on the West! Ann quit high school before finishing Grade 11 because of family problems and boredom. She got a job working full-time at GapKids and decided that she was going “to make it on her own.” Ann moved to different store locations over time so she could learn about the whole business. She really enjoyed merchandizing and store design because they met her creative interests. After a few years, Ann had a good understanding of how to run a business, so she felt ready to begin a small business of her own in her spare time. Ten years later, the transferable skills that Ann learned from GapKids, such as organization, computer use, communication skills, and reading texts have helped her become a successful entrepreneur, and she’s definitely “making it on her own.” Some Quick Facts about Retail Did you know that the retail industry just surpassed the manufacturing industry for employment in Canada for the first time ever? Why do you think that is? Maybe Canadian Tire and GapKids have more opportunities, more industry growth, and more new directions available for the high- energy Generation Y worker? That’s you! Seem possible?

• $400 billion in sales • Two-thirds of positions are full-time • One out of every ten businesses is a retail store


• Retailers invest over $70 billion into the economy annually • One-third of all retail employees are between 15 and 24 years old (compared with just 15

percent economy-wide) (Canadian Statistics from The Graff Retail Group, 2007)

Tasks You need to do all of the following. Read all six items twice before you begin. Consider the choices within each task. 1. Before you begin these tasks, look at the Evaluation Rubric on the following page to see

exactly what is expected. 2. Look at James, Keisha, and Ann’s career paths again. Draw each of their Career Lifelines on

a separate mathematical number line (0 to 10). Create your own number chart as a guide for all three number lines; do not worry about being exact with time. You may guesstimate the time periods from the information given in the three short biographies. List one important transferable skill you think each person has learned. Why has retail been a good choice for each of them?

3. Select three to five people who you know are working in the retail industry. Try to find

people who are in different retail jobs with different numbers of years of experience. Some examples are: sales clerk, part of the store management team, buying and merchandising manager, marketing and advertising assistant, store designer, product developer, accountant/bookkeeper, Information Technology-computer network specialist, franchise owner or entrepreneur. These are just a few suggestions.

4. Design 10 to 15 questions to ask these people. You might consider some of the following

topics: education level, hiring policies, hours, training, flexibility, opportunities for achievement in the company, benefits, salaries, job tasks, employees’ rights, safety policies, ways to increase pay, and vacation time. Refer back to the lessons you have done in previous modules to give you some main ideas to set up your questions. Read your questions over to your teacher or a classmate. Type them. You will need three to five copies.

5. Observe and discuss informally the following areas with your three to five people. What

transferable skills (those skills he or she can take to other jobs) has the person you are interviewing learned on his or her current job? How does this job fit into his or her life balance? Is this person working every weekend? Does he or she have time for family and hobbies?

6. Take the answers from your 10 to 15 questions and decide how you would like to present

them. • First, put some of your findings into a pie graph or a bar graph. Use your questions that

have numbers in the answers. Ask your math teacher or look at your math textbook for examples of the graphs.


• Second, put the rest of your answers into a short report, a PowerPoint presentation, or a small web page for teens. Consider how much time you have available and discuss your ideas with your teacher.

7. As your conclusion, select the most successful retail job/occupation you have discovered

through your interviews. Explain how this one retail job might be one that you would like to try after hearing from the people you have interviewed. Provide four or five reasons as to why this job might be a fit for you.

Eva

luat

ion

Rub

ric:

Exp

lori

ng th

e W

orld

of R

etai

l St

uden

t’s

Nam

e: _

____

____

____

____

____

____

____

____

__

D

ate

Due

: __

____

____

____

___

Exp

ecta

tions

•

Use

a se

lf-as

sess

men

t pro

cess

to d

evel

op a

per

sona

l pro

file

for u

se in

car

eer-

deve

lopm

ent p

lann

ing;

•

Iden

tify

curr

ent t

rend

s in

soci

ety

and

the

econ

omy,

and

des

crib

e th

eir e

ffec

t on

wor

k op

portu

nitie

s and

wor

k en

viro

nmen

ts;

• D

emon

stra

te e

ffec

tive

use

of in

terp

erso

nal s

kills

with

in a

var

iety

of s

ettin

gs;

• U

se a

rese

arch

pro

cess

to lo

cate

and

sele

ct re

leva

nt c

aree

r inf

orm

atio

n fr

om a

var

iety

of s

ourc

es.

C

ateg

ory/

Cri

teri

a L

evel

1

Lev

el 2

L

evel

3

Lev

el 4

Po

ints

K

now

ledg

e of

con

tent

U

nder

stan

ding

of p

roce

ss

- Dem

onst

rate

s lim

ited

know

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s som

e kn

owle

dge

and

unde

rsta

ndin

g

- Dem

onst

rate

s co

nsid

erab

le k

now

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s tho

roug

h kn

owle

dge

and

unde

rsta

ndin

g

/5

Use

of p

lann

ing

and

proc

essi

ng sk

ills

Use

of c

ritic

al-th

inki

ng

skill

s (re

adin

g, re

sear

ch,

prob

lem

solv

ing)

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

lim

ited

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

lim

ited

effe

ctiv

enes

s

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

so

me

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

som

e ef

fect

iven

ess

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

co

nsid

erab

le e

ffec

tiven

ess

- Use

s crit

ical

-thin

king

sk

ills w

ith c

onsi

dera

ble

effe

ctiv

enes

s

- Use

s pla

nnin

g an

d pr

o-ce

ssin

g sk

ills w

ith a

hig

h de

gree

of e

ffec

tiven

ess

- Use

s crit

ical

-thin

king

sk

ills w

ith a

hig

h de

gree

of

eff

ectiv

enes

s

/7

Expr

essi

on a

nd

orga

niza

tion

of id

eas a

nd

info

rmat

ion

in o

ral,

visu

al,

and

writ

ten

form

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith li

mite

d ef

fect

iven

ess

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith so

me

effe

ctiv

enes

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith c

onsi

dera

ble

effe

ctiv

enes

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith a

hig

h de

gree

of

effe

ctiv

enes

s

/8

App

licat

ion

of k

now

ledg

e an

d sk

ills (

inte

rper

sona

l sk

ills)

Tr

ansf

er o

f kno

wle

dge

and

skill

s to

new

con

text

s M

akin

g co

nnec

tions

with

in

and

betw

een

vario

us

cont

exts

(diff

eren

t job

s in

the

wor

kpla

ce)

- App

lies k

now

ledg

e an

d sk

ills w

ith li

mite

d ef

fect

iven

ess

- Tra

nsfe

rs k

now

ledg

e an

d sk

ills t

o ne

w c

onte

xts

with

lim

ited

effe

ctiv

enes

s - M

akes

con

nect

ions

with

lim

ited

effe

ctiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith so

me

effe

ctiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s to

new

con

text

s w

ith so

me

effe

ctiv

enes

s - M

akes

con

nect

ions

with

so

me

effe

ctiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith c

onsi

dera

ble

effe

ctiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s with

co

nsid

erab

le e

ffec

tiven

ess

- Mak

es c

onne

ctio

ns w

ith

cons

ider

able

eff

ectiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith a

hig

h de

gree

of

eff

ectiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s with

a h

igh

degr

ee o

f eff

ectiv

enes

s - M

akes

con

nect

ions

with

a

high

deg

ree

of

effe

ctiv

enes

s

/10

Tot

al P

oint

s

/30




Culminating Activity #3: Career Lifeline – Making It Your Own There are many occupations that you will do in your lifetime because statistics show that teens will have at least ten different jobs before they turn 30 years old. Does that surprise you? So don’t worry about making the wrong decision! You will have lots of opportunities to find great jobs that fit! Careers are built over a lifetime and not by making just one big high school decision. The decisions that you make now about what you are interested in, what workplace would suit your personal style, what you might like to study, and what pastimes you will enjoy in the future all have their place here… on your Career Lifeline. What is a Career Lifeline? You have a few more years of high school. You have researched and studied the opportunities available at this point in time for high school students. Think about which occupations would be a good fit for you. Consider the changes in the world and as a result the economy. What are some of the emerging occupations? Can you see yourself in one of them? What occupations will become part of your career—and hence your Career Lifeline? Your Career Lifeline will make a great movie! PhotoStory3 and MovieMaker are two software programs that allow you to make a movie with digital photos. Check with your teacher; there should be a digital camera in the school. As well, there will be a computer lab or laptop in your school which has Windows XP, which is the program needed. The school IT person can ask the TDSB HELPDESK to load the two software programs, as they are Board approved and available; this is easier than it seems. However, if all of this is not possible, work out a solution with your teacher. This may involve preparing your Career Lifeline on PowerPoint, using visuals you download from the Internet, or working after school at your home or a friend’s home using whatever program or website is available. Tasks You need to do all of the following. Read all six items twice before you begin. Before you begin these tasks, look at the Evaluation Rubric on the following page to see what is expected. 1. Look at your previous modules and self-assessments from this course and other courses, if

you like. What are some “dream jobs” that interested you? What occupations have given you a glimpse of who you are and what you would enjoy doing? Make a list of 10 specific jobs or occupations that interest you.

2. Using a graphic organizer of your choice (see examples in Unit 1, Module 1, on pages 34 and

41. See Graphic Organizer 1.3 and Concept Map 1.8. Brainstorm details about why you have chosen these ten jobs or occupations. Some areas to consider would be the following: your values, your lifestyle preference, your skills, your interests, your needs, your strengths, and


your future goals, and salary. Look at your results. Are there any similarities among your choices?

3. Now you need to make a storyboard using these ten areas of work. Think about what photo

you could take that illustrates what you love about each job and how the specific occupation relates to who you are and where you are going. See the Storyboard Template on the following page.

4. Using the ideas in your storyboard, take ten photos with the digital camera. When you have

your ten photos, upload them onto the desktop of the computer. Then, use either Photostory3 or Moviemaker to make a photo movie. Note: If it is not possible to access these programs, you and your teacher will find an alternative way to use technology to show your career interests and future goals.

5. Write one sentence describing each photo, then present your final product to your classmates.


Storyboard Template Movie Title: _____________________________________ Student’s Name: _________________________________ Complete one storyboard template for each of your ten photos. Each photo will represent one of the occupations you have chosen. Decide which image would best describe why you are interested in this occupation. Once you have finished your ten storyboard templates, take the ten photos. Use your templates as your guide. When you have all ten photos, bring each to life when you place them collectively into one of the software programs to create your “living” Career Lifeline.

Sketch what the scene and shot will look like.

Describe the shot (close-up, mid-shot, long shot, etc.), and describe the camera angle (low, normal, high).

Do a brief search on the Internet to explain camera shots and angles; you may use new ones you discover in your research as well.

Describe the kind of music and write specific text to support the occupation chosen.

Eva

luat

ion

Rub

ric:

Car

eer

Life

line

– M

akin

g It

You

r O

wn

Stud

ent’

s N

ame:

___

____

____

____

____

____

____

____

____

Dat

e D

ue:

____

____

____

____

_ E

xpec

tatio

ns

• U

se a

self-

asse

ssm

ent p

roce

ss to

dev

elop

a p

erso

nal p

rofil

e fo

r use

in c

aree

r-de

velo

pmen

t pla

nnin

g;

• Id

entif

y cu

rren

t tre

nds i

n so

ciet

y an

d th

e ec

onom

y, a

nd d

escr

ibe

thei

r eff

ect o

n w

ork

oppo

rtuni

ties a

nd w

ork

envi

ronm

ents

; •

Dem

onst

rate

eff

ectiv

e us

e of

inte

rper

sona

l ski

lls w

ithin

a v

arie

ty o

f set

tings

; •

Use

app

ropr

iate

dec

isio

n-m

akin

g an

d pl

anni

ng p

roce

sses

to se

t goa

ls a

nd d

evel

op a

car

eer p

lan.

C

ateg

ory/

Cri

teri

a L

evel

1

Lev

el 2

L

evel

3

Lev

el 4

Po

ints

K

now

ledg

e of

con

tent

U

nder

stan

ding

of p

roce

ss

- Dem

onst

rate

s lim

ited

know

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s som

e kn

owle

dge

and

unde

rsta

ndin

g

- Dem

onst

rate

s co

nsid

erab

le k

now

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s tho

roug

h kn

owle

dge

and

unde

rsta

ndin

g

/5

Use

of p

lann

ing

and

proc

essi

ng sk

ills

Use

of c

ritic

al-th

inki

ng

skill

s (re

adin

g, re

sear

ch,

deci

sion

mak

ing)

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

lim

ited

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

lim

ited

effe

ctiv

enes

s

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

so

me

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

som

e ef

fect

iven

ess

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

co

nsid

erab

le e

ffec

tiven

ess

- Use

s crit

ical

-thin

king

sk

ills w

ith c

onsi

dera

ble

effe

ctiv

enes

s

- Use

s pla

nnin

g an

d pr

o-ce

ssin

g sk

ills w

ith a

hig

h de

gree

of e

ffec

tiven

ess

- Use

s crit

ical

-thin

king

sk

ills w

ith a

hig

h de

gree

of

eff

ectiv

enes

s

/7

Expr

essi

on a

nd

orga

niza

tion

of id

eas a

nd

info

rmat

ion

in o

ral,

visu

al,

and

writ

ten

form

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith li

mite

d ef

fect

iven

ess

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith so

me

effe

ctiv

enes

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith c

onsi

dera

ble

effe

ctiv

enes

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith a

hig

h de

gree

of

effe

ctiv

enes

s

/8

App

licat

ion

of k

now

ledg

e an

d sk

ills (

lear

ning

, te

chno

logy

) Tr

ansf

er o

f kno

wle

dge

and

skill

s to

new

con

text

s M

akin

g co

nnec

tions

with

in

and

betw

een

vario

us

cont

exts

(diff

eren

t job

s in

the

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CREDIT RECOVERY CAREER STUDIES

(GLC2O)

UNIT 1: PERSONAL MANAGEMENT MODULE 1: Use a self-assessment process to develop a personal profile for use in career development planning.

_____________________________________________________________________________________________ © 2008 Toronto District School Board - 25 - Credit Recovery: Career Studies (GLC2O) Module 1

Unit 1, Personal Management: Module 1 Use a self-assessment process to develop a personal profile for use in career development planning. Tasks • Layer C: Choose one of the C tasks below to gain 20 points. • Layer B: Choose two of the B tasks below to gain 50 points. • Layer A: Choose one of the A tasks below to gain 30 points. TOTAL: /100 NOTE TO TEACHER: A generic rubric for Layers C, B, and A activities is placed at the end of this module for your assessment and evaluation. C Tasks (Choose one.) Choice

Points (√) C1 Multiple Intelligences, or different kinds of “smarts,” created by Howard Gardner, tell you about the eight different ways you can demonstrate your intelligence. Complete Handout 1.1: Multiple Intelligences – What Are Yours? Decide your top three intelligences. Write out typical activities you would do around these three intelligences. How would you make one of your weaker intelligences stronger?

20

C2 Learning Styles involve taking knowledge in through your eyes (visual), ears (auditory), and body (bodily/kinesthetic). Complete Handout 1.2: Learning Styles. Identify whether you are mostly visual, auditory, or bodily/kinesthetic. Research your preferred learning style and discover five to eight strategies that benefit you in the classroom and five to eight strategies that may benefit you in your future work.

20

C3 Look at some of the self-assessments that you have done in a previous course, preferably from your original Career Studies course. Include three to five of the self-assessments, or more if you choose, and compare what they tell you about your interests, your top multiple intelligences, learning styles, and preferred work environments. Create a chart to organize your results and then compile them into a one-page summary response. For help with this task, see Handout 1.3: Graphic Organizer and Handout 3.1: How to Write a Summary in Unit 1, Module 3.

20


B Tasks (Choose two.) Choice Points (√) B1 Research Emotional Intelligence by Daniel Goleman. Prepare a short PowerPoint presentation outlining the main ideas of Emotional Intelligence and how it is important in your friendships, your personal life, and the world of work. Share your work with your teacher and classmates. For background information, you may research the Internet or Handout 1.4: Emotional Intelligence.

25

B2 Dream about your possible future careers. If you could place yourself into one of these careers for a few moments, what would your life look, sound, and feel like. Walk backwards to discover what steps you would have taken to get your dream career. What qualities, skills, and values that you have now and/or are developing now have put you into this future career? You may use your Multiple Intelligence and Learning Style quiz results, if you like. Write a short report with your information. For help with this task, see Handout 2.1: How to Write a Report.

25

B3 Create a brochure about yourself. In it, include your top three strengths, top three abilities, top three interests, top three values, and top three future plans. Use your self-assessments and the Internet to give you examples of each of these categories and look at the Glossary included with this course. Include some photos and drawings too! For help with this task, see Handout 1.5: Creating a Brochure.

25

B4 Your life as a student. Collect four or five of your report cards from your previous schools. Use both secondary and elementary report cards. Your teacher can access copies of your previous report cards if need be from your Ontario Student Record (OSR), which is located in Guidance. Look over the comments and marks, and recall your memories of these schools. Write a student autobiography. Rediscover your strengths, as highlighted in your report cards. What similarities or differences do you see between your report cards and who you are as a student today? You may write an autobiography or a summary. For a model of an autobiography, see an English textbook or do research on the Internet. For help with a summary, see Handout 3.1: How to Write a Summary.

25

B5 Answer these four questions: What do you value? What are you good at? What talents do you have? What are your interests? You may ask a classmate to help you complete your answers. Now ask a close friend, teacher, and/or family friend to answer the same four questions, also about you. Compare your answers with that person’s. Write in point form a few similarities and differences between the two sets of answers. Then write one paragraph explaining three similarities and one paragraph explaining three differences between your answers and the other person’s. For help with this task, see Handout 1.6: Writing a Paragraph.

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Choice Points (√) B6 Choose three successes you have achieved in difficult situations (e.g., giving a classroom presentation or speech, mastering a layup, learning to swim). What qualities kept you going? What external influences, such as family, friends, and teachers, encouraged you to continue in these three difficult situations and not give up? Create a paragraph for each situation in which you answer these questions. For help with this task, see Handout 1.6: Writing a Paragraph.

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A Tasks (Choose one.)

Choice Points (√)

A1 What is the best way for you to plan and choose your career direction? How would you include the talents, abilities, skills, and interests you have learned about yourself in this module? Consider your influences, such as school, family, and friends. What life experiences would help you plan? Write a five-paragraph essay to explain your thoughts. Your thesis could be: “The best way to plan and then choose my career direction is to consider my top interests, top skills, and family’s opinions.” Or, your three body paragraphs could explain your talents, abilities, and life experiences instead—you decide! For help with this task, see Handout 1.8: Concept Map and Handout 1.7: Outline for Writing an Essay.

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A2 Observe and talk to friends, family, and classmates who you think are successful in school and in life. What methods for achieving success are working for them? Now add their methods to methods for success that have worked for you. Comparing all of the methods, decide on a Top 10 List. Then, take your data and write a short dramatic monologue, or a song, in the style of your choice, with you or someone else as the main character. Choose a title for your presentation. Your title might be: Makin’ It, or create a title of your own. For help with this task, see Handout 1.8: Getting Dramatic.

30

A3 Create a career counselling session as a dialogue between a teen who wants to drop out of school and a career/guidance counsellor. In your dialogue, include the student’s report cards, self-assessment tests, his or her dream jobs, personal data, and any information you want to create that you think would be relevant. Give the teen tips and strategies to help him or her not only stay in school, but also find some ways to enjoy school. Read your dialogue to your teacher and classmates. Remember that when you are creating a dialogue, you change lines every time the speaker changes. Check out how to write a dialogue from your English text as well.

30


Handout 1.1: Multiple Intelligences – What Are Yours? Student: _____________________ Date: _____________________ Teacher: ____________________ Howard Gardner, an educational psychologist, researched human intelligence and came up with the theory of Multiple Intelligences. Gardner believed that intelligence was not just IQ; in fact, he discovered that there are various ways people demonstrate how smart they are. We just needed to look closer. To date he has come up with eight Intelligences, or “smarts,” as some people call them. They are:

• Verbal/Linguistic (Word Smart) • Logical/Mathematical (Logic Smart) • Visual/Spatial (Image Smart) • Interpersonal (People Smart) • Intrapersonal (Self Smart) • Bodily/Kinesthetic (Body Smart) • Musical (Music Smart) • Naturalist (Nature Smart)

1. Read all of the statements below in the eight-part Multiple Intelligences quiz to discover your

top three ways of being smart. 2. Use the following guidelines to select which number best describes you for each statement. 4 really like me 3 a lot like me 2 a little like me 1 not like me at all 3. Write the appropriate number in the blank after each statement. 4. Add up your scores, as instructed at the end of this handout (“Identifying Your Top Three

Intelligences”). Part 1 1. I like words and language in general. _____ 2. I remember exact phrases and words people have said to me. _____ 3. I enjoy writing for myself and sometimes reading my writing to others. _____ 4. I like telling stories and discussing movies or TV shows I’ve seen. _____ 5. I like to write short-answer or essay tests more than multiple-choice tests. _____


Part 2 1. I like math and math problems. _____ 2. I prefer planning out my work before actually doing it. _____ 3. I’m very interested in science and experiments. _____ 4. I like to ask questions and I enjoy reasoning out the answers. _____ 5. I like doing research and solving complex problems. _____ Part 3 1. I like colour and design. _____ 2. I have a good sense of direction and can read maps and charts well. _____ 3. I remember things I have seen well more than things I have heard. _____ 4. I enjoy drawing, building, and visualizing. _____ 5. Art is a favourite class of mine, as I understand form, shape, texture, and colour well. _____ Part 4 1. I get along well with others and enjoy spending time talking. _____ 2. I enjoy team sports more than individual sports. _____ 3. I enjoy listening to other people’s stories and empathizing with their feelings. _____ 4. I like being the leader of a group who listens to other members’ ideas. _____ 5. People are energizing for me; parties, visiting, and making new friends is fun. _____ Part 5 1. I am relaxed and am able to re-energize when I’m alone. _____ 2. I prefer a small group of friends, not big crowds of people. _____ 3. I know who I am and how I feel about things most of the time. _____ 4. I enjoy thinking on my own about values and beliefs. _____ 5. I understand my areas of strength and weakness. _____


Part 6 1. I enjoy moving around instead of sitting. _____ 2. I tend to tap and move my feet or hands when I’m in class. _____ 3. I learn best when it is a hands-on project, such as building or creating something. _____ 4. I am good at sports, as I have good coordination. _____ 5. I like to get up and take an active part in most activities. _____ Part 7 1. I would listen to my music all day if I could. _____ 2. I often hear songs and melodies in my head. _____

3. I can follow the rhythm in music easily and I like dancing. _____ 4. I play or would like to play a musical instrument. _____ 5. I listen well and can distinguish which instrument is playing in a band or an orchestra. _____ Part 8 1. One of my favourite things to do is be outside. ______ 2. I like hiking in parks and observing plants, insects, and animals. _____ 3. I learn a lot when I go on a field trip and explore nature. _____ 4. I recycle always and read up on environmental issues. _____ 5. I’m interested in taking care of animals or marine life. _____ Identifying Your Top Three Intelligences 1. Add up your score for each of the above eight parts, and write it down in the space provided

below. 2. Identify the three parts that have the highest scores. These are your top three Intelligences.

Are you surprised? Write them down below, in the last line of this handout. 3. Do some additional research to find out more about what possible jobs might fit best with

your top three Intelligences, then complete the following chart.


TOTAL SCORES 1. Verbal/Linguistic (Word Smart) __________ 2. Logical/Mathematical (Logic Smart) __________ 3. Visual/Spatial (Image Smart) __________ 4. Interpersonal (People Smart) __________ 5. Intrapersonal (Self Smart) __________ 6. Bodily/Kinesthetic (Body Smart) __________ 7. Musical (Music Smart) __________ 8. Naturalist (Nature Smart) __________

My top three Intelligences are ____________________, ____________________, ____________________.

Possible jobs to best fit my top three Intelligences:

Type of Intelligence Best Job Fits for This Intelligence


Handout 1.2: Learning Styles Student: ______________________ Date: ____________________ Teacher: ______________________ When we learn, we take information in differently. We learn through our eyes, our ears, and our bodies. These ways of learning are called learning styles. The three main types are: visual, auditory, and tactile/kinesthetic. Task Read the following examples of ways to learn. When you see an example that reflects the way you prefer to learn, put a check mark in the right column next to the example. When you have read through all 15 examples, look again at Parts A, B, and C and see which has the most check marks. That is your preferred learning style. If you have a tie, then you have a combination of two styles. PART A

1. You prefer the written copy of an assignment from your teacher.

2. Although you don’t mind working in groups, you prefer to take notes and then go on your own to complete the work in a written format.

3. You like essays and written reports rather than building assignments.

4. When you are in a classroom, you read the writing on the wall posters, as well as look at the pictures.

5. In addition to your textbooks, you read labels, magazines, and articles on the Internet as part of your typical day.

PART B

1. You remember better if someone tells you something or reads it to you.

2. You learn languages easily and prefer speaking rather than writing.

3. You love classroom discussions and you easily follow the main ideas discussed.

4. Using an audiotape version of information you need to learn makes it easier for you to remember the details.

5. You would prefer to do your tests by telling your teacher the answers rather than writing them down.


PART C

1. If the classroom has an area for art supplies, you feel comfortable and eager to get to work.

2. You like constructing or building a project as your class work.

3. If the work has a part that is written and a part where you design or construct something, you usually begin the designing and constructing part first.

4. In science or math class, you enjoy getting up and walking around to do measurements and calculations and then build a construct from them.

5. In class, you like to have materials or information you can manipulate into some arrangement first and then begin to write about it.

Total Check Marks PART A __________ PART B __________ PART C __________ (Your preferred Learning Style is PART A – Visual , PART B – Auditory, PART C – Tactile/Kinesthetic, or a combination of PARTS A, B, or C.) Research your preferred Learning Style. See other examples of how you learn best! You can also find out what ways you can strengthen your non-preferred Learning Style.


Handout 1.3: Graphic Organizer Student: ____________________ Date: ___________________ Teacher: ____________________

____________ ______________

________________ __________________

___________________ ___________________________

Use one copy of this organizer for each self-assessment. For example, if you complete Handout 1.1 and Handout 1.2, you will use two copies of this handout. Put the name of the quiz, such as “Learning Styles,” in the middle of the hexagon, and the specific details on the lines near the arrows. Add more detail lines and arrows if you like.


Handout 1.4: Emotional Intelligence Student: ________________________ Date: _______________ Teacher: ________________________ Daniel Goleman’s bestseller Emotional Intelligence examines where IQ meets EQ—in short, how we apply what we know to how we live. Emotional Intelligence provides the evidence for what many successful people already know: Being smart doesn’t just mean that you are good at learning facts; being smart also means that you deal well with people’s emotions, as well as your own emotions. The book was first published in 1995 and then rereleased on its tenth anniversary. The five domains of Emotional Intelligence are as follows: 1. Knowing your emotions: Self-awareness is “recognizing a feeling as it happens”—that is the basis of emotional intelligence. Accurately assessing yourself and then monitoring your feelings is crucial to self-understanding. People with greater certainty about their feelings can direct their lives better because they can identify their strengths, weaknesses, and self worth; they have a sense of how they really feel when making personal decisions. 2. Managing your emotions: Handling your feelings appropriately in any situation is an ability that builds on your self-awareness. Your incapacity to calm yourself down, to shake off anxiety, gloom, or irritability—and the consequences of failure at managing your emotions—leaves you battling constant feelings of distress. Yet, when you excel in the domain of managing your emotions, you can bounce back far more quickly from life’s setbacks and upsets because you understand better what is behind the emotional upset. 3. Motivating yourself: You also need to manage your emotions while you are pursuing a goal. This way, you can pay attention, develop skills, and be creative while motivating yourself. Delaying gratification and managing impulsiveness increase motivation and increase chances of accomplishment. People who have the skill to shut off negative emotions internally and externally in order to concentrate tend to be more highly productive and effective in whatever they take on. 4. Recognizing emotions in others: Empathy—sensitivity to the feelings and concerns of others and seeing things from their perspective—is another ability that builds on understanding of your emotions and the emotional needs of others; this is the fundamental “people skill.” People who are empathetic are more attuned to body language and social cues that indicate what others need or want. This recognition of emotions in others makes you better at vocations such as the caring professions, teaching, sales, and management. Empathy is probably the most important emotional intelligence domain in our schools.


5. Handling relationships: The art of relationships is, in large part, the skill of managing the emotions of others. The skills necessary to develop your social competence are your ability to evaluate, negotiate, and compromise. These abilities also develop popularity, leadership, and how well you get along in groups. People who excel in these skills also read non-verbal communication, such as body language and facial expressions, very well. People differ in their abilities in each of the five domains. Some people are better at handling their own anxiety, but not as adept at handling the upsets of others. Emotional Intelligence can be learned and definitely developed if you begin to understand the five domains and how they work in your life. DANIEL GOLEMAN, Ph. D., wrote about the behavioural and brain sciences for The New York Times for 12 years and is co-director of the Consortium for Research on Emotional Intelligence in Organizations at Rutgers University. He has taught at Harvard, where he went to university, and as a consultant, he addresses groups and businesses around the world. He is also the author of Primal Leadership and co-author of Destructive Emotions. (Ideas are taken from Emotional Intelligence by Daniel Goleman, Toronto, Bantam Books, 2005.)


Handout 1.5: Creating a Brochure Student: ___________________________ Date: ______________________ Teacher: __________________________ What is a brochure? A brochure is a single pamphlet that combines both visual elements and written information to communicate a message and achieve a purpose. Both the visual and the written parts work together to explain, persuade, entertain, and/or advertise a message. Why create a brochure? • It’s an attractive and creative way to present any subject—even difficult ones.

• People are familiar with brochures, so you won’t need to give any instructions on how to use them.

• People have different learning styles, as you know. Brochures are great for people who like to learn with words, people who prefer images, and people who prefer both at the same time.

How do you create a brochure? 1. Use a graphic organizer or concept map to get you started. You can begin by brainstorming

the 5W’s: who, what, where, when, and why. See Handouts 1.3 and 1.8. 2. Research your topic and decide on the message and purpose of your brochure. 3. Think of your audience. Who will read your brochure and why? 4. Think of the language you will use. Will it be formal (Standard English), informal

(conversational), or slang (text messaging, street talk)? 5. Think of the types of fonts, use of space, and choices of colour on the brochure. Which

would appeal most to your audience and help them understand your message clearly. 6. If appropriate for your message, purpose, and audience, you may include images, graphs,

short phrases, short paragraphs, lists, and other features. 7. Brainstorm ideas around a topic, write the ideas and represent some of them visually with

pictures and diagrams, edit your brochure with your teacher, and then put the written and visual pieces into a layout that creatively matches or supports your topic.

8. Quote your research at the end of your brochure if you have used ideas or exact text from

other sources. 9. Decide on your cover. How will you make it appealing and revealing of your topic?


Handout 1.6: Writing a Paragraph Student: ______________________ Date: ____________________ Teacher: _____________________

Your first introduction to the paragraph probably looked something like this:

• Topic Sentence • Body:

o Sentence o Body: Specific Support o Specific Support o Specific Support

• Concluding Sentence

Now, you are going to create a well-constructed formal paragraph; it looks similar to the paragraph you know, but the formal paragraph has a few more sentences. When you write a formal paragraph, you need to:

A. tell the reader your topic or what you are going to prove

B. provide examples to support your topic or to prove your opinion

C. sum up by restating to the reader your main topic or what you have proven

D. vary the types of specific support that back up your main point or opinion. The five types can be remembered by the word SEEDA: statistics, experts, examples, definitions, and anecdotes (personal stories about the topic).

E. use Transition Words, which are necessary for all types of paragraphs because they act as signals to tell the reader where and how your ideas are developing. There is a list of common transition words at the bottom of the formal paragraph outline.

F. use a concept map to brainstorm your ideas and specific examples before you begin to write. Remember to use the writing process: brainstorm, organize ideas, edit/rough copy, good copy.

FORMAL PARAGRAPH OUTLINE

1. Topic Sentence a topic sentence presents the main topic or opinion of the whole paragraph

2. Support Sentence transition word + present the first main point

3. Support Sentence give the first specific support (SEEDA)

4. Support Sentence explain the first specific support

5. Support Sentence transition word + present the second main point


6. Support Sentence give the second specific support (SEEDA)

7. Support Sentence explain the second specific support

8. Support Sentence transition word + present the third main point

9. Support Sentence give the third specific support (SEEDA)

10. Support Sentence explain the third specific support

11. Concluding Sentence

a concluding sentence restates and emphasizes the main idea of the whole paragraph

Transition Words, or T-Words, help the reader follow the direction of the writer’s thoughts. For example, if the writer wants to add a new idea, he or she will use an Addition T-Word. Here are a few examples for you:

• Addition T-Words: first of all, second, third, in addition, moreover, furthermore

• Illustration or Example T-Words: for example, for instance, such as

• Time T-Words: first, next, before, during, last, while

• Conclusion T-Words: therefore, as a result, to conclude, in conclusion, finally

• Comparison T-Words: like, similarly, in the same way, compared to

• Contrast T-Words: but, however, instead, yet, nevertheless, on the contrary


Handout 1.7: Outline for Writing an Essay Student: ________________________ Date: ____________ Teacher: ________________________

In an outline, your ideas are presented in point form in the order in which they will appear in your essay. This outline is for a five-paragraph essay. If you are writing a four-paragraph essay, use two main ideas instead. Also see Handout 1.6: Writing a Paragraph for support in writing the body paragraphs of your essay. In Handout 1.6, the paragraph is presented as a much longer and more formal structure.

Introductory Paragraph Opening statement (overall statement about topic) _____________________________________ _____________________________________________________________________________ Thesis statement (specific opinion on at topic) ________________________________________ _____________________________________________________________________________ Plan of development (three main ideas that support your thesis) __________________________ _____________________________________________________________________________

Body Paragraph (first main idea) Topic sentence _________________________________________________________________ Three supporting sentences _______________________________________________________ Concluding sentence ____________________________________________________________

Body Paragraph (second main idea) Topic sentence _________________________________________________________________ Three supporting sentences _______________________________________________________ Concluding sentence ____________________________________________________________

Body Paragraph (third main idea) Topic sentence_________________________________________________________________ Three supporting sentences _______________________________________________________ Concluding sentence ____________________________________________________________

Concluding Paragraph Restate thesis _________________________________________________________________ Sum up three main ideas _________________________________________________________ Give a general overview of the topic ________________________________________________


1 eludoM

Handout 1.8: Concept Map

Student: __________________________ Date: ________________

Teacher: __________________________

Specific Detail

Specific detail Specific Detail

Sub-topic

Ssss

Subtopic #1

Specific detail TOPIC Specific detail

Subtopic #3

Specific detail Specific detail

Subtopic #2

Specific detail Specific detail


Handout 1.9: Getting Dramatic Student: ________________________ Date: ____________________ Teacher: _______________________ What is a short dramatic monologue? In a dramatic monologue, the audience learns about the character and his or her thoughts and feelings by what the character says. A dramatic monologue tells the audience various main ideas and details about the character and a situation. A short dramatic dialogue is usually three minutes long. You can decide with your teacher what is appropriate for your assignment. Why do a dramatic monologue? If you love performing, dramatic monologues are a creative and unique way to demonstrate your learning. Also, dramatic monologues allow you to focus on both speaking and listening skills. You will see how others respond to what you are saying, especially if they hear your voice and message clearly. How do you create a dramatic dialogue? 1. Use a graphic organizer to brainstorm all your ideas, and incorporate any information that

supports your purpose. See Handout 1.3. 2. Write a journal-type or conversation-style script of all the information that explains and

supports your purpose. 3. In your script, check that you have considered the following:

• Who is your character’s audience? (e.g., teacher, other teens, classmates) • How is your character feeling? (e.g., happy, concerned, excited) • Where is your character? (e.g., in class, a cafeteria, a shopping centre) • What emotions are important for your character to relay—through words, gestures, facial

expressions—to his or her audience? • Does your character change his or her mind about anything partway through or at the

end? Why? • What kind of response is your character expecting from the audience? (e.g., contentment) • Will your character have a “big” ending, where the audience is shocked or laughing out

loud, or will it be a “little” ending with some questions and thoughts for your audience to walk away with. What does your character want?

4. Edit your draft 5. Begin practising. Find costumes or props to support the purpose of your monologue. 6. Present your dramatic monologue to your teacher and/or your classmates.

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of e

ffec

tiven

ess

/7

Expr

essi

on a

nd

orga

niza

tion

of id

eas

and

info

rmat

ion

in o

ral,

visu

al, a

nd w

ritte

n fo

rms

- Exp

ress

es a

nd

orga

nize

s ide

as a

nd

info

rmat

ion

with

lim

ited

effe

ctiv

enes

s

- Exp

ress

es a

nd

orga

nize

s ide

as a

nd

info

rmat

ion

with

som

e ef

fect

iven

ess

- Exp

ress

es a

nd

orga

nize

s ide

as a

nd

info

rmat

ion

with

co

nsid

erab

le

effe

ctiv

enes

s

- Exp

ress

es a

nd

orga

nize

s ide

as a

nd

info

rmat

ion

with

a h

igh

degr

ee o

f eff

ectiv

enes

s

/8

Tot

al P

oint

s

/2

0


Gen

eric

Rub

ric:

Uni

t 1, M

odul

e 1

– L

ayer

B

Stud

ent’

s Nam

e: _

____

____

____

____

____

____

____

____

__

D

ate

Due

: ___

____

____

____

__

Exp

ecta

tion

• U

se a

self-

asse

ssm

ent p

roce

ss to

dev

elop

a p

erso

nal p

rofil

e fo

r use

in c

aree

r-de

velo

pmen

t pla

nnin

g.

Cat

egor

y/C

rite

ria

Lev

el 1

L

evel

2

Lev

el 3

L

evel

4

Poin

ts

Kno

wle

dge

of c

onte

nt

Und

erst

andi

ng o

f pro

cess

- Dem

onst

rate

s lim

ited

know

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s som

e kn

owle

dge

and

unde

rsta

ndin

g

- Dem

onst

rate

s co

nsid

erab

le k

now

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s tho

roug

h kn

owle

dge

and

unde

rsta

ndin

g

/5

Use

of p

lann

ing

and

proc

essi

ng sk

ills

Use

of c

ritic

al-th

inki

ng

skill

s (re

adin

g, re

sear

ch,

deci

sion

mak

ing)

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

lim

ited

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

lim

ited

effe

ctiv

enes

s

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

so

me

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

som

e ef

fect

iven

ess

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

co

nsid

erab

le e

ffec

tiven

ess

- Use

s crit

ical

-thin

king

sk

ills w

ith c

onsi

dera

ble

effe

ctiv

enes

s

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

a

high

deg

ree

of

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

a h

igh

degr

ee

of e

ffec

tiven

ess

/5

Expr

essi

on a

nd

orga

niza

tion

of id

eas a

nd

info

rmat

ion

in o

ral,

visu

al,

and

writ

ten

form

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith li

mite

d ef

fect

iven

ess

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith so

me

effe

ctiv

enes

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith c

onsi

dera

ble

effe

ctiv

enes

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith a

hig

h de

gree

of

effe

ctiv

enes

s

/5

App

licat

ion

of k

now

ledg

e an

d sk

ills (

lear

ning

, te

chno

logy

) Tr

ansf

er o

f kno

wle

dge

and

skill

s to

new

con

text

s M

akin

g co

nnec

tions

with

in

and

betw

een

vario

us

cont

exts

(diff

eren

t job

s in

the

wor

kpla

ce)

- App

lies k

now

ledg

e an

d sk

ills w

ith li

mite

d ef

fect

iven

ess

- Tra

nsfe

rs k

now

ledg

e an

d sk

ills t

o ne

w c

onte

xts

with

lim

ited

effe

ctiv

enes

s - M

akes

con

nect

ions

with

lim

ited

effe

ctiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith so

me

effe

ctiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s to

new

con

text

s w

ith so

me

effe

ctiv

enes

s - M

akes

con

nect

ions

with

so

me

effe

ctiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith c

onsi

dera

ble

effe

ctiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s with

co

nsid

erab

le e

ffec

tiven

ess

- Mak

es c

onne

ctio

ns w

ith

cons

ider

able

eff

ectiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith a

hig

h de

gree

of

eff

ectiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s with

a h

igh

degr

ee o

f eff

ectiv

enes

s - M

akes

con

nect

ions

with

a

high

deg

ree

of

effe

ctiv

enes

s

/10

Tot

al P

oint

s

/25


Gen

eric

Rub

ric:

Uni

t 1, M

odul

e 1

– L

ayer

A

Stud

ent’

s Nam

e: _

____

____

____

____

____

____

____

____

__

D

ate

Due

: ___

____

____

____

__

Exp

ecta

tion

• U

se a

self-

asse

ssm

ent p

roce

ss to

dev

elop

a p

erso

nal p

rofil

e fo

r use

in c

aree

r-de

velo

pmen

t pla

nnin

g.

Cat

egor

y/C

rite

ria

Lev

el 1

L

evel

2

Lev

el 3

L

evel

4

Poin

ts

Kno

wle

dge

of c

onte

nt

Und

erst

andi

ng o

f pro

cess

- Dem

onst

rate

s lim

ited

know

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s som

e kn

owle

dge

and

unde

rsta

ndin

g

- Dem

onst

rate

s co

nsid

erab

le k

now

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s tho

roug

h kn

owle

dge

and

unde

rsta

ndin

g

/4

Use

of p

lann

ing

and

proc

essi

ng sk

ills

Use

of c

ritic

al-th

inki

ng

skill

s (re

adin

g, re

sear

ch,

deci

sion

mak

ing)

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

lim

ited

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

lim

ited

effe

ctiv

enes

s

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

so

me

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

som

e ef

fect

iven

ess

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

co

nsid

erab

le e

ffec

tiven

ess

- Use

s crit

ical

-thin

king

sk

ills w

ith c

onsi

dera

ble

effe

ctiv

enes

s

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

a h

igh

degr

ee o

f eff

ectiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

a h

igh

degr

ee o

f ef

fect

iven

ess

/8

Expr

essi

on a

nd

orga

niza

tion

of id

eas a

nd

info

rmat

ion

in o

ral,

visu

al,

and

writ

ten

form

s U

se o

f con

vent

ions

(e.g

., ap

prop

riate

styl

e an

d fo

rmat

) and

app

ropr

iate

vo

cabu

lary

- Exp

ress

es a

nd

orga

nize

s ide

as a

nd

info

rmat

ion

with

lim

ited

effe

ctiv

enes

s - U

ses c

onve

ntio

ns

(e.g

., ap

prop

riate

styl

e an

d fo

rmat

) and

ap

prop

riate

voc

abul

ary

with

lim

ited

effe

ctiv

enes

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith so

me

effe

ctiv

enes

s - U

ses c

onve

ntio

ns (e

.g.,

appr

opria

te st

yle

and

form

at) a

nd a

ppro

pria

te

voca

bula

ry w

ith so

me

effe

ctiv

enes

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith c

onsi

dera

ble

effe

ctiv

enes

s - U

ses c

onve

ntio

ns (e

.g.,

appr

opria

te st

yle

and

form

at) a

nd a

ppro

pria

te

voca

bula

ry w

ith

cons

ider

able

eff

ectiv

enes

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith a

hi

gh d

egre

e of

eff

ectiv

enes

s - U

ses c

onve

ntio

ns (e

.g.,

appr

opria

te st

yle

and

form

at) a

nd a

ppro

pria

te

voca

bula

ry w

ith a

hig

h de

gree

of e

ffec

tiven

ess

/8

App

licat

ion

of k

now

ledg

e an

d sk

ills (

lear

ning

, te

chno

logy

) Tr

ansf

er o

f kno

wle

dge

and

skill

s to

new

con

text

s M

akin

g co

nnec

tions

with

in

and

betw

een

vario

us

cont

exts

(diff

eren

t job

s in

the

wor

kpla

ce)

- App

lies k

now

ledg

e an

d sk

ills w

ith li

mite

d ef

fect

iven

ess

- Tra

nsfe

rs k

now

ledg

e an

d sk

ills t

o ne

w

cont

exts

with

lim

ited

effe

ctiv

enes

s - M

akes

con

nect

ions

w

ith li

mite

d ef

fect

iven

ess

- App

lies k

now

ledg

e an

d sk

ills w

ith so

me

effe

ctiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s to

new

con

text

s w

ith so

me

effe

ctiv

enes

s - M

akes

con

nect

ions

with

so

me

effe

ctiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith c

onsi

dera

ble

effe

ctiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s with

co

nsid

erab

le e

ffec

tiven

ess

- Mak

es c

onne

ctio

ns w

ith

cons

ider

able

eff

ectiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith a

hig

h de

gree

of

effe

ctiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s with

a h

igh

degr

ee o

f ef

fect

iven

ess

- Mak

es c

onne

ctio

ns w

ith a

hi

gh d

egre

e of

eff

ectiv

enes

s

/10

Tot

al P

oint

s

/30



(GLC2O)

UNIT 1: PERSONAL MANAGEMENT MODULE 2: Evaluate and apply the personal- management skills and characteristics needed to school success, document them in a portfolio, and demonstrate their use in a variety of settings.


Unit 1, Personal Management: Module 2 Evaluate and apply the personal-management skills and characteristics needed for school success, document them in a portfolio, and demonstrate their use in a variety of settings. Tasks • Layer C: Choose one of the C tasks below to gain 20 points. • Layer B: Choose two of the B tasks below to gain 50 points. • Layer A: Choose one of the A tasks below to gain 30 points. TOTAL: /100 NOTE TO TEACHER: A generic rubric for Layers C, B, and A activities is placed at the end of this module for your assessment and evaluation. C Tasks (Choose one.)

Choice Points (√)

C1 The Canadian Government and other world agencies decided on the fundamental skills needed to succeed in the workplace anywhere in the world. Research and identify the nine Essential Skills. Give an example of when you use each of these skills in the classroom and in your personal life. Go to Canadian Government website <www.hrsdc.gc.ca> to research the nine Essential Skills. Create a graphic organizer or concept map to represent your information visually. For help with this task, see Handouts 1.3 and 1.8.

20

C2 Keep it? Chuck it? Will you need it later? Organization seems boring, but believe it or not, being organized helps reduces stress. Choose one area of your life that needs a lot of organizing. Create a visual representation of the area you need to put in order and write out a “To-Do List.” Now draw where you would put what so that you can put this area of your life into order using your “To-Do List.” Some examples you need to organize could be your school notes, locker, or bedroom.

20

C3 Find your school agenda, or create a new one. Over the next week or two, write your assignment due dates, your study schedule, and your personal life plans in your agenda. You may use the Internet for examples of how to make an agenda and ways to problem-solve your time issues. Decide what is important to include. Use this agenda for the following weeks as well.

20


B Tasks (Choose two.)

Choice Points (√)

B1 Choose three occupations that interest you. Research which of the nine Essential Skills relate to each occupation. Which Skills are common to all three? List ways that you can develop these skills in your current life and school work. Include your answers in your Portfolio.

25

B2 What does it take to be successful? Collect 15–20 opinions from friends, family, classmates, and teachers to answer this question. Some examples could be “positive thinker” and “persistent.” Apply at least three of these opinions to a success you have had in school. Explain why you chose these three by giving specific examples.

25

B3 Communication skills you hear about commonly are listening, speaking, reading, and writing. Which of these four is your strongest? Your weakest? How do you know? Communication skills can also be non-verbal, which means communicating without words. Look around your classroom. What messages are your classmates communicating through their facial expressions, body language, and gestures? Interpret ten different non-verbal messages. What is being communicated? Write a short non-verbal dialogue using actions that communicate a typical school frustration. And remember, it will be your actions in the dialogue and not the words you use that communicate your typical school frustration. You can act it out to your teacher and your classmates. See if they can guess the frustration.

25

B4 Top job skills in this fast-paced labour market are flexibility and adaptability. What do these terms mean? Think of people you know who demonstrate these skills well. Write their names into your notes. Write beside their names some of the actions these people do to demonstrate flexibility and adaptability. What advice could you give teenagers who want to develop their flexibility and adaptability? You may also do research on the Internet and elsewhere to help you formulate your response. Adapt your advice into a teen column similar to one used on your favourite teen website, your school’s web page, or your school’s yearbook.

25

B5 You have been on teams since you were young: school, community sports, and class projects teams. Teams have members and leaders, or players and captains. Why do you need both? Think back to two successful teams in which you have participated. Using the 5W’s—Who, What, Where, When, Why, and How—write a short report that explains how teamwork has worked for you on your past teams. For help with this task, see Handout 2.1: How to Write a Report.

25


Choice Points (√)

B6 Brainstorm some difficult tasks you have completed. They could be making a sports team, passing a difficult course, or building a website or a deck. Choose one task and describe it. Calculate the number of hours it took, the number of times you wanted to give up, but didn’t, and your thoughts about the people who encouraged you. Pat yourself on the back; you didn’t quit. Write the word perseverance vertically down the side of a piece of paper. Write one word for each letter, using the information you have collected.

25

A Tasks

(Choose one.)

Read the following description on portfolios carefully before completing one of the A tasks. A Career Studies Portfolio is a collection of your work that, when looked at together, gives you some clear connections, or “pathways,” to your future. Your portfolio tracks your interests, including your career interests, as well as abilities and skills you have learned. You will use a combination of a paper and an electronic portfolio (sometimes known as an e-folio). Note that portfolios are not static, but change, just as you do. Check the Internet for examples of both paper and e-folios. Your search will give you plenty of examples of how to set up and organize your work.As well, you will make a list of what contents you wish to include, such as your best assignments, your resumé, and covering letter, your Multiple Intelligences Quiz results, and a list of dream jobs you have gathered, to mention a few. You decide. Choose one or two examples to begin with and then modify to create your own version of the portfolio and e-folio.

Choice Points (√)

A1 Collect your interest surveys, career information, and skills and abilities tests from your previous Career Studies class. Choose which ones best describe you now and include them in your portfolio. You may convert some into e-files. Write a letter to yourself ten years down the road. Where are you? What career are you successfully enjoying? How did you get there? Make a portfolio folder that represents you.

30

A2 Go through your Career Studies material. Select which assignments and research are closest to who you are today, as well as your career interests. Use your organizing and problem-solving skills to create a portfolio system that has the ability to incorporate your past, present, and future portfolio materials. Use your word-processing skills and your creativity to make your portfolio unique and appealing.

30

A3 Research portfolios on the Internet and/or look at models from your teacher. Select the important pieces to include from your assignments and projects thus far in Career Studies. As you organize your portfolio, you may also collect assignments/projects from such settings as other school classes, the community, and the workplace. You will build the amount of material you include in each section of your portfolio as you work through the Career Studies course and other Grade 10, 11, and 12 classes you will take in the semesters to follow.

30


Handout 2.1: How to Write a Report Student: _________________________ Date: ______________ Teacher: ________________________ When you write a report, you are giving an account of information you have read, heard, or seen. There are specific elements that you need to include in your report. Two main types of reports are a formal research report and short news report. All reports begin with a title that captures the main idea. As well, the formal report requires at least three subheadings set off from each body paragraph. For example, if your topic is “Canada’s Top 100 Employers,” your three subheadings might be: Bayer Inc., Toronto International Film Festival Inc., and Royal Canadian Mint. All of your information would be developed under these three subheadings. The informal news report does not require subheadings. The main ideas are embedded in the body of the report, like a paragraph. All reports need a title, 5W’s (Who, What, Where, When, and Why), specific details, quotations, transition words, and a brief conclusion. Reports are written in paragraph format. To review how to write a paragraph, see Handout 1.6.

TITLE 5W’s: Who, What, Where, When, and Why: Answer these questions as applicable for the main topic or event.

Who? ________________________________________________________________________

What? _______________________________________________________________________

Where? ______________________________________________________________________

When? _______________________________________________________________________

Why? ________________________________________________________________________

Use specific details to develop the report. Begin with the three to five main ideas from the main topic you have read about or event you have observed. Then brainstorm specific details about these main ideas. The number of specific details you include for each main idea depends on how long your report is to be. Generally, two or three are sufficient in a short report. Remember to add Transition Words in your sentences to guide your readers along with your ideas. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________News reports always have at least one quotation from someone who was present at the event. Feel free to add more than one. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________A Conclusion statement is a part of both a formal researched report and a short news report. ____________________________________________________________________________________________________________________________________________________________

Gen

eric

Rub

ric:

Uni

t 1, M

odul

e 2

– L

ayer

C

Stud

ent’

s Nam

e: _

____

____

____

____

____

____

____

____

__

D

ate

Due

: ___

____

____

____

__

Exp

ecta

tion

• Ev

alua

te a

nd a

pply

the

pers

onal

-man

agem

ent s

kills

and

cha

ract

eris

tics n

eede

d fo

r sch

ool s

ucce

ss, d

ocum

ent t

hem

in th

eir p

ortfo

lio, a

nd

dem

onst

rate

thei

r use

in a

var

iety

of s

ettin

gs.

C

ateg

ory/

Cri

teri

a L

evel

1

Lev

el 2

L

evel

3

Lev

el 4

Po

ints

K

now

ledg

e of

con

tent

U

nder

stan

ding

of

proc

ess

- Dem

onst

rate

s lim

ited

know

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s som

e kn

owle

dge

and

unde

rsta

ndin

g

- Dem

onst

rate

s co

nsid

erab

le k

now

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s th

orou

gh k

now

ledg

e an

d un

ders

tand

ing

/5

Use

of p

lann

ing

and

proc

essi

ng sk

ills

Use

of c

ritic

al-th

inki

ng

skill

s (re

adin

g, re

sear

ch,

deci

sion

mak

ing)

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

lim

ited

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

lim

ited

effe

ctiv

enes

s

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

so

me

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

som

e ef

fect

iven

ess

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

co

nsid

erab

le

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

con

side

rabl

e ef

fect

iven

ess

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

a

high

deg

ree

of

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

a h

igh

degr

ee

of e

ffec

tiven

ess

/7

Expr

essi

on a

nd

orga

niza

tion

of id

eas

and

info

rmat

ion

in o

ral,

visu

al, a

nd w

ritte

n fo

rms

- Exp

ress

es a

nd

orga

nize

s ide

as a

nd

info

rmat

ion

with

lim

ited

effe

ctiv

enes

s

- Exp

ress

es a

nd

orga

nize

s ide

as a

nd

info

rmat

ion

with

som

e ef

fect

iven

ess

- Exp

ress

es a

nd

orga

nize

s ide

as a

nd

info

rmat

ion

with

co

nsid

erab

le

effe

ctiv

enes

s

- Exp

ress

es a

nd

orga

nize

s ide

as a

nd

info

rmat

ion

with

a h

igh

degr

ee o

f eff

ectiv

enes

s

/8

Tot

al P

oint

s

/20


Module 2

Gen

eric

Rub

ric:

Uni

t 1, M

odul

e 2

– L

ayer

B

Stud

ent’

s Nam

e: _

____

____

____

____

____

____

____

____

__

D

ate

Due

: ___

____

____

____

__

Exp

ecta

tion

• Ev

alua

te a

nd a

pply

the

pers

onal

-man

agem

ent s

kills

and

cha

ract

eris

tics n

eede

d fo

r sch

ool s

ucce

ss, d

ocum

ent t

hem

in th

eir p

ortfo

lio, a

nd

dem

onst

rate

thei

r use

in a

var

iety

of s

ettin

gs.

Cat

egor

y/C

rite

ria

Lev

el 1

L

evel

2

Lev

el 3

L

evel

4

Poin

ts

Kno

wle

dge

of c

onte

nt

Und

erst

andi

ng o

f pro

cess

- Dem

onst

rate

s lim

ited

know

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s som

e kn

owle

dge

and

unde

rsta

ndin

g

- Dem

onst

rate

s co

nsid

erab

le k

now

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s th

orou

gh k

now

ledg

e an

d un

ders

tand

ing

/5

Use

of p

lann

ing

and

proc

essi

ng sk

ills

Use

of c

ritic

al-th

inki

ng sk

ills

(rea

ding

, res

earc

h, d

ecis

ion

mak

ing)

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

lim

ited

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

lim

ited

effe

ctiv

enes

s

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

so

me

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

som

e ef

fect

iven

ess

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

co

nsid

erab

le

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

con

side

rabl

e ef

fect

iven

ess

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

a

high

deg

ree

of

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

a h

igh

degr

ee o

f eff

ectiv

enes

s

/5

Expr

essi

on a

nd o

rgan

izat

ion

of id

eas a

nd in

form

atio

n in

or

al, v

isua

l, an

d w

ritte

n fo

rms

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith li

mite

d ef

fect

iven

ess

- Exp

ress

es a

nd

orga

nize

s ide

as a

nd

info

rmat

ion

with

som

e ef

fect

iven

ess

- Exp

ress

es a

nd

orga

nize

s ide

as a

nd

info

rmat

ion

with

con

si-

dera

ble

effe

ctiv

enes

s

- Exp

ress

es a

nd

orga

nize

s ide

as a

nd

info

rmat

ion

with

a h

igh

degr

ee o

f eff

ectiv

enes

s

/5

App

licat

ion

of k

now

ledg

e an

d sk

ills (

lear

ning

, te

chno

logy

) Tr

ansf

er o

f kno

wle

dge

and

skill

s to

new

con

text

s M

akin

g co

nnec

tions

with

in

and

betw

een

vario

us c

onte

xts

(diff

eren

t job

s in

the

wor

kpla

ce)

- App

lies k

now

ledg

e an

d sk

ills w

ith li

mite

d ef

fect

iven

ess

- Tra

nsfe

rs k

now

ledg

e an

d sk

ills t

o ne

w c

onte

xts

with

lim

ited

effe

ctiv

enes

s - M

akes

con

nect

ions

with

lim

ited

effe

ctiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith so

me

effe

ctiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s to

new

co

ntex

ts w

ith so

me

effe

ctiv

enes

s - M

akes

con

nect

ions

w

ith so

me

effe

ctiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith

cons

ider

able

ef

fect

iven

ess

- Tra

nsfe

rs k

now

ledg

e an

d sk

ills w

ith

cons

ider

able

ef

fect

iven

ess

- Mak

es c

onne

ctio

ns

with

con

side

rabl

e ef

fect

iven

ess

- App

lies k

now

ledg

e an

d sk

ills w

ith a

hig

h de

gree

of e

ffec

tiven

ess

- Tra

nsfe

rs k

now

ledg

e an

d sk

ills w

ith a

hig

h de

gree

of e

ffec

tiven

ess

- Mak

es c

onne

ctio

ns

with

a h

igh

degr

ee o

f ef

fect

iven

ess

/10

Tot

al P

oint

s

/25


Module 2

Gen

eric

Rub

ric:

Uni

t 1, M

odul

e 2

– L

ayer

A

Stud

ent’

s Nam

e: _

____

____

____

____

____

____

____

____

__

D

ate

Due

: ___

____

____

____

__

Exp

ecta

tion

• Ev

alua

te a

nd a

pply

the

pers

onal

-man

agem

ent s

kills

and

cha

ract

eris

tics n

eede

d fo

r sch

ool s

ucce

ss, d

ocum

ent t

hem

in th

eir p

ortfo

lio, a

nd

dem

onst

rate

thei

r use

in a

var

iety

of s

ettin

gs.

Cat

egor

y/C

rite

ria

Lev

el 1

L

evel

2

Lev

el 3

L

evel

4

Poin

ts

Kno

wle

dge

of c

onte

nt

Und

erst

andi

ng o

f pro

cess

- Dem

onst

rate

s lim

ited

know

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s som

e kn

owle

dge

and

unde

rsta

ndin

g

- Dem

onst

rate

s con

side

rabl

e kn

owle

dge

and

unde

rsta

ndin

g

- Dem

onst

rate

s tho

roug

h kn

owle

dge

and

unde

rsta

ndin

g

/4

Use

of p

lann

ing

and

proc

essi

ng

skill

s U

se o

f crit

ical

-thin

king

skill

s (r

eadi

ng, r

esea

rch,

dec

isio

n m

akin

g)

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

lim

ited

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

lim

ited

effe

ctiv

enes

s

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

so

me

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

som

e ef

fect

iven

ess

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

co

nsid

erab

le e

ffec

tiven

ess

- Use

s crit

ical

-thin

king

sk

ills w

ith c

onsi

dera

ble

effe

ctiv

enes

s

- Use

s pla

nnin

g an

d pr

o-ce

ssin

g sk

ills w

ith a

hig

h de

gree

of e

ffec

tiven

ess

- Use

s crit

ical

-thin

king

sk

ills w

ith a

hig

h de

gree

of

eff

ectiv

enes

s

/8

Expr

essio

n an

d or

gani

zatio

n of

id

eas a

nd in

form

atio

n in

ora

l, vi

sual

, and

writ

ten

form

s U

se o

f con

vent

ions

(e.g

., ap

prop

riate

styl

e an

d fo

rmat

) an

d ap

prop

riate

voc

abul

ary

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith li

mite

d ef

fect

iven

ess

- Use

s con

vent

ions

(e.g

., ap

prop

riate

styl

e an

d fo

rmat

) and

app

ropr

iate

vo

cabu

lary

with

lim

ited

effe

ctiv

enes

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith so

me

effe

ctiv

enes

s - U

ses c

onve

ntio

ns (e

.g.,

appr

opria

te st

yle

and

form

at) a

nd a

ppro

pria

te

voca

bula

ry w

ith so

me

effe

ctiv

enes

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith

cons

ider

able

eff

ectiv

enes

s - U

ses c

onve

ntio

ns (e

.g.,

appr

opria

te st

yle

and

form

at) a

nd a

ppro

pria

te

voca

bula

ry w

ith

cons

ider

able

eff

ectiv

enes

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith a

hig

h de

gree

of

effe

ctiv

enes

s - U

ses c

onve

ntio

ns (e

.g.,

appr

opria

te st

yle

and

form

at) a

nd a

ppro

pria

te

voca

bula

ry w

ith a

hig

h de

gree

of e

ffec

tiven

ess

/8

App

licat

ion

of k

now

ledg

e an

d sk

ills (

lear

ning

, tec

hnol

ogy)

Tr

ansf

er o

f kno

wle

dge

and

skill

s to

new

con

text

s M

akin

g co

nnec

tions

with

in a

nd

betw

een

vario

us c

onte

xts

(diff

eren

t job

s in

the

wor

kpla

ce)

- App

lies k

now

ledg

e an

d sk

ills w

ith li

mite

d ef

fect

iven

ess

- Tra

nsfe

rs k

now

ledg

e an

d sk

ills t

o ne

w c

onte

xts

with

lim

ited

effe

ctiv

enes

s - M

akes

con

nect

ions

with

lim

ited

effe

ctiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith so

me

effe

ctiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s to

new

con

text

s w

ith so

me

effe

ctiv

enes

s - M

akes

con

nect

ions

with

so

me

effe

ctiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith c

onsi

dera

ble

effe

ctiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s with

con

side

rabl

e ef

fect

iven

ess

- Mak

es c

onne

ctio

ns w

ith

cons

ider

able

eff

ectiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith a

hig

h de

gree

of

eff

ectiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s with

a h

igh

degr

ee o

f eff

ectiv

enes

s - M

akes

con

nect

ions

with

a

high

deg

ree

of

effe

ctiv

enes

s

/10

Tot

al P

oint

s

/30


Module 2


(GLC2O)

UNIT 1: PERSONAL MANAGEMENT MODULE 3: Demonstrate effective use of interpersonal skills within a variety of settings.


Unit 1, Personal Management: Module 3 Demonstrate effective use of interpersonal skills within a variety of settings. Tasks • Layer C: Choose one of the C tasks below to gain 20 points. • Layer B: Choose two of the B tasks below to gain 50 points. • Layer A: Choose one of the A tasks below to gain 30 points. TOTAL: /100 NOTE TO TEACHER: A generic rubric for Layers C, B, and A activities is placed at the end of this module for your assessment and evaluation. C Tasks (Choose one.)

Choice Points (√)

C1 Define the terms people smart and networking and then list ten reasons why they are important to finding a job. In what two ways is each of these terms important in school, family, and the community? Remember always that interpersonal skills can also be non-verbal. How, for example, would you express frustration and contentment to your teacher without saying or writing a word.

20

C2 Read an article on Emotional Intelligence. You may use your library or the Internet to find your article, and/or read Handout 1.4: Emotional Intelligence. After reading the article(s), give a two-minute oral summary to your teacher. Remember to show your article to your teacher. For help with this task, see Handout 3.1: How to Write a Summary. Instead of writing a summary, however, you will present your outline orally to your teacher.

20

C3 Think of your favourite team. What five qualities make a great team and what 5 qualities make a great leader? What skills do the team and the leader need to have in order to work well together? You may discuss your ideas with your classmates. Use a graphic organizer or another visual representation, such as a concept map, to organize and display the qualities and skills that you have decided are important. For help with this task, see Handouts 1.3 and 1.8.

20



Choice Points (√)

B1 Demonstrate, by acting out for your teacher and/or your class, a short 20- to 30-line role play, where facial expressions and body language relate a stressful, but successful, achievement. Some examples might be a job interview, asking for help, or inviting someone new to go out. Remember to plan and practise first.

25

B2 Active listening involves your eyes and ears. When you listen actively, you are “present,” which means that instead of thinking about what you are going to say next while the other person is talking, you listen carefully to the words and messages he or she is telling you. Think of a past situation where you used active listening, and one situation where you didn’t. Analyze how your words and body language were different. How do you think both situations affected the person who was speaking to you. Write down your thoughts in a paragraph or two. For help with this task, see Handout 1.6: Writing a Paragraph.

25

B3 Choose a topic that is important to you as a teenager. Outline your main ideas about this topic. Now, consider this topic from the perspective of a teenager at your school who is from a culture different from yours. Examine the two viewpoints. How are the viewpoints similar and how are they different? Check out your ideas by asking a teenager of this culture in your school. Explain your findings in a short report. For help, see Handout 2.1: How to Write a Report.

25

B4 In a successful workplace, people work together as a team. Some areas important to achieving this success include: attention to understanding the task, managing the task, and learning about others’ strengths and interests. After carefully considering the preceding statements, write out or use a graphic organizer to explain what occurs at a fast-food restaurant to serve you, and many other customers, your hamburger, or salad, quickly and with a smile. For help with this task, see Handouts 1.3 and 1.8.

25

B5 Read these two viewpoints: 1. All students should go into college, university, or an apprenticeship after

high school. 2. All students should work for a year or two before post-secondary school

study. Write five pros and five cons for each viewpoint. As your conclusion, write in one or two sentences which viewpoint you support and why. Put all of your information into a summary. For help with this task, see Handout 3.1: How to Write a Summary.

25


Choice Points (√)

B6 Conflict sometimes needs a mediator to find consensus between two parties. Define the three terms in italics in the preceding sentence. Now, write a dialogue that resolves a conflict between two classmates. You may use a conflict you have experienced yourself, or one you have seen at your school. Reach an agreement between the two parties. Use the Internet to find examples of mediation skills, and think of examples of mediation you have observed as well. Remember when writing a dialogue you will begin a new line when the speaker changes. Use your English textbook to check up on the punctuation and examples of the dialogue.

25


Choice Points (√)

A1 Is finding consensus among team members always necessary? Defend your opinion and write a four-paragraph essay to persuade your teacher. Use specific examples to support the main ideas in your two body paragraphs. For help with this task, see Handout 1.8: Concept Map and Handout 1.7: Outline for Writing an Essay.”

30

A2 Research some of the top leaders in Canada today. Choose one male and one female who have character traits and work skills that you admire and find interesting. Create a two-page conversation between them, where they discuss their lives, their career pathways, and their dreams. See an English grammar text for examples of proper punctuation and set up of a dialogue or conversation.

30

A3 Investigate what people mean by “respecting diversity in our communities.” Discuss your ideas with your teacher or classmate. Then, design a teen program that includes its own mission statement, to support and raise awareness about respecting diversity in schools, communities, and workplaces. Research models of mission statements on the Internet. What information is most important to include?

30


Handout 3.1: How to Write a Summary

Student: _________________________ Date: _______________

Teacher: _________________________

A summary retells the main ideas and facts about the text you have read. The form of a summary is similar to that of a paragraph. A summary may be one paragraph only or a few. The length of the summary will depend on the amount of information to be summarized.

Unlike a summary, a paragraph can include personal examples or opinions, as well as the facts from the text you have read or researched. A summary does not ask for your opinion. It is a retelling of information that you have read only.

A summary asks the writer to condense a longer piece of text. That means you keep the main ideas from the text and a few specific details only. The summary of the text will be much shorter than the original text.

The organization of your summary paragraph can be divided into a beginning, a middle, and an end, if your summary is for a short story.

Skim, which means read for the gist, or general understanding, of the text to find the main ideas. Write them in point form in your Summary Outline.

You may begin to retell the story or article by giving your summary a title, but a title is not always required.

In a summary, you are to use your own words; you may use some keywords from the text, but do not copy word for word from the text you are summarizing.

Of course, you will need Transition Words and a short conclusion, just as you do in the paragraph. Check out Unit 1, Module 1 for examples of Transition Words.

Summary Outline Topic Sentence: (overall Topic of the text read) ____________________________________________________________________________________ ____________________________________________________________________________________

Beginning: (two or three Main Ideas, one Supporting Detail, and Transition Words) ____________________________________________________________________________________ ____________________________________________________________________________________

Middle: (two or three Main Ideas, one Supporting Detail, and Transitions Words) ____________________________________________________________________________________ ____________________________________________________________________________________

End: (one or two Main Ideas, one Supporting Detail, and Transition Words) ____________________________________________________________________________________________________________________________________________________________________________

Concluding Sentence: (Closing Remark and restatement about the Overall Topic) ___________________________________________________________________________________ ____________________________________________________________________________________

Gen

eric

Rub

ric:

Uni

t 1, M

odul

e 3

– L

ayer

C

Stud

ent’

s Nam

e: _

____

____

____

____

____

____

____

____

__

D

ate

Due

: ___

____

____

____

__

Exp

ecta

tion

• D

emon

stra

te e

ffec

tive

use

of in

terp

erso

nal s

kills

with

in a

var

iety

of s

ettin

gs.

C

ateg

ory/

Cri

teri

a L

evel

1

Lev

el 2

L

evel

3

Lev

el 4

Po

ints

K

now

ledg

e of

con

tent

U

nder

stan

ding

of

proc

ess

- Dem

onst

rate

s lim

ited

know

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s som

e kn

owle

dge

and

unde

rsta

ndin

g

- Dem

onst

rate

s co

nsid

erab

le k

now

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s th

orou

gh k

now

ledg

e an

d un

ders

tand

ing

/5

Use

of p

lann

ing

and

proc

essi

ng sk

ills

Use

of c

ritic

al-th

inki

ng

skill

s (re

adin

g, re

sear

ch,

deci

sion

mak

ing)

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

lim

ited

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

lim

ited

effe

ctiv

enes

s

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

so

me

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

som

e ef

fect

iven

ess

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

co

nsid

erab

le

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

con

side

rabl

e ef

fect

iven

ess

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

a

high

deg

ree

of

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

a h

igh

degr

ee

of e

ffec

tiven

ess

/7

Expr

essi

on a

nd

orga

niza

tion

of id

eas

and

info

rmat

ion

in o

ral,

visu

al, a

nd w

ritte

n fo

rms

- Exp

ress

es a

nd

orga

nize

s ide

as a

nd

info

rmat

ion

with

lim

ited

effe

ctiv

enes

s

- Exp

ress

es a

nd

orga

nize

s ide

as a

nd

info

rmat

ion

with

som

e ef

fect

iven

ess

- Exp

ress

es a

nd

orga

nize

s ide

as a

nd

info

rmat

ion

with

co

nsid

erab

le

effe

ctiv

enes

s

- Exp

ress

es a

nd

orga

nize

s ide

as a

nd

info

rmat

ion

with

a h

igh

degr

ee o

f eff

ectiv

enes

s

/8

Tot

al P

oint

s

/20


Module 3

Gen

eric

Rub

ric:

Uni

t 1, M

odul

e 3

– L

ayer

B

Stud

ent’

s Nam

e: _

____

____

____

____

____

____

____

____

__

D

ate

Due

: ___

____

____

____

__

Exp

ecta

tion

• D

emon

stra

te e

ffec

tive

use

of in

terp

erso

nal s

kills

with

in a

var

iety

of s

ettin

gs.

C

ateg

ory/

Cri

teri

a L

evel

1

Lev

el 2

L

evel

3

Lev

el 4

Po

ints

K

now

ledg

e of

con

tent

U

nder

stan

ding

of p

roce

ss

- Dem

onst

rate

s lim

ited

know

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s som

e kn

owle

dge

and

unde

rsta

ndin

g

- Dem

onst

rate

s co

nsid

erab

le k

now

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s tho

roug

h kn

owle

dge

and

unde

rsta

ndin

g

/5

Use

of p

lann

ing

and

proc

essi

ng sk

ills

Use

of c

ritic

al-th

inki

ng

skill

s (re

adin

g, re

sear

ch,

deci

sion

mak

ing)

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

lim

ited

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

lim

ited

effe

ctiv

enes

s

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

so

me

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

som

e ef

fect

iven

ess

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

co

nsid

erab

le e

ffec

tiven

ess

- Use

s crit

ical

-thin

king

sk

ills w

ith c

onsi

dera

ble

effe

ctiv

enes

s

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

a

high

deg

ree

of

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

a h

igh

degr

ee

of e

ffec

tiven

ess

/5

Expr

essi

on a

nd

orga

niza

tion

of id

eas a

nd

info

rmat

ion

in o

ral,

visu

al,

and

writ

ten

form

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith li

mite

d ef

fect

iven

ess

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith so

me

effe

ctiv

enes

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith c

onsi

dera

ble

effe

ctiv

enes

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith a

hig

h de

gree

of

effe

ctiv

enes

s

/5

App

licat

ion

of k

now

ledg

e an

d sk

ills (

lear

ning

, te

chno

logy

) Tr

ansf

er o

f kno

wle

dge

and

skill

s to

new

con

text

s M

akin

g co

nnec

tions

with

in

and

betw

een

vario

us

cont

exts

(diff

eren

t job

s in

the

wor

kpla

ce)

- App

lies k

now

ledg

e an

d sk

ills w

ith li

mite

d ef

fect

iven

ess

- Tra

nsfe

rs k

now

ledg

e an

d sk

ills t

o ne

w c

onte

xts

with

lim

ited

effe

ctiv

enes

s - M

akes

con

nect

ions

with

lim

ited

effe

ctiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith so

me

effe

ctiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s to

new

con

text

s w

ith so

me

effe

ctiv

enes

s - M

akes

con

nect

ions

with

so

me

effe

ctiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith c

onsi

dera

ble

effe

ctiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s with

co

nsid

erab

le e

ffec

tiven

ess

- Mak

es c

onne

ctio

ns w

ith

cons

ider

able

eff

ectiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith a

hig

h de

gree

of

eff

ectiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s with

a h

igh

degr

ee o

f eff

ectiv

enes

s - M

akes

con

nect

ions

with

a

high

deg

ree

of

effe

ctiv

enes

s

/10

Tot

al P

oint

s

/25

_____________________________________________________________________________________________ © 2008 Toronto District School Board - 60- Credit Recovery: Career Studies (GLC2O)

Module 3

Gen

eric

Rub

ric:

Uni

t 1, M

odul

e 3

– L

ayer

A

Stud

ent’

s Nam

e: _

____

____

____

____

____

____

____

____

__

D

ate

Due

: ___

____

____

____

__

Exp

ecta

tion

• D

emon

stra

te e

ffec

tive

use

of in

terp

erso

nal s

kills

with

in a

var

iety

of s

ettin

gs.

Cat

egor

y/C

rite

ria

Lev

el 1

L

evel

2

Lev

el 3

L

evel

4

Poin

ts

Kno

wle

dge

of c

onte

nt

Und

erst

andi

ng o

f pro

cess

- Dem

onst

rate

s lim

ited

know

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s som

e kn

owle

dge

and

unde

rsta

ndin

g

- Dem

onst

rate

s co

nsid

erab

le k

now

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s tho

roug

h kn

owle

dge

and

unde

rsta

ndin

g

/4

Use

of p

lann

ing

and

proc

essi

ng sk

ills

Use

of c

ritic

al-th

inki

ng

skill

s (re

adin

g, re

sear

ch,

deci

sion

mak

ing)

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

lim

ited

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

lim

ited

effe

ctiv

enes

s

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

so

me

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

som

e ef

fect

iven

ess

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

co

nsid

erab

le e

ffec

tiven

ess

- Use

s crit

ical

-thin

king

sk

ills w

ith c

onsi

dera

ble

effe

ctiv

enes

s

- Use

s pla

nnin

g an

d pr

o-ce

ssin

g sk

ills w

ith a

hig

h de

gree

of e

ffec

tiven

ess

- Use

s crit

ical

-thin

king

sk

ills w

ith a

hig

h de

gree

of

eff

ectiv

enes

s

/8

Expr

essi

on a

nd

orga

niza

tion

of id

eas a

nd

info

rmat

ion

in o

ral,

visu

al,

and

writ

ten

form

s U

se o

f con

vent

ions

(e.g

., ap

prop

riate

styl

e an

d fo

rmat

) and

app

ropr

iate

vo

cabu

lary

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith li

mite

d ef

fect

iven

ess

- Use

s con

vent

ions

(e.g

., ap

prop

riate

styl

e an

d fo

rmat

) and

app

ropr

iate

vo

cabu

lary

with

lim

ited

effe

ctiv

enes

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith so

me

effe

ctiv

enes

s - U

ses c

onve

ntio

ns (e

.g.,

appr

opria

te st

yle

and

form

at) a

nd a

ppro

pria

te

voca

bula

ry w

ith so

me

effe

ctiv

enes

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith c

onsi

dera

ble

effe

ctiv

enes

s - U

ses c

onve

ntio

ns (e

.g.,

appr

opria

te st

yle

and

form

at) a

nd a

ppro

pria

te

voca

bula

ry w

ith c

onsi

-de

rabl

e ef

fect

iven

ess

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith a

hig

h de

gree

of

effe

ctiv

enes

s - U

ses c

onve

ntio

ns (e

.g.,

appr

opria

te st

yle

and

form

at) a

nd a

ppro

pria

te

voca

bula

ry w

ith a

hig

h de

gree

of e

ffec

tiven

ess

/8

App

licat

ion

of k

now

ledg

e an

d sk

ills (

lear

ning

, te

chno

logy

) Tr

ansf

er o

f kno

wle

dge

and

skill

s to

new

con

text

s M

akin

g co

nnec

tions

with

in

and

betw

een

vario

us

cont

exts

(diff

eren

t job

s in

the

wor

kpla

ce)

- App

lies k

now

ledg

e an

d sk

ills w

ith li

mite

d ef

fect

iven

ess

- Tra

nsfe

rs k

now

ledg

e an

d sk

ills t

o ne

w c

onte

xts

with

lim

ited

effe

ctiv

enes

s - M

akes

con

nect

ions

with

lim

ited

effe

ctiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith so

me

effe

ctiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s to

new

con

text

s w

ith so

me

effe

ctiv

enes

s - M

akes

con

nect

ions

with

so

me

effe

ctiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith c

onsi

dera

ble

effe

ctiv

enes

s -

Tran

sfer

s kno

wle

dge

and

skill

s with

co

nsid

erab

le e

ffec

tiven

ess

- Mak

es c

onne

ctio

ns w

ith

cons

ider

able

eff

ectiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith a

hig

h de

gree

of

eff

ectiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s with

a h

igh

degr

ee o

f eff

ectiv

enes

s - M

akes

con

nect

ions

with

a

high

deg

ree

of

effe

ctiv

enes

s

/10

Tot

al P

oint

s

/3

0

_____________________________________________________________________________________________ © 2008 Toronto District School Board - 61- Credit Recovery: Career Studies (GLC2O)

Module 3


(GLC2O)

UNIT 2: EXPLORATION OF OPPORTUNITIES MODULE 4: Use a research process to locate and select relevant career information from a variety of sources for inclusion in a portfolio


Unit 2, Exploration of Opportunities: Module 4 Use a research process to locate and select relevant career information from a variety of sources for inclusion in a portfolio. Tasks • Layer C: Choose one of the C tasks below to gain 20 points. • Layer B: Choose two of the B tasks below to gain 50 points. • Layer A: Choose one of the A tasks below to gain 30 points. TOTAL: /100 NOTE TO TEACHER: A generic rubric for Layers C, B, and A activities is placed at the end of this module for your assessment and evaluation. C Tasks (Choose one.) Choice

Points (√) C1 <www.careercruising .com> is an amazing tool to answer your career- related questions. Use your school’s password and research four possible career pathways of interest. Take notes and put the information you discover into your portfolio. If you have a problem with the password, call the TDSB Career Centre West or East for support. Your teacher will get you the number. For help with this task, see Handout 4.1: Taking Good Notes.

20

C2 <www.careercruising .com> will also give you a chance to look up your four dream jobs. Dream big! Check out years of school needed, salaries, work environments, and future prospects, if possible. Take notes and put your findings into your portfolio. For help with this task, see Handout 4.1: Taking Good Notes.

20

C3 <www.careercruising .com> has careers that require post-secondary education and some that allow you to go straight to the workplace from high school. Research a career from each of the four pathways: apprenticeship, school to work, university, and college. Take notes and include in your portfolio the information you discover. For help with this task, see Handout 4.1: Taking Good Notes.

20


B Tasks (Choose two.) Choice

Points (√) B1 The TDSB has a Virtual Career Centre. It is a one-stop shopping site for career information. See what more information you can discover about two of the four occupations you looked into in Layer C. Decide which one is your favourite at this time. Give reasons to explain your answer. Use your notes to create a short brochure to promote this occupation, using all the reasons and data that have made it your favourite. For help with this task, see Handout 1.5: Creating a Brochure.

25

B2 Ontario Prospects is an annual career guide for high school students. It has stories of work experiences and career possibilities that you’ll find interesting. Explore the pages of the current guide at <www.ontarioprospects.info>, or just search “Ontario Prospects.” Use your interests, skills, and abilities when doing your search. Take notes on the articles that you find of interest and discuss your findings with your teacher. For help with this task, see Handout 4.1: Taking Good Notes.

25

B3 How might gender affect your career decisions? Does it really matter in the twenty-first century? Make a list of ten traditional and ten non-traditional occupations for women. What are the possibilities for women in plumbing, law, or acting? Use the Internet to help you in your search. For help with this task, see Handout 4.1: Taking Good Notes. Put your notes into a short summary. See Handout 3.1: How to Write a Summary.

25

B4 Who is Generation Y? Research this demographic, or age group. What kind of work do they want to do? List five different work environments and five different types of work preferred by Generation Y. Write down any similarities between your interests and those of Generation Y. Create a short report. For help with this task, see Handout 2.1: How to Write a Report.

25

B5 The more interests and skills you have, the more opportunities you have to find occupations you would enjoy anywhere in Canada. Go to <www.labourmarketinformation.ca> to check out the “wages and salaries” in three different areas of Canada. Search three different occupations and the details for each, available on the website. Create a short oral presentation for your teacher to promote the three occupations and three different areas you have chosen to research. Check the Internet for five important tips to consider when giving a short oral presentation (e.g., showing enthusiasm about your subject so that others become enthusiastic and interested too).

25


Choice Points (√)

B6 Fashion, fine art, theatre, cooking—I want to create! What do I need to do to create one of my career choices? Search Ontario colleges and universities for details. Where is it possible to study these occupations? How many years of study are needed? What are the costs, education, and skills required to apply? Create a profile for two different occupations, and think of a creative way to promote occupations you are interested in to other students. Make a short, three- to five-minute presentation of your findings to one or two students in your class who love the idea of working in a creative occupation.

25

A Tasks (Choose one.) Choice

Points (√) A1 Talk to an entrepreneur. What was his or her business idea? How did this entrepreneur get started? When does he or she take holidays? Discuss his or her business-building process step by step. Take a business idea of yours. Using your example entrepreneur’s information, write out your own step-by-step business plan. Search the website <www.bsa.canadabusiness.ca> for business plans ideas. For help with this task, see Handout 4.2: Making a Flow Chart.

30

A2 <www.jobfutures.org> has up-to-date provincial labour-market resources. It also gives you information on current trends and future outlook for “163 occupations common to Ontario.” Judge five of the best options available for Ali or Victoria, two teenagers who have just graduated from high school and who want to explore future options. They are both willing to work full-time now and are willing to relocate. Put your results for one of the teens into a summary. For help with this task, see Handout 3.1: How to Write a Summary.

30

A3 Canadians living with disabilities are working at all levels of society. Anne Jarry, Executive Director for the CNIB (Canadian National Institute for the Blind), lost her eyesight in 1986. What support services are available for job seekers with disabilities? Begin your search with <www.hrsdc.gc.ca/en/disability_issues/funding_programs/opportunities_fund/ index.shtml>, or the Office for Disability Issues in Canada. Compile a list of services and write out areas of interest for jobs for teenagers with a disability. Put your information into a brochure for these teens to read. For help with this task, see Handout 1.5: Creating a Brochure. See Brochure Handout 1.5. Your title could be, “Abilities Happen When Working Together,” or create a title of your own.

30

Note: Remember to include your research and data in your portfolio.


Handout 4.1: Taking Good Notes Student: _____________________________ Date: _____________________ Teacher: ____________________________ What’s the big deal about note taking, anyway? Taking good notes in class helps you organize main ideas and key points so that your brain can organize the information better when you study later. Effective note taking makes for effective learning—and higher marks! Why take good notes? • Good note taking helps you focus on and therefore remember the content of what your

teacher has said. • Understanding key information from your notes helps you make connections to other

learning in the unit you are studying. As well, you will be able to make connections to other units, classes, or subjects.

• When you take good notes, you will require less time studying to know your course content. No time is wasted trying to figure out from your notes what your teacher presented a week, a month, or more ago.

How do you take good class notes? • Listen for and write down the main ideas. Classroom lessons, or lectures, are like paragraphs.

The main topic is usually presented first, and then the details to support it follow. • Write keywords from what is said. Don’t worry about spelling in your notes—just get the

main content down on paper. Teachers usually will say, “This is important,” or “Don’t forget this section.” These are cues your teachers are giving you. Are you listening?

• Put big ideas and small important details into your own words. You’ll usually remember your own words when you study more than you will remember the words of your teacher!

• Sit where you can see and hear, away from the “visiting” section of the class. Listening to others and your teacher at the same time doesn’t make for great note taking, nor for great memory retention later either.

• Create a system to keep main ideas and specific, but important details separate. You might use a highlighter for the main ideas, and bullets for the details. You decide what method will help you keep your points organized and understandable weeks later.

• Keep a separate space at the bottom of each page, or at the left or right side of the page, where you can interject your note taking with insights or questions that you may have. Parentheses ( ) work too!


Handout 4.2: Making a Flow Chart Student: _________________________ Date: __________________ Teacher: __________________________ What is a flow chart? A flow chart explains a process. Mapping a process is clearer when you use graphics or shapes. You can see the steps more easily. Therefore, if you want to explain the steps to make a sandwich, get a good grade on an ESL exam, or prepare for your future, try making a flow chart. Why use a flow chart? • It clarifies steps and possible stumbling blocks in a process. • You can review the process easily and see where it is working and if it needs to be changed. • Everyone in a group can clearly see the process and then discuss it. • If you have a problem or dilemma, you can break it down to look at the parts, as well as the

whole process. • The purpose of the process is presented clearly. How do you create a flow chart? 1. Choose shapes that will explain each step of the process. Make a legend so your reader

knows what direction and steps you are taking and why. See the examples below and what they could represent.

Start; Finish Direction of ideas

Connection between/among ideas

Decisions made

Or (this idea or that idea)

Choice Questions


Still thinking Action

2. Keep your descriptions of the steps in your process short. Use short phrases and single words

mostly when you are creating your flow chart.

3. The main direction of the process in your flow chart moves from the top to the bottom on the page. Look for examples of flow charts in science, geography, business, or math textbooks. You could also browse on the Internet for examples.

4. Try to keep your flow chart to one page.

Gen

eric

Rub

ric:

Uni

t 2, M

odul

e 4

– L

ayer

C

Stud

ent’

s Nam

e: _

____

____

____

____

____

____

____

____

__

D

ate

Due

: ___

____

____

____

__

Exp

ecta

tion

• U

se a

rese

arch

pro

cess

to lo

cate

and

sele

ct re

leva

nt c

aree

r inf

orm

atio

n fr

om a

var

iety

of s

ourc

es fo

r inc

lusi

on in

a p

ortfo

lio.

C

ateg

ory/

Cri

teri

a L

evel

1

Lev

el 2

L

evel

3

Lev

el 4

Po

ints

K

now

ledg

e of

con

tent

U

nder

stan

ding

of

proc

ess

- Dem

onst

rate

s lim

ited

know

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s som

e kn

owle

dge

and

unde

rsta

ndin

g

- Dem

onst

rate

s co

nsid

erab

le k

now

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s th

orou

gh k

now

ledg

e an

d un

ders

tand

ing

/5

Use

of p

lann

ing

and

proc

essi

ng sk

ills

Use

of c

ritic

al-th

inki

ng

skill

s (re

adin

g, re

sear

ch,

deci

sion

mak

ing)

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

lim

ited

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

lim

ited

effe

ctiv

enes

s

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

so

me

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

som

e ef

fect

iven

ess

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

co

nsid

erab

le

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

con

side

rabl

e ef

fect

iven

ess

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

a

high

deg

ree

of

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

a h

igh

degr

ee

of e

ffec

tiven

ess

/7

Expr

essi

on a

nd

orga

niza

tion

of id

eas

and

info

rmat

ion

in o

ral,

visu

al, a

nd w

ritte

n fo

rms

- Exp

ress

es a

nd

orga

nize

s ide

as a

nd

info

rmat

ion

with

lim

ited

effe

ctiv

enes

s

- Exp

ress

es a

nd

orga

nize

s ide

as a

nd

info

rmat

ion

with

som

e ef

fect

iven

ess

- Exp

ress

es a

nd

orga

nize

s ide

as a

nd

info

rmat

ion

with

co

nsid

erab

le

effe

ctiv

enes

s

- Exp

ress

es a

nd

orga

nize

s ide

as a

nd

info

rmat

ion

with

a h

igh

degr

ee o

f eff

ectiv

enes

s

/8

Tot

al P

oint

s

/20


Module 4

Gen

eric

Rub

ric:

Uni

t 2, M

odul

e 4

– L

ayer

B

Stud

ent’

s Nam

e: _

____

____

____

____

____

____

____

____

__

D

ate

Due

: ___

____

____

____

__

Exp

ecta

tion

• U

se a

rese

arch

pro

cess

to lo

cate

and

sele

ct re

leva

nt c

aree

r inf

orm

atio

n fr

om a

var

iety

of s

ourc

es fo

r inc

lusi

on in

a p

ortfo

lio.

C

ateg

ory/

Cri

teri

a L

evel

1

Lev

el 2

L

evel

3

Lev

el 4

Po

ints

K

now

ledg

e of

con

tent

U

nder

stan

ding

of p

roce

ss

- Dem

onst

rate

s lim

ited

know

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s som

e kn

owle

dge

and

unde

rsta

ndin

g

- Dem

onst

rate

s co

nsid

erab

le k

now

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s tho

roug

h kn

owle

dge

and

unde

rsta

ndin

g

/5

Use

of p

lann

ing

and

proc

essi

ng sk

ills

Use

of c

ritic

al-th

inki

ng

skill

s (re

adin

g, re

sear

ch,

deci

sion

mak

ing)

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

lim

ited

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

lim

ited

effe

ctiv

enes

s

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

so

me

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

som

e ef

fect

iven

ess

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

co

nsid

erab

le e

ffec

tiven

ess

- Use

s crit

ical

-thin

king

sk

ills w

ith c

onsi

dera

ble

effe

ctiv

enes

s

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

a

high

deg

ree

of

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

a h

igh

degr

ee

of e

ffec

tiven

ess

/5

Expr

essi

on a

nd

orga

niza

tion

of id

eas a

nd

info

rmat

ion

in o

ral,

visu

al,

and

writ

ten

form

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith li

mite

d ef

fect

iven

ess

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith so

me

effe

ctiv

enes

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith c

onsi

dera

ble

effe

ctiv

enes

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith a

hig

h de

gree

of

effe

ctiv

enes

s

/5

App

licat

ion

of k

now

ledg

e an

d sk

ills (

lear

ning

, te

chno

logy

) Tr

ansf

er o

f kno

wle

dge

and

skill

s to

new

con

text

s M

akin

g co

nnec

tions

with

in

and

betw

een

vario

us

cont

exts

(diff

eren

t job

s in

the

wor

kpla

ce)

- App

lies k

now

ledg

e an

d sk

ills w

ith li

mite

d ef

fect

iven

ess

- Tra

nsfe

rs k

now

ledg

e an

d sk

ills t

o ne

w c

onte

xts

with

lim

ited

effe

ctiv

enes

s - M

akes

con

nect

ions

with

lim

ited

effe

ctiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith so

me

effe

ctiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s to

new

con

text

s w

ith so

me

effe

ctiv

enes

s - M

akes

con

nect

ions

with

so

me

effe

ctiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith c

onsi

dera

ble

effe

ctiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s with

co

nsid

erab

le e

ffec

tiven

ess

- Mak

es c

onne

ctio

ns w

ith

cons

ider

able

eff

ectiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith a

hig

h de

gree

of

eff

ectiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s with

a h

igh

degr

ee o

f eff

ectiv

enes

s - M

akes

con

nect

ions

with

a

high

deg

ree

of

effe

ctiv

enes

s

/10

Tot

al P

oint

s

/25


Module 4

Gen

eric

Rub

ric:

Uni

t 2, M

odul

e 4

– L

ayer

A

Stud

ent’

s Nam

e: _

____

____

____

____

____

____

____

____

__

D

ate

Due

: ___

____

____

____

__

Exp

ecta

tion

• U

se a

rese

arch

pro

cess

to lo

cate

and

sele

ct re

leva

nt c

aree

r inf

orm

atio

n fr

om a

var

iety

of s

ourc

es fo

r inc

lusi

on in

a p

ortfo

lio.

Cat

egor

y/C

rite

ria

Lev

el 1

L

evel

2

Lev

el 3

L

evel

4

Poin

ts

Kno

wle

dge

of c

onte

nt

Und

erst

andi

ng o

f pro

cess

- Dem

onst

rate

s lim

ited

know

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s som

e kn

owle

dge

and

unde

rsta

ndin

g

- Dem

onst

rate

s co

nsid

erab

le k

now

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s tho

roug

h kn

owle

dge

and

unde

rsta

ndin

g

/4

Use

of p

lann

ing

and

proc

essi

ng

skill

s U

se o

f crit

ical

-thin

king

skill

s (r

eadi

ng, r

esea

rch,

dec

isio

n m

akin

g)

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

lim

ited

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

lim

ited

effe

ctiv

enes

s

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

so

me

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

som

e ef

fect

iven

ess

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

co

nsid

erab

le e

ffec

tiven

ess

- Use

s crit

ical

-thin

king

sk

ills w

ith c

onsi

dera

ble

effe

ctiv

enes

s

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

a

high

deg

ree

of

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

a h

igh

degr

ee

of e

ffec

tiven

ess

/8

Expr

essio

n an

d or

gani

zatio

n of

id

eas a

nd in

form

atio

n in

ora

l, vi

sual

, and

writ

ten

form

s U

se o

f con

vent

ions

(e.g

., ap

prop

riate

styl

e an

d fo

rmat

) an

d ap

prop

riate

voc

abul

ary

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith li

mite

d ef

fect

iven

ess

- Use

s con

vent

ions

(e.g

., ap

prop

riate

styl

e an

d fo

rmat

) and

app

ropr

iate

vo

cabu

lary

with

lim

ited

effe

ctiv

enes

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith so

me

effe

ctiv

enes

s - U

ses c

onve

ntio

ns (e

.g.,

appr

opria

te st

yle

and

form

at) a

nd a

ppro

pria

te

voca

bula

ry w

ith so

me

effe

ctiv

enes

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith c

onsi

dera

ble

effe

ctiv

enes

s - U

ses c

onve

ntio

ns (e

.g.,

appr

opria

te st

yle

and

form

at) a

nd a

ppro

pria

te

voca

bula

ry w

ith

cons

ider

able

eff

ectiv

enes

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith a

hig

h de

gree

of

effe

ctiv

enes

s - U

ses c

onve

ntio

ns (e

.g.,

appr

opria

te st

yle

and

form

at) a

nd a

ppro

pria

te

voca

bula

ry w

ith a

hig

h de

gree

of e

ffec

tiven

ess

/8

App

licat

ion

of k

now

ledg

e an

d sk

ills (

lear

ning

, tec

hnol

ogy)

Tr

ansf

er o

f kno

wle

dge

and

skill

s to

new

con

text

s M

akin

g co

nnec

tions

with

in a

nd

betw

een

vario

us c

onte

xts

(diff

eren

t job

s in

the

wor

kpla

ce)

- App

lies k

now

ledg

e an

d sk

ills w

ith li

mite

d ef

fect

iven

ess

- Tra

nsfe

rs k

now

ledg

e an

d sk

ills t

o ne

w c

onte

xts

with

lim

ited

effe

ctiv

enes

s - M

akes

con

nect

ions

with

lim

ited

effe

ctiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith so

me

effe

ctiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s to

new

con

text

s w

ith so

me

effe

ctiv

enes

s - M

akes

con

nect

ions

with

so

me

effe

ctiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith c

onsi

dera

ble

effe

ctiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s with

co

nsid

erab

le e

ffec

tiven

ess

- Mak

es c

onne

ctio

ns w

ith

cons

ider

able

eff

ectiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith a

hig

h de

gree

of

eff

ectiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s with

a h

igh

degr

ee o

f eff

ectiv

enes

s - M

akes

con

nect

ions

with

a

high

deg

ree

of

effe

ctiv

enes

s

/10

Tot

al P

oint

s

/30


Module 4


(GLC2O)

UNIT 2: EXPLORATION OF OPPORTUNITIES MODULE 5: Identify current trends in society and the community economy, and describe their effect on work opportunities and work environments.


Unit 2, Exploration of Opportunities: Module 5 Identify current trends in society and the economy, and describe their effect on work opportunities and work environments. Tasks • Layer C: Choose one of the C tasks below to gain 20 points. • Layer B: Choose two of the B tasks below to gain 50 points. • Layer A: Choose one of the A tasks below to gain 30 points. TOTAL: /100 NOTE TO TEACHER: A generic rubric for Layers C, B, and A activities is placed at the end of this module for your assessment and evaluation. C Tasks (Choose one.)

Choice Points (√)

C1 Define new occupation, emerging occupation, and evolving occupation. Give some examples of occupations for each group. Research Canada’s labour market and list some examples for each group. Use the TDSB Career Centre resource called Labour Market Snapshot. Go to <www.tdsb.on.ca> Program, Teaching and Learning > Guidance > Career Centre Resources > Labour Market Snapshot. There are four or more Labour Market Snapshots available, so you must read on to find your information. Write a summary of your findings. For help with this task, see Handout 3.1: How to Write a Summary.

20

C2 Look up the meaning of Canadian demographic. Where and how do you fit? Where do your parents, guardians, and grandparents fit into the Canadian demographic? Look up the needs and wants for each group. Write a summary of your findings. For help with this task, see Handout 3.1: How to Write a Summary.

20

C3 What are the advantages of speaking another language? What language(s) do you speak? Research immigration in Canada. List ten factors why people from other countries come to Canada. What areas of Canada are the top destinations for work? Why do you think these are the top destinations? Create a dialogue between you and a newcomer to Canada. Include the information you discovered here. See your English grammar text to see the conventions of writing the dialogue.

20



Choice Points (√)

B1 Why are Calgary and Edmonton strong current and future areas for work in Canada? List five factors as to why these areas are so strong. You may consider their industry as one factor. How does Ontario compare with Alberta in the five factors you have chosen? Use a graphic organizer such as a concept map to present your data. For an example of a graphic organizer, see Handout 1.8: Concept Map.

25

B2 What’s happening in the auto industry? We hear about layoffs and great deals on buying cars. Research the Canadian auto industry to see where the industry is now and where it will be in a few years. Write a paragraph that could be used in a newspaper. For help with this task, see Handout 1.6: Writing a Paragraph.

25

B3 One of the emerging job markets is the environment. What are some of the current and future occupations related to the environment? What areas of Canada are hot now, and why? Create an eco-friendly brochure to present your data—current and future occupations and the areas of Canada where you will find them. For help with this task, see Handout 1.5: Creating a Brochure.

25

B4 Define biotechnology. How does science fit into this future work market? What are some of the occupations emerging in this industry? What skills are in demand? What high school math do you need to have for biotechnology occupations? Put your information into a summary. For help with this task, see Handout 3.1: How to Write a Summary.

25

B5 Aerospace is not on the radar screen of most students who are looking for future opportunities. Using some of the previous websites, such as Human Resources Skills Development Canada, research emerging occupations the aerospace sector. Take notes on your research. For help with this task, see Handout 4.1: Taking Good Notes.

25

B6 Multimedia is where it’s at for many teens. Multimedia includes the Internet, digital cameras for video and film, blogs, and video games. What skills are required for jobs in these areas? What education do you need? What advice would you give someone who is interested in this field of work. Write a short report. For help with this task, see Handout 2.1: How to Write a Report.

25



Choice Points (√)

A1 About 70 percent of all new jobs created over the next five years are expected to require some sort of post-secondary education. Lifelong learning is a reality for the workforce today. How will this affect you? Evaluate your future plans. Develop a plan for the next three years. Write out your plan in a form of your choice, but leave room to update the same plan for the three years that follow.

30

A2 Choose one of the emerging industries from Layer B. Research five occupations in that sector that you would like to know more about. Look into education, wages, and future growth areas in Canada. Again, use the websites presented in previous tasks, including Career Cruising and HRSDC, if you like. Create an overview report with details to put into your portfolio. For help with this task, see Handout 2.1: How to Write a Report.

30

A3 New industries mean safety issues, new skill requirements, job security and benefits, and emerging work-style alternatives. How will all of these influence job opportunities and work environments for you? If you could create your ideal new job, what would it look like and feel like overall? Describe it, design it, and then present it in a creative way to your teacher and classmates.

30

Gen

eric

Rub

ric:

Uni

t 2, M

odul

e 5

– L

ayer

C

Stud

ent’

s Nam

e: _

____

____

____

____

____

____

____

____

__

D

ate

Due

: ___

____

____

____

__

Exp

ecta

tion

• Id

entif

y cu

rren

t tre

nds i

n so

ciet

y an

d th

e ec

onom

y, a

nd d

escr

ibe

thei

r eff

ect o

n w

ork

oppo

rtuni

ties a

nd w

ork

envi

ronm

ents

.

Cat

egor

y/C

rite

ria

Lev

el 1

L

evel

2

Lev

el 3

L

evel

4

Poin

ts

Kno

wle

dge

of c

onte

nt

Und

erst

andi

ng o

f pr

oces

s

- Dem

onst

rate

s lim

ited

know

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s som

e kn

owle

dge

and

unde

rsta

ndin

g

- Dem

onst

rate

s co

nsid

erab

le k

now

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s th

orou

gh k

now

ledg

e an

d un

ders

tand

ing

/5

Use

of p

lann

ing

and

proc

essi

ng sk

ills

Use

of c

ritic

al-th

inki

ng

skill

s (re

adin

g, re

sear

ch,

deci

sion

mak

ing)

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

lim

ited

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

lim

ited

effe

ctiv

enes

s

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

so

me

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

som

e ef

fect

iven

ess

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

co

nsid

erab

le

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

con

side

rabl

e ef

fect

iven

ess

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

a

high

deg

ree

of

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

a h

igh

degr

ee

of e

ffec

tiven

ess

/7

Expr

essi

on a

nd

orga

niza

tion

of id

eas

and

info

rmat

ion

in o

ral,

visu

al, a

nd w

ritte

n fo

rms

- Exp

ress

es a

nd

orga

nize

s ide

as a

nd

info

rmat

ion

with

lim

ited

effe

ctiv

enes

s

- Exp

ress

es a

nd

orga

nize

s ide

as a

nd

info

rmat

ion

with

som

e ef

fect

iven

ess

- Exp

ress

es a

nd

orga

nize

s ide

as a

nd

info

rmat

ion

with

co

nsid

erab

le

effe

ctiv

enes

s

- Exp

ress

es a

nd

orga

nize

s ide

as a

nd

info

rmat

ion

with

a h

igh

degr

ee o

f eff

ectiv

enes

s

/8

Tot

al P

oint

s

/20


Module 5

Gen

eric

Rub

ric:

Uni

t 2, M

odul

e 5

– L

ayer

B

Stud

ent’

s Nam

e: _

____

____

____

____

____

____

____

____

__

D

ate

Due

: ___

____

____

____

__

Exp

ecta

tion

• Id

entif

y cu

rren

t tre

nds i

n so

ciet

y an

d th

e ec

onom

y, a

nd d

escr

ibe

thei

r eff

ect o

n w

ork

oppo

rtuni

ties a

nd w

ork

envi

ronm

ents

.

Cat

egor

y/C

rite

ria

Lev

el 1

L

evel

2

Lev

el 3

L

evel

4

Poin

ts

Kno

wle

dge

of c

onte

nt

Und

erst

andi

ng o

f pro

cess

- Dem

onst

rate

s lim

ited

know

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s som

e kn

owle

dge

and

unde

rsta

ndin

g

- Dem

onst

rate

s co

nsid

erab

le k

now

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s tho

roug

h kn

owle

dge

and

unde

rsta

ndin

g

/5

Use

of p

lann

ing

and

proc

essi

ng sk

ills

Use

of c

ritic

al-th

inki

ng

skill

s (re

adin

g, re

sear

ch,

deci

sion

mak

ing)

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

lim

ited

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

lim

ited

effe

ctiv

enes

s

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

so

me

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

som

e ef

fect

iven

ess

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

co

nsid

erab

le e

ffec

tiven

ess

- Use

s crit

ical

-thin

king

sk

ills w

ith c

onsi

dera

ble

effe

ctiv

enes

s

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

a

high

deg

ree

of

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

a h

igh

degr

ee

of e

ffec

tiven

ess

/5

Expr

essi

on a

nd

orga

niza

tion

of id

eas a

nd

info

rmat

ion

in o

ral,

visu

al,

and

writ

ten

form

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith li

mite

d ef

fect

iven

ess

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith so

me

effe

ctiv

enes

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith c

onsi

dera

ble

effe

ctiv

enes

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith a

hig

h de

gree

of

effe

ctiv

enes

s

/5

App

licat

ion

of k

now

ledg

e an

d sk

ills (

lear

ning

, te

chno

logy

) Tr

ansf

er o

f kno

wle

dge

and

skill

s to

new

con

text

s M

akin

g co

nnec

tions

with

in

and

betw

een

vario

us

cont

exts

(diff

eren

t job

s in

the

wor

kpla

ce)

- App

lies k

now

ledg

e an

d sk

ills w

ith li

mite

d ef

fect

iven

ess

- Tra

nsfe

rs k

now

ledg

e an

d sk

ills t

o ne

w c

onte

xts

with

lim

ited

effe

ctiv

enes

s - M

akes

con

nect

ions

with

lim

ited

effe

ctiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith so

me

effe

ctiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s to

new

con

text

s w

ith so

me

effe

ctiv

enes

s - M

akes

con

nect

ions

with

so

me

effe

ctiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith c

onsi

dera

ble

effe

ctiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s with

co

nsid

erab

le e

ffec

tiven

ess

- Mak

es c

onne

ctio

ns w

ith

cons

ider

able

eff

ectiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith a

hig

h de

gree

of

eff

ectiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s with

a h

igh

degr

ee o

f eff

ectiv

enes

s - M

akes

con

nect

ions

with

a

high

deg

ree

of

effe

ctiv

enes

s

/10

Tot

al P

oint

s

/25


Module 5

Gen

eric

Rub

ric:

Uni

t 2, M

odul

e 5

– L

ayer

A

Stud

ent’

s Nam

e: _

____

____

____

____

____

____

____

____

__

D

ate

Due

: ___

____

____

____

__

Exp

ecta

tion

• Id

entif

y cu

rren

t tre

nds i

n so

ciet

y an

d th

e ec

onom

y, a

nd d

escr

ibe

thei

r eff

ect o

n w

ork

oppo

rtuni

ties a

nd w

ork

envi

ronm

ents

.

Cat

egor

y/C

rite

ria

Lev

el 1

L

evel

2

Lev

el 3

L

evel

4

Poin

ts

Kno

wle

dge

of c

onte

nt

Und

erst

andi

ng o

f pro

cess

- Dem

onst

rate

s lim

ited

know

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s som

e kn

owle

dge

and

unde

rsta

ndin

g

- Dem

onst

rate

s co

nsid

erab

le k

now

ledg

e an

d un

ders

tand

ing

- Dem

onst

rate

s tho

roug

h kn

owle

dge

and

unde

rsta

ndin

g

/4

Use

of p

lann

ing

and

proc

essi

ng sk

ills

Use

of c

ritic

al-th

inki

ng

skill

s (re

adin

g, re

sear

ch,

deci

sion

mak

ing)

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

lim

ited

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

lim

ited

effe

ctiv

enes

s

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

so

me

effe

ctiv

enes

s - U

ses c

ritic

al-th

inki

ng

skill

s with

som

e ef

fect

iven

ess

- Use

s pla

nnin

g an

d pr

oces

sing

skill

s with

co

nsid

erab

le e

ffec

tiven

ess

- Use

s crit

ical

-thin

king

sk

ills w

ith c

onsi

dera

ble

effe

ctiv

enes

s

- Use

s pla

nnin

g an

d pr

o-ce

ssin

g sk

ills w

ith a

hig

h de

gree

of e

ffec

tiven

ess

- Use

s crit

ical

-thin

king

sk

ills w

ith a

hig

h de

gree

of

eff

ectiv

enes

s

/8

Expr

essi

on a

nd

orga

niza

tion

of id

eas a

nd

info

rmat

ion

in o

ral,

visu

al,

and

writ

ten

form

s U

se o

f con

vent

ions

(e.g

., ap

prop

riate

styl

e an

d fo

rmat

) and

app

ropr

iate

vo

cabu

lary

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith li

mite

d ef

fect

iven

ess

- Use

s con

vent

ions

(e.g

., ap

prop

riate

styl

e an

d fo

rmat

) and

app

ropr

iate

vo

cabu

lary

with

lim

ited

effe

ctiv

enes

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith so

me

effe

ctiv

enes

s - U

ses c

onve

ntio

ns (e

.g.,

appr

opria

te st

yle

and

form

at) a

nd a

ppro

pria

te

voca

bula

ry w

ith so

me

effe

ctiv

enes

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith c

onsi

dera

ble

effe

ctiv

enes

s - U

ses c

onve

ntio

ns (e

.g.,

appr

opria

te st

yle

and

form

at) a

nd a

ppro

pria

te

voca

bula

ry w

ith

cons

ider

able

eff

ectiv

enes

s

- Exp

ress

es a

nd o

rgan

izes

id

eas a

nd in

form

atio

n w

ith a

hig

h de

gree

of

effe

ctiv

enes

s - U

ses c

onve

ntio

ns (e

.g.,

appr

opria

te st

yle

and

form

at) a

nd a

ppro

pria

te

voca

bula

ry w

ith a

hig

h de

gree

of e

ffec

tiven

ess

/8

App

licat

ion

of k

now

ledg

e an

d sk

ills (

lear

ning

, te

chno

logy

) Tr

ansf

er o

f kno

wle

dge

and

skill

s to

new

con

text

s M

akin

g co

nnec

tions

with

in

and

betw

een

vario

us

cont

exts

(diff

eren

t job

s in

the

wor

kpla

ce)

- App

lies k

now

ledg

e an

d sk

ills w

ith li

mite

d ef

fect

iven

ess

- Tra

nsfe

rs k

now

ledg

e an

d sk

ills t

o ne

w c

onte

xts

with

lim

ited

effe

ctiv

enes

s - M

akes

con

nect

ions

with

lim

ited

effe

ctiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith so

me

effe

ctiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s to

new

con

text

s w

ith so

me

effe

ctiv

enes

s - M

akes

con

nect

ions

with

so

me

effe

ctiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith c

onsi

dera

ble

effe

ctiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s with

co

nsid

erab

le e

ffec

tiven

ess

- Mak

es c

onne

ctio

ns w

ith

cons

ider

able

eff

ectiv

enes

s

- App

lies k

now

ledg

e an

d sk

ills w

ith a

hig

h de

gree

of

eff

ectiv

enes

s - T

rans

fers

kno

wle

dge

and

skill

s with

a h

igh

degr

ee o

f eff

ectiv

enes

s - M

akes

con

nect

ions

with

a

high

deg

ree

of

effe

ctiv

enes

s

/1

0

Tot

al P

oint

s

/30


Module 5


(GLC2O)

UNIT 2: EXPLORATION OF OPPORTUNITIES MODULE 6: Identify a broad range of options for present and future learning, work, and community involvement.


Unit 2, Exploration of Opportunities: Module 6 Identify a broad range of options for present and future learning, work, and community involvement. Tasks • Layer C: Choose one of the C tasks below to gain 20 points. • Layer B: Choose one of the B tasks below to gain 50 points. • Layer A: Choose one of the A tasks below to gain 30 points. TOTAL: /100 NOTE TO TEACHER: A generic rubric for Layers C, B, and A activities is placed at the end of this module for your assessment and evaluation. C Tasks (Choose one) Choice

Points (√) C1 Make vocabulary cards for key terms listed on Handout 6.1: Learning Opportunities.

20

C2 List ten volunteer opportunities available in your school and/or your community. Include the name of the contact person(s) and the telephone number(s) for each of these opportunities.

20

C3 Make a three-column table. List three people in your life who have offered career advice. Describe what career advice they have given you and what you think of their advice. Use the following headings for your table: Name of Person, Advice Given, and Your Opinion of the Advice.

20

B Tasks (Choose one) Choice

Points (√) B1 Write a one-page letter to a new student who has recently moved to your school, in which you describe the volunteer opportunities available in your school and/or community. Include the contact information (e.g., name of the person, department, location, address, telephone number). Use proper business letter format. For help with this task, see Handout 6.2: Business Letter Format

50

B2 Make a poster advertising the volunteer opportunities available in your school and/or your community. Include the contact information (e.g., name of the person, department, location, address, telephone number). For help with this task, see Handout 6.4: Creating a Poster/PowerPoint Presentation and Handout 6.5: Poster Evaluation Rubric

50


ChoicePoints (√)

B3 Make a chart and describe the advantages and disadvantages of each of the four post-secondary learning options (e.g., apprenticeships, community college, university, on-the-job training). Based on your personal interests, competencies, and aspirations, identify which option is best suited for you and why.

50


Points (√) A1 Complete five hours of Volunteer Work. Obtain the “Community Involvement Passport” from your Guidance Department. Make sure the volunteer activity is an approved activity. When you have finished your volunteer work, complete the “Community Involvement Passport” and submit to your teacher and Guidance Department so that the hours can be added to your school record. For help with this activity, see <www.volunteertoronto.ca> and <www.tdsb.on.ca/summerdestinations>.

30

A2 Complete five hours of a job-shadowing experience. Then complete Handout 6.3: Job-Shadowing Experience.

30

A3 Make a poster or a PowerPoint presentation advertising the Co-op Education opportunities available in your school. The presentation must include the following:

• What is Co-op? • Why take Co-op? • Who is eligible for co-op/ • Placement opportunities available through your school’s Co-op

Education Department • How do you sign up for Co-op?

You will need to meet with a Co-op teacher in your school to research the information for the poster/presentation. For help with this task, see Handout 6.4: Creating a Poster or PowerPoint Presentation, Handout 6.5: Poster Evaluation Rubric, and Handout 6.6: PowerPoint Evaluation Rubric.

30


Handout 6.1: Learning Opportunities Student’s Name: ___________________________ Date Due: __________ Teacher’s Name: ________________________ Part A

Make separate vocabulary cards, complete with definitions, for the following key terms:

• Co-operative Education

• Job Shadowing

• Job Twinning

• Volunteer Work

• Part-time Work

• On-the-job Training

• Apprenticeship

• Community College

• University

• Bachelor’s Degree

• Trade

• Diploma

Part B

Write a sentence for each word above as it pertains to your interest in that area.


Handout 6.2: Business Letter Format Main Features of a Good Business Letter • Left justified • Two spaces between each line in the body part • No spelling or grammatical errors • When the letter is complete, adjust the letter on the page so that the margins at the top and the

bottom of the page are equal. The letter is still left justified, but placed in the centre of the page.

THE OUTSIDE ADDRESS: This is your address.

THE DATE: Use date letter written.

THE INSIDE ADDRESS: This is the name and address of the person to whom you are sending the letter.

SALUTATION: Dear ________________:

BODY OF THE LETTER: Use two or three paragraphs to describe the information you want to convey.

COMPLIMENTARY CLOSING: Use Yours truly or Sincerely,

Leave four or five spaces and then

TYPE YOUR NAME: Do not forget to sign your letter, in pen, in the space above your name.

ENCLOSURES: List only the items (if any) included with the letter.


Handout 6.3: Job-Shadowing Experience (page 1 of 2) Student’s Name: ___________________________ Date Due: __________ Teacher’s Name: ________________________ What is Job Shadowing? Job Shadowing is a one-on-one observation of a worker at a place of employment for one working day. It involves the pairing of a student with a worker in a specific occupation.

Complete the following information, questions, reflection, and submit to your teacher.

Name of Placement: ____________________________________________________________

Name of Contact Person: ________________________________________________________

Contact Person’s Telephone Number: _____________________________________________

Start Date: ____________________________________________________________________

Date of Completion: ____________________________________________________________

Contact Person’s Signature: _____________________________________________________

Student’s Signature: _______________________________________________________


Handout 6.3: Job-Shadowing Experience (page 2 of 2)

Write or type the answers to the following questions:

1. What resources, services, or products does the agency/company provide?

2. How many employees does the agency/company employ?

3. What activities did you observe during your visit?

4. List the different kinds of jobs there are in the company and the education required for each job.

5. What skills/attributes does the employer look for when hiring a new employee?

6. What are some of the reasons for an employee being fired?

7. List five things you liked about the job-shadowing experience.

8. List five things you did not like about the job-shadowing experience.

Reflection

What did you learn from this experience? Write one paragraph using correct spelling and grammar. For help in writing a paragraph, see Handout 1.6: Writing a Paragraph.


Handout 6.4: Creating a Poster or PowerPoint Presentation

What is a poster? A poster is a visual image with some text used to convey a message. Posters are an easy, inexpensive, and quick way to get a point across to a large number of people. How do you create a poster or PowerPoint presentation?

• Decide on a message or focus. • Select a target audience. • Address the 5W`s + How, using facts to support your message.

Who What When Where Why How

• Research your information. • Use large, colourful, eye-catching photos, clip art, pictures from magazines, graphics

(they should be easy to read from a distance). • Use a combination of visuals (photos, clip art, pictures from magazines, graphics) and

text in an eye-catching design. • Include the name of the organization, its logo, and contact information.

• Create a rough draft. Get feedback from other people before you complete the final poster

or PowerPoint presentation.

• Make it look professional. It should be neat and easy to read or view. Note: Read Handout 6.5: Poster Evaluation Rubric or Handout 6.6: PowerPoint Rubric to understand more fully what is expected for this task.


Handout 6.5: Poster Evaluation Rubric

Criteria Level 1 Level 2 Level 3 Level 4 Knowledge/ Understanding

Effective use of colour, symbols, and graphics

- Colour and/or symbols and graphics are unclear and do not support the theme of the poster

- Colours and/or symbols and graphics minimally support the theme of the poster

- Colours and/or symbols and graphics effectively support the theme of poster

- Colours and/or symbols and graphics are very effectively used, making the message or purpose obvious to the targeted audience

Thinking Evidence of research Presents a clear message

- Demonstrates little evidence of research - Demonstrates very limited evidence of a clear message

- Demonstrates some evidence of research in text and/or symbols (e.g., in sourcing of imagery) - Demonstrates some evidence of a clear message, but it is sometimes unclear

- Demonstrates clear evidence of research in text and symbols (e.g., in sourcing of imagery) - Demonstrates a clear message

- Demonstrates evidence of consi-derable research in text and symbols (e.g., in sourcing of imagery) - Provides support for a clear message, using persuasive detail

Communication Clear expression of ideas and presentation of a point of view Effective use of text and captions

- Communicates information as isolated pieces in a random fashion - Text and captions are poorly displayed, and the message is unclear

- Communicates important information, but without a clear theme, message, or overall structure - Text and captions are clearly displayed, but do not support the message

- Clearly communicates the theme, message, or point of view to the targeted audience - Text and captions support the message

- Clearly and effectively communicates the theme, message, or point of view to the targeted audience - Text and captions deliver the message with impact

Application Overall impact and creativity

- Demonstrates limited effort in presentation; text and visuals do not complement each other; limited creativity and appeal to the eye

- Visuals and texts are clear, though their connection may not be obvious; design may show a hint of the unusual or creative

- Demonstrates clear effort and thoughtful preparation, with elements of creativity in the text or in the visual components

- Demonstrates a powerful combination of visuals and text in an eye-catching design


Handout 6.6: PowerPoint Evaluation Rubric

Criteria Level 1 Level 2 Level 3 Level 4

Knowledge/ Understanding

- Content is confusing or contains one or more factual errors

- Content is generally accurate, but contains one factual error

- Most of the content is accurate and contains relevant information

- All the content is accurate and there are no factual errors

Thinking

- Is poorly researched and lacks development

- Demonstrates minimal research and development

- Is well researched and developed

- Is extremely well researched and developed

Communication

- Lacks a clear plan for the organization of the information - Contains more that two grammatical and/ or spelling errors

- Some information is logically sequenced, but an occasional slide or piece of information seems out of place - Contains one or two grammatical errors, but has no spelling errors

- Most information is organized in a logical sequence, but one slide or piece of information seems out of place - Contains one spelling error, but has no grammatical errors

- Information is organized in a clear, logical way, and the message is clear and effective - Contains no spelling or grammatical errors

Application

- Demonstrates limited effort in preparation and minimal creativity - Several graphics/ font size and formatting are unattractive and detract from the content and/or are hard to read

- Demonstrates some effort and shows some preparation and some creativity - Some graphics/font size and formatting are unattractive and does not support the topic; may be hard to read

- Demonstrates clear effort, thoughtful preparation and creativity - Most of the graphics/ font size and formatting are attractive and enhances the content and readability

- Demonstrates exceptional preparation and creativity - All graphics/font size and formatting are attractive and enhances the content and readability


(GLC2O)

UNIT 3: PREPARATION FOR TRANSITIONS AND CHANGE MODULE 7: Use appropriate decision-making and planning processes to set goals and develop a career plan.


Unit 3, Preparation for Transitions and Change: Module 7 Use appropriate decision-making and planning processes to set goals and develop a career plan. Tasks • Layer C: Choose one of the C tasks below to gain 20 points. • Layer B: Choose one of the B tasks below to gain 50 points. • Layer A: Choose one of the A tasks below to gain 30 points. TOTAL: /100 NOTE TO TEACHER: A generic rubric for Layers C, B, and A activities is placed at the end of this module for your assessment and evaluation. C Tasks (Choose one.) Choice

Points (√) C1 Complete Handout 7.1: Discover Your Interests. Choose five of your favourite subjects in school. For each subject, list five occupations that are related to that subject. Define the term goal then list two goals you want to achieve in the next three years.

20

C2 Complete Handout 7.1: Discover Your Interests and Handout 7.2: Career-Plan Vocabulary. List two goals you want to achieve in the next three years.

20

C3 Complete Handout 7.1: Discover Your Interests. Define short-term goals and long-term goals and give three examples of each. Ask a friend what their short-term and long-term goals are.

20


B Tasks (Choose one.) Choice

Points (√) B1 Develop a list of five criteria that you would use to evaluate an occupation and why each of the criteria are useful when researching an occupation. For help with this task, see <www.nextsteps.org>.

50

B2 What is the best way to make a career decision? Research several websites and make a list of five websites that are designed to help teenagers make choices about occupations. Prepare a summary description for each website. From your research, indicate in a short written report which advice you like and write on how this advice will help you achieve your career goal. The report can be typed or handwritten in legible writing. For help with this task, see Handout 3.1: How to Write a Summary and Handout 2.1: How to Write a Report.

50

B3 Survey five school staff members (e.g., teachers, secretaries, caretakers, cafeteria workers, principal, vice-principals, social worker, and educational assistants). Complete Handout 7.3: School Staff Survey.

50


Points (√) A1 Steps to achieving your career goals are organized into a Career Plan. Using the information you have learned about yourself from this module and/or previous lessons, produce a career plan that includes the following information needed to achieve your career goals:

• secondary school courses • activities in the school and community • post-secondary options

Your plan can be in the form of a poster or PowerPoint presentation or written report. For help with this activity, see Handout 7.4: Career/Life Planning Process, Handout 1.7: Outline for Writing an Essay, Handout 1.6: Writing a Paragraph, Handout 6.5: Poster Evaluation Rubric, and Handout 6.6: PowerPoint Evaluation Rubric.

30

A2 Using the information you have learned about yourself from this module and/or previous lessons, list your three career goals. Also identify three potential barriers that could interfere with the achievement of your career goals. List decisions or solutions that you could use to overcome each barrier.

30


Choice Points (√)

A3 Obtain your Credit Counselling Summary from your Guidance Department (this summary lists all the courses you have taken, are currently taking, and your credits). Using your Credit Counselling Summary as a guide, complete Handout 7.5: My Secondary School Planning Chart. • For all the courses you have successfully completed, name each course and

its course code. • For all the courses you are currently taking, name the course and the course

code. • Record the number of community involvement hours you have completed. • Indicate whether or not you have successfully completed the provincial

literacy (EQAO) requirements. Complete your plan for high school courses you will need to take in order to graduate from high school. Include any missing requirements, such as 40 hours of community involvement and EQAO. Note: You may need help completing the planning chart; so consult your teacher and/or your school’s guidance counsellor.

30


Handout 7.1: Discover Your Interests

Student’s Name: ___________________________ Date Due: __________

Teacher’s Name: ___________________________

For each symbol below, write your answer at the appropriate area.

Three words that describe me best (ask a friend) I dream of

Four activities I like do Two skills I have

Three school subjects I enjoy Five important people important in my life


One value important to my happiness Two songs that I like

Four occupations I am interested in Three key things I have learned about myself


Handout 7.2: Career Plan Vocabulary


Teacher’s Name: ___________________________

Make vocabulary cards, complete with definitions, for each of the following key terms:

• Job

• Occupation

• Career

• Post-secondary

• Career Centre

• Career Cluster

• Career Plan

• Attitude

• OSSD

• Career Goal

• Skill

• Transferable Skill

• Barrier

• Personal Profile


Handout 7.3: School Staff Survey Student’s Name: ___________________________ Date Due: __________ Teacher’s Name: ___________________________ STAFF MEMBER SCHOOL

POSITION FIRST

PAID JOB HOW

MUCH HE/SHE

WAS PAID

LIST ONE TRANSFERABLE

SKILL HE/SHE LEARNED

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

List three things you have learned from doing this survey that can help you with your career planning:


Handout 7.4: Career/Life Planning Process

Source: School-to-Work Connections (Grades 9–12), Toronto District School Board, 2004.

Self-KnowledgeSelf-Knowledge Interests InterestsSkills, Abilities, AptitudesSkills, Abilities, Aptitudes Values Values Personal Style Personal Style

Career KnowledgeCareer KnowledgeCommunity/LeisureCommunity/LeisureEducationEducationOccupations/JobsOccupations/Jobs

Ac tio n!Long-TermLong-Term

Vision Vision Goal Setting Goal Setting

DecisionDecisionMakingMaking

What’sWhat’soutouttherethereforforme?me?

WhatWhatshouldshouldIIchoose?choose?

GoalsGoals

GoalsGoals

GoalsGoals

HowHowwillwillIIgetgetthere?there?

WhoWhoamamI?I?

Career/Life PlanningCareer/Life PlanningProcessProcess


Handout 7.5: My Secondary School Planning Chart Student’s Name: ___________________________ Date Due: __________ Teacher’s Name: ___________________________

COMPULSORY CREDITS CREDITS SUBJECT YEAR 1

Grade 9 YEAR 2 Grade 10

YEAR 3 Grade 11

YEAR 4 Grade 12

4 English * ( 1 per grade) 3 Math (1 credit in Grade 11

or 12 )

2 Science 1 Canadian History 1 Canadian Geography 1 The Arts 1 Health & Physical

Education

1 French as a Second Language

0.5 Career Studies 0.5 Civics

Plus one additional credit from each of the following groups:

GROUP 1: Additional credit in English OR French as a Second Language OR Native Language OR a Classical or International Languages OR Social Sciences and The Humanities OR Canadian and World Studies OR Guidance and Career Education OR Cooperative Education **

1 GROUP 2: Additional credit in Health and Physical Education OR the Arts OR Business Studies OR Cooperative Education**

1 GROUP 3: Additional credit in Science OR Technology Education OR Cooperative Education **

1

PLUS

12 OPTIONAL CREDITS

* A maximum of three ESL or ELD may be counted toward the four compulsory credits in English, but a fourth must be earned for a

Grade 12 compulsory English. ** A maximum of two credits in Cooperative Education.

40 Hours of Community Involvement YES NO

Provincial Literacy requirement YES NO


(GLC2O)

UNIT 3: PREPARATION FOR TRANSITIONS AND CHANGE MODULE 8: Analyze changes taking place in their personal lives, community, and the economy, and identify strategies to facilitate smooth transitions during change.


Unit 3, Preparation for Transitions and Change: Module 8 Analyze changes taking place in their personal lives, their community, and the economy, and identify strategies to facilitate smooth transitions during change.

Tasks • Layer C: Choose one of the C tasks below to gain 20 points. • Layer B: Choose one of the B tasks below to gain 50 points. • Layer A: Choose one of the A tasks below to gain 30 points. TOTAL: /100 NOTE TO TEACHER: A generic rubric for Layers C, B, and A activities is placed at the end of this module for your assessment and evaluation. C Tasks (Choose one.) Choice

Points (√) C1 Complete Handout 8.1: My Community. 20 C2 Go to <www.youthjobs.gov.on.ca>. Choose five different links and complete Handout 8.2: Youth Opportunities Ontario.

20

C3 Go to <www.monster.ca>. Under “Career Centre,” click on “Self-Assessment,” then on “Monster Quizzes and Tools.” Click on “Workstyle Quizzes.” Complete the following two Quizzes:

• “Are you cut out for teamwork?” • “What’s your work style?”

Now complete Handout 8.3: Monster Change and Transitions.

20


Points (√) B1 Go to <www.servicecanada.gc.ca>. In the centre of the page under “Programs and Services for You, All Canadians,” click on “Social Insurance Number (SIN).” Read who is eligible and what documents are required. Download the application form, complete it, and submit it online or to your teacher. When you get your SIN card, show it to your teacher. If you already have a SIN card, show it to your teacher.

50


Choice Points (√)

B2 Interview a person on the topic of dealing with change and transition. To complete the assignment, use Handout 8.4: The Changing Workplace, Then and Now – Questions and Handout 8.5: The Changing Workplace, Then and Now – Reflection.

50

B3 Use magazines, newspapers, and brochures to construct a collage entitled “The Impact of Technology on Future Life and Work.” Include 15 to 20 visuals, and then write a one-sentence descriptor for each visual as it relates to the topic.

50


Points (√) A1 Canada’s workplace has spent much of the last decade or so transforming itself into what called a “knowledge-based” economy. Write a one-page essay (double-spaced), describing what this statement means to you and how will it change the type of work you will do in the future. For help with this task, see Handout 1.7: Outline for Writing an Essay, Handout 1.8: Concept Map, and <www.cbc.ca/news/work/disappearingjobs>.

30

A2 Define the following terms: Job Sharing, Contract Work, Full- Time Permanent Work, Flex Time, Self-Employed, Shift Work, Part-Time Work. Choose two ways in which how people work has changed over the last ten years. Write a one-page essay (double-spaced), describing what these changes are and how have they impacted current work and personal life. For help with this task, see Handout 1.7: Outline for Writing an Essay and Handout 1.8: Concept Map.

30

A3 Recall a situation in your life where you had to deal with change. Write a one-page essay (double-spaced), in which you describe the situation and identify five positive ways you dealt with transition and change and how it was beneficial in your personal life. For help with this task, see Handout 1.7: Outline for Writing an Essay and Handout 1.8: Concept Map.

30


Handout 8.1: My Community Student’s Name: ___________________________ Date Due: __________ Teacher’s Name: ___________________________ Think of businesses or community services located in your community (e.g., retail stores, grocery stores, cleaners, recreation centres). Using the graphic organizer below:

1. Put your name in the central square. 2. In each of the other squares, fill in the following information about one of the businesses

or community services: • company name • product(s)/service(s) provided • estimated number of employees • frequency of use by you or your family • type of transportation needed to get there (e.g., walking, TTC, car)

3. Circle the square of the place where you would like to get a part-time job. Write a sentence explaining what type of job you would like to get there and why.

_________

Name


Handout 8.2: Youth Opportunities Ontario (page 1 of 2)


Teacher’s Name: ___________________________

SITE INFORMATION HOW YOU CAN USE THIS INFORMATION


Handout 8.2: Youth Opportunities Ontario (page 2 of 2)

SITE INFORMATION HOW YOU CAN USE THIS INFORMATION


Handout 8.3: Monster Change and Transitions


Teacher’s Name: ___________________________

1. Go to <www.monster.ca>.

2. Under “Career Centre,” click on “Self-Assessment.” 3. Then click on “Monster Quizzes and Tools.” 4. Finally, click on “Workstyle Quizzes” and complete the following two Quizzes:

• “Are you cut out for teamwork?” (Score________) • “What’s your work style?” (Score________)

5. Write two paragraphs describing what you have learned by completing the two quizzes, and

identify some of the personal and work-related transitions you may need to consider and/or develop. For help with this, see Handout 1.6: Writing a Paragraph.


Handout 8.4: The Changing Workplace, Then and Now – Questions

1. Interview an adult who has been working for at least five to ten years. The person can be a relative, teacher, parent, guardian, caregiver, employer, or volunteer supervisor.

2. Be sure the person you are interviewing understands each question, and then record the

answer he or she gives you. (Do not be afraid to ask the person to elaborate, when necessary, if you do not understand what they are saying.)

Questions

Student’s Name: ___________________________ Date of Interview: __________

Interviewee’s Name: ________________________ Relationship: ______________

1. Describe your present job (responsibilities, salary, benefits, typical day). 2. What education and preparation is required for your present job?

3. What was your first job? How did you find it?

4. What influenced you in your selection of jobs?

5. Who influenced you in your job selection?

6. What are the most important skills for success in your present work?

7. Do you work as a team member and/or as an individual? Explain in what situations you do so.

8. What changes have taken place in your workplace in the last five to ten years? What has caused these changes?

9. What advice would you give to a young person entering your career area?

10. How did you find your present work?

11. How is finding work different today compared to ten years ago? 12. What is the future outlook for potential employment in your present career area?


Handout 8.5: The Changing Workplace, Then and Now – Reflection

Student’s Name: ___________________________ Date of Interview: __________

Interviewee’s Name: ________________________ Relationship: ______________

1. How does the work experience of the adult you interviewed reflect the trends in employment?

2. How effectively do you think the interviewee is managing his or her career?

3. List the examples of lifelong learning that you heard from the interviewee.

4. Do you receive any good advice or new ideas about searching for work?

5. To what extent have factors like the use of technology, globalization of the economy, or concern for the environment impacted on the workplace of the person you interviewed?


(GLC2O)

UNIT 3: PREPARATION FOR TRANSITIONS AND CHANGE MODULE 9: Demonstrate an understanding of, and the ability to prepare for, the job search.


Unit 3, Preparation for Transitions and Change: Module 9 Demonstrate an understanding of, and the ability to prepare for, the job-search process. Tasks • Layer C: Choose one of the C tasks below to gain 20 points. • Layer B: Choose one of the B tasks below to gain 50 points. • Layer A: Choose one of the A tasks below to gain 30 points. TOTAL: /100 NOTE TO TEACHER: A generic rubric for Layers C, B, and A activities is placed at the end of this module for your assessment and evaluation. C Tasks (Choose one.) Choice

Points (√) C1 Read Handout 9.1: Resumé Information Sheet. Then complete Handout 9.2: Resumé Questionnaire.

20

C2 Create a list of people and /or agencies to help you identify jobs in the community. Complete Handout 9.3: Networking Contacts.

20

C4 Read Handout 9.4: Choose Your Job. After you have chosen your job, write one paragraph on why you picked it. Provide evidence that you have read this job ad by highlighting the job requirements noted in the posting. For help with this task, see Handout 9.5: Your Job and Handout 1.6: Writing a Paragraph.

20


Points (√) B1 Read Handout 9.6: Job Application Form Information Sheet. Then obtain a real application form from a company you may want to work for (e.g., a fast-food chain, an amusement park, a library, a video store, a grocery store, a retail store). Complete the real application form and return it to your teacher. (For practice, complete Handout 9.7: Application for Employment Form.) Read Handout 9.8: Professional References Information Sheet. Ask two or three responsible adults you know well for permission to use them as references. Complete Handout 9.9: Reference Page Template.

50


Choice Points (√)

B2 Refer back to your job choice as indicated on Handout 9.4: Choose Your Job. Write a rough draft of your resumé. For help with this task, see Handout 9.1: The Resumé Information Sheet, Handout 9.10: Resumé Template, Handout 9.11: Resumé Sample 1, Handout 9.12: Resumé Sample 2, <www.mazemaster.on.ca>, and <www.nextsteps.org>. Have two people review your resumé for content suggestions and editing.

50

B3 Refer back to your job choice as indicated on Handout 9.4: Choose Your Job. Write a rough draft of your covering letter. For help with this task, see Handout 9.13: Covering Letter Information Sheet, <www.mazemaster.on.ca> and <www.nextsteps.org>. Have two people review your covering letter for content suggestions and editing.

50


Points (√) A1 Complete a final copy of your resumé. Include Handout 9.14: Resumé Evaluation Chart with your resumé.

30

A2 Complete a final copy of your covering letter, using word-processing software and appropriate formatting, vocabulary, and conventions. Include Handout 9.15: Covering Letter Evaluation Chart with your covering letter.

30

A3 Read Handout 9.16: Interview Information Sheet. Choose your research method (e.g., websites, videos or DVDs, books) and record your method on this handout. Record your answers on Handout 9.17: Common Interview Questions and Handout 9.18: Common Behavioural Questions Based on Situations.

30


Handout 9.1: Resumé Information Sheet The purpose of the resumé is to get an interview. You must make a strong first impression to sell yourself to the potential employer. It takes an employer only about eight seconds to review a resumé. So make sure your resumé is neat and professional looking. Your resumé includes your contact information, the job you are applying for, and a summary of your qualifications, work and/or volunteer experience, education, accomplishments, and hobbies/interests. There are three types of resumés. Consider the following to determine which style is best for you. Chronological Resumé: Lists your job history and /or volunteer experience in reverse chronological order, with your most recent job/volunteer position first, and work backwards through the years. Functional, or Skills-Based, Resumé: Highlights your skills, accomplishments, and abilities. It is an effective resumé when you have the skills, but little or no experience for the job for which you are applying. Combination Resumé: Combines the elements of the Functional/Skills-Based resumé and the Chronological resumé. It begins with a skills summary and follows with a reverse chronological listing of relevant experience. It is the most commonly used form of resumé. Resumé Checklist • One or two pages long • Free of spelling, punctuation, and grammatical errors • Proofread your resumé three times. Have at least two other people read it for content,

spelling, and grammar. • Use action words such as achieved, organized, participated, repaired, communicated,

developed, created, established, completed, and accomplished. • Never list references on the resumé. Have the references list available for the interview. (To

learn more about references, see Handout 9.8: Professional References Information Sheet.) • Do not use the word I. • Spell out words in full. Do not use abbreviations (e.g., Street not St., and Avenue not Ave.). • Centre your resumé on the page so that the top and bottom margins are approximately the

same size. • Create a professional, clean appearance, with neat margins, adequate white space, and

consistent alignment of dates and places; use consistent spacing between sections, bolding, and indentations. Do not underline, and use very few upper-case words.

• The largest font size you should use on a resumé is 16-point, for the header or contact-information area. The rest of the resumé should be in 10- to 12-point.

• Be positive in your descriptions of yourself and the work/volunteer work you have done. • Keep your resumé on disk for easy alterations and updates. Each job application may require

alterations to your resumé to better reflect your skills for that particular job.


Handout 9.2: Resumé Questionnaire Student’s Name: ___________________________ Date Due: __________ Teacher’s Name: ________________________ 1. What is the purpose of a resumé? 2. What is the maximum recommended length for a resumé? 3. List three action verbs that you would use in a resumé. 4. How long does it take an employer to review a resumé? 5. What is the most popular type of resumé? 6. List the three types of resumés? 7. Should you list your references on a resumé? 8. Name three headings will find on a resumé? 9. Do minor spelling errors really matter on a resumé as long as it looks presentable? 10. Should abbreviations be used on a resumé? 11. Which resumé type do you think is best for you? Why?


Handout 9.3: Networking Contacts Student’s Name: ___________________________ Date Due: __________ Teacher’s Name: ________________________ List all the people that you know who qualify as your personal network, including their positions and contact information. Example: Jamil Smith, Co-op teacher, 416-394-3456, [email protected] [OK to add a fictitious e-mail?] Note: Don’t forget to put your networking contacts list in your portfolio file. If you need a reference in the future, you can contact one of your networking contacts. Remember you cannot use relatives, parents/guardians, or friends as a reference. Personal Connections (Family, Friends, Relatives, Neighbours)

• ______________________________

• ______________________________

• ______________________________

Your School Staff Connections (Teachers, Coaches, Guidance Counsellors, Librarian, Support Staff [Caretakers, Secretaries])

• ______________________________

• ______________________________

• ______________________________

Volunteer/Work Connections (Supervisor, mentors)

• ______________________________

• ______________________________

• ______________________________

Outside-School Connections (Club members, doctor, dentist, religious leader, coaches)

• ______________________________

• ______________________________

• ______________________________


Handout 9.4: Choose Your Job Choose a job from Classified Job Ads #1, #2, or #3. You will refer back to your job of choice to prepare your resumé and covering letter. Classified Job Ad #1 You found the following job on the Internet website of The Toronto Star, Classified Ad Section. You saw the ad today, so use today’s date when corresponding with the employer. The SOP Store is currently seeking part-time employees for its new location at Yonge and Lawrence. Cashier and Sales Representative positions are available immediately. Interested candidates must be energetic, friendly, motivated to provide good customer service, and willing to learn. No previous experience is needed. Second language is an asset. Indicate position applying for and quote Job #G146 when applying for the job. Applicants should submit a covering letter and resumé to: Ms. Sharon Burns, Manager The SOP Store 1450 Lawrence Ave. West Toronto, ON M4G 1G6 Classified Job Ad #2 You found the following job on the Internet website of The Toronto Star, Classified Ad Section. You saw the ad today, so use today’s date when corresponding with the employer. Canada’s Wacky Theme Park is currently seeking part-time employees for the summer. Positions available: Ride Operator, Park Security, Food Vendors. Interested candidates must be energetic, friendly, motivated to provide good customer service, and willing to learn. No previous experience is needed. Second language is an asset. Indicate the position applying for and quote Job #W123 when applying for the job. Applicants should submit a covering letter and resumé to: Mr. John Brown, Human Resources Canada’s Wacky Theme Park Corporation Central Operations 268 Burns Road Maple, ON H7T 4R9 Classified Job Ad #3 Find your own classified job ad from The Toronto Star newspaper or online at <www.torontostar.ca>. Attach your classified job ad to Handout 9.5: Your Job. Use today’s date when corresponding with the employer.


Handout 9.5: Your Job


Teacher’s Name: ________________________

1. Record which job you are applying for:

Classified Job Ad #1 Which position? ___________________________



Remember to attach a copy of the Classified Job Ad.

2. Write a paragraph to cover each of the following. Use correct spelling and grammar.

• The job requirements in the posting • Reason(s) for picking this job posting • The educational qualifications and work experiences needed for the job

• Personal qualifications needed for the job

• Life, volunteer, or work experience you would bring to this position

• A concluding paragraph, stating how the skills and abilities you develop in this

job may be of help in your future career path

For help with this activity, see Handout 1.6: Writing a Paragraph.


Handout 9.6: Job Application Form Information Sheet An application form gives employers information about your education and job experiences. The person reading your application will be deciding if you can do the work being applied for, so complete the application carefully. It should be completed neatly and in readable form. Many companies ask you to fill out the application form on the spot, so make sure that you have your resumé with you to complete the form accurately. Before You Complete the Form • Ask for two copies of the form. One copy is your draft copy; the other is the final copy. Do

not submit a messy form! If only one copy is available, photocopy it. • Read over the form completely before you write anything. • Use a black or blue ink pen only. No pencils! • Place your form in a folder to keep it clean and uncreased. • Spend as much time as you need to fill out the form completely. If possible, complete the

application at home. On the Form • Print clearly. Use block letters. • Make sure all information is truthful and complete as possible. Record all information

accurately. Include dates and postal codes. • Be specific when stating the position you are applying for. Do not write “anything

available.” If you are applying for a summer or part-time position, make sure to state this on the application.

• For “Expected Wages,” write “to be discussed.” Never write a dollar amount. • For “Available to Start Date,” do not write “anytime.” Give a specific date on which you

would be able to start working. • Do not leave any areas blank. Try to respond to all the questions. If it does not apply to you,

simply write “N/A” (not applicable) in the space. • List your most recent work or volunteer work first, then the work you did before that. List all

your jobs, paid or unpaid. This includes any volunteer activities, Co-op, and work experience.

• Do not attach copies of your marks or letters of recommendation. • Fill in the “Additional Comments” section if there is one. This is the place where you can

expand on your personal skills, strengths, and reasons for being interested in the job.


• Some terms to know:

Bondable: If you are working in a job where you are handling valuables, your employer will buy insurance against the loss or theft of these valuables. You must be 18 years old to be bonded. Dependent: People you help support with money you earn Employee: The worker Employer: The company you work for Former: Things/jobs you have done in the past Maiden name: Woman’s name before marriage Supervisor: Your boss, the person who tells you what to do on the job Traffic Violations: Driving in a way that’s against the law, and getting a traffic ticket for it. Parking tickets are not traffic violations.

Before You Submit the Application Form • Make sure there are no spelling or grammatical errors. • Remember to sign and date your form. • Return your application form uncreased—do not fold it. • Attach a copy of your resumé and covering letter when you return your form. If you are

filling the form out at the company location, attach your resumé.


Handout 9.7: Application for Employment Form (page 1 of 2)

POSITION APPLIED FOR WAGES EXPECTED

SOCIAL INSURANCE NUMBER

DATE AVAILABLE

LAST NAME

FIRST

MIDDLE

STREET ADDRESS

APT.

CITY

PROVINCE FIRST

TELEPHONE: HOME: ( )

WORK: ( )

OTHER:

If you have worked for our company before, state when, at which location, and the reason for leaving:

Name employed under (if now different):

PLEASE INDICATE THE HOURS YOU ARE AVAILABLE TO WORK EACH DAY

DAY EARLIEST TIME

LATEST TIME

DAY EARLIEST TIME

LATEST TIME

Monday

Friday

Tuesday

Saturday

Wednesday

Sunday

Thursday

ARE YOU LEGALLY ELIGIBLE TO WORK IN CANADA? YES NO

EDUCATION AND TRAINING SCHOOL GRADE COMPLETED COURSES STUDIED CERTIFICATE, DIPLOMA, DEGREE, OR

LICENCE RECEIVED SECONDARY SCHOOL

COLLEGE/UNIVERSITY

OTHER

WORK EXPERIENCE – LIST YOUR PREVIOUS EXPERIENCE, BEGINNING WITH YOUR MOST RECENT EMPLOYER EMPLOYER STARTING POSITION STARTING WAGES

STREET ADDRESS CITY POSTAL CODE

LAST POSITION LAST WAGES

SUPERVISOR TITLE DUTIES/RESPONSIBILITIES

REASONS FOR LEAVING

DATES OF EMPLOYMENT


Handout 9.7: Application for Employment Form (page 2 of 2)

EMPLOYER STARTING POSITION STARTING WAGES

STREET ADDRESS CITY POSTAL CODE

LAST POSITION LAST WAGES

SUPERVISOR TITLE DUTIES/RESPONSIBILITIES

REASONS FOR LEAVING

DATES OF EMPLOYMENT

If currently employed, may we contact your employer? YES NO

REFERENCES – List two (2) people (no relatives) whom we may contact for reference, if necessary. Name and Title Name of Business or Occupation

Phone Number

Street City Province

Name and Title Name of Business or Occupation

Phone Number

Street City Province

ADDITIONAL INFORMATION

List any hobbies, activities, or professional associations. ___________________________________________________________________________________________________________

___________________________________________________________________________________________________________ Please enter any other data you feel would add to your qualifications for the position you seek with this company.

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________ ALL OF THE INFORMATION THAT I HAVE PROVIDED IN THIS APPLICATION IS TRUE AND COMPLETE. IF EMPLOYED, I AM AWARE THAT ANY FALSE INFORMATION COULD RESULT IN MY IMMEDIATE DISCHARGE.

___________________________________________ _________________________________________ Signature Date

Adapted from Career Studies 10, pages 197–198.


Handout 9.8: Professional References Information Sheet A reference is a person who agrees to recommend you to a potential employer. References are extremely important since they help the employer make a final hiring decision, so select them carefully. People who act as references should know something about your skills, personality, experience, and education. Appropriate references include:

• teachers • principals • coaches (in school or out of school) • volunteer personnel • previous employers

Things to Remember • Select two or three people who can act as references for you. • Do not use family or friends. • You must get each reference’s permission first. Let the person know your plans. • Obtain the correct spelling of your references’ names and job titles, and make sure that you

have their correct addresses, including email and telephone and fax numbers. • List your references on a separate page with your personal letterhead (the same as on your

resumé—name, address, telephone number, etc.) at the top of the page. For help with this, see Handout 9.9: Reference Page Template.

• When you go to a job interview, take your Reference Page with you. • Letters of reference may be submitted with your resumé only if requested by the potential

employer.


Handout 9.9: Reference Page Template

Copy contact information from your resumé and paste at the top of the page.

References

1. _______________________________________________

(Full name and title of person)

_______________________________________________

(Name of business, if appropriate)

_______________________________________________

(Full address)

_______________________________________________

(Contact information: telephone, fax, email, etc.)

2. _______________________________________________

(Full name and title of person)

_______________________________________________

(Name of business, if appropriate)

_______________________________________________

(Full address)

_______________________________________________

(Contact information: telephone, fax, email, etc.)


Handout 9.10: Resumé Template

BEFORE YOU BEGIN: Look at the Sample Resumés in this lesson OR online.

FIRST NAME LAST NAME Street Number, Street Name, Apartment Number (if applicable) City, Province, Postal Code Telephone Number Email Address

OBJECTIVE: _____________________________________________________ This is optional and could be used if applying for a specific job. SUMMARY OF QUALIFICATIONS:

• ______________________________________ • ______________________________________ • ______________________________________

WORK EXPERIENCE Job Title Year (dates) Company Name City, province

• _______________________________________ • _______________________________________ • _______________________________________

VOLUNTEER EXPERIENCE Job Title Year ( dates) Company Name City, province

• _______________________________________ • _______________________________________ • _______________________________________

EDUCATION: School Name City, province Last grade completed or presently taking AWARDS/ACHIEVEMENTS/SCHOOL INVOLVEMENT

• ________________________________________ Year • ________________________________________ Year • ________________________________________ Year

INTERESTS/HOBBIES: ______________________________________________ In one line, indicate hobbies, clubs, recreational activities.


Handout 9.11: Resumé Sample 1 Robert Chow Tel: 416-555-5555 Cell: 416-555-5551 490 Hadden Road email: [email protected] Toronto, ON M3P 7X2 CAREER OBJECTIVE To obtain a position in which I will be able to make good use of my

experience, skills, and knowledge as a member of an organized team.

SUMMARY OF QUALIFICATIONS

• Computer user: Microsoft Office (Word, PowerPoint, Access, Excel), Internet and email, Adobe Photoshop, Website Design, Windows Media Player

• Fluent in English; also speak French and Cantonese • Detail-oriented, enthusiastic, friendly, helpful

EDUCATION Etobicoke Collegiate Institute, Toronto, ON 2006–present

• will receive OSSD in June 2010 • peer educator working with Grade 9 math students

CO-CURRICULAR INVOLVEMENT

Student Council Grade 9 Class Rep Etobicoke Collegiate Institute 2006–2007

• assisted with organizing school events • involved in the campaign to raise money for community charities

Community Involvement Norseman Community Centre Summer 2005

• supervised children's activities: arts and crafts, reading • earned 15 community service hours toward diploma requirements

ACHIEVEMENTS Bronze Medallion, Central Arena Summer 2007

Grade 8 School Citizenship Award, Islington Middle School 2006 WORK EXPERIENCE

Child Care Provider Neighbourhood Families Ongoing • cared for children ages infant to 8 years of age • planned meals and meaningful activities

SPECIAL INTERESTS Swimming, Walking on Trails, Skiing, Hockey

Computer Club Member and Internet User

REFERENCES AVAILABLE UPON REQUEST


Handout 9.12: Resumé Sample 2

Full Name of Student Cellphone 416-394-7840 email: [email protected]

Career Objective Seeking a position in Information Technology and Website Design. Summary of Qualifications

• Intermediate-Level Computer Competencies: Internet and email, Microsoft Office 2003 (Access, Excel, PowerPoint, Word), Photoshop, Website Design

• Fluent in English and speak Korean • Diligent, Enthusiastic, Friendly, Punctual • Pay Attention to Detail, Focus on Tasks, and Meet Deadlines

Education & Training Etobicoke Collegiate Institute, Toronto, ON 2005–present

• Will receive OSSD in June 2008 • Honour Roll Standing, Grades 9–11; Passed Literacy Test 2007 • Specialty Courses: Career Studies, Introduction to Business Dramatic Arts, Fashion Arts, Videography

Achievements Grade 9 International Languages Award of Merit 2005 Bronze Medallion, Central Area, Toronto ON 2004 Most Valuable Player, Boys Junior Volleyball 2003

Community Involvement Completed a total of 22 hours for Diploma Requirements as of January 2008:

• Assist neighbour with child care once or twice a week Ongoing • Assist school librarian 3 hours a week. Etobicoke Collegiate 2007–present

Work Experience Food Basics Grocery Store, Toronto, ON Summer 2006 Shelving and Stock Inventory Clerk

• Unpack and stock groceries and sundries • Maintain inventory records and data using e-scanners • Assumed extra responsibilities in training new employees

Special Interests Swimming, Walking on Trails, Skiing, Hockey Computer Club Member and Internet User

References Available Upon Request


Handout 9.13: Covering Letter Information Sheet (page 1 of 2) A covering letter accompanies your resumé when you are responding to an advertisement or a job lead, or if you want to indicate interest in a company. The purpose of the covering letter is to introduce yourself and your resumé and to convince the potential employer to grant you an interview. Tips for a Covering Letter • Address it to a specific person. You should not use “To whom it may concern” or “Dear

Sir/Madam.” If you do not know the person to whom you should be writing, call the company. The Human Resources department or the company receptionist usually has the required information.

• Make sure you get the correct spelling of the person’s name, job title, the company name,

and the mailing address, including the postal code. • It should be no more than a page long. • It must be typed neatly, left justified, with no abbreviations. • It should have no spelling, grammatical, or punctuation errors. • It must be presented in business letter format. For help with this, see Handout 6.2: Business

Letter Format.


Handout 9.13: Covering Letter Information Sheet (page 2 of 2) The Parts of a Business Letter: The spacing between each part is two spaces. When the letter is complete, centre the letter on the page.

The Outside Address: This is your address. HINT: Highlight and copy the top of your resumé and then paste at the top of your covering letter.

The Date: Use today’s date

The Inside Address: This is the name and address of the person to whom you are sending the letter.

Salutation: Dear ________________:

Body of the Letter: Letter should include three paragraphs:

Paragraph 1: State the position you are applying for and where you heard about it including the job posting number, if from a job advertisement. If you heard about the job from someone, give the name of that person.

Paragraph 2: Refer to your resume, highlighting your academic qualifications, skills and abilities that match the job with evidence from your experiences. Refer to the specifics of the job ad.

Paragraph 3: Request an interview and provide your contact information.

Complimentary Closing: Use Yours truly, or Sincerely,

Leave four or five spaces and then

Type your name: Do not forget to sign your name, in pen, in the space above your name.

Enclosures: Resumé


Handout 9.14: Resumé Evaluation Chart Student Name: CRITERIA

Mark Value (I = Incomplete) Comments

1. READER’S FIRST IMPRESSION

- quick glance - placement on page - no wrinkles, no smudges on paper

I

1

2

3

4

5

2. COMPLETE INFORMATION AS REQUIRED

Sections: - career objective - personal profile/summary of qualifications - education/training - community involvement/co-curricular/

leadership roles - work experience - achievements, awards - special interests

I

1

2

3

4

5

Details of various academic and work experiences - clear and thorough information - action words, special skills, activities - dates and locations provided

I 6 7 8 9 10

References Your personal letterhead from resumé at top of a separate page - minimum of two references - full name/title - company name/address - contact numbers

I

1

2

3

4

5

3. FORMATTING

- spacing between sections, headings - bullets, type and size, consistency - aligning of bullets

- font selection, size, and style

I

1

2

3

4

5

4. DESIGN

- use of lines, shading, etc. - section headings - placement on page

- legible, easy to read

I

1

2

3

4

5

5. ACCURACY

- spelling/grammar/word usage - personal information and dates - abbreviations properly noted

I

1

2

3

4

5

TOTAL / 40 marks


HHaannddoouutt 99..1155:: CCoovveerriinngg LLeetttteerr EEvvaalluuaattiioonn CChhaarrtt Student Name: CRITERIA

Mark Value (I = Incomplete) Comments

1. READER’S FIRST IMPRESSION

- quick glance - placement on page - no wrinkles, no smudges on paper

I

1

2

3

4

5

2. COMPLETE INFORMATION AS REQUIRED

Your Personal Letterhead at top of page (copied from resumé) - include your name, full address - contact numbers, current date

I

1

2

3

4

5

Paragraph 1 - clearly state the reason you are writing - specify how you found out about this

job - can include a creative approach to

draw immediate interest

I

1

2

3

4

5

Paragraph 2 - highlight your academic qualifications,

skills, and abilities that match the job, with evidence from your life experience

- state your interest in this position; be specific

I

6

7

8

9

10

Paragraph 3 - request an interview and make it as

easy as possible for you to be contacted by phone, email, etc.

- thank the reader for his or her time and consideration in reading your letter

I

1

2

3

4

5

3. FORMATTING AND DESIGN

- spacing between letter parts and paragraphs

- placement on page - font size, selection, and style - punctuation as required - your signature included

I

1

2

3

4

5

4. ACCURACY

- spelling of all names and words - grammar and sentence structure - complete names with titles - complete addresses with postal code - abbreviations properly noted

I

1

2

3

4

5

TOTAL / 40 marks


Handout 9.16: Interview Information Sheet Before you answer the questions on Handout 9.17: Common Interview Questions, you must do some research. Consider any of the following methods of research. Websites “Job Search Skills – Tips for Finding a Job.” Ontario Ministry of Training, Colleges and

Universities. Revised 15 Dec. 2006. <www.edu.gov.on.ca/eng/career/jsearch.html>. “MazeMaster.” Toronto Catholic District School Board. <www.mazemaster.on.ca>. “Summer Destinations 2008.” Toronto District School Board.

<www.tdsb.on.ca/summerdestionations>. Videos/DVDs Have your teacher order one or more of the following videos or DVDs from the Toronto District School Board’s Library Media Resources <www.tdsb.on.ca/medianet>: Get a Job: Interviews and Resumés. Prod. Sunburst Visual Media. Videocassette/DVD. Sunburst

Visual Media, 2004. IS (Order #107695) (20 minutes) Give students a leg up on their next interview with this first-hand look at the do’s and don’ts of a successful job interview. This engaging program covers such topics as preparation, first impressions, selling yourself, interview etiquette, resumés and interview follow-up.

Interview Skills for Beginners. Prod. The Princess Company Ltd. Videocassette. McIntyre Media

Inc., 2001. S (Order #801554) (7 minutes) Presents interview skills for the first-time job seeker, as well as for those who need to update their skills. Positive, practical, and confidence-building tips to help make the interviewing process less intimidating. Also included are tips on how to craft a winning resumé.

No-Brainers on Interviewing. Prod. Cerebellum Corporation. Videocassette. C.V.S.

Incorporated, 1998. S (Order #974513) (50 minutes) This video will teach you how to prepare for your interview, answer questions with confidence and get the job you want at the salary you want.

Books Misener, Judi, and Susan Butler. Horizons 2000+. Toronto: McGraw-Hill Ryerson Ltd., 2000.

This is a full colour, hardcover resource that emphasizes personal knowledge and management skills, career exploration and preparation for transitions and change within the community and from school to work.


Wallace, Lee. Career Studies 10. Toronto: Thomson Nelson, 2001. The 256-page, full-colour student text models, instructs and engages students in the career development process. Five thematic units focus on questions essential to that process: Unit 1: Why Am I Doing This?; Unit 2: Who Am I?; Unit 3: What Is Out There for Me?; Unit 4: How Do I Get Where I Want to Go?; and Unit 5: How Far Have I Come?

The text includes a variety of activities, including fictional stories, profiles, case studies, role plays, interviews, research, and collaborative projects. Links to useful external resources are frequently made, and related activities are available on the Career Studies 10 website. Each unit ends with summary questions organized according to the Achievement Chart categories outlined in the curriculum.

Other Sources • Your school library • Your School Guidance Department Record your method(s) of research below and hand this in to your teacher. Student’s name: _______________________________________________________________ Information obtained from: _____________________________________________________

______________________________________________________________________________

______________________________________________________________________________ Date completed: _____________________________________


Handout 9.17: Common Interview Questions Student’s Name: ___________________________ Date Due: __________ Teacher’s Name: ________________________ Write down your answers to the following questions, or record the answers on a tape recorder. Use complete sentences—and be honest about yourself!

When the employer asks: He or she is really asking:

Could you please tell me about yourself? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• What kind of a person are

you? • Are you going to fit into this

company? • Do you have the right

personality and work ethic? • Describe your performance

as a student.

Why do you want this job? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• Are you just looking for any

job or are you interested in this field?

• What do you know about this company or job?

What are your favourite subjects at school? Why? ________________________________________________________________________________________________________________________________________________________________________________________________________

What are your interests and strong points?

What are your major strengths? ____________________________________________________________________________________________________

How well do you manage yourself? How well do you work with others?


When the employer asks: He or she is really asking:

Can you identify one weakness you have and tell me what you are doing to overcome it? ______________________________________________________________________________________________________________________________________________________

• How have you improved

yourself in a weak area? • How would you like to grow

personally?

What four words best describe you? ________________________ _______________________ ________________________ _______________________

• Do you know yourself? • How would you describe

your work habits?

Can you give me an example of how you have shown initiative? _________________________________________________ _________________________________________________

Can you describe a challenging situation for you at school or work?


Handout 9.18: Common Behavioural Questions Based on Situations Student’s Name: ___________________________ Date Due: __________ Teacher’s Name: ________________________ Many companies have group interviews when interviewing students. Write down your answers to the following questions, or record the answers on a tape recorder. Use complete sentences—and be honest about yourself! 1. What’s an example of an important goal that you set in the last six months and how you

achieved it? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Can you give an example of a time when you had to go beyond the call of duty to get the job

done? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Can you give an example of the most difficult customer/employer you had to deal with? If

you have no work experience, can you give an example of a difficult person you had to deal with in a group project? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Can you describe the most creative school-related project you had to carry out working in a

group? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. If you found a wallet with $100 cash in it, what would you do with it and why?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________ © 2008 Toronto District School Board - 134 - Credit Recovery: Career Studies (GLC2O) Resources

Credit Recovery Career Studies

(GLC2O)

Course Resources


Glossary

Ability A quality that permits or facilitates achievement or accomplishment: a

skill, talent, aptitude. Application Form A form used by employers to enable a job candidate to supply information about his or her qualifications and skills. Apprenticeship A form of education that includes both classroom and on-the-job training,

and that leads to certification in a specific trade. Barrier An obstacle; something that separates you from achieving your career

goals. Career A career is your life path or life story in progress. It includes learning,

work (paid and unpaid), family life, and community and leisure activities. College A post-secondary institution offering instruction in professional and

technical subjects. Conflict An open clash between two opposing groups or individuals. Consensus An opinion or position reached by a group as a whole. Covering Letter A document sent with your resumé to a potential employer to provide

additional information on your skills and experience. Diversity In reference to a society, the variety of groups of people who share a range

of commonly recognized physical, cultural, or social characteristics. E-Folio An electronic version of a paper portfolio. Goal Something that a person wants to achieve, or a statement of intent. Interests An area of personal enjoyment, curiosity, and ability. Job A job is the position a person holds doing specific duties. For example,

consider the occupation of a doctor. The doctor’s job is working at Toronto General Hospital. People usually change jobs more often than they change occupations.

Job Interview A meeting between an employer and a job applicant, in which the

employer assesses the job applicant to determine if he or she is suitable for the position.

Job Shadowing An activity in which a student observes a worker performing a job in order

to gather information to assist the student’s own career planning.


Job Twinning An opportunity for a student (usually in Grades 7 to 10) to be paired with

a Cooperative Education student for a period of time, usually one day. Labour Market The supply of labour considered with reference to the demand on it. Mediator A negotiator who acts as a link between parties to reconcile differences. Networking The process of connecting with other people, often for the purpose of

information exchange and support when searching for work. Occupation Similar work for which people usually have similar responsibilities and

develop a common set of skills and knowledge. Portfolio A collection of relevant knowledge and learning experiences for

evaluation, decision-making, or work-obtaining purposes. Qualities Essential or distinguishing attributes of something or someone. Reference A person who comments on another person’s character and qualifications

for a job. Resumé A written document that lists your work/volunteer experience, skills, and

educational background. Self-Assessment A process by which a person engages in a systematic review of his or her

needs, values, skills, and interests to raise self-awareness when making career decisions.

SIN Social Insurance Number. Your SIN is obtained from the federal

government, and the SIN number is required to work at most jobs. Skills Acquired abilities or capacities that can be improved with experience,

practice, and training. Strengths An attribute or quality of particular worth; an asset. Talent Natural abilities or qualities. Trade People who perform a particular kind of skilled work. University A post-secondary institution with teaching and research facilities, offering

bachelor, masters, and doctorate degrees. Values Beliefs that hold a particular importance for a person (private, moral,

social, political, and spiritual concepts). Volunteer A person who performs unpaid work.


Career/Life Planning Websites TDSB Career Centres

June 2008

Self-Knowledge Note: The URLs for websites were verified prior to publication. However, given the frequency with which these designations change, teachers should verify websites before assigning them for student use.

Website Description URL Career Cruising “Career Matchmaker” interest

inventory produces a list of occupations for students to research related to their interests. Also, in the “Explore Careers” section, students can go through the “Career Selector” option to identify occupations of interest to them.

<www.careercruising.com> Guidance and/or librarian have your school’s username and password, which can be used at any computer with Internet access.

Service Canada – Training and Careers

Click “Career Navigator” to find a variety of online career quizzes and assessment tools.

<www.jobsetc.ca>

Toronto Catholic District School Board – MazeMaster

Includes self-assessment activities on skills, interests, and values.

<www.mazemaster.on.ca>

Career Knowledge

(Occupational Information, LMI, Health and Safety)

Website Description URL Apprenticesearch.com

Click on “Start Searching,” then on “About Trades” at the top of the screen.

<www.apprenticesearch.com>

Career Cruising Occupational information is available by individual title, school subject, or field of work.

<www.careercruising.com>

Independent Learning Centre – Career Matters

513 occupations are profiled, listed alphabetically and by field of work.

<www.careermatters.ca>

Ontario Ministry of Labour – What Young Workers Should Know

Employment Standards – What Young Workers Should Know Fact Sheet

<www.labour.gov.on.ca/english/es/factsheets/fs_young.html>

Ontario Ministry of Labour – WorkSmart Ontario

Employment standards and Health and Safety in the workplace

<www.WorkSmartOntario.gov.on .ca>


Website Description URL Ontario Ministry of Training, Colleges and Universities

Occupational Descriptions – Canadian and American sources

<www.edu.gov.on.ca/eng/career/descrip.html>

Ontario Ministry of Training, Colleges and Universities – Apprenticeship

Information on certification, loans, (Ontario Youth Apprenticeship Program (OYAP), websites, etc.

<www.edu.gov.on.ca/eng/training/apprenticeship/appren.html>

Ontario Ministry of Training, Colleges and Universities – Ontario Job Futures

Overview of Ontario’s Employment Patterns

<www.ontariojobfutures.ca/employment_trends.html>

Ontario Ministry of Training, Colleges and Universities – Ontario Skills Passport

Essential skills and work habits for the workplace

<skills.edu.gov.on.ca>

Passport to Safety To obtain Password and Pin number for your students

<www.passporttosafety.com/ TeacherZone.php> <www.passporttosafety.com>

Service Canada – Labour Market Information

Information about jobs, skills, and the availability of workers in areas across Canada

<www.labourmarketinformation.ca>


Click on “Job Seeker” and “Labour Market Information” for local, provincial, and national information and resources.


UFCW Canada – Unions

Click on “Youth” and “Talking Union” for information on speakers to educate students on their rights at work.

<www.ufcw.ca>

Workplace Safety & Insurance Board – Young Worker Awareness Program

Online Health and Safety Quiz, seven things you’d better know, free posters, flyers, CD

<ywap.ca>


Volunteering (Community Involvement)

Website Description URL

Volunteer Now A site specifically for TDSB students to help meet the 40-hour community service requirement

<www.volunteernow.ca>

Volunteer Toronto Here you can browse opportunities by activity type, type of organization, type of group being served, or by location.

< www.volunteertoronto.ca>

Planning and Action – Education/Training


Ontario Ministry of Education – “Learning in Ontario”

Information about all levels of education in Ontario

<www.edu.gov.on.ca>

Ontario Student Assistance Program (OSAP)

The official website for OSAP <osap.gov.on.ca/>

Scholarships Canada A website that contains information about scholarships throughout Canada

<www.scholarshipscanada.com/>

SchoolFinder.com A website that contains information on universities, colleges, and career colleges throughout Canada

<www.schoolfinder.com/>


Click on “Jobseeker” and then “Training and Education” section.


Planning and Action – Work Search


Ontario Ministry of Training, Colleges and Universities – Job Search Skills

This site provides resources and websites on topics such as resumé writing, job interviews, and job-search techniques.

<www.edu.gov.on.ca/eng/career/ jsearch.html>


Click on “Jobseeker” and then the sub-headings “Resumé,” “Job Search Techniques,” “Job Board,” and “Labour Market Information.”



Other Websites of Interest


The Learning Partnership – WOW! Words on Work

Directory of women speakers from a variety of career backgrounds for classroom career visits

<www.wordsonwork.ca>

Ontario Ministry of Education – Ontario Educational Resource Bank (OERB)

Online resources for teachers and students, from Kindergarten to Grade 12, at no cost. There are thousands of teacher-shared resources, including lesson plans, activities, maps, and interactive multimedia.

<www.elearningontario.ca/eng/ bank/Default.aspx>

Possibilities Project –Toronto’s Online Employment Resource Centre

Information, tools, and resources regarding job search and employment in Toronto

<www.poss.ca/index.asp>

Toronto District School Board – Key to Learn

TDSB teachers sign up for Career Development workshops and other professional development activities. Look under the heading “Guidance.”

From <tdsbweb> under Services, or <www.tdsb.on.ca> under Quick Links

Toronto District School Board – Program, Teaching, and Learning

Information, classroom materials and resources. Click on “Services,” then on “Program, Teaching and Learning and Guidance Program and Services”

<www.tdsb.on.ca>

Toronto District School Board – Virtual Career Centre

The one-stop shopping site for career information and resources. Under “Programs,” click on “Guidance,” then on “Virtual Career Centre.”

<www.tdsb.on.ca>

Toronto Public Library – Career Bookmarks

Information for all stages of career/ life-planning process

<careerbookmarks.tpl.toronto.on .ca>

For TDSB technical support, call 416-395-HELP (4537).

For further assistance with career information resources, contact the Career Information Specialists at the TDSB Career Centres: Susan Bloom, Career Centre West 416-394-2158 [email protected] Maureen Wallace, Career Centre East 416-395-4889 [email protected]


Career Paths

Note: The URLs for websites were verified prior to publication. However, given the frequency with which these designations change, teachers should verify websites before assigning them for student use.

Summer Destinations 2008 Summer Destinations 2008 – Students' Guide

<www.tdsb.on.ca/libraries/library_files/Summer%20D-08-Part%202.pdf>

Summer Destinations 2008 – Teachers' Guide

<www.tdsb.on.ca/libraries/library_files/Summer%20D-08.pdf>

Careers and Occupations Alberta Occupational Profiles <alis.gov.ab.ca/occinfo/Content/RequestAction.asp?format=html&aspAction=G

etHomePage&Page=Home> apprenticetrades.ca <www.apprenticetrades.ca/en/> Canadian Apprenticeship Forum <www.caf-fca.org/english/index.asp> Canadian Women’s Business Network <www.cdnbizwomen.com/> Career Cruising <www.careercruising.com/default.asp> Career Index (SchoolFinder.com) <www.schoolfinder.com/careers/careerindex.asp> Career Paths Online (B.C.) <careerpathsonline.com/contents.cfm> Career Voyages Videos (U.S. Dept. of Labor)

<www.careervoyages.gov/hospitality-videos.cfm>

IndustryLink <www.industrylink.com/> JobProfiles.org <jobprofiles.org/art.htm> Labour Market Information <www.labourmarketinformation.ca/standard.asp?pcode=lmiv_main&lcode=e> Mentors, Ventures & Plans <www.mvp.cfee.org/en/> monemploi.com : 1500 métiers et professions

<www.monemploi.com/ma_formation/default.html>

National Occupational Classification <www23.hrdc-drhc.gc.ca/2001/e/generic/welcome.shtml> Occupational Descriptions <www.edu.gov.on.ca/eng/career/descrip.html> Skills Connect <www.edu.gov.on.ca/eng/training/apprenticeship/Skills/main.html> Work Destinations <www.workdestinations.org/home.jsp?lang=en>

General Sites and Portals Aboriginal Youth Network <www.ayn.ca/AYNHome.aspx> Alliance of Sector Councils <www.councils.org/tasc/nav.cfm?l=e> Canadian Women in Science & Tech. <www.harbour.sfu.ca/scwist/> CanadianCareers.com <canadiancareers.com/jobsearchtech.html> Career Bookmarks (TPL) <careerbookmarks.tpl.toronto.on.ca> Career Gateway <www.edu.gov.on.ca/eng/career/jsearch.html> CareerDiscovery.ca <careerdiscovery.ca/youth.cfm> CareerKey.com <www.careerkey.com/> CareerMatters (TVO) <www.ilc.org/cfmx/CM/index.cfm?Menu_ID_Sel=200&Lang_Sel=1> class2careers.com <www.class2careers.com/home.html> EnableLink <www.enablelink.org/employment/emp_view_links.php?showemployment=1> Essential Skills Toolkit <srv108.services.gc.ca/english/general/toolkit.shtml> Job Futures <jobfutures.ca/en/home.shtml> JobsEtc. <www.jobsetc.ca/> Made with the Trades <www.madewiththetrades.com/index.html>


Ministry of Ed. Apprenticeship Portal <www.edu.gov.on.ca/eng/training/apprenticeship/appren.html> NextSteps.org <nextsteps.org/> Ontario School Counsellors' Association

<www.osca.ca/>

Ontario WorkinfoNET <onwin.ca/english/index.cfm?CFID=637764&CFTOKEN=89196653> Skilled Trades <skilledtrades.ca/> Skills Canada Youth <www.skillscanada.com/en/youth/> StudentJobs <studentjobs.com/> Training and Jobs <www.edu.gov.on.ca/eng/training/training.html> Virtual Career Centre (TDSB) <www.tdsbvirtualschool.com/vcc/> Young Workers Zone (Health and Safety)

<www.ccohs.ca/youngworkers/>

Youth Opportunities Ontario <youthjobs.gov.on.ca/eng.html> youth.gc.ca <youth.gc.ca/yohome.jsp?&lang=en&flash=1>

Work Safety Workplace Safety Portal (WSIB) <prevent-it.ca/> Young Workers Safety Portal (WSIB) <www.youngworker.ca/en/>

Jobs and Employment Canada Job Bank <www.jobbank.gc.ca/Intro_en.aspx> Exchanges Canada <www.exchanges.gc.ca/TwoWayExchanges.asp?Language=0&MenuID=2> Job Connect <www.edu.gov.on.ca/eng/training/cepp/aboutjc.html> Job Toolkit for Aboriginal Youth <www.ainc-inac.gc.ca/ps/ys/toolkt_e.html> Jobpostings.ca <jobpostings.ca/> LinkUp Employment Services <www.linkup.ca/> MazeMaster <www.mazemaster.on.ca/newcov.cgi> Monster.ca Jobsearch <jobsearch.monster.ca/> Ontario Summer Jobs <www.edu.gov.on.ca/eng/document/brochure/summejbe.html> Possibilities: Toronto’s Virtual Resources

<www.poss.ca/index.html>

Student Work Abroad Program <www.swap.ca/> Summer Work Student Exchange <www.emplois-ete.com/en/frames/fr_program.html> The Job Bus <www.jobbus.com/> Tojobs.com (Toronto Jobs) <www.tojobs.com/> WorkopolisCampus.com <campusen.workopolis.com/campusen.aspx?action=Transfer&View=Content/

Common/CampusLoginView&lang=EN&OldUrl=> Young Canada Works <www.pch.gc.ca/ycw-jct/html/welcome_e.htm> Youth Employment Strategy Programs <www.hrsdc.gc.ca/en/epb/yi/yep/newprog/yesprograms.shtml>

Planning and Applications Association of Universities and Colleges

<www.aucc.ca/index_e.html>

CanLearn <www.canlearn.ca/eng/index.shtml> Career-College.com <career-college.com/> CareerMatters Student Planner (ILC) <www.ilc.org/cfmx/CM/Planner/index.cfm?Menu_ID_Sel=200&Lang_Sel=1> DestinEducation.Ca (Studying Abroad) <www.destineducation.ca/intro_e.htm> Independent Learning Centre <ilc.edu.gov.on.ca/index2.html> Ontario College Application Services <www.ontariocolleges.ca/portal/page/portal/ONTCOL/Home> Ontario Prospects Guide to Career Planning

<www.edu.gov.on.ca/eng/prospects/>

Ontario Student Assistance Program <osap.gov.on.ca/>


Ontario Universities’ Application Centre <www.ouac.on.ca/> Ontario Youth Apprenticeship Program <www.edu.gov.on.ca/eng/training/apprenticeship/skills/oyap.html> Salaries in Canada <globalnetworkassociates.com/indexc16.html> ScholarshipsCanada.com <scholarshipscanada.com/> UC411.com <uc411.com/>

Quizzes and Tests Career and Learning Style Quizzes <www.jobsetc.ca/toolbox/quizzes/quizzes_home.do?lang=e> Career Interests Game <career.missouri.edu/students/explore/thecareerinterestsgame.php> Choices Into Action WebQuest <www.gecdsb.on.ca/d&g/cia/choices.htm> Humanmetrics: Jung Typology Test <www.humanmetrics.com/cgi-win/JTypes2.asp> PersonalityType.com <www.personalitytype.com/quiz.asp>

Resources and Tools Career Development eManual <www.cdm.uwaterloo.ca/> Career Resources Online Handouts <students.ubc.ca/careers/resources.cfm?page=handouts> Cover Letters <jobstar.org/tools/resume/cletters.cfm> Informational Interviewing <danenet.wicip.org/jets/jet-9407-p.html> Informational Interviewing Tutorial <www.quintcareers.com/informational_interviewing.html> Job-Interview.net <job-interview.net/index.htm> Marketing Yourself Tips <canadiancareers.com/resandcl.html> Online Resumé Generator <www.mazemaster.on.ca/jobsearch/chronoformat.htm>

Volunteerism and Internships Career Edge Internships <overview.careeredge.ca/index.asp?FirstTime=True&context=0&FromContext

=1&language=1> CharityVillage <charityvillage.com/cv/main.asp> Natural Resources Canada Internships <www.nrcan-rncan.gc.ca/carecarr/index-eng.php> Volunteer Canada <www.volunteer.ca/index-eng.php> Volunteer Toronto <www.volunteertoronto.on.ca/> Volunteering (CanadianCareers.com) <canadiancareers.com/volunteering.html>


Credit Recovery Profile

Note to Teachers: The Career Studies GLC2O Credit Recovery Profile is an active document and can be completed by the teacher on the website. To access the website, follow this pathway <tdsbweb> “Teachers” > “Program, Teaching & Learning” > “Student Success” > “Credit Recovery” > “Course Profiles.” Scroll down and click on “Credit Recovery Profiles,” then to “Guidance & Career Education.” Under Grade 10, Click on “GLC2O.”

The Profile can be downloaded into your personal file for easy access. Individual student information can be printed and/or emailed to the Credit Recovery/Student Success teacher. ________________________________________________________________________ The last section of the Profile has an area where you can add specific learning needs for the student that will assist the Credit Recovery/Student Success teacher in developing a Credit Recovery Learning Plan. Below is a list of examples when completing this area: Suggestions for Success • Improve attendance • Improve handing in assignments • Improve working at full potential • Seek support when needed • Continue to develop successful behaviours in the classroom • Develop an interest in school


Credit Recovery Profile

To be completed by the Subject Teacher

Student Subject Teacher

Course: Career Studies (2006) Grade 10, (GLC2O)

Please indicate the overall expectations that were successfully met by the student, and the level achieved.

Level of Achievement*snoitatcepxEllarevOdnartS

use a self-assessment process to develop a personal profile for use in career-development planning;

evaluate and apply the personal-management skills and characteristics needed for school success, document them in their portfolio, and demonstrate their use in a variety of settings;

PersonalManagement

demonstrate effective use of interpersonal skills within a varietyof settings.

use a research process to locate and select relevant career information from a variety of sources for inclusion in a portfolio;

identify current trends in society and the economy, and describe their effect on work opportunities and work environments;

ExplorationofOpportunities

identify a broad range of options for present and future learning,work, and community involvement.

use appropriate decision-making and planning processes to set goals and develop a career plan;

analyze changes taking place in their personal lives, their community, and the economy, and identify strategies to facilitate smooth transitions during change;

PreparationforTransitionsand Change

demonstrate an understanding of, and the ability to prepare for, the job-search process.

*Grade range from The Ontario Curriculum, Grades 9–12: Program Planning and Assessment, 2000–Level 4 (80–100%); Level 3 (70–79%);Level 2 (60–69%); Level 1 (50–59%)

All overall expectations for which the student has not demonstrated Level 1 or above must be covered through the Credit Recovery Program.

Please describe the specific learning needs of the student that will assist the Credit Recovery Teacher in developing a Credit Recovery Learning Plan:

Subject Teacher Signature: Date:


Essential Skills (Student Copy)

The Nine Essential Skills are the skills needed for work, learning, and life. Essential Skills provide the foundation for learning all other skills and enable people to evolve with their job and adapt to workplace change. Through extensive research, the Government of Canada and other national and international agencies have identified and validated Nine Essential Skills. These skills are used in nearly every occupation and throughout daily life in different ways and at different levels of complexity. YOUR CHALLENGE – Look at each item in the bag and guess the Essential Skill it represents. Your teacher will take up your answers with you to see how close you are with identifying the Nine Essential Skills.

Items in the Bag

Essential Skill 1.

1.

2.

2.

3.

3.

4.

4.

5.

5.

6.

6.

7.

7.

8.

8.

9.

9.


Essential Skills (Teacher Copy)

This activity is an icebreaker. 1. Choose items typically found in your classroom or school and put them into a bag. The

students could do this all together or you could put them into groups of three or four. Each group would get one bag, so you would need to make up two or three bags.

2. The students guess what item represents each essential skill. They don’t need to know the

exact name of the skill at this point, but they just try to relate the item to some job skill. 3. Give students five to ten minutes. They will get to know each other and they will see how

Career Studies relates not only to the world of work, but also to their school life. The Nine Essential Skills are the skills needed for work, learning, and life. Essential Skills provide the foundation for learning all other skills and enable people to evolve with their job and adapt to workplace change. Through extensive research, the Government of Canada and other national and international agencies have identified and validated Nine Essential Skills. These skills are used in nearly every occupation and throughout daily life in different ways and at different levels of complexity. YOUR CHALLENGE – Look at each item in the bag and guess the Essential Skill that it represents. Your teacher will take up your answers with you to see how close you are with identifying the Nine Essential Skills.

Items in the Bag (Examples)

Essential Skill Telephone

1. Oral Communication

Pen, pencil

2. Writing

Ruler, calculator

3. Numeracy

Book, article

4. Reading Text

Group-work assignment

5. Working with Others

Disk, computer cables

6. Computer

Puzzles, word search

7. Thinking Skills

Folder for organizing papers, portfolio

8. Document Use

College, university, apprenticeship booklets and certificates

9. Continuous Learning


Scavenger Hunt (Student Copy)

Student: _________________________ Date: _________________ Teacher: _________________________ Read the following statements and complete them using your Course Evaluation Profile and Course Outline. 1. In the Career Studies Credit Recovery Course, what are the three main areas of study, or

strands, as they are formally called? Personal Management, Exploration of Opportunities, and _________________________________________________.

2. How many Overall Expectations are in the course? ___________ 3. How many Overall Expectations do you need to complete? How do you find out?

___________________________________________________________________________ 4. What are the two main types of assessment and evaluation? What is the percentage for each?

___________________________________________________________________________ 5. Learning Skills are important for success. Which one of the five is most important for your

success this semester? ________________________________________________________ 6. What is the policy for absences and lates?

__________________________________________________________________________ 7. In all Credit Recovery courses, the Culminating Activity/Unit can be carried over from the

original course failed. TRUE or FALSE 8. Layered Curriculum has three layers of coursework. When you apply the core concepts and

skills, you are working in Layer C. TRUE or FALSE 9. Seventy percent of your grade is based on _______________________________________. 10. Your course has been written with a methodology of Layered Curriculum. If you study the

basic concepts of the course in Layer C, and you apply what you have learned in Layer B, what two types of work do you do in Layer A? __________________________________, ________________________________


Scavenger Hunt (Teacher Copy)

Student: ______________________________ Date: __________________ Teacher: ______________________________ Read the following statements and complete them using your Course Evaluation Profile and Course Outline.

1. In the Career Studies Credit Recovery Course, what are the three main areas of study, or

strands, as they are formally called? Personal Management, Exploration of Opportunities, and Preparation for Transitions and Change.

2. How many Overall Expectations are in the course? 9 3. How many Overall Expectations do you need to complete? How do you find out?

Depends on the student’s Credit Recovery Profile, which states the number 4. What are the two main types of assessment and evaluation? What is the percentage for each?

Coursework 70% and Course-Culminating Activity Evaluation 30% 5. Learning Skills are important for success. Which one of the five is most important for your

success this semester? Works Independently, Teamwork, Organization, Work Habits, Initiative

6. What is the policy for absences and lates?

Responsible for missing work and for bringing a note 7. In all Credit Recovery courses, the Culminating Activity/Unit can be carried over from the

original course failed. FALSE 8. Layered Curriculum has three layers of coursework. When you apply the core concepts and

skills, you are working in Layer C. FALSE 9. Seventy percent of your grade is based on Coursework/Modules. 10. Your course has been written with a methodology of Layered Curriculum. If you study the

basic concepts of the course in Layer C, and you apply what you have learned in Layer B, what two types of work do you do in Layer A? Critical analysis and/or creative perspective


Creating a Learning Profile: How Do You Like to Learn? Student’s Name: ___________________________ Date Due: __________ Teacher’s Name: ___________________________ Read each of the following statements, then check the appropriate box.

Statement Yes No 1. I study best when I listen to music.

2. I am distracted by other students talking.

3. I prefer to read alone at my desk.

4. I like feedback from my parents or teachers.

5. I like to work in groups.

6. I prefer to work on one assignment at a time.

7. I get frustrated easily with my work.

8. I like to have step-by-step directions on how to complete an

assignment.

9. I prefer to find my own way when working on projects.

10. I learn best when I am doing an activity.

11. I prefer to work by myself on projects.

12. I like lots of time to think and plan my assignment before working

on it.

13. I prefer assignments on nature and the outdoors.

14. I like to learn by taking notes on what I read or hear.

15. I like to use tables or graphs when organizing my work.

If you would you like to add anything about how you learn best and/or what you enjoy learning, please write below.


TDSB Download Pathways

Career Studies Credit Recovery Course TDSB internal website – tdsbweb > “Program, Teaching, & Learning” > “Guidance Program & Services” > “Career Centre” > “Secondary Classroom Resources” or TDSB internal website – tdsbweb > “Program, Teaching, & Learning” > “Student Success” > “Credit Recovery” > “Course Outlines”

Labour Market Information TDSB internal website – tdsbweb > “Services” > “Program, Teaching, & Learning” > “Guidance Program & Services” > “Career Centre” > “Labour Market Information” Summer Destinations – A Guide to Summer Work, Learning, and Volunteer Opportunities 2008. <tdsb.on.ca/summerdestinations> This resource provides ideas, activities and detailed information for students, parents and teachers. TDSB teachers can access the companion piece to the classroom activities and lessons on the TDSB internal website – tdsbweb > “Services” > “Program, Teaching, & Learning” > “Guidance Program & Services” > “Publications”

Documents

GLC2O Low Res