CAREER EDUCATION INTEGRATION

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

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

CAREER EDUCATION INTEGRATION

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

CAREER EDUCATION INTEGRATION

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:

CAREER EDUCATION INTEGRATION

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

CAREER EDUCATION INTEGRATION

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

CAREER EDUCATION INTEGRATION

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

CAREER EDUCATION INTEGRATION

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:

CAREER EDUCATION INTEGRATION

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:

CAREER EDUCATION INTEGRATION

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

CAREER EDUCATION INTEGRATION

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.

CAREER EDUCATION INTEGRATION

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

CAREER EDUCATION INTEGRATION

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.

CAREER EDUCATION INTEGRATION

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

CAREER EDUCATION INTEGRATION

15

Appendix A

CAREER EDUCATION INTEGRATION

16

Appendix B

Whats your Superhero Colour? your SuperheroTraits Colour? A Whats Superhero Personality Quiz A Superhero Personality Traits Quiz

CAREER EDUCATION INTEGRATION

17

CAREER EDUCATION INTEGRATION

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)

Running Head: CAREER EDUCATION INTEGRATION

19

More about RED. Artist

Live in the present rather than worrying about the future Like step-by-step directions Notice details and remember facts Playful Like to play first, then work later Enjoy freedom Like to keep plans and schedules flexible Like to keep their options open Work at a steady pace

Poster ideas

CAREER EDUCATION IMPLEMENTATION

20

More about BLUE. Inventor

Focus on the big picture and possibilities Admire creative ideas Are inventive Think about the future Enjoy learning new things Like to figure things out for themselves Appear calm and reserved Honest Value honesty and fairness Take few things personally Motivated by achievement Argue or debate issues for fun

Poster ideas

CAREER EDUCATION IMPLEMENTATION

21

More about YELLOW. Guardian

Live in the present rather than worrying about the future Like step-by-step directions Notice details and remember facts Work at a steady pace Make decisions based on feelings Appear warm and friendly Quick to compliment others Motivated by appreciation from others Avoid arguments and conflicts

Poster ideas

CAREER EDUCATION IMPLEMENTATION

22

More about GREEN. Healer

Focus on the big picture and possibilities Admire creative ideas Are inventive Think about the future Enjoy learning new things Like to figure things out for themselves Make decisions based on feelings Appear warm and friendly Quick to compliment others Motivated by appreciation from others Avoid arguments and conflicts

Poster ideas

CAREER EDUCATION IMPLEMENTATION

23

ESTJ The Supervisor

ESTJs live in a world of facts. They live in the present, with their eye constantly scanning their surroundings to make sure that everything is running smoothly. They honor traditions and laws, and have a clear set of standards and beliefs. They expect the same of others, and have no patience or understanding of individuals who do not value these systems. They like to see quick results for their efforts. ESTJs are take-charge people. They have such a clear vision of the way that things should be, that they naturally step into leadership roles. They are self-confident and aggressive. They are extremely talented at creating systems and plans for action, and at being able to see what steps need to be taken to complete a specific task. They can sometimes be very demanding and critical, because they have such strongly held beliefs, and are likely to express themselves without reserve if they feel someone isn't meeting their standards. But at least the ESTJ is extremely honest. The ESTJ is usually a model citizen and pillar of the community. He or she takes their commitments seriously. ESTJ enjoys interacting with people and likes to have fun. When bogged down by stress, an ESTJ often feels as if they are misunderstood and undervalued, and that their efforts are taken for granted. When under stress they have a hard time putting their feelings into words and communicating them to others. The ESTJ puts forth a lot of effort in almost everything that they do.

CAREER EDUCATION IMPLEMENTATION

24

ISTJ The Inspector

ISTJs are quiet and reserved individuals who are interested in security and peaceful living. They are organized and can generally succeed at any task which they undertake. ISTJs are very loyal, faithful, and dependable. They place great importance on honesty and integrity. They are "good citizens" who can be depended on to do the right thing for their families and communities. While they generally take things very seriously, they also usually have an offbeat sense of humor and can be a lot of fun - especially around friends and family. ISTJs tend to believe in laws and traditions, and expect the same from others. They're not comfortable with breaking laws or going against the rules. The ISTJ will prefer to work alone, but work well in teams when the situation demands it. They like to be accountable for their actions and enjoy being in positions of authority. The ISTJ may have difficulty picking up on the emotional needs or feelings of others. Sometimes they are uncomfortable expressing affection and emotion to others. In general, the ISTJ has a tremendous amount of potential. Capable, logical, reasonable, and effective individuals with a deeply driven desire to promote security and peaceful living, the ISTJ has what it takes to be highly effective at achieving their chosen goals - whatever they may be.

CAREER EDUCATION IMPLEMENTATION

25

ESFJ The Provider

ESFJs are people persons. They want to like people and have a special skill at bringing out the best in others. They are extremely good at reading others and understanding their point of view. People like to be around ESFJs, because the ESFJ has a special gift of making people feel good about themselves. The ESFJ takes their responsibilities very seriously and is very dependable. They see before others do what needs to be done, and do whatever it takes to make sure that it gets done. ESFJs are warm and energetic. They don't understand unkindness. They want to be appreciated for who they are and what they give. They have a strong need to be liked and to be in control. All ESFJs have a natural tendency to want to control their environment. They demand structure and organization, and seek closure. ESFJs are most comfortable with structured environments. ESFJs should be careful about controlling people in their lives who do not wish to be controlled. ESFJs respect and believe in the laws and rules of authority, and believe that others should do so as well. ESFJs at their best are warm, sympathetic, helpful, cooperative, down-to-earth, practical, thorough, consistent, organized, enthusiastic, and energetic. They enjoy tradition and security, and will seek stable lives that are rich in contact with friends and family.

CAREER EDUCATION IMPLEMENTATION

26

ISFJ The Protector

ISFJs are truly warm and kind-hearted, and want to believe the best of people. They value cooperation and are likely to be very sensitive to other people's feelings. People value the ISFJ for their consideration and awareness, and their ability to bring out the best in others. ISFJs constantly take in information about people and situations and store it away. It would not be uncommon for the ISFJ to remember a particular facial expression or conversation in precise detail years after the event occurred. ISFJs learn best by doing, rather than by reading about something in a book. Once the task is learned, the ISFJ will faithfully and tirelessly carry through the task to completion. The ISFJ is extremely dependable. More so than other types, ISFJs are extremely aware of their own internal feelings, as well as other people's feelings. They do not usually express their own feelings, keeping things inside. If they are negative feelings, they may build up inside the ISFJ until they explode. Many ISFJs learn to express themselves and find outlets for their emotions. The ISFJ feels a strong sense of responsibility and duty. They take their responsibilities very seriously, and can be counted on to follow through. ISFJs need positive feedback from others. In the absence of positive feedback the ISFJ gets discouraged. They may become convinced that "everything is all wrong" or "I can't do anything right". The ISFJ is warm, generous, and dependable. They have many special gifts to offer, in their sensitivity to others, and their strong ability to keep things running smoothly. They need to remember to not be overly critical of themselves, and to give themselves some of the warmth and love which they freely dispense to others.

CAREER EDUCATION IMPLEMENTATION

27

ESTP The Promoter

ESTPs are outgoing, enthusiastic, and excitable. ESTPs are "doers" who live in the world of action. Blunt, straight-forward risk-takers, they are willing to plunge right into things and get their hands dirty. They live in the here-and-now. They look at the facts of a situation, quickly decide what should be done, execute the action, and move on to the next thing. ESTPs have an uncanny ability to perceive people's attitudes and motivations. They pick up on little cues which go completely unnoticed by most other types, such as facial expressions and body language. The ESTP tends to have their own strong belief in what's right and what's wrong, and will stick to their principles. ESTPs have a strong flair for drama and style. They're usually very good at storytelling and improvising. They typically make things up as they go along, rather than following a plan. They love to have fun, and are fun people to be around. They can sometimes be hurtful to others without being aware of it, because their decision-making process does not involve taking people's feelings into account. They make decisions based on facts. The ESTP may get bored with classes. Even if they are brilliantly intelligent, school might feel like a chore. ESTPs are practical, observant, fun-loving, spontaneous risk-takers with an excellent ability to quickly come up with a solution to a problem. They're enthusiastic and fun to be with, and are great motivators. If an ESTP recognizes their real talents and operates within those realms, they can accomplish truly exciting things.

CAREER EDUCATION IMPLEMENTATION

28

ISTP The Crafter

ISTPs have a drive to understand the way things work. They like to take things apart and see the way they work. ISTPs have an adventuresome spirit. They are attracted to motorcycles, airplanes, sky diving, surfing, etc. They thrive on action and are usually fearless. ISTPs are fiercely independent, needing to have the space to make their own decisions about their next step. Their sense of adventure and desire for constant action makes ISTPs prone to becoming bored rather quickly. ISTPs are loyal to their causes and beliefs, and are firm believers that people should be treated with fairness. ISTPs like and need to spend time alone, because this is when they can sort things out in their minds most clearly. ISTPs are excellent in crisis situations. They usually don't have much trouble with school. They are usually patient individuals, although they may be prone to occasional emotional outbursts because they tend not to pay attention to their own feelings. ISTPs have a lot of natural ability which makes them good at many different kinds of things. However, they are happiest when they are centered in action-oriented tasks which require technical skill. They take pride in their ability to take the next correct step. ISTPs are positive, full of good cheer, loyal to their equals, generous, and trusting.

CAREER EDUCATION IMPLEMENTATION

29

ESFP The Performer

ESFPs love people and new experiences. They are lively and fun, and enjoy being the center of attention. They live in the here-and-now, and love excitement and drama in their lives. ESFPs are usually quite generous and kind. They seem to sense what is wrong with someone before others might. ESFPs love people and everybody loves an ESFP. One of their greatest gifts is their acceptance of everyone. They are upbeat and enthusiastic, and genuinely like almost everybody. For the ESFP, the entire world is a stage. They love to be the center of attention and perform for people. They're constantly putting on a show for others to entertain them and make them happy. ESFPs learn best with "hands-on" experience, rather than by studying a book. The ESFP is a great team player. He or she is not likely to create any problems and is likely to create the most fun environment possible for getting the task done. ESFPs usually like to feel strongly bonded with other people and have a connection with animals and small children. They're likely to have a strong appreciation for the beauties of nature as well. The ESFP has a tremendous love for life and knows how to have fun. They like to bring others along on their fun-rides and are typically a lot of fun to be with. They're flexible, adaptable, genuinely interested in people, and usually kindhearted. They have a special ability to get a lot of fun out of life.

CAREER EDUCATION IMPLEMENTATION

30

ISFP The Composer

ISFPs are in tune with the way things look, taste, sound, feel and smell. They have a strong appreciation for art and are likely to be artists in some form, because they are unusually gifted at creating and composing things. ISFPs tend to be quiet and reserved, and difficult to get to know well. They hold back their ideas and opinions except from those who they are closest to. They are likely to be kind, gentle, and sensitive with others. They are interested in helping others be happy. ISFPs are warm and sympathetic. They genuinely care about people and are likely to show their love through actions, rather than words. ISFPs have no desire to lead or control others, just as they have no desire to be led or controlled by others. They need space and time alone. ISFPs are original and independent, and need to have personal space. The ISFP is likely to not give themselves enough credit for the things which they do extremely well. They tend to be perfectionists. ISFPs are hard on themselves when things do go as planned or when something isnt good enough in their eyes. The ISFP has many special gifts for the world, especially in the areas of creating art and selflessly serving others.

CAREER EDUCATION IMPLEMENTATION

31

ENTJ The Leader

ENTJs are natural born leaders. They are "take charge" people. ENTJs are very forceful, decisive individuals. They make decisions quickly and are quick to state their opinions and decisions to the rest of the world. ENTJs love to interact with people. There's nothing more enjoyable and satisfying to the ENTJ than having a lively, challenging conversation. They have a tremendous amount of self-confidence and excellent verbal communication skills. Even the most confident individuals may experience moments of self-doubt when debating a point with an ENTJ. The best type of friend for an ENTJ is someone who has a strong self-image and enjoys thinking through problems or puzzles. These friends can handle friendly debates with an ENTJ without losing their self-confidence. Quieter personalities may feel threatened by an ENTJ. The ENTJ has many gifts which make it possible for them to have a great deal of personal power. They are assertive, creative, and problem-solvers. They are usually tremendously forceful personalities and have the tools to accomplish whatever goals they set out for.

CAREER EDUCATION IMPLEMENTATION

32

INTJ The Mastermind

INTJs value intelligence and knowledge, and typically have high standards for themselves in these areas. INTJs focus their energy on observing the world and thinking about ideas and possibilities. They are usually very quick to understand new ideas. INTJs value and need for organization, combined with their natural insightfulness, makes them excellent scientists. INTJs are also natural leaders, although they usually choose to remain in the background until they see a real need to take over the lead. INTJs spend a lot of time inside their own minds and may have little interest in other people's thoughts or feelings. INTJs are ambitious and self-confident. Many INTJs end up in engineering or scientific careers. They dislike messiness and anything that is unclear. Other people may have a difficult time understanding an INTJ. They may be hard to get to know if they do not spend time talking with other people. INTJs have a tremendous amount of ability to accomplish great things. They, most likely, will not have a problem meeting their career or education goals. They have the capability to make great strides in these areas. On a personal level, the INTJ who practices respect and puts effort into working well with others has everything in his or her power to lead a rich and rewarding life.

CAREER EDUCATION IMPLEMENTATION

33

ENTP The Inventor

The ENTP's primary interest in life is understanding the world that they live in. They are constantly gathering ideas and images about the situations they are presented in their lives. The ENTP has a deeper understanding of their environment than any of the other types. This ability to understand people and situations puts the ENTP at a distinct advantage in their lives. They generally understand things quickly and with great depth. Accordingly, they are quite flexible and adapt well to a wide range of tasks. They are good at most anything that interests them. As they grow and further develop their abilities, they become very aware of possibilities, and this makes them quite good at solving problems. ENTPs are idea people. They get excited and enthusiastic about their ideas, and are able to spread their enthusiasm to others. ENTPs are good communicators, quick thinkers, and enjoy debating ideas with others. In general, ENTPs are upbeat and look at the possibilities. They become excited about concepts, challenges, and puzzles. When presented with a problem, they're good at improvising and quickly come up with a creative solution. Creative, clever, and curious, they have a broad range of possibilities in their lives.

CAREER EDUCATION IMPLEMENTATION

34

INTP The Thinker

INTPs live mostly inside their own minds, having the ability to analyze difficult problems, identify patterns, and come up with logical explanations. They seek clarity in everything, and are therefore driven to build knowledge. They highly value intelligence and the ability to apply logic to theories to find solutions. INTPs value knowledge above all else. They seek patterns and logical explanations for anything that interests them. They're usually extremely bright and able to think critically about problems. They love new ideas and love to discuss these concepts with others. They hate to work on routine things - they would much prefer to work on a complicated problem. INTPs do not like to lead or control people. They're very tolerant and flexible in most situations. The INTP is likely to be very shy when it comes to meeting new people. On the other hand, the INTP is very self-confident around people they know well. INTPs are usually not in-tune with how people are feeling and are not sure how to handle the emotional needs of others. The INTP is usually very independent and original. They are not likely to place much value on things such as popularity. They usually have complex personalities, and may tend to be restless and moody. The INTP can accomplish truly remarkable things. A lot of scientific breakthroughs in the world have been made by the INTP.

CAREER EDUCATION IMPLEMENTATION

35

ENFJ The Giver

ENFJs are people-focused individuals. More so than any other type, they have excellent people skills. They understand and care about people, and have a special talent for bringing out the best in others. ENFJ's main interest in life is giving love, support, and a good time to other people. They are focused on understanding, supporting, and encouraging others. ENFJs have the tendency to be hard on themselves and turn to negative thoughts when alone. It's natural to their personality type that they will tend to place other people's needs above their own, but they need to stay aware of their own needs so that they don't sacrifice themselves in their drive to help others. People love ENFJs. They are fun to be with, and truly understand and love people. They are typically very straight-forward and honest. Usually ENFJs have a lot of self-confidence and have a great amount of ability to do many different things. They are generally bright, full of potential, energetic and fast-paced. They are usually good at anything which captures their interest. ENFJs like for things to be well-organized and structured. In general, ENFJs are charming, warm, gracious, creative and diverse individuals with richly developed insights into what makes other people tick. This special ability to see the potential in others combined with a genuine drive to help people makes the ENFJ a truly valued individual. As giving and caring as the ENFJ is, they need to remember to value their own needs as well as the needs of others.

CAREER EDUCATION IMPLEMENTATION

36

INFJ The Counselor

INFJs are gentle and caring individuals. Artistic and creative, they live in a world of possibilities. Only one percent of the population has an INFJ Personality Type, making it the rarest of all the types. INFJs have an insight into people and situations. They are deep, complex individuals, who are quite private and typically difficult to understand. INFJs hold back part of themselves and can be secretive. But the INFJ is as genuinely warm as they are complex. INFJs hold a special place in the heart of people who they are close to, who are able to see their special gifts. INFJs are concerned for people's feelings and try to be gentle to avoid hurting anyone. They are very sensitive to conflict and cannot tolerate it very well. They may tend to internalize conflict into their bodies and experience health problems when under a lot of stress. INFJ is a natural nurturerpatient, devoted and protective. The INFJ usually shows up in areas where they can be creative and somewhat independent. They are skilled with art and many do well in science. INFJs are also good at volunteering, wanting to help others. The INFJ individual is gifted in ways that other types are not. They are capable of great depth of feeling and personal achievement.

CAREER EDUCATION IMPLEMENTATION

37

ENFP The Champion

ENFPs are warm, enthusiastic people, typically very bright and full of potential. They can become very passionate and excited about things. Their enthusiasm lends them the ability to inspire and motivate others, more so than we see in other types. They can talk their way in or out of anything. They love life, seeing it as a special gift, and strive to make the most out of it. ENFPs have an unusually broad range of skills and talents. They are good at most things which interest them. They may go through several different careers during their lifetime. An ENFP needs to focus on following through with their projects. This can be a problem area for some of these individuals. Most ENFPs have great people skills. They are genuinely warm and interested in people. They have the special ability of being able to understand people, even after a short amount of time. ENFPs are basically happy people. They may become unhappy when they are confined to strict schedules or boring tasks. They have the ability to be quite productive with little supervision, as long as they are excited about what they're doing. ENFPs are charming, risk-taking, sensitive, and people-oriented individuals. They have many gifts which they will use to fulfill themselves and those near them.

CAREER EDUCATION IMPLEMENTATION

38

INFP The Healer

INFPs are focused on making the world a better place for people. Their primary goal is to find out their meaning in life. What is their purpose? How can they best serve others? They are perfectionists who drive themselves hard in their quest for achieving the goals they have for themselves Generally thoughtful and considerate, INFPs are good listeners and put people at ease. Although they may be reserved in expressing emotion, they have a very deep well of caring and are genuinely interested in understanding people. This is sensed by others, making the INFP a valued friend. An INFP can be quite warm with people he or she knows well. INFPs do not like conflict and go to great lengths to avoid it. If they must face it, they will always approach it from the perspective of their feelings. In conflict situations, INFPs place little importance on who is right and who is wrong. They focus on the way that the conflict makes them feel. INFPs are flexible and laid-back. INFPs do not like to deal with hard facts and logic. INFPs have very high standards and are perfectionists. Consequently, they are usually hard on themselves, and don't give themselves enough credit. INFPs may have problems working on a project in a group, because their standards are likely to be higher than other members' of the group. INFPs are usually talented writers. INFPs also often work in social service professions, such as counseling or teaching. They are at their best in when they're helping others.

Adapted from Elementary School Counseling (2013). Career Exploration. Retrieved from http://www.elementaryschoolcounseling.org/career-exploration.html

CAREER EDUCATION IMPLEMENTATION

39

Appendix C

CAREER EDUCATION IMPLEMENTATION

40

CAREER EDUCATION IMPLEMENTATION

41

Scholastics (2013). Student Interest Inventory Questionanaire. Retrieved from http://printables.scholastic.com/printables/detail/?id=35571

CAREER EDUCATION IMPLEMENTATION

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

CAREER EDUCATION IMPLEMENTATION

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_______________________________________________

____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

Skill 2_______________________________________________

____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

Skill 3_______________________________________________

____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

Skill 4_______________________________________________

____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

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

CAREER EDUCATION IMPLEMENTATION

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?

2. What does a person with this job do?

3. What kind of education would you need to have this job?

4. Approximately how much money would you make with this job?

5. How many of these jobs are there in the Canada?

6. What are jobs that are similar to this one?

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

CAREER EDUCATION IMPLEMENTATION

45

Appendix G

What Have you Learned

1. What interested you about the career you chose to explore?

2. What did you learn about the career?

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

CAREER EDUCATION IMPLEMENTATION

46

Appendix H Career Coaching Across the Curriculum: Student Evaluation Form

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

CAREER EDUCATION IMPLEMENTATION

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? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

CAREER EDUCATION IMPLEMENTATION

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

Thank you very much for your help!!