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Career Assimilation Unit. Introduction to the Career Development Units.
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Introduction to the Career Development Units • These four units were created in conjunction with the Bolin's (1996) four stages of career development. Each unit addresses one of these stages to help teachers develop and implement a quality career development program, in the classroom and beyond. • Career Awareness • Career Exploration • Career Preparation • Career Assimilation
Career Awareness Career Exploration Career Preparation Career Assimilation Intro to the Career Development Series… • Exposure to why people need to and want to work; contributions to lifestyle and life choices • Exposure to a wide range of careers and jobs across the OOH 10 career categories • Exposure to work expectations, education/training and skill requirements, and social/communication skills
Intro to the Career Development Series… Career Awareness Career Exploration Career Development Career Assimilation • Job shadowing and trial work experiences to narrow choices from 4 to 1-2 • Matching career requirements with personal abilities, skills, aptitudes, and preferred lifestyle; assessing careers for “best-match” • Developing plan to meet requirements and achieve “best match” career; continuing and extended work experience to ensure “best match” reflects stable interests and skills
Career Awareness Career Exploration Career Preparation Career Assimilation Intro to the Career Development Series… • Narrowing and confirmation of one career field; may still explore a range of positions in this field • Increasing work experience opportunities to prepare for full-time work in the community; involvement in vocational rehabilitation services as needed • Interview and job seeking skills for work experience positions; use of job maintenance skills social/communication skills to keep one’s position; identification of potential career advancement self-advocacy opportunities
Career Awareness Career Exploration Career Development Career Assimilation Intro to the Career Development Series… • Implementation of job seeking, interviewing, and related skills to locate and obtain a job of choice, in location of choice • Ongoing match of work conditions and environment with personal lifestyle preferences and needs; use of problem-solving skills and employment resources (including vocational rehabilitation) if needed • Participation in work culture and employee activities, on and off-the-job to support satisfaction between career and worker
About This Unit:This Career Assimilation Unit will be the last of the four units. It is geared toward high school or the postsecondary years depending on the student goals and focuses on work experience in preferred careers. Students will be exposed to real life situations regarding: • Labor union participation • Communicating with co-workers through formal and informal modalities • Awareness of legal rights and how to develop self-advocacy skills in the workplace • Work culture • Creating a portfolio
Key Learnings (A synthesis of Career Assimilation goals.) • Maintaining a job by meeting job requirements and meeting personal needs and preferences (Minn Work Adjustment Theory: job satisfaction and job satisfactoriness) • Adjusting to the work culture, work expectations and conditions, and changes over time • Problem solving, OJT, use of employment resources, participation in work-related activities • Meeting personal needs and preferences through work, and adjusting as these change over time • Problem solving, use of community and personal resources
Teacher’s Section:Using the three stages ofUnderstanding by Design • Stage ONE: * Identify external standards and overall unit goals that are relevant to the students strengths and needs * Incorporate these standards and goals to create relevant, authentic questions that “hook” students and address and key misunderstandings • Stage TWO: * Develop assessments that demonstrate thorough unit learning by the six facets of understanding • Stage THREE: * Develop learning activities that develop the knowledge and skills needed to successfully complete the assessment and demonstrate thorough unit understanding
Stage ONE:Applying Content Standards to the Unit:Ohio Department of Education High School Standards • Language Arts- • Write reflective compositions • Write functional documents (e.g., requests for information, resumes, letters of complaint. memos, proposals). • Write informational essays or reports, including research. • Deliver persuasive presentations. • Demonstrate understanding of the grammatical conventions of the English language.
Content Standards Continued… • Mathematics • Provide examples and explain how a statistic may or may not be an attribute of the entire population; e.g., bias. • Evaluate different graphical representations to determine which is the most appropriate • Science • Describe examples of scientific advances and emerging technologies and how they may impact society.
Content Standards Continued… • Social Studies- • Work in groups to analyze an issue and make decisions. • Apply the processes of persuasion, compromise and negotiation to the resolution of conflicts and differences. • Build consensus within a group. • Analyze the reasons for the rise and growth of labor organizations in the United States • Analyze instances in which the rights of individuals were restricted
Unit QuestionsThese questions are the result of the standards and the description of student needs. • How do job requirements and personal need coincide? • How will changes in the work environment affect personal life? • In what ways can I maintain job satisfaction? • How can I become a self-advocate for myself in future workplaces? • Am I aware of the differences between formal and informal communication? • What technology is available to promote my success in the workplace?
Stage TWO:Understanding By Design’s Six Facets of Understanding(Wiggins & McTighe, 1998)
Tips for Teachers • Setting up the Career Assimilation Program: • Discuss with students their current knowledge of work culture • Contact employers to see what technological devices are available for student to experience hands on • Locate local labor unions and representatives willing to speak in the classroom • Have students discuss and list current job expectations • Discuss with the student’s parents the career expectations they have for their child.
Language Arts Lesson Plan • Activity -During the transition planning process, students will keep a personal portfolio in order to monitor the success of activities and procedures acquiring self-knowledge and advocacy skills. • Behavioral Objective -Over the course of the year, with periodic evaluation checkpoints, students will create a transition portfolio with formal and informal entries. At each grading checkpoint, the students’ self-evaluation should match the teacher’s evaluation. • Pre-Requisite Skills –Student must be aware of one’s own ignorance, prejudice, and understanding as well as appropriate communication skills. • Procedure- Students will begin by brainstorming items they would like to display in their portfolio. Suggestions might be: resumes, memos, brochures about career/technical programs, college information, a checklist of tasks to accomplish, and journal entries. The journal entries are meant to be read by others and appear in formal and informal models and provide opportunity for response model what future notes to co-workers may look like. The entries should show the students growth in the area of transition planning by examining strengths/weaknesses, new skills or abilities learned, etc. Toward the end of the year they should start writing a post-assessment paper that describes what they have learned overall throughout the year.
Language Arts Lesson Con’t … • Adaptations • For Older or High Functioning Students • Students will be asked to share excerpts from their journals that model informal and formal writing as well as provide clear insight in understanding their own prejudice and ignorance. • For Younger or Low Functioning Students • Permit students to create a simplistic form of the portfolio as well as discussing which requirements they will be evaluated on and which they will not. • Benchmark • Write reflective compositions • Write functional documents (e.g., requests for information, resumes, letters of complaint. memos, proposals). • Demonstrate understanding of the grammatical conventions of the English language.
Social Studies Lesson Plan • Activity-Students will set-up a debate between those that are for and those who oppose labor unions. The debate must address labors union issues as they pertain to deaf and hard of hearing employees including how they protect their rights and as well as provide job satisfaction. • Behavioral Objective-After a speaker presents information about labor unions, students will write five issues for debate over labor unions. Students will have one class period to debate over the joining of a labor union supporting each argued issue with at least two informative facts presented by the speaker. • Pre-Requisite Skills – Students must be familiar with the style of debate, they must understand labor unions in terms of their advantages and disadvantages to an employee. • Procedure– Students will be presented a speaker whom will share information about labor unions in the United States. The speaker will also discuss the advantages and disadvantages of an employee joining a labor union. After the students determine their own perspective of joining, as a class they will formulate 5 issues pertaining to labor unions that will be subject to debate: at least one pertaining to deaf and hard of hearing employees and one relating to job satisfaction. Students will then be broken into two groups-those for and those against labor unions and each group will be given the opportunity to express their side.
Social Studies Lesson Plan Con’t… • Adaptations • For Older or High Functioning Students • Students will be asked to create a visual that will be presented during the debate to support their perspective. • For Younger or Low Functioning Students • In place of a formal debate, students can discuss or write reflections in terms of their perspective of labor unions. • Benchmark • Work in groups to analyze an issue and make decisions. • Apply the processes of persuasion, compromise and negotiation to the resolution of conflicts and differences. • Build consensus within a group. • Analyze the reasons for the rise and growth of labor organizations in the United States • Analyze instances in which the rights of individuals were restricted
Mathematics Lesson Plan • Activity -Students will research and report on the population of people with disability employed in the workplace. • Behavioral Objective –Students will create a professional looking display of statistical results showing disability employment rates in a variety based on job choices or geographical representation. • Pre-Requisite Skills –students must have: an understanding of computer programs, how to enter and manipulate statistics to create professional reports, appropriate research skills, and the ability to infer into other peoples feelings. • Procedure –Students will research different careers in a particular geographical area and report on the disability employment rates of each. Students will be encouraged to choose a geographical area based on a desired area to maintain a job. Using statistics, students will create a report using a computer program (PowerPoint, Excel, etc) that allows the information to be presented in an understandable way. Have students make connections between their results and how they might feel being placed in that environment for a job position. As a class discuss possible ways to adjust in order to make the most comfortable environment possible.
Mathematics Lesson Plan Con’t… • Adaptations • For Older or High Functioning Students • Students can make contact with and interview people with disabilities working in the workplace, if possible in the area they researched and discuss whether they feel like the “fit in” in their position and how it may or may not affect their work expectations and job satisfaction. • For Younger or Low Functioning Students • Have students work in groups/pairs and participate in class discussion regarding adjustments that could be implemented to maintain job satisfaction. • Benchmark • Provide examples and explain how a statistic may or may not be an attribute of the entire population; e.g., bias. Create a scatter plot • Evaluate different graphical representations to determine which is the most appropriate.
Science Lesson Plan • Activity-Students will prepare a PowerPoint presentation of a detailed analysis of an assistive technological device available for the deaf/hard of hearing in the workplace for formal and informal events. • Behavioral Objective-After research, students will create a presentation and possible demonstration of one assistive device and how it can be used for formal and informal use. • Pre-Requisite Skills-Students must have adequate computer skills (to exercise PowerPoint and research on the web), critical thinking skills, knowledge of writing a formal letter, and general research knowledge. • Procedure-Studentswill do group research listing various assistive technology available for the deaf and hard of hearing. Students will then examine how these devices could be of assistance in the workplace. As a class discuss various forms of formal and informal situation that may present conflicts in communication and how devices can be used to assist. Students will each chose one device to research in depth including: cost for employer, advantages/disadvantages, prime candidates, and true scenario of someone using the device (from an article/interview). Students will organize their information in a PowerPoint format and present their information to the class.
Science Lesson Plan Con’t… • Adaptations • For Older or High functioning Students • Higher functioning: Students will include at the end of their PowerPoint a letter to an employer requesting a specific assistive device in the workplace • Students familiar with technology can collect all students’ PowerPoint presentations and combine them to a disk or webpage in order for each student to have future access the information. • For Younger or Low Functioning Students • Students can work in pairs • Students can explain a device they may currently use and have experience with • Benchmark • Science: Describe examples of scientific advances and emerging technologies and how they may impact society.
References • Brolin, D. E. (1997). Life centered career education: A competency based approach. Reston, VA: The Council for Exceptional Children. • Koch, L. Luft, P. (2004). “Career Development Theories for Transition Planning”. Book Title Here. Kent, OH: publisher. 2005. 1-24. • Ohio Department of Education. “Academic Content Standards.”http://www.ode.state.oh. us/academic content_standards/ • U.S. Department of Labor. 2005. http://www.dol. gov/ • Wiggins, G. & McTigue J. (1998). Understanding by Design. Alexandria, VA: Association for the Supervision and Curriculum Development.
