JOB READINESS
WEEK ONE DAY
ONE
Lesson
Title: Orientation
to the GTE Program and Job Readiness
Subject
Matter/Life Skill Area: Job
Readiness
Learning
Level/Prerequisite Skills: 9th
Grade Level
Lesson
Length: Two
hours
Instruction
Type:
Individual/Group Discussions
Overview/Rationale:
This lesson will introduce the program participants
to the GTE Program and to Job Readiness. It will allow the teacher and students
to get to know each other.
Learning
Objective:
Upon completion of the lesson, students will feel
comfortable with each other and the teacher, and will have received an overview
of the expectations of the Job Readiness strand.
Skills
Developed:
Information
gathering, oral communication, group participation,
Materials/Equipment
Needed:
A
stack of 5” x 7” cards, one for each student
A
copy of the Job Readiness Syllabus (Six Week Outline)
A
three ring binder for each student
Pencils
Spiral
Notebooks for Journals, one for each student
Handout:
Interest Inventory (http://www.schoolfinder.com)
one for each student
How
to Prepare:
Understand and know the course syllabus and be ready
to answer any questions pertaining to the program content of Job Readiness. Be
prepared to explain the importance of the Get to Know You activity. Find the
interest inventory on the Internet and be ready to input student information if
no Internet services is available.
Introduction/Warm-up:
Introduce
yourself and welcome the participants to the program. This activity will
introduce
students to each other in a casual format.
EXERCISE: GET-TO-KNOW-YOU
ACTIVITY
(Groups
of six/eight or may be done with the entire class moving around)
ź
Students
will write their name in the center of the card.
ź
In the upper
left corner, write four things that you like to do.
ź
In the upper
right corner, write four of your favorite television shows.
ź
In the lower
left corner, write four of your favorite singers or groups.
ź
In the lower
right corner, write four adjectives that describe you.
ź
When
everyone finishes, have him or her mingle with others for a few minutes, without
talking, allowing time to read the upper left corner of the group members’
cards. (maybe two minutes)
ź
When time
is up, they are to find one or two people who are most like them and visit for a
few minutes. (time can vary) When
time is up, they are to mingle again reading the upper right corner of the group
members’ card.
ź
Find one
or two people most like them and visit.
ź
Repeat
this exercise with the lower left corner and lower right corner information.
ź
Allow
time for students to share who they met and their common interests with other
students.
Presentation
of Lesson:
Introduce the Job Readiness Curriculum by providing
each participant with a copy of the Syllabus for the GTE Program.
ź
Give a
general overview of the six-week Job Readiness Curriculum.
ź
Business
attire required for mock interview sessions and encouraged throughout the
course.
ź
Discuss
classroom supplies and journals.
Using a large sheet of chart paper, create a web
diagram of the JR curriculum. Write "Job Readiness" in the center of
the paper. Ask students what they think they will learn and what they would like
to learn. The instructor should connect student responses to the Job Readiness
title with a line. Show the diagram to students at the end of the program so
that they can see the connection between what was planned and what was
accomplished.
EXERCISE:
INTEREST INVENTORY
The Interest Inventory will help students gain an
understanding of personal interests and how those interests match with careers
that may be right for them. The Interest Inventory can be done online at
Schoolfinder.com or by using the handout if the Internet is not available. If
using the handout, the instructor will have to input the student selections and
then printout each result for each student. This should be done on the same day
as the inventory was completed so that it will be available for review the next
class session.
Have students write down what they are most looking
forward to in this program and what they are least looking forward to. They may
want to include their expectations of themselves, the teacher, and the program.
Have students write two sentences on what they think
constitutes “A great learning environment and why.”
Students can then share their responses orally with
the class. Respond appropriately to student concerns and expectations as needed.
Give
participants the time to ask questions about the program. Ask them to think
about the skills they will be learning in the next six weeks and how that might
impact their lives.
Planning for
Next Lesson:
Ask students to spend some time this evening thinking about what makes them who they are. What are their own unique characteristics that make them special? What do friends and family think are important strengths that they possess? Let them know that this week's lessons will focus on self-discovery.
WEEK ONE DAY
TWO
Lesson
Title:
Learning Styles
Subject
Matter/Life Skill Area: Job
Readiness
Learning
Level/Prerequisite Skills: 9th
grade reading levels
Lesson
Length: Two
hours
Instruction
Type: Whole
group instruction with small group interaction
Overview
and Rationale:
Students will work through a series of exercises that
will facilitate the self-evaluation and discovery process.
Learning
Objectives / Skills:
At the completion of this lesson, students will have
increased self-awareness, communication skills, and will have developed enhanced
social skill development.
Skills: Vocabulary building, enhancing reading and
listening skills, following directions
Spiral
Notebooks
Paper
and Pencils
Handouts:
Multiple Intelligences Checklist,
Occupational Families
Note:
These handouts are not included but were downloaded from a Website no longer
available. Multiple intelligence books are available in libraries, as well as
information on occupational families. You can also use a search engine to find
relevant material that will work with this lesson. December 2001
How
to Prepare:
The instructor should be knowledgeable with Howard
Gardner's Theory of Multiple Intelligences. Students will be completing the
Learning Style Inventory based on this theory.
Review the lesson introduction, review the directions
for administering and interpreting the instrument. Review probing questions and
decide what additional questions can be asked to stimulate the
“free-flowing” and grouping activities.
Introduction/Warm
Up/ Review:
Introduce
the topic and its relevance, emphasizing its connection to the world of work as
well as the development and achievement of future personal goals. Give an
overview of the days' activities.
Presentation
of Lesson:
First
exercise: Free-flow Writing
Have students take some time to reflect on their
past, present and future, remembering what they were like as children, how they
see themselves now, and what they would like to be like in the future.
Distribute one sheet of 8 ˝ x 10-inch paper per
student. Have the students fold the paper in half vertically.
With the paper folded use one side to record their self-descriptors, all
the words they would use to describe themselves and their current interests.
Use the other half of the paper to describe what they would like to
learn, do, and become.
Allow no more than ten minutes for this activity.
Explain that they can think before they begin writing, but once they
begin they are not to pause but to write everything that comes to mind with
regards to the two topics. A short
demonstration may be required. Once
the activity is complete, set the lists aside and begin the self-assessment.
Practice
/ Activity:
Distribute the Learning Style Inventory. Allow
students to time to ask questions prior to beginning. Allow 30 minutes depending upon the rate at which students
are completing the instrument.
Ask students to pause and let you know when they are
ready to begin the assessment phase. Allow
them to ask questions before beginning.
Second
Exercise:
Students will now have the opportunity to compare
through grouping and re-grouping.
Have the students compare their results of the
instrument with their free-flow writing, side one. Provide opportunities for
sharing comparisons.
Now say: “Let’s
see how your interests compare with others in the class.
Who described themselves in the free-flow writing exercise as (state a
characteristic or interest, e.g., quiet, humorous, stamp collecting,
etc.)?"
Have those who identified the stated characteristic
or interest move to a point in the room that you designate, e.g., the right
corner. Call out another characteristic and identify another area in the room.
Have those students who noted that characteristic or interest move to
that area of the room. You can
continue calling out items or have the students you identify to state an item on
their list. Continue the process
until students have an opportunity to call out an item on their list.
Application
/ Transfer:
Have the students be seated for the next portion of
the activity. Divide the class into small groups. Give each person an opportunity to share portions of their
results and their opinions as to how the interest instrument compares to their
self-view. (This can be done with
or without the free-flow writing paper.)
Pass out the results from the Interest Inventory on
schoolfinder.com and discuss results with the class.
Explain the Occupational Families concept and pass
out the handout. Students should figure out what occupational families match the
occupations from the Interest Inventory.
Compare free flow writing, multiple intelligence, and
results of interest inventory. Do students find common intersections? Facilitate
a class discussion.
After the exercises are completed, have the students
place their materials into individualized portfolios for future reference.
Note: The various instruments can be used to begin
work on the Individualized Development Plan in week one.
Close the day by providing a brief summary of the
activities and what you intended them to accomplish. State the topic for the next class meeting.
Reflection
by Teacher:
Students should be more aware of positive skills they
possess that can be enhanced in an interview and in the workplace. Encourage
students to reflect upon the outcomes of the inventory during their Reflective
Journal time.
Planning
for Next Lesson:
Students
will continue to take a reflective look at who they are during the next two days
with goal setting, both personal and professional, and how those goals interact.
JOB READINESS
WEEK ONE DAY THREE
Lesson
Title: Values,
Self-esteem, Teamwork
Subject
Matter/Life Skill Area:
Personality Development
Learning
Level/Prerequisite Skills:
9th Grade Reading and Math Levels
Lesson
Length: Two
hours
Instruction
Type: Small
Group
Overview
and Rationale:
This unit of study will show students they have the
power to achieve their goals if they believe in themselves.
It is also an opportunity for the instructor to develop a comfortable
atmosphere of good will and trust among the members of the class.
This week is very important because it sets the tone for the entire
course.
Learning
Objectives /Skills:
At the completion of this lesson, the students will
be able to use oral communication skills effectively. Students will be able to
identify personal goals, assess interest, and increase personal development.
Skills:
Critical discussion, thinking and expression skills, team work
Materials
/ Equipment Needed:
Paper
and pen
Color
pencils or markers
Team
building exercise
Self-esteem
pretest test
How
to Prepare:
Review the procedures for administering the Team
Building exercise and the self-esteem pretest.
Review the topics discuss all week and be prepared to answer any
questions.
Introduction
/ Warm Up / Review:
Begin a discussion by telling students your own
experiences with teams. They could be work related, sports related, or any team
that you have participated on. Discuss what was good, what wasn't good, etc.
Write Positive
on one side of the board and Negative
on the other. Ask students to share their team experiences. As they do, write
positive/ negative experiences in the appropriate columns.
Presentation
of Lesson:
Share the curriculum philosophy of team building
during this course. Let students know that they will support each other as well
as work toward personal goals. Ask students to comment on what kind of action
implies 'team support.' Write student comments on the board and make/add any
comments about team building.
TEAM
BUILDING EXERCISE #1 Purpose: This activity will show the students the importance of working
together as a team even when you do not know the person you are working with.
“WORKING TOGETHER WORKS”
Distribute
a blank sheet of paper to every student.
·
Have
students draw a picture of their
choice. (students should not look at each other's pictures, and not discuss what
they have drawn)
·
Set a
time limit. (five minutes is good)
·
Distribute
a separate sheet of paper.
·
Have
students write out step-by-step
instructions that would allow someone else to draw their picture to exact
scale and format. (challenge students to create clear and concise instructions)
·
Have
students exchange instructions with
someone else in the class (someone not sitting nearby) This person will be a
partner in a newly formed division of a “major magazine company”.
The company is looking for two designers with the exact style.
·
The
students will draw their partner's
picture from the written instructions provided to them.
·
Allow
approximately five-minutes to complete
duplicate picture based on written instruction only.
·
Allow
students to share both drawing with the class.
EXERCISE #2 (individual
self-esteem drills) Purpose: This activity will allow students to determine what
they already know and help individual discover things they need to learn.
·
Ask
students to create a list of words or phrases that describe self-esteem.
(instructor write answers on the board) Discuss and provide examples of
self-esteem, self-respect, and self-worth.
·
Ask
students to create a list of words or phrases that describe self-image
·
Have
students in the large group discuss self-esteem and self-image from their word
list. (Instructor should give examples of both)
·
Distribute
the self-esteem exercises and checklist.
·
Administer
the self-esteem exercises and pretest.
·
Rate the
checklist and have students to check the exercises.
·
Have a
large group discussion on self-esteem, self-worth, self-respect and self-image.
Application
/ Transfer:
EXERCISE
#3 (small
group drills) Purpose: This activity
will help students describe the things that they can do and share with others
their talents and skills.
·
Have
students demonstrate a specific talent or skill they have.
·
If two or
more students have a similar skill, allow those students to work in teams to
give their demonstration. (examples: hobby or a sport)
EXERCISE
#4 (individual drill)
l
Ask
students to write down, overall, how they feel about themselves on a scale of
1-10, with 10 being, “I love myself.” (Do
not ask them to show their number to anyone…when they complete the workshop
series, ask them to look at this number and see if they would change it.
·
Have
students write all the things they value.
·
Have
students complete the Value Opinion Grid by checking off the column that is most
appropriate for them.
Reflection
by Teacher:
Make note of areas about which students feel positive
about and areas about which they feel negative. What items did students identify
as things they do well and what items do they want to do better? Use this day's
activities as an informal assessment for future planning.
Planning
for Next Lesson:
Review the lessons for the next two days and how you
can review the first week on Friday.
Directions: Place a check mark in
the appropriate column. Rate how you feel about the following items listed
below.
|
VALUE OPINION GRID |
|
|
Strongly
Agree |
Agree |
Strongly
Disagree |
Disagree |
No
Opinion |
|
Family |
|
|
|
|
|
|
Housing |
|
|
|
|
|
|
Voting |
|
|
|
|
|
|
Education |
|
|
|
|
|
|
Relationship |
|
|
|
|
|
|
Freedom |
|
|
|
|
|
|
Health
Care |
|
|
|
|
|
|
Clothing |
|
|
|
|
|
|
Honesty |
|
|
|
|
|
|
Job
Security |
|
|
|
|
|
JOB READINESS
WEEK ONE DAY
FOUR
Lesson Title: IDP (Individualized Development Plan)
Subject
Matter/Life Skill Area: Job Readiness through Self-Discovery
Learning
Level/Prerequisite Skills: 9th grade reading levels
Lesson Length: Two
hours
Instruction
Type: Individual
Completion of the IDP, Individualized Counseling with the JR instructor,
self-directed study of GED material
Overview and
Rationale:
Taking the first steps to reach a goal includes
self-examination in order to be successful in the development and achievement of
goals. It is important to know what
makes each one of us an individual. In
discovering more about oneself, students will follow directions, self analyze,
and reflect with regards to their personal interests and preferences.
Learning
Objectives / Skills:
At
the completion of this lesson and students will have an increased
self-awareness.
Skills:
Vocabulary building, enhancing reading and listening skills, following
directions, problem solving, self-confidence, sociability, self-assessment, and
monitors and corrects performance
Materials / Equipment Needed:
Handout: IDP
Lined Paper
Pencils/Pens
GED Materials
How to Prepare:
The instructor should be familiar with the IDP and
how to facilitate the completion of the IDP. GED materials for the self-directed
study should be available for individual study time.
Presentation of
Lesson:
Facilitate
a discussion on goal setting. Ask students if they have ever set goals for
themselves and ask for examples. Intersperse with your own examples when
necessary. List student's goals on the board on the following headings:
Short
Term / Long Term
/ Personal Goals /
Professional Goals / Educational
Goals
Continue to facilitate the discussion on various
goals until each heading includes one or two examples. Ask for outcomes of
meeting goals if students would like to share.
Introduction / Warm Up / Review:
Define
IDP on the board, as well as vocabulary contained within the IDP (headings
above). Ask students to think about some goals they have that relate to work,
education, and personal development and how these goals might be further
developed or met during the GTE course.
Let
students know that the IDP is a private document and you will meet with each
student individually to discuss the IDP after it has been completed.
Pass
out the IDP and have students fill out the heading. Have a volunteer (s) read
the first paragraph aloud. Continue with the vocabulary words, (which now
becomes a review). Have students flip through the IDP and ask questions for any
parts that are not clear. Address any questions that arise.
Practice /
Activity:
When students are clear on how to use the IDP, allow
them time (about thirty minutes) to complete the document. Let them know that
they can refer to any materials used thus far in JR, such as interest
inventories or journals.
As
students complete the IDP, meet with them individually to go over their IDP.
Take about ten minutes with each student, or more time if necessary. Students
who are waiting can work on GED materials. Have students file their IDP in their
portfolio after the review.
Application / Transfer:
Review week one of Job Readiness. Address any issues
about the program with students.
Reflection
by Teacher:
Students will begin to think about strategies they
should undertake in achieving their goals.
Planning
for Next Lesson:
Read over the IDP's so that you are aware of the various goals students have set for themselves. Share them with the GED and Technology strand Instructors.
JOB READINESS
WEEK ONE DAY FIVE
Lesson Title:
Virginia Employment Commission Tour and Registration
Subject Matter/Life Skill Area: Job Readiness
Learning Level/Prerequisite Skills: 9th grade reading levels
Lesson Length: Two
hours
Instruction
Type: Tour
with individual completion of registration form.
Overview and
Rationale:
This
unit of study will allow students the opportunity to take advantage of an
employment agency and its services. For this program, the Virginia Employment
Commission was utilized. Students will then be able to utilize services
available as well as be registered for notification of job openings.
Learning Objectives / Skills:
At
the completion of this lesson, students will be familiar wit a job agency's
services and will be registered for services.
Critical thinking, written and
oral communication, self-management, decision making
Materials
/ Equipment Needed:
Paper
and Pens
Registration
Form from a local employment agency, one for each student
How
to Prepare:
The instructor will need to organize and schedule the
tour of the job agency and know what services are available. The registration
form can be filled out before hand to save time.
Introduction
/ Warm Up / Review:
Review the previous activities from previous days.
Ask students to reflect upon how they have gone about getting jobs in the past.
Share your previous experience with obtaining jobs.
Presentation of
Lesson:
Give a brief overview of the employment agency that
will be visited. Ask students if they have used an employment agency and
facilitate a discussion on student's experiences.
Hand out registration forms. Have students fill out
the forms and lend assistance when needed.
Practice
/ Activity:
Take a tour of the employment agency. Ask students to
keep notes of any information that is of interest and any questions that they
have. Students will have the opportunity to ask questions on the tour.
Application /
Transfer:
After the tour, come back to the classroom and
address any questions students have or note any observations they have made.
Reflection by
Teacher:
Will students be able to utilize the services
provided by the employment agency? Were they able to determine what areas of
expertise provided by the agency will be beneficial for them to take advantage
of?
Planning
for Next Lesson:
Read
over next week's lessons and become familiar with the materials.