This guide created by Xello (Career Cruising) and includes a variety of classroom activities for Career Cruising that are applicable to Academic and and Career Planning work, as well and general career planning activities. NOTE: Students must have a Career Cruising account to use these lessons.LINK: http://www.lrsd.ca/documents/general/CC%20Classroom%20Activities%202016.pdf This activity guide includes the following lesson: Activity 1: School Subjects and CareersActivity 2: Using School Subjects in the WorkplaceActivity 3: Using Career MatchmakerActivity 4: Your Career Ideas and Career MatchmakerActivity 5: Using Career SelectorActivity 6: Comparing CareersActivity 7: Career Clusters Research ProjectActivity 8: Career Fair ProjectActivity 9: Career Interview ProjectActivity 10: Discovering Your Work SkillsActivity 11: Using My Skills Activity 12: Exploring Apprenticeship TrainingActivity 13: Post-Secondary Research ExerciseActivity 14: Learning StylesActivity 15: Why Study This? A Cross-Curricular Game
The district ACP team will efficiently create a graphic representation of your district's ACP implementation using the Wisconsin Department of Public Instruction Infrastructure and ACP Component Rubrics. This will be used as a basis to identify gaps in ACP delivery and barriers for implementation. It will be the basis for the development or improvement of an ACP implementation plan.
Academic and Career Planning (ACP) is a process intended to provide academic and career planning services to students in grades 6-12 in public schools across the state. The Wisconsin Department of Public Instruction (DPI) contracted with the Wisconsin Evaluation Collaborative (WEC) at the Wisconsin Center for Education Research (WCER) to conduct a three-year evaluation of the pilot and roll-out of ACP. Key findings from the 2017 ACP evaluation report include: Administrator buy-in is key to program success. • Some teachers still resist ACP based on fears of increased workload and lack of expertise. • Some stakeholders are uncertain and suspicious about the future of ACP, compliance, and monitoring. • Students value ACP programming and want it to be rigorous, encompassing, and personalized. • Students often do not see the full reach of ACP outside of dedicated ACP time. • Family knowledge of ACP is generally low; families want to know what they can do to better support their children. • Districts experience difficulties in sharing knowledge about ACP with local and regional businesses. • Districts want to better understand and communicate about outcomes
Link to report summary here: https://dpi.wi.gov/sites/default/files/imce/acp/executive_summary_final.pdf
The students will be able to read a printout and whether dimensions fall within an acceptable tolerance interval. This lesson was designed as a follow up to the Understanding Tolerance Lesson Plan by Michele Longsine.
In this activity reinforcing attention to detail, students will be setting up cleaning supplies in an
organized “Kanban-like” system that tells them which supplies are which and when they need to
purchase more of certain supplies.
After an introduction to the hit show "Shark Tank," students will identify an area of improvement for a product and attempt to sell their idea and/or prototype to potential (mock) buyers in the "Bear's Tank."
ACP Programs typically have students gather artifacts throughout high school to represent their learning and growth. Many times these artifacts are gathered in a portfolio format. This particular reflection on student learning is completed by having students complete an oral reflection about a particular artifact of their choice. The rubric is provided for the presentation with the intent that the student is able to link their experiences in and outside of the classroom to soft skills they will need in their future as a student and employee. This type of reflection can reinforce current soft skills emphasized in your district and help student make the connection between school and career.
A comprehensive ACP Program has students create and revise Individualized Learning Plans annually. This lesson provides examples of grade level ILP forms that can be modified by school districts to use with students prior to course registration on a yearly basis. The ILP's can also be shared with parents during Parent Teacher Conferencing or ACP conferencing. Students will reflect on their strengths, areas to improve, standardized test results, Career Clusters of interest, post-secondary planning, course selection and co-curricular involvement.
Job Shadowing is an important part of Academic and Career Planning. Job shadows typical take place in high school and/or the early years of college. In order for everyone involved in the job shadow experience, it is necessary to take the time to prepare our students prior to sending them out for a job shadow. Students need to research careers and companies. If students set up their own job shadows, they need to have instruction on how to make the phone call or how to make the request in email or in person. The ask should be modeled and role played to help students prepare. Students need to prepare and ask questions during the job shadow experience. Getting feedback from the job shadow mentor and students is helpful in making improvements for all involved as well as making lasting relationships for future shadows. And, don't forget the importance of a thank you card from the student as well as the school.
Personality Assessments have been used for decades and can be a valuable tool in Academic and Career Planning. Humanmetrics.com http://www.humanmetrics.com/cgi-win/jtypes2.asp provides a free personality assessment and results analysis. Students should not merely take the assessment but should delve into their results by looking at the personality types strengths and weaknesses, potential careers and how businesses use personality assessments. Results should be viewed with a critical lens and should help students have a better understanding of the importance of self-reflection as part of their ACP process.
In this unit, high school juniors will research one career of their choice, based on analysis of results of their three assessments on Career Cruising (Career Matchmaker, Ability Profiler and Learning Styles Inventory). In this process, students will develop the skills necessary to writing a high-quality, well-founded research paper. Topics will include source integrity, works cited pages (both formatting and the creation of citations for works cited page), the correct format for various in-text citations, stages of research, development of graphic organizers, translation of graphic organizer in the creation of an outline, transferring outline topics to paragraphs, developing strong introductory and concluding paragraphs, creating effective transition sentences, formatting cover pages, editing, revising, peer editing and submission of final draft.
Career Town is one of many career development activities provided by Virginia Career VIEW. Career Town is a web-based activity in which students can choose different areas of work and play games to help them learn more about that career. Not only do students learn about different careers, but they can also develop other skills in Language Arts and Mathematics.
Students will research a career of their choice and present information about their chosen career in the form of a wax museum where they dress like the people would in that career and report basic facts about the chosen career path, such as education, salaries, and daily activities.
Measurement and common math are required to perform your job duties in nearly every aspect of conveyor manufacturing. I have compiled a list of skills relating to math and measurement that are essential for successful job performance. This include being able to:
Read a tape measure accurately
Add or subtract fractions
Convert fractions to decimal form
Use a decimal equivalent card or chart (drill gage)
You will choose from list of jobs at Green Valley Dairy. Your work will include researching this career, interviewing personnel from Green Valley Dairy within these positions, and creating a presentation which you will share with class.
This 7th grade Jobs and Employers lesson leads students through a comparison of two colleges using student-selected criteria in the Xello platform.
Students be introduced to careers with the “coat of arms.” During this lesson, students will draw/write about their families, interests, career goals, and parent careers.
Often when a person has their first job, it is an entry-level position which require minimal experience and education/training. As a person spends time in that position, they may be able to move up to another position based upon their new experience/education/training levels. We call this a “career pathway.” This 7th grade Discovering Learning Pathways lesson leads students through an exploration of the pathway for a student-chosen career.
Even when you are doing a job which you don’t intend to stay in forever, you’re building your employability skills. Employability skills are those skills which are transferable to other careers and which may help you to advance in your career. These could be academic skills like communication and basic math skills, or they may be personal characteristics such as critical thinking skills, promptness, and adaptability. In this 8th grade Job Skills lesson, students will investigate the skills and personal characteristics which are transferable from one occupation to another.