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

This lesson is designed to follow the Intermediate SAEs:The Next Step. The objective is to continue to move students through the research and development of their Foundational Career SAE. The students will continue to work on their Foundational SAE project based on their career interest, but research topics at the advanced 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.

To help the students self analyze their strenghts and weaknesses I have them complete a "Me" poster.  The poster is folded intor 4 quadrants with a diamond in the middle.  The students fill in each quadrant answering why, what, how and what if.  This really gets them thinking about why they are the way they are.  They decorate their posters and then they identify three employability skills that they think they have fully developed and can demonstrate at work.  The students share their posters and then apply their self awareness to their career interest.  

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.

Once you have completed your career match assessment online on Xello, you will be selecting one career of your choice from your highest career match that you would like to research further.  This career can be one that interests you as a possible career choice or it could simply be a career that you have never heard of before or know little about. In your brochure you will need to provide the following information; a general overview of the career, education/training required for this specific job, the salary amount (yearly or hourly), work responsibilities/duties, and a few examples of related jobs.  You should also include pictures and any other interesting information about the career in your brochure. To create your brochure you will use Microsoft Publisher, click on the brochure and select the format you like.  They will be printed in black and white so when choosing a color scheme, select light colors.This assignment is worth 50 points and will be the main artifact in your career portfolio.  Make it look professional but be creative.

The students create an E-Portfolio using Google Sites.  The students create a resume and cover letter that they include in their E-portfolio.  In addition, the students have to upload six artifacts from a list provided on the rubric.  The E- portfolio is something they can add to throughout high school, edit, and keep as they move toward achieving their career goal.  The students share their E-portfolio with the class once they complete the project.  The students learn how important it is to be able to demonstrate their skills to their future employers.  

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. 

The Career Presentation encourages students to research and showcase a career of their choice.  An attachment in the resource library includes the career presentation requirements as well as the career presentation rubric. Waunakee Community High School students take a course called Career Workshop at the sophomore level.  They are required to choose two projects from a list of options which are referred to as enhancement projects.  Career Presentation is one of these options.  Students have access to shared Google Docs related to these projects.  Other project options may be found under WISELearn Resources include an Infographic, Web Portfolio, Career Cruising Video Project, Job Shadow, and Professional Interview.  

Taught in Spanish, for students interested in exploring a variety of careers and are:- dual language immersion learners- Spanish language learners who completed AP Spanish - New arrivals who speak Spanish- Heritage language learners Assessment: formative & summative assessments around the various modes of communication: Interpersonal, Presentational, and InterpretiveStudent centered, with lots of time built in for independent exploration, sharing with groups, guest speakers, and site visits in preparation for a career post graduation and pathway to accomplish their goals.Linked to Career or World Language Standards and overlap with business and IT standards. Students will be meeting many different objectives in their coursework. Additionally, participation in this class may help students understand the relevance of their other course preparations and how those subjects contribute to career readiness. 

This guide includes information for high school students interested in getting an internship. It explains what the benefits of internships are, what work you’ll be doing, how to find a great internship for you, and how to get the most out of your internship experience.

This is a resource to help schools and teachers that want to connect students with local businesses. The general timeline for this would include the following.Making connections with local businessesInviting those businesses to come in to speak with students, or better yet getting students to those businesses.Giving opportunities for students to job shadow, pursue school-to-work opportunities, or a Youth Apprenticeship opportunity.

The activity shows students how to write an effective email to ask for an informational interview across a variety of real-world situations. Each time, students learn to use a single email to introduce themselves, build trust and show authenticity.Learning outcome: A well-written “cold call” email for an informational interview can open a new door and lead to career opportunities in all kinds of ways.----Special note: you have a sample pack activity that accompanies Danny Rubin's book, Wait, How Do I Write This Email?, a collection of 100+ templates for networking, the job search and LinkedIn.Each book features 40+ additional classroom activities on more in-demand topics, including:Email etiquetteNetworkingInternship/job search emailsResumeLinkedInPhone etiquetteSee the 100+ activities from the Rubin Education online curriculum (covers employability, business promotion and leadership)If you'd like to explore the additional material and learn about pricing, please fill out this short contact form and a Rubin Education learning specialist will follow up with you. 

The purpose of this lesson is to help students explore what their chosen field of study has to offer using lecture notes, Xello career program, and a guest speaker. The lesson focus is on Psychology, but it doesn’t have to be. This lesson would take 3 class periods.

Site provides resources, tools, goal planning, and personal assessments to assist with education and career planning, and to assist with personal, finance, and professional goal planning

Ever wonder what happens to those vials of blood drawn at the hospital for your lab work? What about when you have a swollen, red, raw throat? Who runs those tests that the doctor orders? What is involved in running those tests? Here is where we dive into the world of the Clinical Laboratory Scientist (CLS).

Ever wonder what happens to those vials of blood drawn at the hospital for your lab work? What about when you have a swollen, red, raw throat? Who runs those tests that the doctor orders? What is involved in running those tests? Here is where we dive into the world of the Clinical Laboratory Scientist (CLS).

This article discusses many options that students have to gain work experience and learn on the job.

This lesson is designed to help students move from their Foundational SAE to an Immersion SAE. The students will continue to work on their Foundational SAE project based on their career interest, but they will also be introduced to Immersion SAEs. The teacher may choose to only use the Foundational SAE project to get started, but they should work toward helping their students move their SAE project to include one or more Immersion SAE projects. The students will participate in weekly Immersion SAE record keeping. 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. Over time the students expectations for their Immersion SAE projects can be expanded to include more record keeping and financial entries.

In this project, students will explore various careers associated with metalworking through research from the Occupational Outlook Handbook and real local job listings. They will then create a tailored resume for a job listing of their choice, showcasing the needed skills and relevant education/training and work history. The goal is to help students understand the different career paths in metalworking and the needed skills and education they will need to develop  to increase their employability in the industry as well as learn how to create a professional resume document.