11stst International Conference International Conference Athens, GreeceAthens, Greece

Career Guide Career Guide For SchoolsFor Schools

Socrates, Comenius 3Socrates, Comenius 34 November 20064 November 2006

Personal DevelopmentPersonal Development

Nora GikopoulouNora Gikopoulou

Eleni LampouEleni Lampou

Ellinogermaniki AgogiEllinogermaniki Agogi

Career Guide Project Career Guide Project

Description:Description: Career Guide is an internationalCareer Guide is an international

Network which brings together expertsNetwork which brings together experts

in pedagogy, psychology, technologyin pedagogy, psychology, technology

and labour market, promoting careerand labour market, promoting career

guidance practices in Europeanguidance practices in European

schools.schools.

Target Group:Target Group: Pupils up to 12 years oldPupils up to 12 years old Counsellors Counsellors Teachers Teachers Policy MakersPolicy Makers

Aims:Aims:

To promote career education and To promote career education and awareness in European schools, bridging awareness in European schools, bridging the gap between school and the world of the gap between school and the world of work. work.

To bring career guidance to the education To bring career guidance to the education policy front and contribute to the policy front and contribute to the upgrading of teaching and learning career upgrading of teaching and learning career developmentdevelopment

To explore the best practices on the To explore the best practices on the implementation of career guidance implementation of career guidance education in Europeeducation in Europe

To gather and evaluate ICT-based To gather and evaluate ICT-based methodologies and practices addressed to methodologies and practices addressed to career guidancecareer guidance

To offer specialised support and training To offer specialised support and training opportunities to educators of career opportunities to educators of career guidance in schools throughout Europeguidance in schools throughout Europe

To develop new curriculum guidelines To develop new curriculum guidelines

ToolTool : :

TheThe main tool for accomplishing main tool for accomplishing these objectives is the Career GUIDE these objectives is the Career GUIDE web portal which will act as a forum web portal which will act as a forum for information, communication and for information, communication and promotion of career guidance in promotion of career guidance in schools.schools.

www.career-guide.euwww.career-guide.eu

MethodologyMethodology : : Development of a cooperation school Development of a cooperation school

networknetwork Development of the Career Guide for Development of the Career Guide for

Schools Web PortalSchools Web Portal Dissemination of Dissemination of career guidance career guidance

methodologies methodologies

Development of a series of research Development of a series of research activities in three axes :activities in three axes :

Personal Awareness and DevelopmentPersonal Awareness and DevelopmentSelf-concept, self-awareness, self- Self-concept, self-awareness, self-

esteemesteemLife skills, presentation skillsLife skills, presentation skillsValues and motivationValues and motivationCounseling and coachingCounseling and coaching

Job Market Analysis Job Market Analysis Statistics Statistics

Industry constraintsIndustry constraints

Career DevelopmentCareer DevelopmentProblem Solving Problem Solving

Decision MakingDecision Making

Work PlacementWork Placement

Transition from school to work Transition from school to work

Personal developmentPersonal development

is an essential is an essential hard continuous process, hard continuous process, vital vital part in the procedure of Career part in the procedure of Career Guidance. Guidance.

helps pupils to understand and articulate helps pupils to understand and articulate all aspects of their personality all aspects of their personality

helps pupils to make specific plans for a helps pupils to make specific plans for a stable future achievement. stable future achievement.

connects their emotional, educational and connects their emotional, educational and the vocational aspects of self.the vocational aspects of self.

Personal Development Personal Development

It is student’s first step in a long life It is student’s first step in a long life path, in a path of realizing and actingpath, in a path of realizing and acting

It could be embodied in the schools’ It could be embodied in the schools’ curriculum as an open wide plancurriculum as an open wide plan

Life skills:Life skills:

The term declares the The term declares the importance of life importance of life skills in individuals skills in individuals every day lifeevery day life

Includes skills that Includes skills that help individuals to help individuals to ameliorate their ameliorate their adaptability in adaptability in different different thoroughfaresthoroughfares

Self -conceptSelf -concept Communication skillsCommunication skills Career Design skillsCareer Design skills Decision making skillsDecision making skills Problem solving skillsProblem solving skills Leadership skillsLeadership skills Time managementTime management Information skillsInformation skills

It is student’s first step in a long life It is student’s first step in a long life path, in a path of realizing and actingpath, in a path of realizing and acting

It could be embodied in the schools’ It could be embodied in the schools’ curriculum as an open wide plancurriculum as an open wide plan

Theoretical and scientificTheoretical and scientific background background

B. Johari WindowB. Johari Window

TheoryTheoryOpen/free Open/free self self

Blind self Blind self

Hidden Hidden self self

Unknown Unknown self self

johari window four regionsjohari window four regions

open area, 'the arena'open area, 'the arena' : what is known by the : what is known by the person about him/herself and is also known by person about him/herself and is also known by others others

blind area : blind area : what is unknown by the person what is unknown by the person about him/herself but which others know about him/herself but which others know

hidden areahidden area : what the person knows about : what the person knows about him/herself that others do not know him/herself that others do not know

unknown area unknown area :: what is unknown by the what is unknown by the person about him/herself and is also unknown person about him/herself and is also unknown by others by others

Activities’ Target groupActivities’ Target group

Pupils 14 to 18 years oldPupils 14 to 18 years old

CounsellorsCounsellors

TeachersTeachers

Cross cultural Issues :Cross cultural Issues :

CommunicationCommunication Student – TeamStudent – Team ChangeChange SystemSystem InteractionInteraction

Pedagogical AimsPedagogical Aims

To motivate children to discriminate To motivate children to discriminate the external self traits from the the external self traits from the internal ones, the positive from the internal ones, the positive from the negative ones. negative ones.

To help them accept their traits.To help them accept their traits.

To recognize and name their feelings.To recognize and name their feelings.

To help students to develop team spirit, to To help students to develop team spirit, to interact with each other, to pose the same interact with each other, to pose the same goals, to reveal their thoughts and to goals, to reveal their thoughts and to share experience.share experience.

To motivate them to realize that all traits To motivate them to realize that all traits are essential and to accept that fact. are essential and to accept that fact.

To motivate them to understand that they To motivate them to understand that they should accept their traits and then to try should accept their traits and then to try to change them those which are to change them those which are considered as negative ones.considered as negative ones.

Iceberg’s exerciseIceberg’s exercise We write in the board a series of human We write in the board a series of human

traits traits We give 6 cartels to each student. We give 6 cartels to each student. Then students choose 6 traits that Then students choose 6 traits that

describe themselves and write them on describe themselves and write them on the 6 cartels.the 6 cartels.

Students arrange the traits in order Students arrange the traits in order When done, we pose some indicative When done, we pose some indicative

questions like: "Do you like what you see? questions like: "Do you like what you see? Do you want to keep it? And we propose Do you want to keep it? And we propose them to give up one traitthem to give up one trait

We pose same questions like : How We pose same questions like : How does the lack of that affect you? does the lack of that affect you?

This procedure is repeated until This procedure is repeated until students have given up 4-5 traitsstudents have given up 4-5 traits

We pose them same questions and We pose them same questions and recommend them to regain all traits recommend them to regain all traits one by one, if they feel likeone by one, if they feel like

This exercise ends up when children This exercise ends up when children obtain all traits they really want or obtain all traits they really want or think they need.think they need.

Findings : Findings :

tension as students decided which traits tension as students decided which traits they will give up.they will give up.

comments about how incomplete comments about how incomplete students feel without those traits students feel without those traits

great relief or happiness when decide to great relief or happiness when decide to give up negative traits, give up negative traits,

great refusal to give up the last traits great refusal to give up the last traits when these are decreasedwhen these are decreased

the importance of those traits, as they the importance of those traits, as they are regained.are regained.

Designing self - collageDesigning self - collage pictures, words, or pictures, words, or

symbols clipped from symbols clipped from magazines that represent magazines that represent their traitstheir traits

e.x things they enjoy e.x things they enjoy doing, places they've doing, places they've been, people they been, people they admire, or careers they admire, or careers they desire. desire.

students create a collage. students create a collage.

we post the collages we post the collages around the roomaround the room

students guess which students guess which collage belongs to collage belongs to whom and state why whom and state why they made that guess. they made that guess.

all children are all children are unmasked and justify unmasked and justify their choices and their their choices and their work procedure.work procedure.

Create a "Me" CommercialCreate a "Me" Commercial

Topic: why someone should hire him or choose him.Topic: why someone should hire him or choose him. student write a two- to three-minute television student write a two- to three-minute television

commercial. commercial.

special qualities, traits, interests in a persuasive way. special qualities, traits, interests in a persuasive way.

Presentation of commercials in front of the class circularly. Presentation of commercials in front of the class circularly.

they write to their portfolio the reason they choose this or they write to their portfolio the reason they choose this or that characteristic, this or that interest. that characteristic, this or that interest.

Drawing Self PortraitsDrawing Self Portraits

Using a small mirror, students draw themselves. Using a small mirror, students draw themselves.

The picture does not have to be exact, but it The picture does not have to be exact, but it should be representative of that student. should be representative of that student.

An optional variation is to divide the shape for An optional variation is to divide the shape for the face down the center lengthwise.the face down the center lengthwise.

Half the face can be a depiction of how the Half the face can be a depiction of how the student sees himself, and the other how he student sees himself, and the other how he thinks others see him. thinks others see him.

All these activities are….the tip of All these activities are….the tip of thethe

Iceberg.Iceberg. The first step in the Career The first step in the Career

Guidance Procedure should provide Guidance Procedure should provide children with a specific image of selfchildren with a specific image of self

As an ancient Chinese proverb As an ancient Chinese proverb says :says :

I hear …and I forget I hear …and I forget

I see… and I I see… and I remember remember

I do…and I I do…and I understand.understand.

Thank You!Thank You!