Académique Documents
Professionnel Documents
Culture Documents
Victoria Budgell - Career Integration Unit Plan - Final
Victoria Budgell - Career Integration Unit Plan - Final
Career Education Integration into the Grade 4 Health and Life Skills, Fine Art, and Information Communication Technology Curriculum: Development of Foundational Career Planning Skills Victoria Budgell University of Lethbridge
This research was supported through funding provided by Alberta Education and the Canadian Career Development Foundation. Correspondence concerning this article should be addressed to Dr. Kerry Bernes, Assistant Dean, Graduate Studies and Research in Education, Faculty of Education, University of Lethbridge, 4401 University Drive West, Lethbridge, Alberta, Canada, T1K 3M4. Email: kerry.bernes@uleth.ca Phone: (403) 329-2434
Career Education Integration into the Grade 4 Health and Life Skills, Fine Art, and Information Communication Technology Curriculum: Development of Foundational Career Planning Skills Introduction Recent studies have shown that youth today have concerns regarding both their school and future considerations (as cited in Code & Bernes, 2006). In a study conducted by Code & Bernes (2006), junior high students expressed concern regarding both their own confidence and competence, fear of making the wrong career choice, and decision making. One of the possible indications of these concerns is a common feeling of unpreparedness regarding the future (Code & Benes, 2006). Magnuson & Starr (2000) argue that it is never too early to help children achieve self-fulfillment. Young children are capable of making short term decisions about tangibles, and in turn they are unknowingly making long term decisions about the tangibles, like belief in themselves and their abilities. Through career awareness and exploration, children become more knowledgeable about themselves (Magnuson & Starr, 2000). By developing career and life skills in children at young ages, there is potential for the development of stronger self-awareness, in turn developing both confidence and competence as they mature. Magnuson & Starr (2000) state that as children grow, they begin to pursue age appropriate occupational decision making. In doing so, life planning skills gradually develop into habit. The purpose of this unit is to better prepare students in decision making by building confidence and competence through life career skills development. This is accomplished by taking advantage of younger generations self-awareness abilities and focusing on the development of foundational career planning skills. Context of the Teaching Environment Demographic Information The following unit was implemented into a Grade 4 classroom within a small elementary school located in Yellowknife, Northwest Territories. The class was comprised of 26 students: 15 male and 11
female between the ages of 9-10, both of varying ethnic and socioeconomic backgrounds. 34% of students were of Aboriginal descent and 66% were of Caucasian descent. In general, students came from an affluent background, with majority of families working in careers within the mining industry. Academically, students were considered to be average learners, but most were eager to learn and participate in new activities. This unit was cross-curricular in design, aligned with outcomes from the Health and Life Skills, Fine Art, and Information Communication Technology curriculum as outlined by the Alberta Program of Studies. An age- appropriate theme was used to motivate student participation. According to Magnuson & Starr (2006), as children mature and transition into middle school, there is a shift from career awareness to career exploration. Keeping this in mind and the age level of the targeted classroom, this unit maintained is focused on the initiation and exploration processes of the career counseling process, to spark a curiosity and promote career exposure and exploration. Cross-Curricular Integration Health and Life Skills Objectives Achieved L 4.3 demonstrate effective decision making, focusing on careful information gathering; e.g., evaluating information, taking action and evaluating results L 4.5 relate personal interests to various occupations (Alberta Education, 2002)
Fine Art Objectives Achieved EXPRESSION Component 10 (i) Purpose 2: Students will illustrate or tell a story. (Concept B) An original story can be created visually. Purpose 4: Students will express a feeling or a message. (Concept B) Specific messages, beliefs and interests can be interpreted visually, or symbolized. MEDIA AND TECH-NIQUES Component 10 (iii) A. Drawing
Continue to explore ways of using drawing materials. Use drawing to add details, texture or to create pattern including drawing for high detail.
D. Sculpture Continue to make two- and three-dimensional assemblages from found materials, reaching for more sophistication leading to specifics, such as puppets, mobiles, mosaics, papier-mch. (Alberta Education, 1985) Information Communication Technology Outcomes Achieved C.7 - Students will use electronic research techniques to construct personal knowledge and meaning. 2.1 use a variety of technologies to organize and synthesize researched information
C.1 - Students will access, use and communicate information from a variety of technologies. 2.1 access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locations (URLs) 2.2 organize information gathered from the Internet, or an electronic source, by selecting and recording the data in logical files or categories; and by communicating effectively, through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purposes (Alberta Education, 2003) Detailed Description of the Unit Plan Learning Outcomes of the Career Development Unit This unit was comprised of six lessons which were completed over the span of six weeks. Lessons took place during scheduled Health and Art periods, each period consisting of 45-minutes in length. Lesson 1 and 2 were covered in one period each, whereas Lessons 3, 4, and 5 were covered in two each and the final lesson, Lesson 6 was covered in 4 periods. The learning outcomes of the proposed unit plan were:
Students will identify personal interests, talents, and skills. Students will make connections between personal interests, talents, and skills with various careers.
Students will explore a variety of occupations and gain insight into the roles and responsibilities of different jobs.
Lesson 1 Career Development A Superhero Introduction Discussion: Superheroes, Everyday Heroes. This lesson served as a brief introduction to the career development unit. After viewing a video clip from Disneys The Incredibles (Picktzar, 2009), students participated in a teacher lead discussion on career and career requirements. Students discussed how every superhero has a job to do and each possesses unique superpowers that enable the superhero to do their job. Using a common superhero as an example (Batman), the class identified the specific job of the superhero, what motivated the superhero to do the job, the skills (or superpowers) and interests required to perform the job. Students then applied the same concept to an everyday hero (using the teacher as an example), identifying job, motivation, required skills and interests. Discussion points were recorded on the whiteboard. Our Mission: What superhero are you? This activity outlined the main goal of the career development unit: to identify a career which is fit to your unique skills, talents, and motivations or interests. Students were asked to create a Mission Folder in which all of their research and completed worksheets were to be stored. Students then decorated their folders using magazine clippings and drawings of images and symbols that identified the folder as belonging to them. This exercise served as an initial introduction to identifying individual differences. Lesson 2 Who is your hero or role model? What makes a hero? In this lesson, students were asked to identify characteristics and qualities that make a hero. The purpose of this lesson was to have students recognize that people (in this case, a
hero) can possess a multitude of characteristics and each person is unique. The activity also had them begin to identify meaning, requiring them to identify qualities which they admire and why they admire them. At the beginning of this lesson, students were asked to close their eyes and imagine a person who they believe is a hero. During this guided imagery activity, students were asked a series of questions to help initiate ideas for the following activity. Questions included: what makes this person a hero, what accomplishments has this hero had in their life, what tasks do they perform that qualifies them as a hero, what is your hero especially good at, do they struggle with anything, etc. After the exercise, students were asked to complete a Role Model worksheet (see Appendix A) in which they identified their role model, the role models characteristics, and accomplishments. Create a Hero Sandwich Booklet. Using the characteristics identified in their role model worksheet, students were asked to create a Hero Sandwich (Clarke, 2000). First, students cut out construction paper bread slices and construction-paper sandwich fillings (such as meat, cheese, lettuce, tomato). Each ingredient was then labeled with one of the characteristics their selected role model possessed. The sandwich was then stapled together and students were asked to share and compare their booklets with one another. This exercised served as a demonstration that a hero or role model can exhibit a variety of qualities. Lesson 3 Every Superhero Has a Dream Dream: a tale of Wonder, Wisdom, and Wishes. The purpose of this lesson was to encourage students to begin thinking about the future and, more specifically, their dreams for the future. Prior to beginning this lesson, students were asked to define the word dream. Using the student created definition, students were then asked to identify the potential dreams of both Batman and a teacher (both having been discussed during the introductory lesson). Students were then read aloud to by the teacher the book Dream: a tale of Wonder, Wisdom, and Wishes (Bosak, 2004), a story about life's
hopes and dreams from childhood to adulthood. After a brief discussion regarding the story, students were asked to answer the following questions in the style of a journal entry. What do you want your life to be like? What do you want to be? What do you want to do? What do you want to learn? What do you want for your family? How can you make the world a better place? Dream Stars. In relation to a section of the book Dream: A Tale of Wonder, Wisdom and Wishes, where a dream chest is opened to reveal a dream star, students were asked to create their very own dream star (Bosak, 2013). While making reference back to their journal entries, students answered the following question: if you could do or change anything in the world, what would it be and why? Each student was provided with a star-shaped template constructed out of yellow Bristol board. Students included their name, their response to the question, and personalized their star using various craft materials and magazine cutouts. Lesson 4 Superpower Identification! What are your superpowers? What is a superpower? The purpose of this lesson was to have students identify their individual skills, interests, and attributes. Prior to moving into activities, students were asked to, as a class, define what a superpower is what are skills, interests, and attributes? Students were then asked to participate and complete a series of quizzes and worksheets which revealed their own attributes, interests, and skills. Whats your Superhero Colour? Quiz. As a class, students were guided through an adapted version of the Meyers-Briggs personality type indicator (see Appendix B). The purpose of this test was to help students identify which personality traits and attributes they possessed. During the quiz, each
question was read aloud by the teacher and students used a worksheet to identify a winning letter for each section. When completed, students used their worksheets to identify an individual 4-letter code. Each code was grouped into similar personality types and assigned a colour. Students were then asked to gather into their colour groupings. In their groups, students reviewed information sheets which briefly explained each colours similarities, as well as a more in depth description of each individual 4letter codes traits. In their groups, students created a graffiti style poster outlining their group, their similarities, and what makes them special or unique. Graffiti posters were presented to the class by each group. Interests Inventory. In this activity, students completed an interest inventory quiz which had them explore a variety of personal interests, including: academic, hobby, strengths, and weaknesses (see Appendix C). The purpose of this activity was to help students identify their personal interest and things they enjoy or hold important. ABC Skills Worksheet. In this activity, students worked together in groups to identify a series of skills using an ABCs of Skills Worksheet (see Appendix D). The purpose of this activity was to help the students identify a variety of skills and to help them identify which skills they possess and how they can be useful. For each letter of the alphabet, students were asked to identify a skill that started with its corresponding letter. Although working in groups, students were asked to fill out their own individual worksheet. Once completed, students identified 4 skills from their alphabet list which they thought they themselves possessed. Students completed a second worksheet, My Skills (see Appendix E), where they were asked to give an example of how each of the 4 skills they selected is useful. Lesson 5 Career Identification What can I do with my superpowers? Career Exploration. The purpose of this lesson was to have the students begin to research and explore career and to relate career to their individual superpowers (skills, interests, attributes). On computers, students were asked to visit and explore the following websites:
Paws in Jobland students were asked to complete the Job Finder quiz, and explore the various job suggestions which were revealed in their results. This activity was used to help students identify careers which relate to their interests and skills (Bridges, 2013).
Alberta Learning Information System (ALIS) students were asked to explore various careers using various search options, including: job title, interest, subject, and industry. This purpose of this activity was to have students use their interests and skills to view a variety of career options (Government of Alberta, 2013).
ALIS Occupational Videos after exploring the previous two interactive websites, students were asked to select their top 3 careers and watch an occupational video on each. The purpose of this activity was to expose students to an in depth look at what their potential career choice entailed (Government of Alberta, 2013).
While completing their career exploration, students were asked to identify their favourite career. Students completed two worksheets based on their selection: Career Exploration (see Appendix F) and What Have you Learned? (see Appendix G). Both worksheets required the student to complete and record research on their chosen career. Lesson 6 Superhero Alter Ego Presentations! Superhero Alter Ego Poster and Presentation. In the final lesson, students were asked to compile all of the information collected during their mission (located in their Mission Folder) and place it into poster format. This activity was an adapted version of a Self-Portrait exercise; it required the student to answer the following four questions: What do I want to do? Why do I want to do it? What do I need to do to do to achieve it? What are tools and techniques I need to do this activity? Students then presented their superhero alter ego to their classmates. The purpose of this lesson was to expose students to various careers, in turn, expanding their knowledge of career. Posters contained the following information:
10
Superhero Name ie. Teacher Terrifico! Tagline or slogan ie. Moulding minds, one day at a time! What do I do? Why do I do it? How did I get here? Superpowers Weaknesses Evaluation of Unit Plan Effectiveness Formative Evaluation Method Throughout the unit, student understanding was gauged through a series of observational methods, including class discussion, visual observations and questioning. Students were also asked periodically on an individual basis to verbally explain the goal of each activity and the purpose behind it. Mission folders and completed assignments were reviewed on a weekly basis by the teacher to verify completion and level of participation in each learning activity. Individual student understanding and progress was recorded in a daily log by the teacher. Summative Evaluation Method Student Evaluation. Following the completion of the unit, students completed an evaluation form which provided feedback regarding the Career Development unit (see Appendix H). The evaluation form addressed the following: Part 1 Students indicated whether or not they completed the units core activities. Part 2 Students were asked to provide feedback on the overall helpfulness of each lessons core activity. Part 3 The final part of the evaluation required that students indicate the units effectiveness at achieving its goals. They were to respond to the following four statements pertinent to the units
11
objectives: this unit helped me to learn a lot about myself; this lesson helped me to learn a lot about careers; this unit made me excited about what I could do with my life; this unit made me want to learn more about different careers. Discussion Anticipated Problems and Potential Solutions Development. During the units creation, the exact context in which it was to be implemented was not known. Information pertaining to school demographics, student academic ability, access to materials and resources were not available. This could potentially create a problem in regards to the types of activities which were selected to assist student achievement of the units outlined learning objectives. An additional problem could arise due to the fact that teaching assignments had not been decided in terms of which subjects were to be taught prior to the development of the unit. This means that there is a chance that this particular unit could be aligned with a subject that is not going to be the responsibility of the implementer. In hopes of avoiding such problems, the activities selected were chosen based on their adaptability. They allow for the implementer to be flexible in regards to differentiation, material, and resources. The unit has also been aligned with outcomes from three different programs of studies. Should it not fit with the subjects that have been assigned, one could easily adapt it to fit other programs of study, including English Language Arts. Implementation. During the implementation stage, there is the potential for resistance from other staff members. Traditional beliefs on career development are very different from contemporary ones. In an attempt to be proactive in regards to this issue, the unit was developed to not only be crosscurricular in design, but the curriculums selected are programs which tend to be taught through integration with other subjects already.
12
Evaluation. An issue that could arise in regards to the evaluation method being used in this unit is the age level of the students. If the students are unable to comprehend the questions and goals being out lined on the evaluation forms, their answers may not be accurate to their level of understanding nd the effectiveness of the unit. This could potentially skew the authenticity of the evaluation results. A simple preventative strategy one could use is to review the evaluation forms with students prior to commencement of the unit, and again at the completion of the unit. Verify student understanding by asking questions, having students rephrase or explain what is being asked and allow an opportunity for students to ask any questions they may have. Implications of Unit Plan Possible Future/Alternative Plans Some positive implications that could result from the implementation of this unit plan are an increase of both student and colleague curiosity regarding career development. By sparking a curiosity within students, they will be inspired to start dreaming about their future, developing their selfawareness, start thinking about career and exploring it further. By exposing fellow colleagues to a crosscurricular integration of career development and sharing the results, they could be inspired to explore and integrate it into their own teaching practices. By implementing it into an early years classroom, it not only helps to develop a curiosity within students to naturally being exploring career on their own, but it also shows colleagues the possibilities of career development. This units focus was on the initiation and exploration stages of the career development process. Some potential focuses of future unit plans could include the latter stages: decision making, preparation, and implementation. If elementary level students are capable of developing self-awareness and life skills, then why could they not be capable of the rest of the process? Conclusions There are a number of conclusions that are important to highlight from the development of this unit. First of all, students are capable of self-awareness and life skills development at an elementary
13
level. Secondary level students currently feel unprepared and lack confidence in regards to career choice and transition from school. By focusing on the development of foundational career skill development at earlier ages, we are setting students up for success in future transition from school to career and building their confidence and competence. Next, career development is a lifelong process. It is important to inspire students to being dreaming about their futures, exploring and expanding their knowledge of various career options. Finally, the integration of career and life skill development is extremely adaptable. They are able to be integrated into various curriculum objectives and outcomes throughout Alberta Educations Program of Studies.
14
References Alberta Education. (1985). Art (Elementary). Retrieved from http://education.alberta.ca/media/312998/elemart.pdf Alberta Education. (2002). Health and Life Skills, Kindergarten to Grade 9. Retrieved from http://education.alberta.ca/media/313382/health.pdf Alberta Education. (2003). ICT Outcomes Division 2. Retrieved from http://education.alberta.ca/teachers/program/ict/programs/division/div2.aspx Alberta Learning Information Service (2009). Alberta Occupational Info. Retrieved from http://alis.alberta.ca/occinfo/ Alberta Learning Information Service (2009). Occupational Videos. Retrieved from http://alis.alberta.ca/videoplayer/player.aspx#top Bosak, S.V. (2013). Basic Dream Star Templates. Retrieved from http://www.legacyproject.org/activities/drstartemplates.html Bosak, S. V. (2004). Dream: A Tale of Wonder, Wisdom & Wishes. USA: Communication Project. Bridges (2013). Paws in Jobland. Retrieved from http://paws.bridges.com/cfnc1.htm Code, M., & Bernes, K. (2006). Adolescents Perceptions of Career Concern. Retrieved from https://www.uleth.ca/dspace/bitstream/handle/10133/1170/Adolescents%E2%80%99%20Perc eptions%20of%20Career%20Concern_NATCON.pdf?sequence=1 Elementary School Counseling (2013). Career Exploration. Retrieved from http://www.elementaryschoolcounseling.org/career-exploration.html Learning for Life (2011). Career Exploration Lessons for Sixth and Seventh Grades. Retrieved from https://www.learningforlife.org/documents/Career-Exploration-Lessons-for-Sixth-and-SeventhGrades.pdf Magnusson, C., & Starr, M. (2000). How early is too early to begin life career planning? The Importance of the Elementary School Years. Journal Of Career Development (Springer Science & Business Media B.V.), 27(2), 89-101. doi: 10.1023/A:1007844500034 Picktzar (2009). Pixar: The Incredibles Original 2004 Movie Trailer. Retrieved from http://www.youtube.com/watch?v=fwHlyurv-0U Scholastics (2013). Student Interest Inventory Questionanaire. Retrieved from http://printables.scholastic.com/printables/detail/?id=35571
Scholastics (2013). Lesson Plans: Hooray for Heroes Theme Unit. Retrieved from http://www.scholastic.com/browse/article.jsp?id=5288
15
Appendix A
16
Appendix B
Whats your Superhero Colour? your SuperheroTraits Colour? A Whats Superhero Personality Quiz A Superhero Personality Traits Quiz
17
18
Results _____
Part 1
_____
Part 2
_____
Part 3
_____
Part 4
Red (Artist)
ISFP (The Composer) ESFP (The Performer) ISTP (The Crafter) ESTP (The Promoter)
Yellow (Guardian)
ISTJ (The Inspector) ESTJ (The Supervisor) ISFJ (The Protector) ESFJ (The Provider)
Blue (Inventor)
INTP (The Thinker) ENTP (The Inventor) INTJ (The Mastermind) ENTJ (The Leader)
Green (Healer)
INFP (The Healer) ENFP (The Champion) INFJ (The Counselor) ENFJ (The Giver)
19
Poster ideas
20
Poster ideas
21
Poster ideas
22
Poster ideas
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
Adapted from Elementary School Counseling (2013). Career Exploration. Retrieved from http://www.elementaryschoolcounseling.org/career-exploration.html
39
Appendix C
40
41
42
Appendix D
The ABCs of Skills Working together as a group, come up with at least one skill for every letter of the alphabet. Although you are working as a group, each person should fill out their own worksheet.
A _____________ B _____________ C _____________ D _____________ E _____________ F_____________ G_____________ H_____________ I _____________ J _____________ K _____________ L _____________ M _____________
N_____________ O _____________ P _____________ Q _____________ R _____________ S _____________ T _____________ U_____________ V _____________ W _____________ X _____________ Y _____________ Z _____________
Adapted from Learning for Life (2011). Career Exploration Lessons for Sixth and Seventh Grades. Retrieved from https://www.learningforlife.org/documents/Career-Exploration-Lessons-for-Sixth-and-Seventh-Grades.pdf
43
Appendix E
My Skills Using the list of the skills that your group came up with, pick out four skills you think you have from that list and give an example of how that skill is useful.
Skill 1_______________________________________________
Adapted from Learning for Life (2011). Career Exploration Lessons for Sixth and Seventh Grades. Retrieved from https://www.learningforlife.org/documents/Career-Exploration-Lessons-for-Sixth-and-Seventh-Grades.pdf
44
Appendix F
Career Exploration
In your own words, answer the following questions about the career you chose. 1. What career did you choose to explore? Why did you choose this career?
4. Approximately how much money would you make with this job?
Adapted from Learning for Life (2011). Career Exploration Lessons for Sixth and Seventh Grades. Retrieved from https://www.learningforlife.org/documents/Career-Exploration-Lessons-for-Sixth-and-Seventh-Grades.pdf
45
Appendix G
3. After exploring the career, are you more or less interested in the career? Why?
Adapted from Learning for Life (2011). Career Exploration Lessons for Sixth and Seventh Grades. Retrieved from https://www.learningforlife.org/documents/Career-Exploration-Lessons-for-Sixth-and-Seventh-Grades.pdf
46
Thank you for participating in this unit plan! I would like to know if it was helpful and how it could be made better. Please answer the questions on this sheet to help me with this. Part 1: Please let me know if you did the activities. Activity A. Hero and Role Model Activity B. Hero Sandwich C. Dream Journal Response D. Dream Stars E. Colour Quiz and Graffiti Presentation F. Interests Inventory G. ABCs and Skills Worksheets H. Paws in Jobland I. ALIS Website and Videos J. Career Exploration Worksheets K. Superhero Poster and Presentations I didnt do it I did it
47
Part 2: Please let me know if you thought the activity was helpful by circling whether you thought it was not good at all, good or great. Activity A. Hero and Role Model Activity B. Hero Sandwich C. Dream Journal Response D. Dream Stars E. Colour Quiz and Graffiti Presentation F. Interests Inventory G. ABCs and Skills Worksheets H. Paws in Jobland I. ALIS Website and Videos J. Career Exploration Worksheets K. Superhero Poster and Presentations Not good at all Good Great
What did you like about this unit plan? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
How could this unit plan be made better? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
48
Part 3: Please tell me how much you agree with the following statements by putting a checkmark in the box that best tells me how you feel: I Dont Agree This lesson, unit plan or school wide intervention helped me to learn a lot about myself This lesson, unit plan or school wide intervention helped me to learn a lot about careers This lesson, unit plan or school wide intervention made me excited about what I could do with my life This lesson, unit plan or school wide intervention made me want to learn more about different careers Im Not Sure I Agree