authoring cycle career research project marcia catalano carolyn perricone curriculum development and...

Authoring CycleAuthoring CycleCareer Research ProjectCareer Research Project

Marcia CatalanoMarcia Catalano

Carolyn PerriconeCarolyn Perricone

Curriculum Development and EvaluationEDU545

5/8/2006 Career Authoring Cycle

Career Research Project – Career Research Project – IndexIndex

► IntroductionIntroduction► Explanation of StanExplanation of Stan

dardsdards► Standards and ActivStandards and Activ

ities Matrixities Matrix► Multiple IntelligenceMultiple Intelligence

ss► Authoring Cycle MoAuthoring Cycle Mo

deldel

► ActivitiesActivities► Differentiation OptioDifferentiation Optio

nsns► RubricsRubrics► ResourcesResources► ReflectionsReflections► BibliographyBibliography

Click on a topic to advance to that slide.


IntroductionIntroductionIn our ever-changing global economy it is necessary to provide students with current, comprehensive, and in-depth information about careers, including detailed descriptions of typical duties, responsibilities, projections on employment trends (local, state, and national), an understanding of working conditions, and educational requirements and opportunities.

This Authoring Cycle is designed to be used with high school students (grades 11-12) or with college freshmen. The focus is to help students become more aware of the different career options available to them. Students will examine specific career areas and the characteristics and skills necessary for success, educational background requirements, and the anticipated future of specific careers. Research activities expand beyond the school walls and include interviews with family members, and utilization of school resource centers/facilities, and the Internet. In addition, it stresses the importance of career exploration and setting of goals so that students can make a connection between decisions they make now and their futures.


The Career Authoring Cycle specifically provides students opportunities to:The Career Authoring Cycle specifically provides students opportunities to:

► Gain a developmental understanding of their own skills, strengths, and Gain a developmental understanding of their own skills, strengths, and weaknesses and to recognize the ever-evolving requirements of the weaknesses and to recognize the ever-evolving requirements of the workplace and the relationship of lifelong learning to career success.workplace and the relationship of lifelong learning to career success.

► Develop an understanding of the workplace by bridging the gap between Develop an understanding of the workplace by bridging the gap between school and the business world.school and the business world.

► Develop a general vocational orientation and a desire to acquire Develop a general vocational orientation and a desire to acquire marketable skills.marketable skills.

► Work and learn independently (effectively allocating time, energy and Work and learn independently (effectively allocating time, energy and resources) and collaboratively as part of a team (contributing to group resources) and collaboratively as part of a team (contributing to group efforts and understandings).efforts and understandings).

► Explore information and arguments from various points of view to think Explore information and arguments from various points of view to think critically and creatively and to solve problems.critically and creatively and to solve problems.

► Use effective and efficient strategies to explore and use an information- Use effective and efficient strategies to explore and use an information- and technology-rich environment to gain knowledge, deepen and technology-rich environment to gain knowledge, deepen understanding, and solve complex problems.understanding, and solve complex problems.

► Develop a variety of transferable skills such as research, writing, math, communication, and oral presentation skills.

► Use technology to enhance essential skills and facilitate learning in the Use technology to enhance essential skills and facilitate learning in the content areas.content areas.

Introduction Introduction (continued)(continued)

Index Standards


Explanation of StandardsExplanation of Standards

► Connecticut English Language Arts CurriculuConnecticut English Language Arts Curriculum Standardsm Standards

► Connecticut Learning Resources and InformConnecticut Learning Resources and Information Technology Curriculum Standardsation Technology Curriculum Standards

► Connecticut Technology Education CurriculuConnecticut Technology Education Curriculum Standardsm Standards

Index


Connecticut English Language Connecticut English Language Arts Curriculum StandardsArts Curriculum Standards

Index

Standard 3: Communicating with OthersStandard 3: Communicating with Others3.23.2Students prepare, publish and/or present work appropriate to audience, Students prepare, publish and/or present work appropriate to audience,

purpose and taskpurpose and task

► determine purpose, point of view and audience, and choose an appropriate determine purpose, point of view and audience, and choose an appropriate written, oral or visual formatwritten, oral or visual format

► apply the most effective processes to create and present a written, oral or apply the most effective processes to create and present a written, oral or visual piecevisual piece

► revise texts for organization, elaboration, fluency and clarityrevise texts for organization, elaboration, fluency and clarity► research information from multiple sources for a specific purposeresearch information from multiple sources for a specific purpose► evaluate the validity of primary and secondary sources of information to evaluate the validity of primary and secondary sources of information to

authenticate researchauthenticate research► publish and/or present final products in a myriad of ways, including the use of publish and/or present final products in a myriad of ways, including the use of

the arts and technologythe arts and technology

Standard 4: Applying English Language ConventionsStandard 4: Applying English Language Conventions4.34.3Students use standard English for composing and revising written textStudents use standard English for composing and revising written text

► recognize the difference between standard and nonstandard English and use recognize the difference between standard and nonstandard English and use language appropriatelylanguage appropriately

► demonstrate proficient use of proper mechanics, usage and spelling skills.demonstrate proficient use of proper mechanics, usage and spelling skills.► use resources for proofreading and editinguse resources for proofreading and editing

Standards

Learning Resources


Connecticut Learning Resources and Connecticut Learning Resources and Information Technology Curriculum Information Technology Curriculum

StandardsStandards

Standard 1: Definition and Identification of Information NeedsStandard 1: Definition and Identification of Information Needs: : Students define Students define their information needs and identify effective courses of action to conduct research their information needs and identify effective courses of action to conduct research and solve problems.and solve problems.

► Clearly state the scope and criteria for a given task and demonstrate the ability to Clearly state the scope and criteria for a given task and demonstrate the ability to communicate them to others, independentlycommunicate them to others, independently

► Independently identify and assess existing knowledge related to a given task and Independently identify and assess existing knowledge related to a given task and articulate information needs to information providers or peersarticulate information needs to information providers or peers

► Develop essential questions related to a topic and formulate a research hypothesis Develop essential questions related to a topic and formulate a research hypothesis related to the topicrelated to the topic

► Search print, non-print and digital resources within and outside the school, Search print, non-print and digital resources within and outside the school, independentlyindependently

► Determine a course of action that demonstrates the selection of appropriate Determine a course of action that demonstrates the selection of appropriate strategies and resources for accomplishing a task, independentlystrategies and resources for accomplishing a task, independently



StandardsStandardsStandard 2: Information StrategiesStandard 2: Information Strategies: : Students will understand and demonstrate Students will understand and demonstrate

information skills and strategies to locate and effectively use print and non-print information skills and strategies to locate and effectively use print and non-print resources to solve problems and conduct research.resources to solve problems and conduct research.

► Apply principles of information systems organization to a variety of print and non-Apply principles of information systems organization to a variety of print and non-print resourcesprint resources

► Routinely and efficiently, use online information resources to meet the needs for Routinely and efficiently, use online information resources to meet the needs for research, publications, and communicationsresearch, publications, and communications

► Access specific information from print and non-print resources by using internal Access specific information from print and non-print resources by using internal organizers (e.g., indexes, cross-references)organizers (e.g., indexes, cross-references)

► Plan and design methods to collect reliable data for particular purposes and Plan and design methods to collect reliable data for particular purposes and audiences, using advanced reference materials, indexes, dictionaries and abstractsaudiences, using advanced reference materials, indexes, dictionaries and abstracts

► Determine the best tool for locating information and use key word descriptors and Determine the best tool for locating information and use key word descriptors and Boolean logic to perform advanced on‑line and CD‑ROM searches (e.g., field Boolean logic to perform advanced on‑line and CD‑ROM searches (e.g., field searches)searches)

► Use, independently, the full range of print and non-print resources within the school Use, independently, the full range of print and non-print resources within the school or districtor district

► Select and use, independently, an appropriate search engine or directory related to Select and use, independently, an appropriate search engine or directory related to a specific taska specific task

► Identify key words for searching information sources, independentlyIdentify key words for searching information sources, independently



StandardsStandards

Standard 3: Information ProcessingStandard 3: Information ProcessingStudents will apply information from a variety of sources and formats using Students will apply information from a variety of sources and formats using

evaluative criteria to interpret, analyze, organize and synthesize both print evaluative criteria to interpret, analyze, organize and synthesize both print and non-print materialand non-print material

► Develop and use personal and established criteria for selecting materials of Develop and use personal and established criteria for selecting materials of appropriate breadth and depth of detail, format, illustrations, special features, appropriate breadth and depth of detail, format, illustrations, special features, level, content, purpose and intended audience level, content, purpose and intended audience

Standard 4: ApplicationStandard 4: ApplicationStudents will use appropriate information and technology to create written, Students will use appropriate information and technology to create written,

visual, oral and multimedia products to communicate ideas, information or visual, oral and multimedia products to communicate ideas, information or conclusions to others.conclusions to others.

► Determine appropriate technology(s) and format(s) to clearly present Determine appropriate technology(s) and format(s) to clearly present information gathered from a variety of print and non-print resources, for a information gathered from a variety of print and non-print resources, for a variety of audiencesvariety of audiences

Index

Standards

Technology


Connecticut Technology Education Connecticut Technology Education Curriculum StandardsCurriculum Standards

Standard 3: Career AwarenessStandard 3: Career AwarenessStudents will become aware of the world of work and its function in society, Students will become aware of the world of work and its function in society,

diversity, expectations, trends and requirements.diversity, expectations, trends and requirements.

► Research and identify career opportunities in the areas of transportation, Research and identify career opportunities in the areas of transportation, communication, production and technology.communication, production and technology.

► Identify future labor market trends.Identify future labor market trends.► Compare the skills needed by employees to those needed for success in Compare the skills needed by employees to those needed for success in

education.education.► Develop a learning portfolio of their areas of experience and expertise.Develop a learning portfolio of their areas of experience and expertise.

Standard 4: Problem Solving/Research and DevelopmentStandard 4: Problem Solving/Research and DevelopmentStudents will recognize technology as the result of a creative act, and will be able Students will recognize technology as the result of a creative act, and will be able

to apply disciplined problem-solving strategies to enhance invention and to apply disciplined problem-solving strategies to enhance invention and innovation.innovation.

► Evaluate design ideas to determine the most appropriate.Evaluate design ideas to determine the most appropriate.► Identify appropriate sources of information for research.Identify appropriate sources of information for research.► Present an idea using multimedia technology.Present an idea using multimedia technology.


Connecticut Technology Education Connecticut Technology Education Curriculum StandardsCurriculum Standards

Standard 7: Communication SystemsStandard 7: Communication SystemsStudents will understand and be able to effectively apply physical, graphic and Students will understand and be able to effectively apply physical, graphic and

electronic communications techniques in processing, transmitting, receiving electronic communications techniques in processing, transmitting, receiving and organizing information.and organizing information.

► Demonstrate skills in selecting and utilizing appropriate communication Demonstrate skills in selecting and utilizing appropriate communication technology.technology.

► Design and produce a multimedia presentation.Design and produce a multimedia presentation.

Standards

Index Standards/ Activities


Standards and Activities Standards and Activities MatrixMatrix

English Language

Arts

Learning Resources and Information Technology

Technology Education

3.2 4.3 1 2 3 4 3 4 7

ActivityActivity

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Life Experiences

•Brainstorming Session

•Informational Interview

•Interview Classmates

•Journal

Uninterrupted Personal Engagements

•Self Analysis

•KWL Chart

•Questioning

•Research Activities

•Identify Research and Training


Standards and Activities Standards and Activities Matrix Matrix (continued)(continued)

English Language

Arts



3.2 4.3 1 2 3 4 3 4 7

ActivityActivity

Sta

nd

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nd

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pare

, pu

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Collect Ideas

•Self Analysis

•Journal

•The Pitch




•CBIA Career Exploration and Video Series

•Identify Education and Training

Explore Meaning Constructs

•Text Set Discussions



English Language Arts



3.2 4.3 1 2 3 4 3 4 7

ActivityActivity

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Reflect and Revise

•Journal


•Self Analysis

•KWL Chart


Present and Share Meaning

•The Pitch

•PowerPoint and Oral Presentations

•Magazine/Newspaper Article

•Careers in the News Bulletin Board



ActivityActivity

English Language Arts



3.2 4.3 1 2 3 4 3 4 7

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Examine the Operation of Sign System Processes

•KWL Chart



•The Pitch

•Strategy Sessions

Invite Further Engagement

•Self Analysis

•Journal

•KWL Chart

•The Pitch



Index

Multiple Intelligence

s


Multiple IntelligencesMultiple Intelligences

ActivityActivity

Inte

lligen

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pers

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Natu

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Life Experiences

•Brainstorming Session



•Journal

Uninterrupted Personal Engagements

•Self Analysis

•KWL Chart

•Questioning


•Identify Research and Training


Multiple Intelligences Multiple Intelligences (continued)(continued)

ActivityActivity

Inte

lligen

ce

Inte

lligen

ce

Lin

gu

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Log

ical-

math

em

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al

Sp

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Bod

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Mu

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Inte

rpers

on

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Intra

pers

on

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Natu

ralis

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Collect Ideas

•Self Analysis

•Journal

•The Pitch




•CBIA Career Exploration and Video Series



Text Set Discussions



ActivityActivity

Inte

lligen

ce

Inte

lligen

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math

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Sp

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on

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Natu

ralis

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Reflect and Revise

•Journal


•Self Analysis

•KWL Chart


Present and Share Meaning

•The Pitch

•PowerPoint and Oral Presentations





ActivityActivity

Inte

lligen

ce

Inte

lligen

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Lin

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Examine the Operation of Sign System Processes

•KWL Chart



•The Pitch


Invite Further Engagement

•Self Analysis

•Journal

•KWL Chart

•The Pitch


•Identify Education and TrainingIndex Authoring Cycle


Authoring Cycle ModelAuthoring Cycle Model

Collect Ideas


Uninterrupted Personal

Engagements

Reflect and

RevisePresent and

Share Meaning

Examine Operation of

Sign System Process

Invite Further

Engagements

Click on a topic to advance to that

slide.

Life Experiences

Index

Career Authoring Cycle5/8/2006

Life ExperiencesLife Experiences

► Brainstorming SessiBrainstorming Sessionon

► Interview Interview family family membersmembers

► Interview classmateInterview classmates s and graphically and graphically share findingsshare findings

► Journal WritingJournal Writing

CycleIndex


slide.

Personal Engagements


Uninterrupted Personal Uninterrupted Personal EngagementsEngagements

► Self AnalysisSelf Analysis► JournalJournal► KWL ChartKWL Chart► QuestioningQuestioning ► Research Activities Research Activities ► Identify Education aIdentify Education a

nd Trainingnd Training

Index Cycle Collect Ideas


Collect IdeasCollect Ideas► PersonalPersonal

Self AnalysisSelf Analysis JournalJournal The PitchThe Pitch

► Career (general and Career (general and specific)specific) Informational InterviewInformational Interview Interview ClassmatesInterview Classmates ResearchResearch CBIA Exploration and VidCBIA Exploration and Vid

eo Serieseo Series Identify Education and TrIdentify Education and Tr

ainingaining

CycleIndex


slide.

Meaning Constructs


Explore Meaning ConstructsExplore Meaning Constructs

► Text Set DiscussionsText Set Discussions

CycleIndex Reflect and Revise

Reflect and ReviseReflect and Revise

► Reflection JournalReflection Journal► Text Set DiscussionsText Set Discussions► Revist Revist

Collecting Ideas Collecting Ideas Uninterrupted PersonUninterrupted Person

al Engagementsal Engagements► Self AnalysisSelf Analysis► KWL ChartKWL Chart► Research ActivitiesResearch Activities

CycleIndex


slide.

Present and Share

Meaning

Present and Share MeaningPresent and Share Meaning

►Class presentationsClass presentations The PitchThe Pitch PowerPoint and Oral PrePowerPoint and Oral Pre

sentationssentations

►Career Newspaper/MagCareer Newspaper/Magazineazine

►Careers in the NewsCareers in the News Bulletin Board Bulletin Board

CycleIndex Examine Sign System

Processes


slide.

Examine the Operation of Sign Examine the Operation of Sign System ProcessesSystem Processes

► KWL ChartKWL Chart► Career Newspaper/MagCareer Newspaper/Mag

azineazine► Careers in the NewsCareers in the News

Bulletin Board Bulletin Board ► Focused group Focused group

discussionsdiscussions The PitchThe Pitch Strategy SessionsStrategy Sessions

CycleIndex


slide.

Further Engagement


Invite Further EngagementInvite Further Engagement

The following activities invite students to The following activities invite students to consider their choices and strategies and consider their choices and strategies and whether to revisit steps of the Authoring whether to revisit steps of the Authoring Cycle.Cycle.


slide.

CycleIndex

►Self Analysis►Journal►KWL Chart►The Pitch►Strategy Sessions►Identify Education and Train

ing

Activities


ActivitiesActivities

► The PitchThe Pitch► Magazine/Newspaper AMagazine/Newspaper A

rticlerticle► Careers in the NewsCareers in the News

Bulletin Board Bulletin Board► Strategy SessionsStrategy Sessions► Identify Education and Identify Education and

TrainingTraining► PowerPoint and Oral PrPowerPoint and Oral Pr

esentationsesentations

► Brainstorming SessionBrainstorming Session► Informational InterviewInformational Interview► Interview ClassmatesInterview Classmates► JournalJournal► Self AnalysisSelf Analysis► KWL ChartKWL Chart► Research ActivitiesResearch Activities► CBIA Career ExploratioCBIA Career Exploratio

n and Video Seriesn and Video Series► Text Set DiscussionsText Set Discussions

Index


slide.


Brainstorming SessionBrainstorming Session

►To identify a variety of career To identify a variety of career possibilitiespossibilities

►To generate personal interestTo generate personal interestTo begin the unit on Career Research we will start with something familiar to students. This activity will provide students an opportunity to start thinking about what might be of interest to them.

Students will be given prompts to start them thinking about different careers and which ones might appeal to them. Career ideas will be recorded and listed on the board.

Index Activities

RubricCycle


Informational InterviewInformational Interview►To generate career interest and To generate career interest and

awarenessawareness

Click on graphic to view the actual Word document.

Informational Interview It can be very beneficial to learn about different careers and their specific details as you contemplate and decide upon a career of interest to you. This exercise will allow us to assemble a variety of information about different careers . Step 1: For this activity, you will interview one of your family members who

has what you think is an interesting career. Who did you choose? ________________________________ What is this person’s career? __________________________ Why did you choose this person? ________________________ _________________________________________________ Step 2: Using the attached form, interview this person and record the

answers on the form. Step 3: Prepare a brief (5 minutes) oral presentation to present your

findings to the class. Please include a visual (poster, hand out, PowerPoint, Web Site, Pictures, objects dealing with that career, etc.) to share with the class and enhance your presentation.

Step 4: Write an informational essay explaining what you learned about

this person and his/her career. Include comparisons to any prior thoughts you may have had with respect to the career which were either confirmed or disproved.

This activity will provide This activity will provide students the opportunity students the opportunity to share details about a to share details about a variety of careers and variety of careers and will act as an introduction will act as an introduction to the research aspect of to the research aspect of the unit on Career the unit on Career Research. Students are Research. Students are still working with the still working with the familiar; results will be familiar; results will be shared in class in an shared in class in an effort to develop an effort to develop an awareness of the variety awareness of the variety of possible careers.of possible careers.


Name: _____________________ Title: ____________________ Company: __________________ Address: _________________ _________________________ Phone: _____________________ Fax: _____________________ E-mail: ____________________ Website: __________________ How did you become interested in (field of interest?)

What is the best educational preparation for this field?

What kind of growth patterns are you seeing in (field of interest) that I should consider in my decisions?

From your experience with individuals in (field of interest), what personal attributes do you think are essential for

success?

Which professional journals and organizations should I know about in this field?

What skills are needed in (field of interest) and which ones should I be concentrating on at this point in my education?

What new skills have you had to acquire to keep your job?

What experiences have you had that have been invaluable to you in learning your job?

What strategies did you use to find your job?

How did you apply for your job? In person? By mail? By e-mail?

Did you need a resume? A cover letter?

What kinds of discrimination did you perceive, if any, when looking for work?

What are your job duties?

What experiences have you had that have been invaluable to you in learning your job?

How many hours are you expected to work in a day? How many days in a week?

What is the average weekly, monthly or yearly salary for your type of work?

What is a typical workday like? Would it be possible for me to observe one sometime?

How are you treated by your superiors? How do you treat your superiors?

How much vacation time is normal for a year? Sick time?

What are some of the difficulties of (field of interest) and what motivates you to stay in spite of them?

What types of advancement opportunities are available in (field of interest)?

What else should I know in order to make an informed decision about going into the field?

How long are you expected to stay at this job?

What is the customary procedure for quitting?

What are the customary rewards for long-term commitment?

Do you know of comparable job titles I should be exploring in (field of interest)?

Index Activities

RubricCycle


Interview ClassmatesInterview Classmates

►To identify career interestsTo identify career interests►To develop a graphic representation of To develop a graphic representation of

findingsfindings

Index Activities

Rubric

Students will work in pairs or small groups and will interview each other to identify career interests among classmates. The information will then be discussed and students will take the class findings to generate a graph or pie chart depicting the different career interests in order to identify similarities and trends, and to ascertain why this might be.

Cycle


JournalJournal

►To explore, speculate, and To explore, speculate, and contemplate about career choices and contemplate about career choices and opportunitiesopportunities

►To reflect on personal qualities and To reflect on personal qualities and priorities as they relate to career priorities as they relate to career choicechoiceJournal writing will be utilized throughout the unit to help students in making career, research, and presentation decisions.

PromptsIndex Activities

RubricCycle


Journal PromptsJournal Prompts► When I graduate, I want to be . . .When I graduate, I want to be . . .► My perfect job would be . . .My perfect job would be . . .► I think ______ is an interesting career (or one that I I think ______ is an interesting career (or one that I

admire) because . . . admire) because . . . ► I would like to be a _______ because . . .I would like to be a _______ because . . .► I would NOT like to be a _______ because . . . I would NOT like to be a _______ because . . . ► Have you answered all your career questions?Have you answered all your career questions?► Do you need to go back and look for other information?Do you need to go back and look for other information?► Are you still interested in the original career? What Are you still interested in the original career? What

confirmed this?confirmed this?► Have you considered an alternative career? What? Have you considered an alternative career? What?

Why?Why?

Index Activities

Cycle


Self AnalysisSelf Analysis►To analyze personal strengths,

aptitudes, skills, abilities, and/or likes/dislikes

►To assist in career selection

Students will be asked to complete at least two of these activities/inventories and will be directed to compare results as inventories and results may vary.

In addition to personal information, inventories will provide students with additional career possibilities to consider.

Index Activities

Cycle


KWL ChartKWL Chart►To identify prior knowledgeTo identify prior knowledge►To guide researchTo guide research►To assess learningTo assess learning

KKI KnowI Know

WWI Want I Want

to Knowto Know

LLI have I have

learnedlearned

prior prior knowledgknowledge about e about chosen chosen careercareer

specific specific informatiinformation about on about chosen chosen careercareer

understandinunderstanding about g about chosen chosen careercareer

This activity will be used throughout the unit. At the beginning of the unit, it will be used to help students identify prior knowledge. Once they have selected a career to research, it will be used to identify information to research. Prior to formal presentations, it will be used to assess their knowledge about chosen careers and to ensure that all pertinent information has been included.Index Activitie

sCycl

e


QuestioningQuestioning► Develop list of questions to be answered Develop list of questions to be answered

about chosen careerabout chosen career

Following class and/or group discussions and prior to beginning research activities, students will be directed to develop a list of questions that they would like answered. By requiring students to develop questions prior to engaging in research, the research process should be more meaningful and purposeful.

Index Activities

Cycle


Research ActivitiesResearch Activities

►To gather specific career informationTo gather specific career information

Students will be provided a variety of resource materials and class time to utilize for gathering data and information about chosen careers. This information will be used to develop their PowerPoint and oral presentations.

Index Activities

Cycle


Career Exploration and Video Career Exploration and Video SeriesSeries

► To gather specific information about To gather specific information about identified careersidentified careers

► To provide interest and real-world relevance To provide interest and real-world relevance in career research activitiesin career research activities

“For the first time, you can bring the world of work right into your schools to show how school work connects to life-work. The videos candidly explore the positives and realities of each job from the perspectives of the young people actually doing them.” (CBIA, 2003)

This resource package of nine videos and career-exploration activities provides students the opportunity to explore careers in an engaging, interesting manner. It also allows for flexibility depending upon classroom needs and interests.

Index Activities

Cycle


Text Set DiscussionsText Set Discussions

After performing primary research through After performing primary research through informational interviews and using resources, students will discuss their findings in groups. Students will be asked to identify categories/ information relevant to any/all careers and identify those unique aspects that are pertinent to their particular careers and present the information using a Venn Diagram to be displayed around the room.

►To identify multiple interpretations and To identify multiple interpretations and connectionsconnections

RubricIndex Activities

Cycle


The PitchThe Pitch

► To confirm career choicesTo confirm career choices► To clarify presentation plansTo clarify presentation plans

Students will be broken up into small groups Students will be broken up into small groups and will be asked to “pitch” their career and will be asked to “pitch” their career choices and presentation ideas to the group. choices and presentation ideas to the group. Group members may ask clarifying Group members may ask clarifying questions, evaluate ideas, and/or make questions, evaluate ideas, and/or make suggestions to help the presenter better suggestions to help the presenter better meet audience needs/interests.meet audience needs/interests.


Cycle


Career Newspaper/MagazineCareer Newspaper/Magazine

Students will write a short “article” on Students will write a short “article” on findings of interest creating short “Did You findings of interest creating short “Did You Know?” types of articles. Articles will be Know?” types of articles. Articles will be assembled in a class newspaper/magazine assembled in a class newspaper/magazine and copies reproduced for all students. This and copies reproduced for all students. This publication will also be placed on the publication will also be placed on the classroom website to share with others in classroom website to share with others in our district.our district.

►To share/communicate career findingsTo share/communicate career findings


Cycle


Bulletin BoardBulletin Board

Careers in the News

Students will be asked to find an article find an article about their chosen careers to be shared about their chosen careers to be shared both orally and to be added to this bulletin both orally and to be added to this bulletin board. Students are encouraged to find board. Students are encouraged to find information that can be presented information that can be presented graphically such as charts/graphs to depict graphically such as charts/graphs to depict job growth trends, salary information, etc.job growth trends, salary information, etc.

►To enhance classroom learningTo enhance classroom learning►To share collected informationTo share collected information


Cycle


Strategy SessionsStrategy Sessions►To identify research strategiesTo identify research strategies►To perfect research activitiesTo perfect research activities►To plan and create an effective To plan and create an effective

presentationpresentationSmall groups of students will discuss project progress:project progress:• Progress Progress • Sources utilized Sources utilized • Problems/difficultiesProblems/difficulties• ApproachesApproaches• Processes/StrategiesProcesses/Strategies


Cycle


Identify Education & TrainingIdentify Education & Training►To identify the education and training To identify the education and training

required for particular careersrequired for particular careers►To develop the series of steps needed To develop the series of steps needed

to enter the career of his/her choiceto enter the career of his/her choice

Using the results of interviews and prior research, Using the results of interviews and prior research, students will develop a hypothetical timeline students will develop a hypothetical timeline consisting of training, college major, internships, consisting of training, college major, internships, etc. that will help them to reach the goal of their etc. that will help them to reach the goal of their chosen careers. The timelines can be established in chosen careers. The timelines can be established in their journals and may be included as part of the their journals and may be included as part of the presentation or written on a mini-poster to be presentation or written on a mini-poster to be displayed in the classroom.displayed in the classroom.

Index Activities

Cycle


PresentationPresentation

►To communicate findings to To communicate findings to othersothers PowerPointPowerPoint OralOral

►InstructionsInstructions


Cycle


Presentation InstructionsPresentation InstructionsAs a culmination to our Career Research unit and to tie all of your

information together, you will be presenting your results to the class using PowerPoint and an oral presentation.

Instructions: Using the information obtained from our classroom activities and from your research, create a slide show and oral presentation to present your findings and why it is a good fit for you to the class. The slide show must be at least 10 slides in length and contain the following:• Title Slide• Bulleted List (apply the build effect of your choice)• Appropriate Graphics• Table• Graph• Bibliography• Outline• Handout Sheets• Appropriate animations and transitions• Title, date, and slide number on each slide

Index

Activities

Cycle

Differentiation Options


Differentiation OptionsDifferentiation Options

►Research Cycle WorksheetsResearch Cycle Worksheets►Career Outline WorksheetCareer Outline Worksheet► Job ShadowJob Shadow►CBIA Career Exploration and Video SeriCBIA Career Exploration and Video Seri

eses

Index


slide.


Research Cycle WorksheetsResearch Cycle Worksheets

►To assist students To assist students in organizing work in organizing work and executing the and executing the research processresearch process

Name:_____________________________________________________ Career:___________________________________________________________

Research Cycle Worksheets A. THE QUESTIONING STEP:

You will decide what questions need to be answered. What specific information do you feel other students and teachers need to learn about the career in which you are interested? Many resources are available in our classroom, the Media Center, the Guidance Office, and on the Internet. There are a number of useful sites that can be accessed through the Career Authoring Cycle PowerPoint file. You will need at least two Internet sites and at least one print source (Magazine/Newspaper articles, books, etc.)

1. What don’t most people know about this career?

2. Why is it important?

3. What should we know about this career? B. THE PLANNING STEP:

Decide what will be the best sources to provide information on your topic. Which sources are the most reliable? On or off- line? On-line databases? Internet or printed materials?

1. Where might the best information lie?

2. Which resources are reliable? 3. How will you protect against bias and develop a balanced view?

Click on graphic to view the actual Word document.

This set of worksheets has been constructed to aid students in developing a research plan. Worksheets may be completed individually or an entire packet given the student if appropriate.

Index Differentiation Options


Career Research OutlineCareer Research Outline► To provide students a framework for To provide students a framework for

information gathering and to assist in information gathering and to assist in assembling appropriate informationassembling appropriate information

CAREER RESEARCH POWERPOINT Career Research Outline

Use the following outline to prepare your PowerPoint presentation referencing the resources discussed in class. Consult several (at least three) sources of information for your presentation. Title of Occupation to be Researched _______________________________________________

I. Nature of the work A. What work tasks are performed? _____________________________________________

______________________________________________________________________

______________________________________________________________________

B. What equipment or tools are used? ___________________________________________

______________________________________________________________________

C. What are the fields of specialization?__________________________________________

______________________________________________________________________

D. What skills are needed? ____________________________________________________

______________________________________________________________________

II. Working conditions/surroundings A. What are the physical conditions of the work site (noise levels, health hazards, stress level,

cleanliness, indoor/outdoors)? _______________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

B. What is the daily and weekly work schedule? ___________________________________

______________________________________________________________________

III. Projected earnings A. What are the beginning, average, and highest earnings a worker can expect? ____________

______________________________________________________________________

B. What are the benefits in addition to earnings, (commissions, tips, overtime bonuses,

vacations, medical care, retirement plans, etc.)? __________________________________

______________________________________________________________________

______________________________________________________________________

IV. Where workers are employed A. In which career cluster or industry is this occupation usually found? __________________

______________________________________________________________________

B. In what type of establishment and location is the work performed? ___________________

CAREER RESEARCH POWERPOINT

Career Research Outline (p. 2)

V. Employment outlook A. How many workers are employed in this occupation? _____________________________

B. What is the projected number of openings for this occupation in the future? ____________

______________________________________________________________________

VI. Education and training A. What are the education and training requirements? _______________________________

______________________________________________________________________

B. What licensing or certification is required? _____________________________________

______________________________________________________________________

VII. Career paths A. What are the usual paths of advancement or movement? ___________________________

______________________________________________________________________

VIII. Qualities and rewards that affect success and satisfaction A. What personal qualities are related to success (interests, values, goals) in this occupation? _

______________________________________________________________________

______________________________________________________________________

B. What accomplishments or aptitudes demonstrate ability to be successful in this occupation?

______________________________________________________________________

______________________________________________________________________

C. What personal rewards and satisfactions will this occupation provide or not provide?

______________________________________________________________________

IX. Related occupations A. What occupations are related to this vocation? ___________________________________

______________________________________________________________________

X. Additional information A. Where is there additional information about this occupation ________________________

______________________________________________________________________

______________________________________________________________________

XI. Sources used A. ______________________________________________________________________

B. ______________________________________________________________________

C. ______________________________________________________________________

D. ______________________________________________________________________

E. ______________________________________________________________________ Click on graphic to view the actual Word document.


Rather than having to develop their own questions to identify research needs, this document provides more limited students with an outline of pertinent information to be researched.


2. What information do you want to present to your audience?

F. THE EVALUATING STEP:

Is your information complete? What is missing? Will you be able to present an interesting PowerPoint presentation to a high school audience with the information you have found? The presentation must include the information you’ve identified and why you think this is a good career choice for you.

1. Is your information complete? Why or why not?

G. REPEAT THE PROCESS: Questioning | Planning | Gathering | Sorting | Synthesizing | Evaluating

1. Describe any changes you considered and/or made after repeating the research cycle.

Adapted from Reed, Miranda. "Miss Reed's Science Class Web Page." 08 Aug 2000. Eastern Middle School. Montgomery County Public Schools. 14 Oct 2004 http://cte.jhu.edu/techacademy/web/2000/reed/research.html .

C. THE GATHERING STEP: (to be filled out for EACH source used)

Time to research and save your information. You must use Microsoft Word to save the information you gather in your researching. Copy and paste from the net and/or type information from printed materials. Remember to cite your sources.

1. Title of Source and URL if applicable. 2. How did you save your information?

3. Answer these questions in a Word document. a. What was the purpose of this article or web site?

b. Summarize the information from the article/web site.

c. Develop a graphic organizer to display the important ideas in this article/web site.

d. What other information that you did not find in this article/web site do you need to

better understand this career? D. THE SORTING STEP:

You will now sort and sift through the data you have collected. Find the information that best helps you to understand your topic. Remember who your audience is!

1. How do each (and every) article or web sites pertain to your audience?

List the articles and brief explanations below: E. THE SYNTHESIZING STEP:

You should now begin to arrange and rearrange your information so that some sort of product/presentation begins to appear. Note the different aspects/criteria of your chosen career (that could pertain to any career).

1. Identify the criteria applicable to any career.

2. Identify the criteria that are specific to your chosen career.



Job ShadowJob Shadow

► To offer students a more in-depth, up-close To offer students a more in-depth, up-close view of a specific careerview of a specific career


More advanced students may shadow an employee in their chosen career field for a day, collecting information about job duties, requirements, skills, etc. They could use the Interview handout to help gather information. Findings will be shared with class during class presentations, discussions, and/or the Careers in the News Bulletin Board.


Career Exploration and Video Career Exploration and Video SeriesSeries

This resource package, including nine videos, provides a variety of alternative and/or supplemental instructional materials that can be reproduced and adapted for individual, small-group, and/or large group instruction. Index Differentiati

on Options Resources

Rubrics


RubricsRubrics

►Class ParticipationClass Participation► Interview EssayInterview Essay► Interview PresentationInterview Presentation► JournalJournal►ArticleArticle►Bulletin Board SelectionBulletin Board Selection►PowerPoint PresentationPowerPoint Presentation►Oral PresentationOral Presentation

Index


slide.


Class ParticipationClass Participation

5

Students always take a voluntary, thoughtful, and active role in their own learning, challenging themselves on a daily basis. Through participation and inquiry, they consistently demonstrate a genuine desire to learn and share ideas with the teacher and their classmates. They initiate discussions, ask significant questions, and act as leaders within the group. They are willing to take risks, to assert an opinion and support it, and to listen actively to others. These students are always well prepared to contribute to the class as a result of having thoughtfully completed assignments, and the thoroughness of their work demonstrates the high regard they hold for learning.

4

Students consistently take an active role in their own learning. They participate regularly in class discussions and frequently volunteer their ideas, ask thoughtful questions, and defend opinions. They listen respectfully to their classmates and are willing to share ideas as a result of having completed assignments. Though never causing disruption to the class, these students do not always demonstrate a consistent commitment to make the most out of our class time each and every day.

3

Students sometimes take an active role in their own learning, sharing relevant ideas and asking appropriate questions. Although reluctant to take risks, they contribute regularly to class discussions. These students listen to their classmates and respect their opinions. As a result of having completed assignments, these students are prepared to answer questions when called upon. They may need occasional reminders to stay on task.

2

Students occasionally take an active role in their own learning. They participate and ask questions infrequently. They hesitate to share their ideas or to take risks, and they may not always listen to or respect the opinions of others. These students usually participate only when called upon. As a result of assignments being sometimes incomplete or missing, they may not be prepared to answer thoughtfully with detail or substance. These students need regular reminders to stay on task.

1Students rarely take an active role in their own learning. They often do not participate and rarely share ideas or ask questions. These students display poor listening skills, and they may be intolerant of the opinions of others. As a result of being unprepared for or disengaged from class, these students often refuse to offer ideas even when called upon.

[*]

[*] "Class Participation Rubric." 07 Oct. 2004. Mr. G's Class. St. Vincent Elementary School. 07 Oct 2004 http://www.cqsb.qc.ca/svs/434/tpartr.pdf .

Index Rubrics


Informational Interview - Informational Interview - EssayEssay

CriteriaExemplary

4Proficient

3Emerging

2Limited

1

Points Earne

d

Content/ Knowledge

Demonstrates full understanding; includes explanations and elaborations.

Demonstrates good understanding; includes some explanation and/or elaboration.

Demonstrates limited understanding; limited explanation or elaboration.

Demonstrates poor understanding; no explanation or elaboration is included.

Quality of Work

Excellent – Essay is presented neatly and well organized.

Good – Essay is presented neatly and generally organized.

Satisfactory – Essay is presented fairly neatly and/or somewhat organized.

Poor – Essay is not presented neatly and is not organized.

Processing of

Information

In-depth processing of all information. Strong connections made relating interview and career information.

Processing of most of the information. Good connections made relating interview and career information.

Some processing of information. Some connections made to relating interview and career information.

Little or no processing of information. No connection to relating interview and career information.

Spelling and Grammar

Presentation has no misspellings or grammatical errors.

Presentation has 1-2 misspellings or grammatical errors.


Presentation has more than 6 misspellings or grammatical errors.

Score

Index Rubrics


Informational Interview – Informational Interview – Oral PresentationOral Presentation

CRITERIAExcellent

4Good

3Satisfactory

2

Needs Improvement

1Score

Preparedness

Student is completely prepared and has obviously rehearsed.

Student seems adequately prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Content Shows a full understanding of the topic.

Shows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Enthusiasm

Displays a strong interest and enthusiasm about the person interviewed.

Displays interest and enthusiasm about the person interviewed.

Displays little enthusiasm or interest about the person interviewed.

Did not display much interest or enthusiasm about person interviewed.

Speaks Clearly

Speaks clearly and distinctly all (100-95%) the time and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces 1-2 words.

Speaks clearly and distinctly most (94-85%) of the time. Mispronounces no more than two words.

Often mumbles or cannot be understood OR mispronounces more than two words.

Score

Index Rubrics


JournalJournalCriteria Exemplary

4Proficient

3Emerging

2Limited

1

Points Earne

d

Addresses Prompt

Provides the correct answer to the prompt.

Provides sufficient information in answering the prompt.

Provides little information in answering the prompt.

Provides no information in answering the prompt but wrote something anyway.

Quality of Work

Excellent - uses 95% to 100% correct punctuation/ capitalization. Neat and organized.

Good - uses 80% to 95%. correct punctuation/ capitalization Neat and organized.

Satisfactory - uses 65% to 75% correct punctuation/ capitalization. Neat or organized.

Poor - uses 60% or less correct punctuation/ capitalization. Not neat or organized.

Processing of Information

In-depth processing of all information and activities. Strong connections made to activities, relating learning and activities.

Processing of most of the information and activities. Good connections made to activities relating learning and activities.

Some processing of information and activities. Some connections made to activities relating learning and activities.

Little or no processing of information and activities. No connection to past learning. Few or no connections to learning and activities.






Works Independentl

y

Completed without any assistance.

Completed with some assistance. (Help with a few words, etc.).

Completed mostly with assistance.

Completed with total assistance.

Score

Index Rubrics


Group DiscussionGroup Discussion

Criteria Exemplary4

Proficient3

Emerging2

Limited1

Points Earne

d

Participation

Responds thoughtfully to all prompts and discussion in a timely manner.

Responds adequately to all prompts and discussion.

Participates minimally in discussions; seldom responds or participates.

Does not participate in discussions.

Demonstrates Knowledge

Shows complete understanding of the questions, ideas, and processes.

Shows considerable understanding of the problem, ideas, and processes.

Shows limited understanding of the problem, ideas, and processes.

Shows a lack of understanding of the problem, ideas, and processes.

Explanation

Complete response with a detailed explanation.

Good solid response with clear explanation.

Explanation is unclear.

Misses key points.

Listening Skills

Listens when others talk. Incorporates or builds off of the ideas of others.

Generally listens when others talk.

Listens only some of the time when others talk.

Does not listen when others talk. Often interrupts when others speak.

Score

Index Rubrics


Career Magazine/Newspaper Career Magazine/Newspaper ArticleArticle

CriteriaExemplary

4Proficient

3Emerging

2Limited

1

Points Earne

d

Content/ Knowledge

Demonstrates thorough understanding of subject.

Demonstrates satisfactory understanding of the subject.

Demonstrates limited understanding of the subject.

Demonstrates poor understanding of the subject.

Development

Develops ideas clearly and fully; information focuses on topic.

Develops ideas satisfactorily; information focuses on topic.

Limited development of ideas; some information may be unrelated to topic.

Poor development of ideas; information may not be related to topic.

Quality of Work

Neatly and well organized. Includes an effective introduction that engages reader.

Neatly and generally organized; easy to understand. Introduction may not engage reader.

Somewhat neatly and/or organized; difficult to understand. Poor or no introduction.

Not neat and is not organized; difficult to understand. No introduction.

Connections

Strong connections made relating interview and career information.

Good connections made relating interview and career information.

Some connections made to relating interview and career information.

No connection to relating interview and career information.






Score

Index Rubrics


Bulletin Board SelectionBulletin Board SelectionCriteria

Exemplary4

Proficient3

Emerging2

Limited1

Points Earne

d

Content/ Knowledg

e

Demonstrates thorough understanding of subject.

Demonstrates satisfactory understanding of subject.

Demonstrates limited understanding of subject.

Demonstrates poor understanding of subject.

Attention to Theme

Commendable explanation of how the selection is related to unit topic; the relationship is clear without explanation.

Reasonable explanation of how the selection is related to unit topic; the relationship is clear without explanation.

Fairly reasonable explanation of how selection is related to unit topic; relationship is unclear.

Weak explanation of how selection is related to unit topic; relationship is unclear.

Connections

Strong connections made relating subject and class activities.

Good connections made relating subject and class activities.

Some connections made to relating subject and class activities.

No connection to relating subject and class activities.

Titles and Text

Titles and text are easy to read from a distance. Text varies in color, size and/or style for different text elements.

Titles and text are difficult to read from a distance. Text varies in color, size and/or style for different text elements.

Titles and text are easy to read close-up. Little variation in the appearance of text.

Titles and/or text are difficult read, even close-up. Little or no variation in text appearance

Graphics

Chart, picture or other graphic is used to support and enhance article.

Chart, picture, or other graphic is used; may support article.

Chart, picture, or other graphic is used; may not relate to article.

No chart, picture, or other graphic is used.

ScoreIndex Rubrics


PowerPoint PresentationPowerPoint PresentationCATEGORY

Excellent7-8

Good5-6

Satisfactory3-4

Needs Improvement1-2

Organization

Information is organized in a clear, logical way. Content is well organized using headings or bulleted lists to group related material.

Most information is organized in a clear, logical way. Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.

Some information is logically sequenced. Content is logically organized for the most part.

There is no clear plan for the organization of information, just lots of facts.

Content – Accuracy

All content throughout the presentation is accurate. There are no factual errors.

Most of the content is accurate, but there is one piece of information that might be inaccurate.

The content is generally accurate, but one piece of information is clearly flawed or inaccurate.

Content is typically confusing or contains more than one factual error.

Originality

Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.

Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.

Presentation shows an attempt at originality and inventiveness on one to two slides.

Presentation is a rehash of other people’s ideas and/or graphics and shows very little attempt at original thought.






Text – Font Choice and Formatting

Font formats (e.g., color, bold, italics) have been carefully planned to enhance readability and content.

Font formats have been carefully planned to enhance readability.

Font formatting has been carefully planned to complement the content. It may be a little hard to read.

Font formatting makes it very difficult to read the material.

Use of Graphics

All graphics are attractive (size and colors) and support the theme/content of the presentation.

A few graphics are not attractive but all support the theme/content of the presentation.

All graphics are attractive but a few do not seem to support the theme/content of the presentation.

Several graphics are unattractive AND detract from the content of the presentation.

Background

Background does not detract from text or other graphics. Choice of background is consistent from slide to slide and is appropriate for the topic.

Background does not detract from text or other graphics. Choice of background is consistent from slide to slide.

Background does not detract from text or other graphics.

Background makes it difficult to see text or competes with other graphics on the slide.

Transitions and

Animations – planning

Careful planning has gone into transitions and animations. All transitions and animations improve the content or “feel” of the presentation.

Some planning has gone into transitions and animations. Most enhance the content or “feel) of the presentation, but 1-2 seem to be added for no real reason. None detract from the overall presentation.

Transitions and animations that are chosen are appropriate for the topic, but some detract from the overall presentation.

Transitions and animations are not appropriate for the presentation.

Sources

Source information collected for all graphics, facts and quotes. All documented in desired format.

Source information collected for all graphics, facts and quotes. Most documented in desired format.

Source information collected for graphics, facts, and quotes, but not documented in desired format.

Very little or no source information was collected.

Index Rubrics


Oral PresentationOral PresentationCATEGORY

Excellent7-8

Good5-6

Satisfactory3-4

Needs Improvement1-2

Preparedness

Student is completely prepared and has obviously rehearsed.

Student seems adequately prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Introduction and Closure

Student delivers open and closing remarks that capture the attention of the audience and set the mood.

Student displays clear introductory or closing remarks.

Student clearly uses either an introductory or closing remark, but not both.

Student does not display clear introductory or closing remarks.

Content Shows a full understanding of the topic.

Shows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Enthusiasm

Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language are used to try to generate enthusiasm, but seems somewhat faked.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented.

Speaks Clearly

Speaks clearly and distinctly all (100-95%) the time and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces 1-2 words.

Speaks clearly and distinctly most (94-85%) of the time. Mispronounces no more than two words.

Often mumbles or cannot be understood OR mispronounces more than two words.

Posture and Eye Contact

Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.

Stands up straight and establishes eye contact with everyone in the room during the presentation.

Sometimes stands up straight and establishes eye contact.

Slouches and/or does not look at people during the presentation.

Listens to Other

Presentations

Listens intently. Does not make distracting noises or movements or unnecessary comments.

Listens intently but has one distracting noise or movement or makes one unnecessary comment.

Sometimes does not appear to be listening but is not distracting OR makes more than one unnecessary comment.

Sometimes does not appear to be listening and has distracting noises or movements OR makes unnecessary comments.

Index Rubrics Resources


ResourcesResources

►Self-AnalysisSelf-Analysis►CareerCareer

Index


Self Analysis ResourcesSelf Analysis Resources

Career Management Program

Index Resources


Career ResourcesCareer Resources

► Media CenterMedia Center► Guidance OfficeGuidance Office► CBIA Video SeriesCBIA Video Series► Internet Resources Internet Resources

Index Resources


Online ResourcesOnline Resources

Career Management Program

Index Resources

VOCATIONAL

INFORMATION CENTER

Reflections


ReflectionsReflections

► Marcia CatalanoMarcia Catalano► Carolyn Carolyn PerriconePerricone

Index


Marcia CatalanoMarcia CatalanoWhen Carolyn and I first began working on this assignment, I thought that the Authoring Cycle

would be much better suited to an elementary school audience. As we began exchanging ideas, perspectives, activities, and resources, an entire unit on career exploration/research began to take shape.

What began as a random computer-based assignment, focused primarily on the creation of a PowerPoint presentation, has now been transformed into a comprehensive unit on career research which would seamlessly fit into the curriculum of a career exploration class. Being business educators, Carolyn and I chose this topic as it is one to which both of us could relate, and it is an area that we both address in our different settings. We feel that the selection of activities is appropriate for eleventh and twelfth grade high school students as well as college freshmen. In trying to address the needs and interests of our different student populations, I think we were able to assemble a beneficial collaboration of developmentally-appropriate and engaging materials and activities.

The Career Authoring Cycle presented here provides students with multiple opportunities to reflect on possible career choices and personal qualities. In addition, the research aspect is very focused and directed to help students navigate more successfully through a process which can be quite difficult or overwhelming. I especially like the strategy or process planning and reflection that we have incorporated into the unit as it not only affords opportunities to communicate ideas to others, but it also allows students opportunities to process, discuss, and reflect on the choices (procedural/strategic and/or career) they have made and to revise or improve upon their work.

The finished product, I believe, is a thoughtful, comprehensive unit addressing varying learning styles, interests, and abilities, and one that will allow students to explore career choices and develop a basic understanding of a career as well as a deeper understanding of themselves and how this information might relate to career selection and lifelong learning. While it may be too extensive for my Computer Skills class, it is a perfect fit for a career exploration class, and I would definitely employ this project as the unit on career research.

Index Reflections


Carolyn PerriconeCarolyn Perricone

Index

Marcia and I have worked together in other classes, and I know that we teach students that are close in age. So, after inviting her to work with me, she suggested we begin with her career project, and it sounded like a great idea (which it was). I have never designed anything this comprehensive before and was impressed (and a bit overwhelmed) with the authoring cycle idea.

The final product is amazing to me, and I hope to use parts of it in my Financial Accounting courses next year. In those courses I have many different business majors, many of whom are not sure which direction they want to go with their careers. This could be a life-changing exercise for them. I like the idea that a project could continue throughout the semester and culminate at the end with presentations. Also, students will have the opportunity to develop many skills in different areas, including technology, research, and communication. One of the challenges we have faced as accounting instructors is how to incorporate each of these areas into our accounting courses.

I now feel that I could apply this concept to other classes and other projects and will feel comfortable with the process. I have to admit that at first I was a bit skeptical about the applicability of this method to college-level classes! But after seeing how all of the activities work together to achieve the many different learning objectives, I have changed my mind. Even if I do not use as many activities and all of the parts of the authoring cycle, the model will enable me to bring together a number activities related to a particular unit or topic.

Reflections

Bibliography


BibliographyBibliography(2001). National standards for business education. Reston, VA: National

Business Education Association.

(2001). Vocational and technical education - performance standards and competencies. Hartford, CT: Connecticut State Department of Education.

(2003). Connecticut Career and Technical Education – Performance Standards and Competencies. Middletown, CT: Connecticut State Department of Education.

The 16 Career Clusters. (2006). Retrieved May 1, 2006, from National Association of State Directors of Career Technical Education Consortium, States' Career Clusters Web site: http://www.careerclusters.org/16clusters.htm.

Business and finance technology education framework. (2003). Retrieved Feb. 25, 2006, from Connecticut State Dept. of Education - Business and Finance Technology Web site: http://www.state.ct.us/sde/deps/Career/Business/framework.pdf.

CBIA’s Educator’s Guide to School-to-Career. Retrieved May 2, 2006, from CBIA (Connecticut Business and Industry, Education Policies & Practices Web site: http://www.cbia.com/ed/STC/pocket_guide_educators.htm#Career.


Bibliography Bibliography (continued)(continued)

Career Compass. Retrieved April 30, 2006, from U.S. Department of Education and U.S. Department of Labor, Career Voyages Web site: http://www.careervoyages.gov/index.cfm.

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authoring cycle career research project marcia catalano carolyn perricone curriculum development and...

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students opportunities

skills necessary

specific career areas

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essential skills

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