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WIOA Friendly Contextualized Activities for Health Care and Advanced Manufacturing

Pathways

Steve [email protected]

[email protected]

Today’s Quote“Completion of high school is not an end in itself but a means to further opportunities and greater economic self-sufficiency.”

- WIOA Key Provisions

Please Write on Your Packet! You can find everything from this workshop at: abspd.appstate.edu Look under: Teaching Resources, WIOA Friendly Contextualized Activities for Health Care and Advanced Manufacturing Pathways

Today’s Objectives At the end of today’s session, I will have:

Experienced manufacturing/healthcare related contextualized math/science/soft skills learning activities

What is Contextualized Instruction?“An instructional strategy that integrates the teaching of literacy skills and job content to move learners more successfully and quickly toward their educational and employment goals.”

Source: Wider Opportunities for Women

Why Contextualize Instruction?Research has shown that contextualized instruction:

Is a promising practice for strengthening basic skills while simultaneously providing career content for lower-skilled adults. Contextualization enhances students’ motivation, engagement, persistence, and success while improving their career knowledge and readiness (Jobs for the Future, 2013)

“Promotes short-term academic achievement and longer-term college advancement of low-skilled students” (Perin, 2011)

The WIOA legislation says that adult basic skills education programs should provide instruction in career pathways that use “occupationally relevant instructional materials.” (WIOA, 2014)

What Does Contextualized Instruction Look Like?

Teachers Are: Students Are:

Linking instruction across disciplines Learning collaboratively with problem based and project based learning

Choosing authentic materials for career exploration

Developing academic persistence and grit as they move through challenging work

Facilitating instead of lecturing Experiencing real world situations in career pathways

Aligning instruction to College and Career Readiness standards and High School Equivalency exams

Exploring college and career options

Designing scaffolded activities to develop students’ skills

Building deep conceptual knowledge and analytical skills across the curriculum

(Adapted from Ferdinand, 2014)

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Adult Education and WIOA’s Integrated Education and TrainingThe finish line has changed for our programs. It is no longer get your GED and see ya later! Now it means developing career pathways so students can earn credentials allowing them to get jobs that pay family sustaining wages.

Integrated Education and Training is:

1. Literacy Instruction (We have always done this but now with contextualized instruction)

2. Workforce Preparation Activities (Employability Skills)

“Help participants acquire a combination of basic academic, critical thinking, digital literacy, and self-management skills including: using resources, using information, working with others, understanding systems, and gain the skills necessary for successful transition into and completion of postsecondary education/training/employment”

3. Occupational (Job) Training

Use partnerships like a community college’s continuing education and curriculum programs and state employment agencies

Contextualized InstructionThree main areas of contextualization:

1. Career pathways - “Use occupationally relevant instructional materials”2. Transition to postsecondary education/training3. English literacy/civics and career pathways (ESOL learners)

“The adult education component of the program must be aligned to the State’s content standards”

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Contextualized Lesson Planning Using “Backward Design”1. Begin with the End in Mind - What should students know/be able to do at the end of the lesson?

- Look at the College and Career Readiness Standards

- Look at the skills necessary for success in career pathways/transition to post-secondary education and training

- Set objectives Example: Students will find the mean, median, and mode of a data set

2. How Do We Know They Know? – What assessment will I use to measure understanding?

Example: Given a prompt, students will write an email to their boss using a professional tone and formal style

3. Plan Learning Experiences and Instruction

- How will I help my students meet the learning goal?

- What instruction and activities will help them learn the curriculum?

- Contextualize lessons with REACT:

Relate: Examples I will use to link this concept to what my students already know

Experience: Authentic hands-on activities I will use to make this concept real for my students

Apply: Activities I will use to show how this concept is used in career pathways/transition to postsecondary/integrated English and Civics

Cooperate: Group problem solving activities that help students reinforce their learning and build team work skills

Transfer: Students take what they have learned and apply it in new situations and contexts

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Lesson Planning Guide

Title: Time Required:

Lesson Contextualized Toward: ☐Career Pathway: ______________ ☐Postsecondary Transition ☐English Literacy/Civics ☐Other

Content Standards Benchmarks Taught:

Digital Literacy Skills Taught:

Objectives/Learning Goals:

Rationale: Why should my students learn this?

Materials/Resources Needed:

Procedure/Instructional Outline:

Please Include:

Explanation/Modeling (I do)

Guided Practice (We do)

Application (You do)

Assessment (How do I know my students learned this?)

Contextualization Guide:

Relate: Examples I will use to link this concept to what my students background knowledge.

Experience: Authentic activities I will use to make this concept real for my students.

Apply: Activities I will use to demonstrate how this concept is used in daily life and/or careers.

Cooperate: Activities I will use to engage students in team building/cooperative learning.

Transfer: Activities I use to help students know application of this concept to other areas/careers.

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Creating Contextualized Curricula Talk with subject matter experts in the career pathway about the skills and real world knowledge

students need to be successful in that area

Work backward from the skills/knowledge required into the learning strategies students need to know and be able to do to perform those tasks/gain the knowledge

Continue to reinforce the knowledge and skills in a series of real life tasks people encounter in the career pathway

Understanding Advanced Manufacturing“Advanced manufacturing is very conceptual like math. Our motto is, ‘If you can think it, you can make it.’ Much of the modern equipment to make things comes from computer files made with program like SolidWorks. We make prototypes with our 3D printers and then go final with our CNC Mill/Lathe. All three of which we can simulate before going final.

“Then in our automation lab, we build circuits from a schematic, which again is very conceptual like math. Machines today have three components, mechanical, electrical and digital. Understanding and configuring them is a conceptual process. Now, these aren’t hard skills to learn, but they are sequential and therefore require considerable effort to get to the level of our advanced manufacturing companies. There is a definite link between the conceptual processes in manufacturing as there is in the math processes.

“We recommend both math and computer skills for the same reasons. Computers skills are recommended also as a tool in learning and in necessary administration.” Bill TerrillDirector of Industry TrainingWake Tech Community College, Raleigh NC

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Contextualized Lesson Plan Resources:ABSPD Website www.abspd.appstate.edu Look under Teaching Resources, WIOA Friendly Lesson Plans (Contextualized Curriculum)

Healthcare Career Bridge Lesson Plans for Reading and Writinghttps://womenemployed.org/sites/default/files/uploads/HealthcareBridge1.pdf

Motheread Website http://www.motheread.org/resources/keeping-it-real-at-work-contextualized-instruction/ or do a Google search using “Motheread contextualized curriculum”

National Research Center CTE Lesson Plans http://www.nrccte.org/professional-development/math-cte/lesson-plans or do a Google search using NRC CTE lesson plans

Evidence Base:Jobs for the Future (2013). Contextualizing adult education instruction to career pathways.

Retrieved from https://www.smc.edu/AcademicAffairs/Workforce/Documents/Career%20Ladders%20Project%202014/Section%205%20Resources/Contextualizating%20Adult%20Education%20Instruction%20Career%20Pathways.pdf

Perin, Dolores. (2011). Facilitating student learning through contextualization (CCRC Working Paper No. 29, Assessment of Evidence Series). New York, NY: Community College Research Center, Teachers College, Columbia University.

Wiggins, P. & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development

The following pages contain examples of contextualized activities for health care, advanced manufacturing and soft skills. For more information and suggested answers for the extended responses, visit: abspd.appstate.edu, click on teaching resources, scroll down to WIOA Friendly Contextualized Activities for Health Care and Advanced Manufacturing Pathways

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https://womenemployed.org/sites/default/files/uploads/HealthcareBridge1.pdf

Measurement Scavenger Hunt In each square, name the item and its exact length or estimated weight. Find something in this room that:

1. Weighs about 1 kilogram 2.Has a width of 20 centimeters 3. Is about 3 meters tall 4. Is about 1 cm wide

5. Is about 10 centimeters tall 6. Is about 1 meter wide 7. Weighs about 1 gram 8. Is about 1 meter tall

9. Is about 140 millimeters long 10. Weighs over 50 kilograms 11. Is about 80 millimeters wide 12. Is about 90 centimeters long

13. Is about 25 centimeters long 14. Weighs about 100 grams 15. Has a length of 28 cm 16. Weighs less than 10 grams

17. Is shorter than 2 meters 18. Weighs about 10 grams 19.Is about 300 millimeters long

20. Is 50 millimeters tall

Measurement Scavenger Hunt In each square, name the item and its exact length or estimated weight. Find something in this room that:

1. Weighs about 1 kilogram 2.Has a width of 20 centimeters 3. Is about 3 meters tall 4. Is about 1 cm wide

5. Is about 10 centimeters tall 6. Is about 1 meter wide 7. Weighs about 1 gram 8. Is about 1 meter tall

9. Is about 140 millimeters long 10. Weighs over 50 kilograms 11. Is about 80 millimeters wide 12. Is about 90 centimeters long

13. Is about 25 centimeters long 14. Weighs about 100 grams 15. Has a length of 28 cm 16. Weighs less than 10 grams

17. Is shorter than 2 meters 18. Weighs about 10 grams 19.Is about 300 millimeters long

20. Is 50 millimeters tall

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MeasurementMany measurements in health care use the metric system. Instead of inches, health care professionals deal with centimeters. Working with a partner:

1. Measure each other in inches. Then measure each other in centimeters.

__________________________ __________________ _________________ Name Height in Inches Height in Centimeters

__________________________ __________________ _________________ Name Height in Inches Height in Centimeters

2. Find five other things to measure in the classroom:

__________________________ __________________ _________________ Name of Thing Length in Inches Length in Centimeters





3. Draw a picture that shows how inches compare to centimeters:

Advanced Manufacturing: Straw TowerOne of the mottos in advanced manufacturing is that if you can see it you can build it. Today you will see if you can build a tower out of straws that is strong enough to stand on its own and support weight.

Here are the rules:

1. You can only use the items in your bag – straws and tape. Straws may be interconnected by sliding one straw into another. Straws may be bent, cut or slit.

2. Your tower must be self-supporting (you cannot tape the tower to the table). Tape may only be used to join straws together.

3. Your tower must be at least 25 cm tall

4. Your tower must be able to hold a ball for at least one minute

5. Before you begin building, you must spend at least 3 minutes planning and draw a sketch

Tower Sketch

Reflection Questions

1. What did you learn about teamwork from this activity?

2. How close did your actual tower come to your plan? Why did you make changes from the plan?

3. Why is it important to plan before starting to build?

4. What made your tower strong enough to hold the ball? Or Why was your tower not strong enough to hold the ball?

5. What would you do differently next time if you had to do a similar task?

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Blood Compatibility ActivityUse this activity to illustrate blood type compatibility. If the color of the 'blood' changes, it is incompatible. If the color of the 'blood' stays the same, it is compatible

What You Need: 16 cups

Red food coloring

Blue food coloring

Pen or pencil and paper to record data

What You Do:1. Fill 16 cups with water.

2. Put red food coloring in four cups. They will represent Type A blood.

3. Put blue food coloring in four cups. These will represent Type B blood.

4. Put blue and red food coloring in four more cups to make a purplish color; this will represent Type AB blood.

5. Leave only water in the last four cups; this will represent blood Type O.

6. Pour one of the red “A” blood type cups into another one of the “A” blood type cups. Since the color did not change, blood Type A is compatible for blood transfusions with blood Type A. Once you've recorded that data, put the cup off to the side.

7. Next, pour another red “A” into a blue type “B” cup. Since the color changed to purple, Type A blood and Type B blood are not compatible. Make a note of this as well.

8. Then pour a different "A" cup into the purple AB blood type.

9. Finally, red type A will pour the last cup into type O.

10.Repeat the steps with type B, AB, and O and record the results.

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Blood Type Compatibility Results

If the blood changes color, put ⌂ in the box

If the blood does not change color, put X in the box

Blood Type Recipient A Recipient B Recipient AB Recipient O

Donor A

Donor B

Donor AB

Donor O

Blood Type Compatibility Results

If the blood changes color, put ⌂ in the box

If the blood does not change color, put X in the box

Blood Type Recipient A Recipient B Recipient AB Recipient O

Donor A

Donor B

Donor AB

Donor O

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What Happened:Blood Type A can only be given to Type A and AB patients. Blood Type B can only be given to Type B and AB patients. Blood Type AB individuals can receive blood from everyone, but can only donate to other AB blood type patients. Blood Type O individuals can only receive Type O blood, but they can donate blood to every other type.

Adapted from Home Science Tools

Blood on Their Hands: Man Dies after Transfusion Mix-up at Coney Island HospitalLaura Italiano, NY Post

There’s bad blood at Coney Island Hospital — and it’s deadly. A 40-year-old male patient died at the city-run hospital last week after receiving the wrong type blood during a transfusion, The Post has learned.

Transfusions that don’t match a patient’s blood type — giving Type-A to a person who is Type-B, for example — causes the body to attack the new red blood cells, a violent and painful reaction that can lead to shock and a fatal kidney shutdown.

“The blood was mislabeled in the lab. It wasn’t a nursing issue,” said one hospital professional who spoke yesterday on condition of anonymity. “It shouldn’t have happened. It’s just carelessness. It’s a huge problem,” he added.

A source said the fatal error occurred in the hospital’s sixth-floor lab, where blood drawn from patients is screened and “typed.” A technician labeled the patient’s blood as the wrong type, and the patient was given the wrong blood during a transfusion.

Yesterday the lab was shuttered. Blood for Coney Island Hospital patients is now being typed by technicians at Kings County Hospital Center, with the results then phoned in to Coney Island. Coney Island continues to maintain its own stores of banked blood, and surgeries and ER treatment have not been curtailed. Still, emergency-surgery patients are for now all being given Type-O blood, because it can be used universally.

“Our deepest condolences go out to the family . . . We are working with the state to resolve the situation as quickly as possible,” said Ian Michaels, spokesman for the city Health and Hospitals Corporation.

State inspectors are expected to be on site tomorrow, sources said.

“Of course I’m worried about a blood transfusion,” patient Nicole jacobsen, 31, said yesterday.

“They’re all so understaffed here,” she said. “I couldn’t get any attention last week and I overheard someone saying there’s a problem with a patient’s blood transfusion on the fourth floor.”

“I fear for my life at this hospital,” agreed patient Myrtle Irvin, 53.

“I wouldn’t put my dog in here,” she added.

Blood Types

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Human blood is grouped into four types: A, B, AB, and O. Each letter refers to a kind of antigen, or protein, on the surface of red blood cells. For example, the surface of red blood cells in Type A blood has antigens known as A-antigens.

The Rh FactorEach blood type is also grouped by its Rhesus factor, or Rh factor. Blood is either Rh positive (Rh+) or Rh negative (Rh-). About 85% of Americans have Rh+ blood.

Rhesus refers to another type of antigen, or protein, on the surface of red blood cells. The name Rhesus comes from Rhesus monkeys, in which the protein was discovered.

Blood TransfusionsBlood types become very important when a blood transfusion is necessary. In a blood transfusion, a patient must receive a blood type that is compatible with his or her own blood type—that is, the donated blood must be accepted by the patient's own blood. If the blood types are not compatible, red blood cells will clump together, making clots that can block blood vessels and cause death.

Type O– blood is considered the “universal donor” because it can be donated to people of any blood type. Type AB+ blood is considered the “universal recipient” because people with this type can receive any blood type.

Blood type

Percent of Americans with this type Who can receive this type

O+ 37% O+, A+, B+, AB+

O– 6 All blood types

A+ 34 A+, AB+

A– 6 A+, A–, AB+, AB–

B+ 10 B+, AB+

B– 2 B+, B–, AB+, AB–

AB+ 4 AB+

AB– 1 AB+, AB–

Did You Know? Blood type is inherited, just like eye color.

Different kinds of animals have different kinds of blood. Dogs have 4 blood types; cats have 11; cows have about 800.

Some people think blood type tells about personality. Legend has it that Type A is calm and trustworthy; Type B is creative and excitable; Type AB is thoughtful and emotional; and Type O is a confident leader.

In Japan, the idea of blood type as personality type is so popular that Japanese ask “What's your blood type?” about as often as Americans ask “What's your sign?”

Source: Information Please

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Advanced Manufacturing: Using Raw MaterialsIn advanced manufacturing, raw materials can be very expensive. Manufacturers want to get the most use from raw materials with a minimum of scrap (leftover material).

From a sheet of 8.5 x 11 inch paper:

1. What is the maximum number of 2 ¼ inch squares that can be cut with the least scrap?

2. What is the maximum number of right triangles with legs of 30 mm, 40 mm, and 50 mm that can be cut with the least scrap?

3. What is the maximum number of rectangles with lengths of 3 ½ inches and widths of 2 ½ inches that can be cut with the least scrap?

4. What is the maximum number of circles with diameters of 5 cm that can be cut with the least scrap? (Hint: Find an object (cup) with a diameter of 5 cm)

5. How many sheets of paper would it take to make an order of:

20 2 ¼ inch squares15 right triangles with legs of 30 mm, 40 mm, and 50 mm20 rectangles with lengths of 3 ½ inches and widths of 2 ½ inches20 circles with diameters of 5 cm

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Advanced Manufacturing: Understanding PlansWorkers in advanced manufacturing need to be able to take a written plan (blueprint) for something and then create it on a machine.

To practice reading a blueprint, we will use this plan for an Ipad stand, and make a mock up of it using paper.

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11”

90 degree bend

60 degree bend

30 degree bend

60 degree bend

3” 6”1”

8.5”

Both are ½”

Advanced Manufacturing: Understanding VolumeVolume is the amount of space that something takes up. Volume is figured by taking pi (3.14) and multiplying it by the radius (halfway across the middle of the object) and height.

Take 1 sheet of 8.5 x 11 inch paper and make a cylinder with the largest volume that you can.

Try several different shapes and figure out the volume for each one below:

Picture of Shape

Height =

Radius =

Volume =

Picture of Shape

Height =

Radius =

Volume =

Picture of Shape

Height =

Radius =

Volume =

Explain why the one you picked has the largest volume. What makes the difference? Why?

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Advanced Manufacturing: Building to ScaleIn advanced manufacturing, workers take drawings and build objects to scale. The scale may be 1:10, meaning that every inch in the drawing represents 10 inches on a part to be built.

Today, you will scale down an object so it can fit in a room. The Vehicle Assembly Building (VAB) at the Kennedy Space Center in Florida is the largest single story building in the world. It was used to build the Apollo rockets that went to the moon and for all Space Shuttle flights. It could hold the volume of the Pentagon inside and still have space left over. It is so big that is has its own weather and clouds can form inside it on humid days!

Your challenge is to design a scale model of the VAB that could fit inside our classroom:

Length Width Height

Vehicle Assembly Building 716 feet 518 feet 525 feet

How Big is Your Classroom?

What Scale Will You Use? 1 ______________ VAB = 1 ______________ scale model

What is the Length, Width, and Height of the

Scale Model?

Take another large building and scale it

down to fit in the roomBuilding ______________

What Scale Will You Use? 1 ______________ = 1 ______________ scale model

What is the Length, Width, and Height of the

Scale Model?

How did you scale down the VAB dimensions so it would fit in the room?

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Extended Response Stimulus - Dress CodeSource Material # 1 EmailFrom: Jasmine Black, CEOSent: Monday, September 24To: Employees of Lazur Industries

Since we founded our company 10 years ago, there has been no dress code policy. Jeannette Holmes, our human resources director, made it clear to me that not having a dress code creates confusion and other personnel problems. So beginning on January 1st, our company will adopt a dress code policy that mandates professional looking business attire.

With no dress code policy, employees are confused about what to wear. I have seen some workers wear suits and professional dresses while others wear jeans, flip-flops, and T-shirts. It seems that both those who dress formally and those who dress casually wonder if they are doing the right thing. The new policy will end this confusion.

Additionally, an old saying about dress in the workplace is very true: “Dress for the job you want, not for the job you have.” One senior manager shared a story with me about an employee who began work at our company a few years ago. For the first two years she was here, she dressed very casually. She then became determined to earn a promotion, so she started dressing more formally. When she applied for a supervisor’s position, she was not hired because the other managers thought she has not serious about her job based on the way she dressed previously. This worker ended up leaving the company in frustration, and we lost this talented employee.

Like it or not, we are judged by our appearance in our society. Potential customers coming into our workplace and seeing employees dressed casually may get the idea that we are not serious about our work here and take their business elsewhere. We always need to project a professional image. Every employee is the face of our business because you never know whom you might meet as you represent the company here and in the community.

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Source Material # 2

EmailFrom: Kim Lee, Vice PresidentSent: Friday, October 5To: Jasmine Black, CEOCc: All Employees Lazur Industries

Dear Ms. Black:

I write this email on behalf of 215 employees of Lazur Industries who strongly object to having a formal dress code for our office. Please take time to consider our thoughts before making any new policies.

Employees are happier when they can dress comfortably. A happy employee is a more productive worker. Most men wearing suits have removed their jackets and taken off their ties by the time they are a few hours into the workday. So what’s the point in wearing a suit in the workplace? For women, formal dress is a nightmare. It takes a long time for them to get ready in the morning making them late for work. High-heeled shoes cause low back, neck and shoulder pain because the shoes disrupt the natural form of the body. A formal wardrobe is also very expensive for everyone.

It is also wrong to judge people based on their appearance. Dr. Martin Luther King, Jr. said we should be judged based on the content of our character and not on how we look. As a society, we have grown beyond judging people on appearance and instead celebrate diversity. Judging based on looks is old fashioned and belongs in history books, not in modern corporate culture.

Casual dress makes our company seem more human. Instead of appearing to be a group of robots all dressed alike, we show our individuality. Our employees will be seen as the group of diverse individuals they are instead of looking like a dull, lifeless machine. Our potential customers will view us more positively, making it more likely they will do business with us. After all, we are human beings, not human doings.

In closing, one of the most successful entrepreneurs in the world dresses the same way every day - casually. Mark Zuckerberg, the founder and CEO of Facebook, always wears jeans, a T-shirt, and sneakers to the office. Since one of the most successful people in the world dresses casually, why shouldn’t we?

Extended Response Prompt

Analyze the arguments presented in the two emails.

In your response, develop an argument in which you explain how one position is bettersupported than the other. Incorporate relevant and specific evidence from both sourcesto support your argument.

Remember, the better-argued position is not necessarily the position with which youagree. This task should take approximately 45 minutes to complete.

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Extended Response Stimulus: Cover Letter

Source Material # 1

Cover Letter

Sent: Monday, April 4From: Lazario StevensTo: Gary Humphrey Re: Job Opening

Mr. Humphrees,

I sending you this letter to tell you that I want to apply for the job you advertised. I have downloaded my resume to your website. I may not have all the qualifications you ask for in the job posting, but I am a great worker. I am hardworking, detail oriented, and a team player. I am good on the computer to. I can do just about anything you need. If not, I can learn. I really want to work for your company because I need a job bad. I have worked on and off for 10 uyears so I really have some great experience.

I left my last job because of my terrible awful boss. She was mean and expected me to work all the time. She wanted me to be on call 24/7 and I can’t live like that. I mean that was totally out of line. I need some time for me, you know? She would tell me to do one thing and then 10 minutes later tell me to do something that was completely different. I never know what was going on. It was so stressful. She would also scream at us if things did not go her way. Who needs dat? I am so thankful to be outta there!

In this new job, I need to make at lest $12.50 an hour. I know the job is advertised at $10, but I’m worth it! I have a lot of bills to pay so I really really need the extra cash. Like right now! You gotta pay more for the best, right?

I’m lookin forward to hearing from you soon. The best way to get me is to text me at 111.111.1111. You can also send me an email at [email protected]

Bye for now, Lazario.

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Source Material # 2

Cover Letter

Sent: Friday, April 8From: Enrique HernandezTo: Gary HumphreyRe: Job Opening

Dear Mr. Humphrey:

Ever since I was five years old and put bandages on all my “sick” stuffed animals, I have been drawn to the health care field. I am excited to apply for the Phlebotomist Patient Service Technician position at LabWorks where I know I can make a positive difference in patient’s lives.

As you can see from my resume, I meet all the requirements in the job posting. I completed my high school equivalency at Tryon Tech. While there, I took the phlebotomy training course and received my Certified Phlebotomy Technician (CPT) certificate. For the last three years, I worked in the lab at Tryon General Hospital. Working in the lab gave me experience with a wide variety of patients including those housed in long-term care facilities, drug rehabilitation facilities, and prison facilities. I did a wide variety of testing including collection by venipuncture and capillary, urine drug screens, paternity collections, pediatric collections, and breath/saliva alcohol testing.

If you talked with my supervisor, she would tell you that I am an expert in difficult blood draws. When the other technicians had problems, they knew they could call on me and that I would successfully perform the task. I also love working with people and have a sincere desire to help patients of all kinds.

Having researched your company, I am aware of all your service locations here in Tryon City. I am also thrilled that I would be working in one of your state of the art facilities that house the new electronic reporting and accuracy equipment. I know this equipment will allow me to spend more time with our patients and less time doing paperwork.

With my experience with a wide variety of patients and collection methods, I am confident I will be an excellent fit for this job. I look forward to interviewing with you at your convenience. I can be reached at [email protected] or 111.111.1111. Thank you so much for your time in considering my application.

Best Wishes,Enrique Hernandez

Extended Response PromptAnalyze the arguments presented in the two cover letters. Who would you hire?


Remember, the better-argued position is not necessarily the position with which you

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agree. This task should take approximately 45 minutes to complete.

Extended Response Stimulus Materials: Soft SkillsSource Material # 1

Darnell Hughes, Student SpeakerCareer Day Speech

I will speak today about the most important soft skills workers should have. Soft skills are the people skills and self-management skills we should bring to the workplace. Based on my experience working part-time jobs, the three most important soft skills are communication skills, a positive attitude, and flexibility.

I think excellent communication skills are hugely important in today’s workplace. Strong writing skills are necessary so emails and reports are easily understood by all who read them. When talking with co-workers, employees must be able to explain their point of view clearly. Outstanding presentation skills help persuade others and communicate ideas to people both inside and outside the company. Employees should also keep their boss and co-workers aware of their progress on projects so there are no last minute surprises.

Additionally, I feel a positive attitude is a key factor in job success. Chuck Swindoll once said, “Life is 10 percent what happens to me and 90 percent how I react to it.” A great employee follows this quote by keeping a positive attitude no matter what happens on the job. They look for solutions instead of focusing on problems. No one wants to be around someone who always complains, so workers with positive attitudes look for the good and leave their gripes outside the office.

Finally, I believe flexibility is also a soft skill employers’ value. Things constantly change at work whether it is new employees or new ways of doing things. A flexible employee learns new skills and technology and embraces change. Most job descriptions have the phrase “other duties as assigned” written in them, so workers need to be prepared to face new challenges. Instead of saying, “that’s not my job,” a valuable employee pitches in and helps wherever needed. Flexible workers are willing to come in early or stay late as necessary to meet important deadlines.

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Source Material # 2

Shanice Jones, Owner Jones ConsultingCareer Day Speech

When thinking about the three most important qualities an employee brings to a job, we must consider having a strong work ethic, being a team player, and having strong organizational skills. All these soft skills ranked highly in a 2014 survey done by careerbuilder.com, the U.S.’s largest online job site. CareerBuilder surveyed over 2000 hiring managers across the U.S to get their findings.

First, an employee must have a strong work ethic. This means that their motivation to work comes from inside themselves, and they feel personally responsible for the job they do. They come to the office on time, work hard during the day, and keep their word. Employees with good work ethics are very productive and can complete large amounts of work because they are focused. They produce high quality work with good attention to detail. Their managers describe them as dedicated to their jobs and loyal to their company. They keep their jobs and do not “job hop” from place to place.

Next, being a team player is critically important. The old saying, “There is no ‘I’ in team” is very true. A team player is not selfish but works well with others. They communicate well by listening actively, by asking good questions, and by making appropriate suggestions. When facing a deadline, team players will do what it takes to meet it. This may mean working more hours or finding a way to work more efficiently. Team players avoid workplace politics and instead focus on their jobs. They perform their role well, no matter how big or small, so their team succeeds.

Finally, a valuable employee has excellent organizational skills. Well-organized employees keep their workspace neat, so they do not need to waste time looking for things. They are also mentally organized. They prioritize tasks and keep a to-do list so they know what needs to be done next. Because of their great organizational skills, they can manage multiple priorities.

As a small business owner, these skills are ones I look for when I hire new employees.

Extended Response Prompt:

Analyze the arguments presented in the two speeches.


Remember, the better-argued position is not necessarily the position with which youagree. This task should take approximately 45 minutes to complete.

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Model Answer: Soft Skills

Having the right soft skills are important when we look for a job. Two speakers, Darnell Hughes and Shanice Jones, talk about the importance of soft skills in the workplace. Shanice Jones gives the best speech of the two because she is more qualified and her evidence is stronger.

To start, let us look at the qualifications of the two speakers. Darnell Hughes identifies himself as a student. As a student, he probably does not have much experience in the workplace. He spends most of his time going to school, so this does not make him an expert on workplace soft skills. Darnell Hughes did make some good points, but he has limited knowledge on the subject.

On the other hand, Shanice Jones is far more qualified. She is identified as the owner of a consulting business at the beginning of the speech and also mentions that she is a small business owner in the last sentence. This means she sees firsthand what soft skills are needed as she runs her business. A person who makes hiring decisions and decides whether or not to keep employees is definitely more of an expert on soft skills than a student.

Shanice Jones’s speech is also better because she has some strong evidence to back up what she says. In the first paragraph, she mentions that the soft skills she would be talking about come from a 2014 survey done by careerbuilder.com. This survey was done very recently making it a current source. It was also done by a company recognized as being an expert in the job market as they are identified as being the United States’ largest online job site. The people who did the survey talked with over 2000 experts, those who hire people for jobs. These hiring managers come from across the U.S. too. Because the survey was done recently, comes from a reliable source, and used expert sources, it is strong evidence.

However, Darnell Jones’s evidence is not well supported. He bases his experience only on some part time jobs he has worked. A student who has just worked some part time jobs does not have much workplace experience. He does not offer any credible sources to back up what he says. All his paragraphs begin with his opinion as he says “I think” or “I feel” or “I believe” at the beginning of paragraphs two, three, and four. Who would take the opinion of a young student versus that of an experienced professional like Shanice Jones?

In conclusion, we have to listen more carefully to Shanice Jones’s speech. She is in the business world and based her speech on strong research done by a leading career website. If we listen to Darnell Jones’s speech, all we hear are the weak opinions of a student who

The first paragraph introduces the argument

The argument is in bold print

The criteria for evaluating evidence are underlined

Specific evidence from the text is in italics

The evidence is analyzed and discussed in each paragraph

Transition words like on the other hand and however connect the paragraphs together

Evidence from the passages are paraphrased (put in the writer’s own words)

The essay has six paragraphs and 470 words

Awareness of audience and purpose is shown by a conclusion which

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may have never worked at a real job. summarizes the argument

Extended Response Stimulus: Entrepreneur vs. 9 to 5Source Material # 1

Blog Post“An Entrepreneur’s Life”

“I’ve always dreamed of opening my own business.” That used to be me talking. Three years ago, I made the dream a reality when I became an entrepreneur. Being an entrepreneur is so much better than working a 9 to 5 job.

The biggest thing I love about an entrepreneur’s life is the freedom. I decide what hours I work each day. Not being a morning person, I can sleep later and begin work when I am at my best. I never have to miss important events in my kids’ lives because I can schedule work around it. I can take a vacation whenever I want and never have to ask permission.

I also love not having a boss. I am the boss! I get to make all the decisions instead of having to do things just because my supervisor says so. How many of us have worked for a boss who never appreciated them or took credit for their ideas? Most of the stress I experienced working a 9 to 5 job came not from the work itself but from dealing with bad bosses.

In many 9 to 5 jobs, employees focus on doing only one or just a few things. This is boring. As an entrepreneur, I get to do all parts of my business. Keeping up with marketing, bookkeeping, and planning means there is never a dull moment. There is always enough variety to keep my interest.

The absolute best thing about working as an entrepreneur is the money. My income is twice what it was when I worked 9 to 5. The harder I work the more money I make. A recent study from American Express found that the average entrepreneur earned about $68,000 per year. The most successful entrepreneurs earn many times more than that. This allows them to do things they have always wanted to do like travel or retire early.

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Source Material # 2

Blog Post“9 to 5, I’m Lovin’ It!”

While some people love the challenge of being an entrepreneur, this life is not for me. I strongly prefer working a 9 to 5 job because there are so many advantages to it.

Working a 9 to 5 job gives more work/life balance. I have a good friend who is an entrepreneur. She likes to say, “I’m my own boss, so I can work whatever 14 hours a day I choose to.” It is common for her to work 60 to 70 hours per week, taking away precious time from her family. Working my 9 to 5 job, I can head home and enjoy my family time without worry. Entrepreneurs may also have a hard time seeing where their workday ends. There is always more to do and their smart phones allow them to work anywhere all the time.

Being in a traditional job also means a regular paycheck and benefits. I can make plans for the future because I know my check will be there at the end of the month. My company also provides health care, a benefit worth several thousand dollars each year. My 9 to 5 employer also pays half my FICA tax, another excellent benefit. Paid holidays and sick leave also means more money in my pocket. Entrepreneurs must fund their own health insurance, FICA, and sick time. When their business slows, their paycheck shrinks.

Working a 9 to 5 job also means being around other people. Some of the best friends I ever made were from work. I know several people who met their future husband or wife while at work. I love working with a team where each person contributes to the success of our group. Being in an office with others gives many opportunities to build lifelong friendships while being an entrepreneur can mean only having yourself for company.

Instead of working 24/7 as an entrepreneur, give me that 9 to 5 any day!

Extended Response Prompt:

Analyze the arguments presented in the two blog posts.


Remember, the better-argued position is not necessarily the position with which youagree. This task should take approximately 45 minutes to complete

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Soft Skills: Cause and EffectCauseWhen this happens . . .

EffectThe result is . . .

1. I complain about my boss to my co-workers

2. When I make a mistake, I try to hide it from my boss and co-workers

3. I get offended when I get negative feedback about my work from my boss

4. I spend a lot of time on social media during the workday on my office computer

5. I am always late for work

6. I get mad when things do not go my way at work

7. I promised my boss I would do something and then forgot about it

8. I do just the minimum amount to get by in my job

9. I spend a lot of time talking with co-workers about personal issues during the work day

10. I put off hard jobs until the last possible minute

Effect Bank

A. Since your employer has the right to monitor your work computer, you could be fired for misusing it

B. You will earn a bad reputation as a complainer

C. Your boss will be more upset that you tried to hide the mistake than about the mistake itself

D. You will be labelled as a lazy employee who does not pitch in to help when needed

E. You will get a bad reputation as the angry co-worker no one wants to work with

F. Spending a lot of time in conversation will result in work not getting done on time

G. Your boss will think they cannot trust you when you make promises

H. Your boss will stop giving you important feedback you need to hear

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I. This makes it harder for your work team to finish jobs on time

J. You will earn the reputation as someone who is not reliable

Soft Skills: Cause and Effect Answer Key CauseWhen this happens . . .

EffectThe result is . . .

1. I complain about my boss to my co-workers B2. When I make a mistake, I try to hide it from my

boss and co-workersC

3. I get offended when I get negative feedback about my work from my boss

H

4. I spend a lot of time on social media during the workday on my office computer

A

5. I am always late for work I or J6. I get mad when things do not go my way at

workE

7. I promised my boss I would do something and then forgot about it

G

8. I do just the minimum amount to get by in my job

D

9. I spend a lot of time talking with co-workers about personal issues during the work day

F

10. I put off hard jobs until the last possible minute

I or J

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WIOA Spontaneous Stories Create slips of paper numbered 1 to 10 and place them in a bag or cup. Replace the numbers

after each drawing.

Have students draw 4 numbers:

- The first number is the employee - The third number is the time period- The second number is the setting - The fourth number is the situation

Use the employee, setting, time period, and situation to write a story. Not sure about what these occupations are? Google them and find out!

After finishing the stories, have students draw directions from a cup that show how they would present their story. Students could: 1. Read the story; 2. Use role play to act out the story. Students may choose anyone who is part of the class to help them including the instructor; 3. Charades: Get the class to guess the employee/setting/time period/situation.

Employee List Setting List1. CNA 1. The employee’s office 2. Welder 2. A co-worker’s office3. Early Childhood Education Instructor 3. The boss’s office4. HVAC Technician 4. The breakroom5. Auto Mechanic 5. At a customer’s home6. Electrician 6. At lunch7. Chef 7. The supply room8. Phlebotomist 8. The reception area9. Pharmacy Technician 9. The head of the company’s office10. Medical Office Assistant 10. In back of an office building

Time Period List Situation List1. 8 AM 1. A co-worker made a mistake2. 9 AM 2. The employee made a mistake3. 10 AM 3. The boss is upset with the employee4. 11 AM 4. Someone has been injured5. 12 PM 5. An important decision needs to be made6. 1 PM 6. A customer is angry7. 2 PM 7. Something funny just happened

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8. 3 PM 8. There is an important deadline 9. 4 PM 9. Two co-workers are arguing 10. 5 PM 10. There is too much to do

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