Career Exploration 1101 - Memorial University of...

Career Exploration 1101

GOVERNMENT OF NEWFOUNDLAND AND LABRADOR Department of Education Division of Program Development

A Curriculum Guide Interim Edition 1998

Table of Contents

Acknowledgements /iii

SECTION 1: BACKGROUND AND RATIONALE

Introduction /1

Ration-ale /2

Essential Graduation Learnings /3

Table of Contents

SECTION 2: ORGANIZERS AND CURRICULUM OUTCOMES

Organizers /7

Career Development Education /7

Career Exploration 1101 /7

General Curriculum Outcomes /8

Course Outline /9

Unit I: Understanding Self /11

Unit II: Exploring the World ofWork /33

Unit III: Educational Planning /59

SECTION 3: INSTRUCTIONAL ENVIRONMENT

Career Development Education /69

SECTION 4: ASSESSMENT OF STUDENT PERFORMANCE

Evaluation /71

Portfolio Assessment /71

Appendices /73

Career Exploration 11 01 Curriculum Guide

Appendix A: Employability Skills Profile /75

Appendix B: Love and the Cabbie /77

Appendix C: Decision Making Model /79

Appendix 0: Tower Building Exercise /81

Appendix E: Web Sites /83

Appendix F: Evaluation Terms /85

Appendix G: Resources 87

Table of Contents

ii Career Exploration 1101 Curriculum Guide

Acknowledgements

Acknovvledgements

We would like to thankfully acknowledge these people whose work and commitment has contributed to chis curriculum guide.

Career Development Education Advisory Committee (1996-98)

Peter Andrews, Vice President, School Counselors Association of

Newfoundland and Labrador

Maryette Godsell, Primary Teacher, Sacred Hearr Elementary, Maeystown, Burin School District

Wayne Hallett, Program Coordinator, Baie Verre. Central Connaigre

School District

Bonnie Hayward, Youth Internship Coordinator, Brother T.I. Murphy

Centre

Randy Head, Teacher, Eugene Vaters Collegiate, Avalon East School

District

Phyllis Mullowney, Program Development Specialist-Career/ Cooperative Education, Deparrment of Education

Glenda Riteef, Guidance Counselor, Avalon East School District

John Russell, Guidance Counselor, R.K Gardiner All-Grade School, Sunnyside and St. Michael's, Arnolds Cove, Clarenville/Bonavista

School District

Mary Walsh-Doran, Guidance Counselor, Stella Maris High School, Trepassey, Avalon West School District

Kimberly Welsh, Youth Internship Facilitator, Carbonear Integrated Collegiate, Carbonear, Avalon West School District

Career Exploration 1101 Working Group

Wayne Hallett, Program Coordinator, Baie Verre/Cenrral/Connaigre

School District

Career Exploration 1101 Curriculum Guide iii

Acknowledgements

iv

Randy Head, Teacher, Eugene Vaters Collegiate, Avalon East School District

Glenda Riteef, Guidance Counselor, Avalon East School District

John Russell, Guidance Counselor, R.K Gardiner All-Grade School, Sunnyside and St. Michael's, Arnolds Cove, Clarenville/

Bonavista School District

Kimberly Welsh, Youth Internship Facilitator, Carbonear Integrated Collegiate, Carbonear, Avalon West School District

Isabell Dyke, Guidance Counsellor, McDonald Drive Elementary

The Department of Education would also like to thank Ms. Joan Spencer, and Ms. Rosalind Priddle, Ms. Brigitte Allain-Kashefi, for their work in producing this document.

Career Exploration 1101 Curriculum Guide

Section 1: Background and Rationale


Introduction

It is important to nou that this

Curriculum Guide is th~ basis for th~ course Career

Exploration 1101. The

authorized text, Exploring Your

Horizons, will provide activities for the majority of th~ karning outcomes for Career Expwration 1101; however, other activities and resources have bun suggested.

The Student Portfolio is an ~ssential component of this

cours~. It is sugg~sted that the

students b~ introduced to the

portfolio at th~ beginning of the course as it is essential to th~ karning outcomes.

Change and Chalknge - A Strategic Economic Plan for Newfoundland and Labrador, 1992 stares rhar:

Education is th~ key to economic development .. .. . that the education curriculum should be more focused. more relevant and more

challenging; that there is a tremendous need for better guidance and career counseling.

The basic skills of career development are nor instinctive to

individuals. Most people go through their entire lives uncertain of career choices. Students need ro be ra_ught- basic skills which they can use c~n~tandy in int~rpreti.!tg, evaluating, and assessing career and educational options.

Career Development education provides students with a key ro unlock rheir futures. Today rhose keys have never been more important and,

perhaps, rhe role of career development education has never been more

important. The future of our youth and of the economy depends ro a

large degree on rhe relationships that are developed among education,

business, and community. Career Development Education provides rhe pathways for rhese partnerships and growth.

Programming that explains options and career choices must be developed and should include students, parents , and educators.

Career Exploration 1101 Curriculum Guide 1

Section 1 : Background and Rationale

Rationale

2

Career Exploration 1101 is a level one, one credit course, designed

to provide students the opportunity to explore the changes that are

taking place in the wo;[d ~f work.-- This course is designed to help

students learn how to interpret, assess, and reassess rhe constant changes in the labor market. Students will have a better

understanding of issues and trends that affect education, training,

and employment opportunities.

Through Career Exploration 1101 students will have an

opportunity to gain an understanding of themselves in relationship

to car~r-choices while in the process of developing educational

and career plans.

As youth progress through various developmental stages a number

of skills are necessary to ensure that this process occurs in a positive and effective manner. Career choices and transitions are not

isolated events that occur during the final year of high school;

career decisions are influenced by factors and events occurring

throughout one's life span.

The changing labor market necessitates the acquisition of skills not

only for transition from school to work but also to maintain and

advance within a career. E~ili_ry_skills which encompass

academic, team work, and self-management skills will be explored

i-n relation to possible careers.

This course will assist students develop an understanding of, and respect for, work of all kinds while acquiring skills necessary to

explore the vast range of educational and career opportunities.


The Contribution of Career Development Education to the Essential Graduation Learnings

Aesthetic Expression

Graduates will be able to

respond with critical awarmess

to various fonns of the arts and be able to express themselves through the arts.

Citizenship

Graduates will be able to assess social. cultural, economic and

environmental interdependence

in a focal and global context.


Essential Graduation Learnings are statements describing the

knowledge, skills and attitudes expected of all srudents who graduate

from high school.

This curriculum guide supports the Essential Graduation Learnings as the foundation for a formal education in which srudenrs will view

themselves in relation to an ever changing world of work. This process, then, should lead to an understanding of life-long learning.

Students need to understand that they develop within a social context

and that their self concept is influenced greatly by interpersonal

interactions and achievement.

Career Development Education contributes to the development of

knowledge, skills, and attitudes that our students must acquire as apart of the Essential Graduation Learnings.

The Atlantic Provinces Education Foundation has articub.ted the following Essential Graduation Learnings encompassing all curriculum

areas:

Career Development Education develops knowledge, attitudes, and

skills that contribute to an understanding and appreciation of occupations in the arts. It allows for an exploration of artistic

occupations in a way that develops an understanding of their cultural significance and relationship to the economy.

Graduates will, for example, be expected to:

• recognize the value of artistic expression and appreciate the diverse

occupational choices which exist in the visual and performing arts.

• demonstrate an understanding of the influences that different media have on both developing and limiting artistic employability

• interpret meaning and relevance in various works of art

The new economy is bringing significant change to the world of work.

Today's graduates must be prepared to face globalization and the

increased competitiveness chat it brings. Career Development

Education will create an understanding of how societal needs and functions influence the nature of work.

Graduates will, for example. be expected to:

• recognize rhe impact of cultural diversity within the world of work

• demonstrate responsible attitudes toward self, home, school , and

community.



Communication

Graduat~s will b~ able to use th~ listening, sp~aking, reading and writing modes of languag~(s), and

math~matical and scientific conupts and symbols, to think, learn and

communicate effictively.

Personal Development

Graduates will b~ able to continue

to learn and to pursue an activ~,

h~althy lifestyle.

Problem Solving

Graduates will be able to use th~

strategies and processes needed to

solve a wide variety of problems, including those r~quiring language,

and math~matical and scientific concepts.

4

• demonstrate an understanding of how interpersonal relationships are developed and enhanced through an

awareness of self and others

Since Career Development Education involves the total person it is

essential that effective communication skills be developed, allowing

graduates to interact positively with others. Communication must

be understood from all aspects of the work world where technology

has made communication not only a convenience but a necessity.

This will necessitate the critical reflection on, and interpretation

of, ideas presented through a variety of media.

Graduates will. for aample, be expected to:

• apply speaking and listening skills in both small and large

group settings

• demonstrate the ability to work cooperatively with others

• demonstrate the ability to think critically and act logically

Career development involves the development of the total person

to enable graduates to understand the relationship between

educational achievement and career planning. This process is both

intrinsic and extrinsic, whereby graduates develop a positive self

concept to enable them to understand and take responsibility for

various life roles.

Graduates will. for example, be aputed to:

• demonstrate responsible behavior toward self, home, school

and community

• demonstrate an understanding of the relationship between a

healthy self concept and future success

• demonstrate an understanding of how stereotyping affects

occupational choices, opportunities, and personal achievement

• demonstrate an understanding of the importance of the need

for a positive attitude

The career development process involves making decisions about course selections, financial matters, continued studies, and

occupational choices. This process enhances decision making,

evaluating, and critical thinking, all of which are essential for effective problem solving.

Career Exploration 1101 Curricu lum Guide

Technological Competence

Graduates will be abk to use a variety of technologies, demonstrate an understanding of technological applications, and apply appropriate technologies for solving problems.

Spiritual and Moral Development

Graduates will demonstrate understanding and appreciation for the place of beliif systems in shaping the development of moral values and ethical conduct.


Graduates will, for exampk, be expected to:

•

•

•

demonstrate the ability to access information for the purpose of

establishing short and long-term education and career goals

demonstrate the ability to evaluate progress toward a goal

appl_y ~decision-making model to various education and career

plans

The increased ability to transfer information has resulted in the acceleration of technological developments. This acceleration of

information changes the way people work and provides them with

increasing occupational opportunities in the global market. Career

Development Education allows for the development of technological skills, knowledge, and attitudes necessary for the information age.


• demonstrate an understanding of the relevance of technology to

career development

• evaluate various technological areas as potential occupational/career

choices

• access, evaluate, and interpret career information through the use

of technology

Each province may have one or more additional Essential Graduation Learnings unique co that province. Newfoundland and Labrador has

one additional Essential Graduation Learning.

The workplace is a very diverse environment requiring teamwork as

each individual is called upon to work with others. Career

Development Education supports this type of preparation by

encouraging a respect for others and their belief systems. This process

encourages an awareness of, and understanding for, individuality as

well as connectedness to others.


• demonstrate respect for others' spiritual beliefs.

• demonstrate an acceptance of, and understanding for human

dignity

• recognize the importance of ethical behavior and its impact on the

workplace


Section 1 : Background and Rationale

6 Career Exploration 1101 Curriculum Guide

Section 2:

Organizers

Career Development Education

Career Exploration 1101

Section 2: Organizers and Curriculum Outcomes

Organizers and Cuniculu111 Outcomes

Career Development education is an ongoing process through which

learners integrate their personal, family, school, work, and community learning experiences to facilitate career and lifestyle choices.

Career Development Education includes three major components:

s~If Awarm~ss - to develop students' undersranding and appreciation of

persvnal characteristics and how these relate to potential careers.

Carur Exploration - to e?~ble students to utilize a variety of resources relating their skills, education, caree;, and personal roles to a

changing_world.

Carur Pr~aration - to develop students' understanding of the academic, teamwork, and personal management skills needed to

succeed in the workplace.

Career Exploration 110 1 focuses on exploring opportunities that exist

in the new economy. Career Exploration is a parr of a process that incorporates an understanding of self within the context of career

planning. Self understanding is essential to the exploration of careers

and to educational planning. Recognition of self knowledge, skills,

and attitudes will assist in the interpretation of information rhus

assisting in the transition from the secondary system to post-secondary.



Career Development Education

General Outcomes

8

Carur Development Education is the totality of experiences through which one learns about and prepares to engage in work as part of her

or his way of lifo.

The General Curriculum Outcomes for Career Development

Education are:

SELF AWARENESS

• To develop an understanding of the influence of a po~iyeself

cgncept and how it relates to personal growili, development,

and motivation.

• To develop an understanding of personal characteristics and

how these relate to possible selves.

CAREER EXPLORATION

• To develop employability skills - personal management,

academic, and teamwork skills.

• To develop an understanding of the nature and structure of

work and to understand that both of these change as societal

needs fluctuate.

CAREER PREPARATION

• To develop skills which enable students to research, plan,

implement, monitor and~evaluate decisions.

• To develop an understanding of, and appreciation for, the

relevance of education and achievement to career development.


Course Outline


Unit I. Understanding Self

• Self Concept

• Personal Characteristics

• Values

• Motivation

This unit emphasizes the need for understanding self as it develops in a social context. Scudents will develop an understanding of how self concept influences personal growth, development, and views of possible selves. Scudents will begin the development of individual portfolios. Suggested time for this unit is 15-18 forty-minute lessons.

Unit II. Exploring the World of Work

• Career, Occupation, Job, and Work Defined

• Career Planning

•

•

•

•

•

- Short- and Long-term Goals

Decision Making

Employability Skills

Positive Attitude

Transferrable Skills

Changing Economy

This unit focuses on the exploration of opportunities that exist in the world of work. 1 Students will incorporate knowledge of self in the exploration of careers in the new economy. Knowledge, skills, and attitudes acquired in school will be interpreted in light of the world of work. Suggested time for this unit is 25-30 forty-minute lessons.

Unit III. Educational Planning

• Education Planning

- Short- and Long-term Goals

• Educational Options

• Networking in Career Development

• Relationship between Education and Work



10

This unit uses the information in individual portfolios to assist

in the development of education plans. Suggested time for

this unit is 10-12 forty-minute lessons.


Curriculum Outcomes - Unit 1: Understanding Self

Unit 1: Understanding Self



Key-Stage Curriculum Outcome

Students will be expected to identify and evaluate interests, skills, and abilities.

Specific Curriculum Outcomes

By th~ end of th~ cours~ students will b~ expected to

•

•

define the following terms;

interests , skills, abilities

complete self assessment inventories

• define characteristics they It- <

value in other people

• identify occupations that

might suit personal

characteristics

Teacher Reflection:

12

Suggestions for Teaching and Learning

Create a "personality resume" highlighting 'Things I like about

myself', Things I like to do, Things others like about me.

Create self descriptive word lists.

Students divide a sheet of paper into four columns with the headings "skills", "interests", "accomplishment", and "abilities",

and identify their personal characteristics in each of the four

categories.

Clip want ads from newspaper.

Create a job bank by researching areas of interest in newspapers, magazines, Internet, etc ...

Students may wish ro complete self assessment inventory both at

the beginning and at the eng_o~ course to see if there was personal

change.

Portfolio should be introduced at this point.

~uotable ~uote

"In the middle of difficulty lies opportunity."

Albert Einstein


Suggestions for Assessment

- portfolio development

Note: Chapter 15 deals with Portfolio development.



Resources

Chapter 15 Exploring Your Horizons

- newspapers, magazines

- websites: http://www. eg. gc. ca!fro nt. html

-CHOICES

- Canada Prospects

- Canada's Guide to Career

Planning, Human Resources Development Canada

13


Students will be expected to understand the importance of creating a healthy balance between work and leisure.


By th~ end of th~ cours~ stutknts will b~ o:p~cud to

•

•

•

explain the meaning and

importance of values

determine what values are

important in work situations

identify personal goals that

may be achieved through leisure activities

Teacher Reflection:

14

Suggestions forTeaching and Learning

.._Generate a definition of values from group discussion,

dictionaries, and ocher resources.

Have students locate newspaper or magazine articles that show the

values of a person or a group A short summary can be written and

presented on the issue.

P .esent scenario: If your house has caught fire, what one item

would you grab as you were fleeing? Discuss relation to values.

Brainstorm list of characteristics employers seek from employees.

~uorable ~uore

"Things do not change: We change."

Henry David Thoreau



- reflective session \

- journal writing

- posters, collages, and displays

- class presentation

- wrirren assignment



Resources

Chapter 1 & 2 Exploring Your Horizons

- newspapers

- websites:

http://www. tgmag. calwpe. html

- Employability Skills Portfolio. (Appendix A)

15


Students will be expected to understand the re!dtionship between a healthy self concept and foture success.


By the md of the course students will

be expected to

• •

•

define self esteem

use selftalk in developing self

concept

explain how positive self

concept is related to future success

Teacher Reflection:

16


Discuss how success helps us feel good about ourselves.

Have students list ways in which they can help build their self

esteem over a fixed period, e.g., a week, a month.

Model self talk for the students; encourage students to practice self talk each day and enter in their journals.

Have students describe how they feel when they have completed tasks or have done well on a project.

Quotable Quote

Every child is an artist. The problem is how to remain an artist

after growing up.

Roger von Oech



- journal writing

- self-evaluation

- written activities



Resources


- newspapers

- websites: http://www. tgmag. calwpe. html

- Love And The Cabbie (Appendix B)


Students will be expected to understand the significance of achievements~ attributes~ and skills as related to career interests and opportunities.


By th~ end of th~ couru students will b~ o:p~ct~d to

•

•

•

identify personal

characteristics and

achievernen rs

relate personal characteristics

to stated career options

research career opportunities

in local, regional, and global

labor market

Teacher Reflection:

18


Identify a positive role model and list characteristics of char

person.

List positive personal characteristics and achievements.

Identify career options char may be related to personal

characteristics and achievements.

Research careers identified in previous activity.

Quotable Quote

"Destiny is nor a matter of chance, it is a matter of choice; it is

nor a rhing to be waited for, it is a rhing to be achieved. "

William J. Bryan



- student interviews of role models and each other

- written assignment/report

- oral presentation

- poster display of role models



Resources


- community role models

- guest speaker(s)

- newspapers

- websites:

TGOnLine: http://www. tgmag. cal wp~.html

19


Students will be expected to demonstrate responsible attitudes toward se[f home, school, and community.


By th~ end of th~ cours~ stucknts will b~ exp~cted to

•

•

•

explain che importance of

respect for che opinions of ochers

identify individual roles in

home, school, and community

define community service

Teacher Reflection:

20


In small groups, have students identify all of cheir roles. Teacher

could model roles (i.e., teacher, parent, sister/brother, aunt/uncle,

son/daughter, etc.) and responsibilities that accompany each role.

Create a chart of Roles-Responsibilities.

Brainstorm a class list of community service organizations m your

area and the contributions each makes to che community.

Invite guest speaker(s) from community service group.

Quotable Quote

You cannot teach a man anything. You can only help him

discover it within himself.

Galileo



- student reports (oral and written)

- portfolio

- journal writing



Resources


- guest speakers from community . .

servtce agenctes

- Community Partnership

Program website http:llpch.gc.ca/

community-partnerships

- Volunreer Canada website http://www. volunteer. ca

21


Students will be expected to demonstrate an understanding of how stereotyping affects occupational choices, opportunities, and personal achievement.


By th~ end of th~ course students will b~ exp~cted to

•

·• define the term stereotyping

understand the changes taking

place for men and women in the_ workforce

• identify non-traditional

occupations

Teacher Reflection:

22


Invite a guest speaker working in a non-traditional occupation.

Have students interview individuals working in non-traditional

roles.

List ways in which the changing world of work has encouraged

men and women to explore non-traditional occupations.

Have students list non-traditional occupations that may interest

them and have them describe pathways to these occupations.

Quotable Quote

Man's self-concept is enhanced when he rakes responsibility for

himself.

W illiam C. Shury



- interviews

- student debates

- posters, collages, and displays

- research/ case study analysis



Resources

- guest speaker(s)

- Women's Policy Office (709-

729-2987)

- http:llwww.schoolnet.'calmath-sci/ env-geo ll careers/

23


Students will be expected to' demonstrate an understanding of how individual motivation influences success.


By th~ end of th~ cours~ students wiU b~ o:p~ct~d to

•

•

•

•

identifY courses or school

e.xperiences in which they have

been successful

identifY post-secondary education program in areas m

which they have been

successful

identifY areas of success outside the classroom

identify occupational areas

related to these successful areas

Teacher Reflection:

24


Evidence of achievement should be added to the pon:folio.

Post-secondary information added to portfolio.

Research educational requirements for your career choice related

to areas of success.

Small group reflection:

Have students reflect on a past success (academic, sports, work,

etc.)

1. N arne the success.

2. What factors led to success?

3. What was the reward of the success.



- portfolio development

- research post-secondary institutions



Resources


-CHOICES

- http://www. workinfonet. ca/cwnl english/main. html

- School Net Industry Canada http://www.schoolnet.ca

- Post-secondary calendars and websites

Memorial University of Newfoundland (709) 737-8112

College of the North Atlantic (709) 643-770 1

- Check websites (Appendix E)

25


Students will be expected to understand the relatiomhip between short term and long term educational and occupational goals.


By the end of the course students will be expected to

• explain the importance of

setting short and long term goals

·· • describe routes to follow to reach educational and

occupational goals

Teacher Reflection:

26


Discuss the process of goal setting.

As a more structural educational plan will be developed in Unit

III, it is important at this rime for students to make some

tentative educational plans, the purpose being to place the work in Unit I and II in a framework.



- journal writing

- portfolio

- research



Resources

Chapters 3 & 4 Exploring Your Horizons

- university and college calendars

- university and college websites

- Memorial University of Newfoundland (709) 737-8212

- College of the North Atlantic (709) 643-7701

- Check websires (Appendix E)

27

I


Students will be expected to describe foture views of themselves in a variety of roles and occupations.


By th~ end of th~ course stucknts wifl be expected to

• identify P,Ossible career goals .>,, t \ ' H

• ' describe future views of self -

• identifY some barriers that may

interfere with reaching goals

Teacher Reflection:

28


Have students answer the question, "In the best of all possible

worlds, what would you see yourself doing in ten years? Describe

where you would be living, how you would be dressed for work, if

driving a car what kind, ere ...

Brainstorm a list of barriers to achieve goals and discuss ways

around these barriers.

IdentifY various financial resources to assist in attammg

educational goals. List career goals at the back of the portfolio.

Dialogue with parents/guardians regarding educational plans (educational institutions, housing, finances) and document in the

portfolio. Dialogue could be scripted by the teacher.

Note: It is essential that students discuss future career plans with

parents/guardians as they are the most influential in the career choice of the student.



- written assignment

- portfolio

- parent dialogue



Resources

Chaprers 3 & 4 Exploring Your Horizons

- university and college calendars

- Newfoundland and Labrador Student Aid, Department of Education, P.O. Box 8700, St. John's, NF AlB 4]6

Fax #: (709) 729-2298

e-mail: [email protected]£ca

www. ~du. gov. nf ca/studentaidl

- College of the North Atlantic

Phone #: 1-888-982-2268

- Par en tl guardian

- Scholarships Online

- Financial Institutions

29


Students will be expected to develop a well defined plan to achieve foture views of self



•

•

develop individual educational

plans

identify skills, knowledge, and artirudes needed to complete -plan

Teacher Reflection:

30


Students should develop an education plan co include course selection for the next two years.

Srudents should research prerequisites needed for post-secondary

acceptance .

Informacion gathered should be added ro the portfolio.

Quotable Quote

"You have tp stay awake co make dreams come true. "

Anonymous



- portfolio

- research



Resources


-CHOICES

- courses available in high school

- Career Information Hotline

1-800-563-6600

- School Counsellors

- websites: http://www.schoolnet. caladminl

guidanu

http://www. schoolnet. ca

- Memorial Universiry website

- College of the North Atlantic website

31

Unit II : Exploring the World of Work

Unit II: Exploring the World of Work


Curriculum Outcomes - Unit II: Exploring the World of Work


Students will be expected to demonstrate basic job seeking and maintenance skills.


By th~ tmd of th~ couru students will b~ o:puud to

• •

•

•

identify em~_bili~2kills

develop a list of acquired em ploya-bil i_!:y s19lls

prepare and customize personal portfolio

identify skills for success in school

Teacher Reflection:

34


Hand out copy of Conference Board of Canada Employability Skills Profik.

Have students list skills they have developed and add to pon:folio.

Identify skills that need fun:her development.

Quotable Quote

"'I hear and I forger.

I see and I remember.

I do and I understand. "

Confucius

Career Ex ploration 1101 Curriculum Guide


- portfolio

- checklists of skills

- discussion



Resources

Chapter 12 and 13 Exploring Your Horizons

Conference Board of Canada

Employability Skills Profile (Appendix A)

- Career Directions, Human

Resources Development Canada

- Canada Prospecrs, Human

Resources Development Canada

- websites:

http://www. rpiedul dept/cdc/

35


Students will be expected to demonstrate knowledge of the importance for transferable skill development to forther employment and education.


By th~ md of th~ couru students will b~ exp~ct~d to

• identifY transferable skills and

relate them to occupational _

and lifestyle choices

• search career databases and

note employability skills that

are common

• research the employability

skills needed for your career

options

Teacher Reflection:

36


Srudenc text and reacher guide Exploring Your Horizons offers

suitable activities.

Continue portfolio development.

Quotable Quote

"Some men see things as rhey are and say why? I dream things that never were and say: Why nor?"

George Bernard Shaw



- portfolio

- checklist of transferable skills

- online research


Curriculum Outcomes - Unit II : Exploring the World of Work

Resources


- Conference Board of Canada Employability Skills Profile (Appendix A)

-CHOICES

- Prospects: Career Guide, HRDC

- website: http://www.globalx. net. ocd

37


Students will be expected to demonstrate an understanding of the need for a positive attitude in the workplace.


By th~ md of th~ cours~ students will b~ oqucted to

•

•

•

identify the components of a

positive attitude in the

workplace

compare personal school

behaviors with personal

management skills

list examples of personal

management skills as used in

the school and at home

Teacher Reflection:

38


Have students make a list individually or brainstorm what they

consider to be positive attitudes. Have them practice making at

least one positive comment a day. Handout (Append B - Love

and The Cabbie)

List school behaviors that could be transferred to a work situation.

Help students redefine school as a place of "work". What

behaviors and attitudes are common to both?

Have students reflect on their behaviors over a two-day period.

Enter these behaviors in a journal and indicate after each a + or -to note posititve or negative behaviors.

Quotable Quote

Oh, the places you'll go!

Dr. Seuss




- journal writing

- reflection

- checklist (create checklist of positive and negative school behaviors)


Resources


- "Love and The Cabbie"

(Appendix B)

39


Students will be expected to develop organizational skills.


By th~ ~nd of th~ cours~ students will b~ exp~ct~d to

•

•

•

define organizational skills

discuss the importance of

organizational skills

demonstrate organizational

skills in the portfolio

Teacher Reflection:

40


Have students list (individual/group) how they use organizational

skills at home (e.g., desks, closet, bookcase, CO's), in school, etc ...

Describe what might happen without organization at public

events, restaurants, airports, highways, ere ...

Have students list their strong organizational skills and the ones

they need to strengthen.

Discuss which occupations need organizational skills (all

occupations should be final result).

Quotable Quote

We are all generals; Whatever action we take may influence the

course of civilization.



- checklists of organizational skills

- class debate

- writing assignment



Resources

Chapter 12, 13 and 14 Exploring Your Horizons

- community resource person (event organizer)

- Prospects - Career Guide,

HRDC

41


Students will be expected to think critically and act logically when solving problems and making decisions.


By th~ end of th~ course students wiU b~ expect~d to

•

•

•

evaluate and reassess personal

plans

research and evaluate

educational routes for reaching·

goals

learn to make appropriate

decisions while using

technology

• demonstrate an understanding

of a decision-making model

Teacher Reflection:

42


Have students revisit educational plans and make necessary

adjustments.

Have students explore all educational routes through the inrerner/

college/university calendars.

CHOICES

Brainstorm to solve a problem such as financing further

education. Decision Making Model (Appendix C).

Apply a decision making model to weekend activities, for example,

camping trip, parry, work.

Quotable Quote

Life is a series of problems. Do we want to moan about them or

solve them?

M. Scott Peck



- portfolio documentation

- online research

Curricu lum Outcomes - Unit II: Exploring the World of Work

Resources


- written example of personal decision making using model -CHOICES

- group activity

- observation


- decision making model (Appendix C)

43


Students will be expected to demonstrate the ability to work cooperatively with others.


By th~ md of th~ cours~ students will be exp~cted to

•

•

define teamwork as described -by the onference Board of Canada

contribute to establishing

group goals

• plan and make decisions with others

• work as a member of a team

Teacher Reflection:

44


Have students list activities which involve tearltw~rk. Include home, school and leisure activities.

Have students create a scenario for developing a class goal. In

small groups, smdents develop a plan(s) to reach that goal and

indicate the role of each smdent. An example could be planning a

cross-Canada trip. 1J, , 1~ .-A

1' ''' ·,, .r J.J )\ 1 !J, < c1Jt_,- ! I,;

I

Tower Building Exercise (Append D) \1 ; I

Quotable Quote

"You draw nothing ouc of the bank of life except what you deposit . . ,, In lt.

Anonymous




- role play

- teacher observation

- group proJeCt



Resources


-maps

- website: Volunteer Canada

http:llpchgccalcommunity partn~rships

- Tower Building Exercise

(Appendix D)

45


Students will be expected to examine how personal relationships are developed and enhanced through an awareness of self and others.


By th~ end of th~ course students will be expected to

•

•

determine personal

characteristics that may

/ contribute to workplace

success

define personal management

skills

• / identifY acquired personal management skills

Teacher Reflection:

46


Have students work in small groups to list their school

achievement and then show examples of how these might relate to

success in the workplace.

Have students discuss the Personal Management Skills developed

by the Conference Board of Canada.

Have students add a list of personal management skills to their

portfolio.

Have students list names of people who they enjoy being around,

and discuss why. Highlight positive personal characteristics.

If your friend were describing you, what qualities would they

identifY that make you a good friend?



- checklists

- portfolio

- self evaluation

- wri rren acrivi ties

- oral presentation


Curriculum Outcomes - Unit 11: Exploring the World of Work

Resources

Chapters 12 and 14 Exploring Your Horizons

- Conference Board of Canada -Employability Skills Profile (Appendix A)

47

Curriculum Outcomes - Unit Jl : Exploring the World of Work

Students will be expected to demonstrate the importance of and need for adaptability in lift experiences.


By th~ md of th~ cours~ students will b~ exp~ct~d to

y define adaptability

• discuss the importance of

\/ adaptability in the workplace

• define lifelong learning and

describe why it is an essential

characteristic of a successful

career

Teacher Reflection:

48


Have students define adaptability.

H-'.lve students list examples of their own adaptability.

List the new ways of working (contract, telecommuting, flextime,

etc.).

Have students identifY changes in the workplace and why lifelong

learning is essential to being successful. Give examples of people

they know from the local community who have successfully

~dapted to change.

I.




- rntervtews

- research

- surveys



Resources


- Everyday Career Development

Teachers' resource

- Prospects - online

- community resource - guests

speaker

49


Students will be expected to understanding how changing economic and social conditions affect the evolving world of work.


By th~ md of th~ cours~ students will b~ exp~ct~d to

• •

• •

•

define work

identify kinds of work in the

new economy

define entrepreneur

identify sources of information

which would be helpful in

developing a business

identify factors that are

changing the way we work

Teacher Reflection:

50


Research/brainstorm reasons why people work and list some needs

/ that are met through work.

Activities in Chapters 5 and 6 of Exploring Your Horizons.

Discuss how work life has changed in your community over the

p ast 5-10 years .

Have students identify successful entrepreneurs in their

community and arrange interviews.

Have students name their greatest interest and list work

opportunities they could create building on this interest. An example: Interest-Sports, Work-Personal Trainer




- research

- interviews

- journal writing

- portfolio



Resources



Teachers' Resource

- Getting The Message Our (GMO)

- local entrepreneurs

- We're doing it. Right here CD

ROM

Department of Development and Rural Renewal

Website:

http:/ /www.stemnet.nf.ca/ curriculum/ en ter-edllinks.html

Enterprise Education Links

51


Students will be expected to recognize the impact of cultural diversity within the world of work.


By th~ end of th~ couru stut:knts wiU. b~ ap~ct~d to

•

•

•

identify how immigration

(cultural diversity) positively influences the economy

describe how changing demographics affect work

Define global economy

Teacher Reflection:

52


Have students discuss the changes taking place in the world of work due to an aging population.

Have students identify how individuals of various ethnic backgrounds contribute to the economy.

Graph of local community demographics

Have students discuss and list growth areas in the economy due to

aging population (e.g. , leisure, healthcare)



- observation

- graph

- Interview

- small group discussion



Resources


- Propects - Career Guide,

HRDC

- guest speaker


Teachers' Resource

53


Students will be expected to understand the importance of flexible action plans, both at school and in the work place.


By th~ md of th~ couru students will b~ exp~cud to

•

•

describe the changing requirements of the work place and how they impact on the

worker

define flexibility, mobility, down sizing

Teacher Reflection:

54

Suggestions for Teaching and learning

Discuss the term "Change is Constant" and the need for flexibility to survive in the workplace.

Have students list changes that have taken place in the past ten years. Categorize the changes as personal, community, family. Create a "Change Board" for the classroom for students to display

pictures showing these changes_

Have students interview workers to determine the degree of change over the past 10 years. How did these workers cope with

this change?

Discuss the pros and cons of mobility within the workplace and

within the country.

IdentifY five occupational choices and investigate ways to work in

these areas locally.



- display

- interview

- written assignments

- guest speaker

discuss ion


Curricu lum Outcomes - Unit II: Exploring the World of Work

Resources


Everyday Career Development

Teachers' Resource

- guest speaker

55


Students will be expected to understand the relationship between technology and career development.


By th~ md of th~ couru students will b~ exputed to

• identify how different forms of

technology are used in today's

workplace

• access websites to do a career ·

search

• identify emerging careers that

result from technological

change

Teacher Reflection:

56


Have students examine the impact of technology on the world of

school work..

Have students brainstorm how technology may change the work

place by the time they are 30.

Have students list work areas that use technology. (They should

identify most areas)

Have students use the Internet to access information on a

particular occupation.

Have students list their current computer skills.

Quotable Quote

"Success doesn't come the way you think it does, it comes the way

you think. "

Robert Schuller



- research

- discussion


-group work



Resources


-CHOICES

- websites (appendix E)

- technology teacher

- local employer

57

Unit II: Exploring the World of Work


Curriculum Outcomes - Unit Ill: Educational Planning

Unit III: Educational Planning


Curriculum Outcomes - Unit Ill : Educational Planning


.~tudents will be expected to apply decis ·an making models to educational and career p!dns. -



• identify kinds of decisions

•

-'--made at various points throughout their lifes

apply a decision making model to hypothetical

situations

Teacher Reflection:

60


List the kinds of decisions people make at ages 5, 10, 18, 25, 35.

Discuss influences on decision making. Is decision making easy?

JJse a decision-making model to facilitate a hypothetical career 1

- choice.

Discuss some difficult decisions. What made them difficult?

Quotable Quote

There is no security in life, only opportunity.

Mark Twain



- checklist

- discussion

- role play

- peer evaluation



Resources

Chapter 3 Exploring Your Horizom

- Decision Making Model (Appendix C)

61


Students will be expected to understand that course selection influences career optiom.


By th~ end of th~ couru stutknts wiU b~ expect~d to

•

•

•

•

identify career options in

relation ro school courses

identi high school courses -

~~~¥Y for post-secondary education

research the career path of a

selected occupation

give brief descriptions of high

school courses

Teacher Reflection:

62


Students research occupations related ro school subjects and

interest areas and present findings ro the class.

Explore high school credit system.

Students should research the entrance requirements of universities

and other post-secondary institutions.

Develop personal action plan (daily, weekly) and discuss the

relationship between planning and achievement of goals.

Students should arrange a session(s) with the school counsellor or

teacher advisor ro discuss postsecondary plans.

Quotable Quote

"If you aren't fired with enthusiasm, you will be fired with

enthusiasm."

Vince Lombardi



- research

- reports




Resources

- Guidance counselor

- Program of Studies,

Department of Education

- List of courses offered in the

schools

- Postsecondary calendars and

websites (Appendix E)

63


Students will be expected to understand the value of networking in career development.


By th~ end of th~ couru students will b~ expected to

•

•

•

•

Define "networking"

develop an understanding of

"networking"

understand the purpose of a "network web"

identify community resources

available for finding work

Teacher Reflection:

64


Pose the following question: Does anybody know an NHL player?

Ask "Does anyone know someone who knows an NHL player?" ,

and so on. The purpose is to show that there will always be

someone who knows someone else who has the information we are

looking for.

Have students give examples of times they used networking to acquire something they needed (e.g., books, collectors items).

Have a community employer describe ways networking is used to

increase business.

Quotable Quote

"The only person who is educated is the one who has learned how

to learn ... and change."

Carl Rogers







Resources


- guest speaker, employer from

community

65


Students will be expected to demonstrate an understanding of the relationship between education and the world of work.


By th~ md of th~ cours~ students will b~ ccp~ct~d to

•

•

•

provide examples of formal

and informal learning

describe how formal and

informal learning prepares one_

for the world of work

relate present high school

courses to existing occupations

Teacher Reflection:

66


Have students self assess using the Employability Skills Profile.

Have students brainstorm activities in which they are involved.

Identify skills and knowledge that has been acquired through

these activities.

Have students list occupations needing math, science, language,

art, music, etc ...

Quotable Quote

"It is not enough to be busy, so are the ants. The question is,

what are we busy about?"

Henry David Thoreau



- group discussion

individual proJects

- checklist



Resources


- Conference Board of Canada Employability Skills Profile (Appendix A)

67

Section 3:

Section 3 : Instructional Environment

Instructional Environment

Effective Career Development Education must create an understanding of relevancy between the student's personal life and schooling. It is

important to intergrate diverse instructional materials and teaching

strategies into a sequential program of career awareness, exploration,

and planning from Kindergarten to grade 12.

Teachers must be very responsive in their teaching, connecting

curriculum to the lives of their students. Through relevant teaching

the hope is that students will become independent lifelong learners.

Instruction must be based on student outcomes, prior knowledge,

skills, and attitudes of the learner and on the students' interests and

needs.

Career Development Education strategies are focused on exploration

and enhancing the development of individual planning and goal

setting. The following include teaching strategies that will better

ensure the achievement of Career Development Education learning

outcomes:

• Portfqlios: Systematic, dared collections of work that are kept in an

organized way.

• Co-op~rativ~ L~arning: A group of students working to accomplish

a shared goal.

• M~ntorship: Development at an interactive relationship between students and individuals with a variety of occupational experience.

• Dir~ct Instruction: The simplest method of conveying facts and/or

explaining complete ideas to a class.

• journal Writing: Record keeping of personal activities.

• Debate: A formal discussion that begins with a statement of one

point of view on a polarized issue that is rebutted by another

student.


Section 3 : Instructional Environment

70

• Fi~ld Studi~s: Community expeditions that allow learning co come alive by providing students with opportunities to observe

real applications of subjects and issues under investigation.

• Rok Play. The interaction of people and the sharing of

information through the acting and/or reproduction of a

variety of possible siruations.

• Problem_ ~olving: An approach that starts with the idenrification of a problem and then follows a process to arrive

at possible solutions to the problem.

• Technology & Instruction: Computer/technology-based

instruction gives students a background in use of technology that is increasingly required to succeed in the world of work.

• Work Pfaummt: Co-operative education, internship,

apprenticeship, work shadow, and job shadow.

The teaching guide that accompanies the authorized resource

expands on these strategies.


Section 4:

Evaluation

Portfolio Assessment

Section 4: Assessment of Student Performance

Assessment of Student Perfonnance

Evaluation is an integral part of the total Career Development Education program. Many of the outcomes of career development education are in the affective domain and involve not only content but

also process. To evaluate learning in such areas as critical thinking,

social values, and skills it will be necessary to use non-traditional evaluative techniques. Examples of these techniques may be found in Th~ Evaluation of Students in ;h~ Classroom, p. 15 - 17. This

Curriculum Guide and the authorized resource offer a variety of assessment techniques.

One non-traditional technique is portfolio assessment. Portfolio assessment provides a medium for assessing students' achievements.

Through portfolios, students compose a portrait of themselves as able learners, selecting and presenting evidence that they have met the learning standards for individual classes and for broader learning tasks

(Wolf, LeMahieu & Eresh, 1992). The portfolio allows for self reflection and makes the students part of the evaluation process. Ir is an organization tool that allows the student to collect, reflect, and

plan, thus enhancing the concept of lifelong learning.

Other techniques may include a combination of the following:

• Jo~~~ Writing

• Interviews

• Check Lists

Teachers should nor be limited by a specific technique and should be encouraged to develop creative procedures relevant to individual and class needs.


Section 4 : Assessment of Student Performance


APPENDICES

Appendices


APPENDICES


APPENDICES

Appendix A: Employability Skills Profile

Academic Skills

Those skills which provide the

basic foundation to get, keep

and progress on a job and to

achieve the best results

Personal Management Skills

The combination of skills,

attitudes, and behaviours required to get, keep, and

progress on a job and to

achieve the best results

Th~ Confirmu Board of Canada

Communicate

Canadian employers need a person who can:

• Understand and speak the languages in which business rs

conducted

• Listen to understand and learn

• Read, comprehend, and use written materials, including graphs,

charts, and displays

• Write effectively in the languages in which business is conducted

Think

• Think critically and act logically to evaluate situations, solve

problems, and make decisions

• Understand and solve problems involving mathematics and use the

results

• Use technology, instruments, tools, and information systems

effectively

• Access and apply specialized knowlege from various fields (e.g., skilled trades, technology, physical sciences, arts, and social

sciences)

Learn

• Continue to learn for life

Positive Attitudes and Behaviours

Canadian employers need a person who can demonstrate:

• Self-esteem and confidence

• Honesty, inregrety, and personal ethics

• A positive attitude reward learning, growth, and personal health

• Initiative, energy, and persistence to get the job done


APPENDICES

Teamwork Skills

Those skills needed to work

with others on a job and to achieve the best results

76

Responsibility

• The ability to set goals and priorities in work and personal life

• The ability to plan and manage time, money, and other

resources to achieve goals

• Accountability for actions taken

Adaptability

• A ~rive attitude toward change

• Recognition of and respect for people's diversity and individual

differences

• The ability to identifY and suggest new ideas to get the job

done -creativity

Work with others

Canadian employers need a person who can:

•

•

Understand and contribute to the organization's goals

Understand and work within the culture of the group

• Plan and make decisions with others and support the

outcomes

• Respect the thoughts and opinions of others in the group

• Exercise "give and rake" to achieve group results

• Seek a team approach as appropriate

• Lead when appropriate, mobilizing the group for high

performance


APPENDICES

Appendix 8: Love and the Cabbie

I was in New York rhe other day and rode with a friend in a taxi. When we got our my friend said to the driver, "'Thank you for rhe ride.

You did a superb job of driving."

The taxi driver was stunned for a second. Then he said:

''Are you a wise guy or something?"

"No, my dear man, and I'm nor purring you on. I admire the way you keep cool in heavy traffic."

"Yeh," the driver said and drove off.

"What was that all about?" I asked.

"I am trying to bring love back to New York," he said. "I believe it's

the only thing rhar can save the city."

"How can one man save New York?"

"It's nor one man. I believe I have made the taxi driver's day. Suppose he has 20 fares. He's going to be nice to those twenty fares because

someone was nice to him. Those fares in turn will be kinder to their employees or shop-keepers or waiters or even their own families. Eventually rhe goodwill could spread to at lease 1,000 people. Now rhac isn't bad, is it?"

"Bur you're depending on that taxi driver to pass your goodwill to others."

''I'm not depending on it," my friend said. ''I'm aware that the system isn't foolproof so I might deal with 10 different people today. If, out of 10, I can make three happy, then evenrually I can indirectly

influence the attirudes of 3,000 more."

"It sounds good on paper," I admitted, "but I'm not sure it works in practice."

"Nothing is lost if it doesn't. I didn't rake any of my rime to tell that man he was doing a good job. He neither received a larger tip nor a

smaller rip. If it fell on deaf ears, so what? Tomorrow there will be another taxi driver whom I can try to make happy."

"You're some kind of a nut," I said.

"That shows you how cynical you have become. I have made a srudy

of this. The rhing rhar seems to be lacking, besides money of course, for our postal employees, is rhar no one tells people who work for the post office what a good job they're doing."

Career Exploration 1101 Curriculum Guide n

APPENDICES

78

"Bur they're nor doing a good job."

"They're nor doing a good job because they feel no one cares if

they do or nor. Why shouldn't someone say a kind word to them?"

We were walking past a structure in the process of being built and

passed five workmen eating their lunch. My friend stopped. "That's a magnificent job you men have done. It must be difficult and dangerous work."

The five men eyed my friend suspiciously.

"When will it be finished?"

"June," a man grunted.

"Ah. That really is impressive. You must all be very proud."

We walked away. I said to him, "I haven't seen anyone like you since 'The Man from La Mancha.,,

"When those men digest my words, they will feel better for ir. Somehow the city will benefit from their happiness. "

"Bur you can't do this all alone!" I protested. "You're just one " man.

"The most important thing is nor to get discouraged. Making people in the city become kind again is nor an easy job, bur if I can enlist other people in my campaign ... "

"You just winked at a very plain looking woman," I said.

"Yes, I know," he replied. "And if she's a schoolteacher, her class will be in for a fantastic day."


APPENDICES

Appendix C: Decision Making Model

Decide to decide

Lifework Portfolio -for adults in Carur Division. NOICC

You must see that there is a decision to be made and make a commitment to make a choice.

Gather information about You are the one who has to live with the decisions you make. All yourself decisions start with the question, "What do I want?" For career

decisions, the Self Knowledge section of the portfolio will help you focus on yourself, answering questions like: Who am I? What do I

stand for? The Life Roles section charts how your decisions may be affected by those dose to you and what roles you play in your life. By working through these sections, you will gather a lot information about yourself.

Explore what's out there You make decisions based on "What do I want?" and on "What's

available out in the world?" The Exploration section of the portfolio helps you to check out career and educational options.

Generate options After doing some exploration, you can make a list of the options that you think might be right for you. As you generate this list, keep in mind key points of the Self Knowledge, Life Roles, and Exploration

sections. Also consider what might happen if you choose each option, the consequences of your decision. Determine if you could live with the outcome.

Make a decision You make a choice among the options you have listed. Your choice will be based on a combination of internal factors and external factors.

It is important to check in with your own feelings and knowledge of your likes and dislikes as well as looking at things like job tides, salary, and companies. You can eliminate options based on their

incomparability with your personal feelings and/or their

incompatibility with your view of your ideal future. Remember, not making a decision IS a decision.

Put together a plan Once you've made your choice, list the steps needed to make your decision a reality. What do you need to do today, tomorrow, next week?


APPENDICES

Decision Making Worksheet

Decide to decide:

I have decided to: (name rhe decision you are considering)

and I want this change to happen (when)

Gather information about yourself:

Key points about me rhar will figure mto this decision are:

Explore what's out there:

Key points I found as I was exploring

Generate options:

I am considering the following options:

Make a decision:

At rhis point in time, I am deciding to:

The way I decide is:


APPENDICES

Appendix D: Tower Building Exercise


• Group is divided into small sub-groups of approximately 10

individuals (number of groups is unlimited)

• Each group is given 20 sheets of multi-colored construction paper and approximately 10 feet of masking rape (3-4 strips stuck ro the edge of the table upon which rhey will work).

• Their task is ro build a rower of these materials. The rower is ro be judged on the basis of three criteria:

1. Strength

2. Height

3. Beauty

They are given 8 minutes after which time no more work can

occur.

• Before beginning assign each group a number of possible

group impediments.

1. Choose a "high talker" in each group and inform them that they will not be allowed to communicate verbally with anyone else in the group once the construction has begun.

2. Choose an individual in the group that appears to be a "doer" and tie their hands behind their back. They can participate in

the process in any way they choose but will not be permitted ro use their hands.

3. Finally, choose two individuals within the group that wouldn't naturally work together. Tie the right hand of one ro the left

hand of the other. These two participants are not ro use the tied hands in any way. If they are to participate in the construction process they must cooperate by using the two free hands.

Once all preparation is in place, allow the teams to begin. It is important to observe and make note of the behaviours and

dynamics that emerge within the groups as they work.

- What leaders emerged?

- Did the group plan their work at all before they began?

81

APPENDICES

82

Once the activity is complete, have the students discuss the process,

how they functioned as a team, whether or not they were comfortable

with their role, as well as discussing the issues noted above. It is

important to emphasize that all members of the team are important if

the team is to function effectively - leaders, planners, workers, etc.


Appendix E: Websites

It is important to note that

these sites were current at the

time of printing and that the

Department of Education

holds no responsibility for the

accuracy or the quality of

material found at these sites.


http:/ /www.stemnet. nf.cal organizations/ scan/

School Counsellors of Newfoundland

http:/ /www.gov.nf.ca/nlwin

http:/ I ngr.schoolnet.cal sites/ career-c

School Net

http:/ /www.careerparhsonline.com/home.html

http:/ /www.yourh.gc.ca/menu.e.shtml

Human Resources Development Canada

http:/ /www.schoolnet.ca/adm/guidance/

School Net - Careers

http:/ /www.schoolnet.ca/ math-sci/ env _geol/ careers/

APPENDICES

http:/ /strategies.ic.gc.ca/sc_indps/engdoc/homepage.html

http:/ /www.occ.com

http://www. workinfonet.ca/ cwn/ english/ main.html


http:/ /www.mun.ca/

Memorial University of Newfoundland and Labrador

83

APPENDICES

84

http:/ /www.northatlantic.nf.ca

College of the North Aclancic

http:/ /www.edu.gov. nf.cal erp/ reports/ direct/ nursch.htm

Memorial University School of Nursing

http:/ /www.edu.gov.nf.cal erp/ reports/ direct/ pt.htm

Private Colleges

http:/ /www.can.ibm.com/ism/ careerware/

Careerware - CHOICES

http://www.stemnet.inf.ca/Curriculum/enter-ed/links.htm

Enterprise Education Links


APPENDICES

Appendix F: Evaluation Terms

• Checklists, raring scales, and performance charts identify and ruo rd the students' levels of achievements and progress.

• Independent study projects reveal skills such as organizing,

managing time, setting goals, synthesizing, and interpreting.

• Input from volunteer placement supervisors extends the

reacher's knowledge.

• Interviews and conferences with students reveal unique

information and expand first-hand knowledge about individual

students.

• Written activities, such as exarnmanons, tests , quizzes, and essays assess students' writing abilities and understanding of

course content.

• Peer evaluation extends the teachers' knowledge by having

students observe one another's needs and achievements.

• Self-evaluation or reflection extend the teacher's knowledge by

having students reflect on their own achievements and needs

relative to program objectives.

• V~ya}jzarion: Students visualize themselves in possible roles.

They may see themselves in work situations.


APPENDICES


APPENDICES

Appendix G: Resources

Career Ex~ioration 1101 Curriculum Guide

Canada Prospects - Career Guide


819-953-7260 {no cost)

140 Promenade du Portage

Ottawa, ON KIA 0]9

Career Directions - Provides information on approximately 200

occupations.

HRDC- 819-953-7260

Every Career Development

Tearchers' Resources

National Guide to College and University Programs

HRDC - 819-953-7260 (no cost)

Minding Your Own Busin~ss

This booklet helps assess whether emrepreneurships or starting a small business is a realistic career.

HRDC- 819-953-7260 {no cost)

Cultural Human Resources Council

Resources to explore better culture career choices.

613-562-1535

Canadian Equipment Industry Training Committee

A Great Job - A Solid Furure Information package on Careers in the heavy equipment industry.

613-722-4711 Fax: 613-722-0094

87

APPENDICES


DATE DUE

'MAR~ 2000 ~r-

~~1

Career Exploration 1101 - Memorial University of...

Documents

Transcript of Career Exploration 1101 - Memorial University of...