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

Each student creates a poster exhibiting their career choices from kindergarten through high school or their adult life depending on where they are in their career planning.  The students identify the career clusters and pathways that best fit their career choices across their timeline or pathway.  The students become familiar with the career clusters and pathways.  They also learn about new career opportunities that fall under their chosen cluster or pathway.  The students share their poster with the class, which leads to a discussion of how our career choices from 4th grade on don't really change career cluster, but they do change pathways within the cluster.  The students compare their career pathway poster with their "Me" poster (lesson available in Wise Learn, search Me Poster) they made previously to determine the characteristics they have or skills they may need to develop for their future career.  

Soft Skills course FREE teacher resources and trial access to online course solution as well as a correlation to WI state standards (WCCTS). Resources available for:-Professionalism-Teamwork & Team Building-Problem Solving & Decision Making-Verbal Communication-Oral Communication

I use this as a base for career exploration in a variety of my courses. I add more tailored detail depending on what course I am using it with. Students have the ability to make it more creative, interactive, etc. 

Lesson Objective: At the completion of this lesson, students will have a better understanding of how they make informed personal decisions that can affect income generation. Supplies Needed: Student Handout 1 SWOT Analysis for College Choices (2 per student) (found in Task 3) Student Handout 2 Definitions and Risks (found in Task 5) Student Handout Answer Key 2 Definitions and Risks (found in Resource Library) Teacher Resource 1 Five Paragraph Essay Rubric (found in Task 7) Video 1 Laugh and Learn about Personal Finance (3:17) (found in Task 1)  References Econedlink: Council for Economic Education. (n.d.). Economic Glossary. Retrieved from http://www.econedlink.org/economic-resources/glossary.php Laugh and Learn about Personal Finance – InvestorED.ca by GetSmarterAboutMoney.ca. Retrieved from https://www.youtube.com/watch?v=w_mU8VX1Arc MBA dictionary. (n.d.). Retrieved November 15, 2014, from MBAResearch and Curriculum Center 

A main emphasis the Verso hiring department and department heads stressed was that students need to be aware of their social media presence. The impact of what they post could potentially help them gain employment or lose possible employment.

This lesson is designed to follow the Getting Started With SAEs lesson. The objective is to move students from starting their SAE project to developing the next level of skills and competencies in the intermediate level of performance indicators. The students will continue to work on their Foundational SAE project based on their career interest, but research topics at the intermediate level. The teacher may choose to only use the Foundational SAE project or they can also include an immersion SAE project that students keep track of their time, income and expenses over the course of the class. The students will participate in weekly assignments for their Foundational SAE and if they are completing an immersion SAE they will keep track of their hours each week. Starting SAE projects in the classroom should be simple for the teacher and students. Minimum expectations that can still produce success for all students would be tracking 1-hour of SAE time per week, exploring one career topic per week, and recording one financial entry per month. A final report or project at the end of the class would also be a minimum expectation for all students.

A main emphasis the Verso hiring department and department heads stressed was that students need to be well prepared for an interview. The interview will determine if they are hired. Having proper interview etiquette will give students an opportunity to excel during the interview process and provide the confidence required to succeed during an interview.

In planning your future, consider your dream career, housing, car, and other items owned.  Next consider the type of training or education that will be needed to, how can you help yourself best by getting training, and additional education to meet your goals.   Can your dream career only be achieved through one educational pathway?  Can you get an apprenticeship?  Do you need to join a union to pay for your training? Would a 2 or 4-year school help me to achieve my goals? 

Students will solve a personal problem using the A3 model after discussing the decision making and problem solving process.

In this lesson, students will build towers out of notecards with a manufacturing twist to simulate real-life situations that can happen in industry.

This lesson teaches students about decision making. First, use the Discussion Guide (found in Task 1) to teach students about this concept. Then, use the activity (found in Task 2) to assess their understanding. This activity gives students the chance use the decision-making model to evaluate their college choices. A full lesson module related to this concept can be found on the MBA Learning Center. Visit mba.instructure.com and search for "PD:017" in the Commons. 

The Welding Fabrication & Robotics Associate Degree program prepares learners to program and operate CNC cutting and forming equipment, as well as robotic welders, and develops the skills needed to work in an advanced metal manufacturing environment. Learners also expand their print reading skills through fabrication layout, fixturing, and precision measurement. Welding metallurgy and machine shop principles are also studied. Critical thinking skills are built through problem-solving activities that foster teamwork, positive attitudes, and an understanding of global competition.