Learning Unit

Editor's Notes

• #3: Learners The learners of this lesson will be college students at UH Maui College. The college recently transitioned from a community college to a university and so the student body continues to be quite a diverse population. Due to the socio-economic profile of the schools student body, there is a possibility for much variability in learning among the students enrolled in the undergraduate Interdisciplinary Studies class, IS 105C: Orientation to Employment course. Only about 12 % of the students entering UHMC are coming straight from a Hawai‘i High School. The other 88 % are mostly made up of non-traditional students. UHMC Socio-economic Profile: - 26 yrs old, avg age of UHMC student 92% of the students are from Hawai‘i 64.3% are Female, 35.7% are Male, 28% are Hawaiian, 27% Caucasian, 19 % Filipino As indicated by the stats above a majority of students who attend UHMC are native English speakers. I expect that there maybe a few bi-lingual students considering the array of ethnicities that attend the college. In addition, there is always a possibility of an ESL speaker being in the class. Since the subject of employment is common I expect few problems with students understanding most of the terminology that will be used in the class. On the other hand, based on the average age of a UHMC student being 26 years old, I will assume that most students in the course will already have some employment background and experience completing a job application. Yet, most have probably never created a resume nor considered what “career” choice they’d like to pursue. Additionally, I think students enrolled in this class see employment as “jobs” and not “careers”. The selection of activities will be a key component of developing this unit plan in considering the gap in age and work experience between the students. Learning Environment The class meets 2x per week for 1 hour 10 min sessions for 6 weeks. The classroom is outfitted with 15 desktop computers with speakers/headsets. Each computer has standard Microsoft software (word, excel, ppt, etc. Vision (classroom monitoring software) is available for the teacher to use. -------------------------------- Sources: 1. http://www.hawaii.edu/campuses/maui.html 2. http://quickfacts.census.gov/qfd/states/15/15009.html 3. http://www.hawaii.edu/cgi-bin/iro/maps?hbuhf09.pdf
• #4: The purpose of this unit plan is to help students explore career options and guide them in preparing for their chosen career. The lesson focuses on answering the question of “What career choices can be identified after consideration of skills, personal values, talents, desires, and educational experience?”. In addition, it will address the Interdisciplinary Studies standards of UH Maui College’s Orientation to Employment course. Furthermore, while this is a college course the unit design could also be used to meet HCPS III standards. HCPS III: Content Area: Career & Technical Education Strand Career Planning  Standard 2: CAREER PLANNING: Explore and understand educational and career options in order to develop and implement personal, educational, and career goals Topic Career Goals and Options Benchmark CTE.9-12.2.1 Analyze annual individual education and career goals Sample Performance Assessment (SPA) The student: Evaluates and updates earlier education and career goals (e.g., determines whether they are achievable; incorporates a timeline; identifies career pathway requirements and resources required to pursue the career; conducts an annual evaluation of educational and career goals; revises plan as appropriate).  Topic Career Goals and Options Benchmark CTE.9-12.2.2 Evaluate potential career choices in relation to personal interests, strengths, and values Sample Performance Assessment (SPA) The student: Applies a decision-making model to compare a list of potential career choices to personal interests, strengths, and values (e.g., uses career assessment information; engages in job shadowing, volunteer opportunities, apprenticeships, internships, mentorships).  Topic Workplace Behaviors Benchmark CTE.9-12.2.3 Apply appropriate and safe behaviors and practices in the school, community, and workplace Sample Performance Assessment (SPA) The student: Demonstrates safe behaviors and practices appropriate for the school, community, and workplace (e.g., reliability, punctuality, regular attendance, task completion, meeting deadlines, adaptability, politeness, honesty, taking responsibility for actions, working cooperatively, adhering to safety guidelines and procedures, maintaining appropriate appearance and hygiene for the workplace).  ----------- Sources: <http://standardstoolkit.k12.hi.us/index.html>
• #5: The slide above contains a partial list of the objectives for this lesson, the full list is below. Learning Objectives: i. What is the difference between a job and a career? ii. What effect will the job market have on a particular career choice? iii. Do you have the skills for the career you want? How do you know? iv. What skills or training will you need to reach your career goal? v. Do you have the education necessary for the career you want? If “no”; what should/can you do? vi. Does your resume “sell” your skills? Student Outcomes: i. Knowledge: · Students will know the range and variety of employment opportunities available in the current job market. · Students will know how to prepare a resume. · Students will know the difference between a resume and a job application. · Students will know the difference between a job and a career. · Students will know about the online resources available to assist them in the job search process. · Students will know about the online resources available to them for exploration of career options. ii. Abilities: · Students will be able to describe their personal and professional goals. · Students will be able to use the internet to conduct a job search. · Student will be able to use the internet in order to explore career options. · Students will be able to differentiate between appropriate and inappropriate job interview questions. · Students will be able to identify key elements of a job search. · Students will be able to identify the skills and knowledge they need for their career choice. iii. Critical Thinking (or Process) Skills: · Students will demonstrate appropriate interview behavior and etiquette via mock interviews. · Students will demonstrate their ability to complete a basic job application. · Students will demonstrate their ability to select the proper resume format and create a resume appropriate for their career choice. · Students will demonstrate using appropriate language in the work place via written and oral communication in the job search process.
• #6: Outlined on the slide are the resources I will use when implementing the unit plan. Below is a brief description of how it will be used. RESOURCES FOR BOTH Laulima will be used to facilitate course content between the students and the teacher. Ning will be used for students to post some of the work that they do. It will also be used to facilitate discussion and collaboration between students in the class. The teacher will use it to post questions to drive discussion. Career Kokua will be used as a resource to create parts of the lesson. Students would use this portal to assist in their career exploration and job preparation assignments. The Job Hunting Handbook will also be used as a resources for the teacher as well as serve as the main text for the class. Dahlstrom, H. (2009). The Job Hunting Handbook . Holliston, MA: Dahlstrom & Company, Inc.   TEACHER RESOURCES Career One Stop : This site has great videos that I will use when implementing parts of the lesson. Specifically I will use the Skills & Cluster videos for the class. STUDENT RESOURCES The five websites listed in this box on the slide are the main websites students will be using while completing the assigned lessons. TECHNOLOGY RESOURCES A computer and high-speed internet are necessary resources that a student will need to complete the class assignments. If students do not own their own computer there are computer labs available on the UHMC campus. During class time students will have access to a computer with Microsoft Office software, high-speed internet, and a printer.
• #7: The technology I will use for this unit lesson includes using standard software, a computer, high-speed internet, a projector, various resource websites, Laulima, and Ning. The classroom is equipped with the necessary technology tools for the students. Additionally, the college has resources available for students outside of the classroom. The teacher will provide instruction to students for using technological applications. This is a college level course and so there is an assumption that students are familiar with the basics of using a computer and have accessed the internet before. However, it is likely that previous technological exposure was focused on entertainment purposes instead of learning objectives. Therefore, I will choose websites and tools that are easiest for students to manage because they will likely have limi ted knowledge on navigating the internet with purpose and efficiency. Technology Standards are detailed below: NETS for Students http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. understand and use technology systems b. select and use applications effectively and productively NETS for Teachers http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspx Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources. c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. 2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. 4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. c. promote and model digital etiquette and responsible social interactions related to the use of technology and information.
• #8: Students will learn through direct instruction from the teacher, that include lectures (sometimes with ppt), class discussions, and videos related to the workplace. Students will also do a series of mini projects throughout the unit and the final project will be a career portfolio (a culmination of their mini projects). The teacher will present the material every week but students will be independently responsible for reading course material; completing the assignments in the text book, as well as, the web exercises; and exploring the resource websites. The mini projects and independent assignments will help reinforce the concepts discussed during the class sessions and strengthen the students understanding of the course material. Students will also collaborate through course discussions in Ning and small group discussion in-class; these activities will help to strengthen the students communication and writing skills. This unit will incorporate a number of learning activities which are listed on the slide above. In particular, one learning activity will be for students to identify the skills and knowledge they will need for their desired career choice. A few of the technologies involved in this activity will include an online tool provided by the Career One Stop site called Employability Checkup as well as the class social networking site. The activity directly engages and supports student learning by requiring them to exercise their critical thinking skills. In addition, it provides information that is useful for students to begin making important decisions that will affect their careers. Students will visit the Career One Stop site and answer the questions to complete the employability profile on the Employability Checkup Page. http ://www.careerinfonet.org/employabilitycheckup/emp_ask.asp?nodei... Then students will take an assessment test in Career Kokua, followed by a secondary assessment, for which they will have the option to take either the Personality or Holland test. This exercise is one that will be done early on in the course to provide students the opportunity to gage their employability of the desired career choice and wage, based on the skills, knowledge, and education level they possess at the time. After completing the employability exercise and the skill assessment activities students will reflect upon the employability profile and the skills report that is generated by writing a one page reflection about their results. Students will be required to post their reflections in the class social networking site (Ning) forum and will address specific components which include - Educational level - Wage - Trends - Unemployment rate - What their career choice is at this point? - How prepared the student is at this point for their career choice? - How the student plans to reach their career choice? What does the student have to do to achieve their goal? List specific steps. After completing the entire first activity, students will identify at least 2 careers of interest and write a 2 page report that will be submitted directly to the teacher through Laulima. As far as students needs and abilities go, I have multiple activities to address the multiple intelligences that will exist in the classroom. For students with special needs I will work with the Disabilities counselor on the UHMC campus to accommodate the student. When I can I will use assistive technologies like closed captioning. In addition, when possible I will use sites that are 508 compliant and/or apply W3C standards to their websites.
• #9: The main product of this unit will be the career portfolio, which will be a culmination of the mini-projects, plus the students resume and completion of their mock interview. The student may create a traditional paper presentation in a binder or choose to do an eportfolio instead. There will be lectures, discussions (class & on-line), and text-book assignments that will lead up to the mini projects. Students will be able to reflect on their career choice by evaluating where they are now and what they need to do to prepare for the career they have selected.
• #10: I will use the grading structure and evaluation tools listed in the slide above; along with observing and listening for misconceptions during the weekly class discussions, to asses what students are learning. Evaluation tools like the rubrics and the checklists will help me to determine how well the students are meeting the objectives of the lessons. Unit Grade (300 pts total) Portfolio – 120 points (40 %) Mini Projects – 120 points (40 %) Assignments – 60 points (20 %) Mini Projects (20 pts each x 6 = 120) Complete a skills assessment Complete an online job search Complete a resume Identify 3 personal goals and 2 career goals Identify 2 companies that the student would like to work for Prepare for a mock job interview Assignments (10 pts each x 6 = 60) List 3 resources (online or offline) that has job listings Complete a job application True/False wksht on proper & improper interview questions Web activity - http://careerplanning.about.com/od/jobsearch/a/quiz_success.htm Multiple choice wksht identifying parts and formats; of the common types of resumes - Chronological, Functional, Combination Attend a job fair
• #11: The lesson will run for six weeks and the table above loosely illustrates the flow of the unit. In the end students will know how to facilitate an employment search, interview successfully, and prepare a professional resume for their chosen career; after reflecting on their skills, knowledge, and values.
• #12: One way I will know that the unit worked is if a majority of the class demonstrates a high level of knowledge about career options as evidenced by their work and discussions. I will review what students have to say in their course and teacher evaluations. Also, students’ reflection papers will be examined for common themes that relate to the understanding of career expectations. In addition, during in class discussion sessions, the teacher will take time to observe the exchange of knowledge as it applies to the course material. Moreover, evaluations will be done to see how students applied their knowledge to their student assignments, mini-projects, and the portfolio. The final grades for students will be analyzed as well.
• #13: I love quotes and always like to include one for inspiration.