Course Profile Designing Your Future, Grade 11, Open, Public

Unit 1: What Affects Future Change?

Time: 10 hours

Activity 1.1 | Activity 1.2 | Activity 1.3 | Activity 1.4

Unit Description

In this unit, students develop a broadly focused vision of their future. Using a research process, students investigate trends and predict their impact on future work and postsecondary education and employment. Students investigate the concepts of transition and change and develop their abilities to prepare for and manage periods of change in their lives.

Students compare their present understanding of the current world of work to their predicted futures and explore strategies for managing and preparing for the changes that they anticipate. Sources for research include information interviews, guest speakers, print, the Internet, and information gained from an experience in the community (e.g., job shadow, field trip, early phase of work experience).

Unit 1 activities focus on:

· Key Learning Area 1 – Future Trends;

· Key Learning Area 2 – Research Process.

Unit Synopsis Chart

Activity	Time	Expectations	Ach.	Assessment Task
1.1: What are my hopes and dreams for the future?	1.5 hours	TCV.03, TC3.01	T/I	Diagnostic – Future Plans: checklist
1.2: How can I learn about the impact of technology on future work and life?	2 hours	EOV.01, EO1.01, EO1.02, EO1.04-.07	T/I A	Formative – constructed response – summary of research: Quality of Source Rubric Formative constructed response– observation: Information Interview checklist Formative – presentation – Research Rubric Formative – research synthesis – Research Rubric Formative – constructed response – completion of Research Process Chart
1.3: What’s affecting future change?	5 hours	EOV.01, EOV.02, EO2.01-.05, EO1.02, EO1.06, EO1.07	T/I K/U A C	Summative – Research Summary: Quality of Source Rubric, Research Rubric Formative – Research synthesis: checklist Formative – Presentation content: checklist Summative – Presentation: Research Rubric Summative – Summary Notes: Research Rubric
1.4: How will I manage change?	1.5 hours	IKV.02, TCV.01, EOV.01, TC1.01-.06, EO1.03, IKI.02	T/I K/U C A	Formative – Demonstration of Skills: Checklist Summative – Problem-Solving: Checklist Summative – Transition To Postsecondary constructed response: checklist Summative – Report: checklist

Activity 1.1: Vision Quest: What Are My Hopes and Dreams for the Future?

Time: 90 minutes

Description

This activity is an introduction to the course and the unit. Students visualize a day in their future and identify their hopes, desires, and dreams for the future.

Strand(s) & Learning Expectations

Strand(s): Preparation for Transitions and Change

Overall Expectations

TCV.03 - use goal setting and action planning strategies effectively to prepare for the next transition in their career/life plan.

Specific Expectations

TC3.01 - identify the fields of work, the occupations within these fields, and the self-employment ideas that most suit them and explain why, with reference to their self-knowledge and knowledge of work opportunities.

Planning Notes

The teacher:

· arranges the desks with some space between them to help students relax during their ‘guided daydream’;

· plays background music if desired.

Teaching/Learning Strategies

1. Guided Imagery – Daydream (See Appendix 1 – Guided Imagery)

The teacher provides students with an introduction to the activity that explains the purpose and the process. A sample explanation follows:

“Daydreams can be instructional and motivational – they can indicate what we want, what’s important to us and can motivate us to act in order to achieve what we want. So we are going to provide an opportunity for you to imagine an ideal workday in your future about five years from now. Get comfortable and relaxed, close your eyes and daydream. I will guide your daydream by suggesting some things for you to imagine. Please remain silent throughout this activity.”

Students listen to the Guided Daydream and imagine an ideal day in their lives. After the activity, students quickly outline (e.g., dot jot) the key points in their daydream.

2. Students:

· complete a short interest inventory and a values survey;

· determine whether their daydream reflected their interests and values;

· adjust, if needed, the key points in their daydream to reflect what they know about themselves.

3. Based on the results of the guided daydream and the interest and values surveys, students broadly outline the postsecondary education, employment, and lifestyle that they hope to achieve in five years time and explain why. See Appendix 2 – Future Plans.

Assessment & Evaluation of Student Achievement

The student:

· TC3.01 – completes the ‘Future Plans’ handout (Appendix 2). The purpose of the assessment is diagnostic – to learn about the student’s awareness of his/her career/life goals and of the career planning process. See Diagnostic Assessment, career Planning Process, Appendix 3.

Accommodations

· If students need more time to complete the Future Plans, they may do it as homework.

Resources

Campbell, Judith, Kelly Hoey, and Anne Clifton. Careers 10. Canada: Prentice Hall, 2000.
ISBN 0-13-031505-2

Charette, Mario and Cindy Pinchuk. Top 100 Internet Sites for Learning and Employment. Canada: Human Resources Development Canada, 2001.

Ministry of Education. Ontario Prospects 2000. Canada: Ministry of Education. 2000. ISBN 1203-6579
This publication is also available in French. ISBN 1203-6587. See also – http://www.edu.gov.on.ca.)

Ministry of Education and Ministry of Training, Colleges, and Universities. You and the Job Market. Canada: Queen’s Printer for Ontario, 2001. ISBN 0-7794-0388-600-225
This publication is also available in French as Le marche du travail et vous.
(Up to 25 copies of either version may be ordered by faxing to: Job and Grow Training Hotline
416-326-5868; for 26 to 200 copies, fax to: DDS Distribution Services 416-421-1231.) See also – http://www.edu.gov.on.ca.)

Appendices

Appendix 1 – Guided Imagery Script

Appendix 2 – Future Plans

Appendix 3 – Diagnostic Assessment, Career Planning process

Activity 1.2: How Can I Learn about the Impact of Technology on Future Work

and Life?

Time: 180 minutes

Description

Students review the research process by investigating the impact of the cell phone on work and life.

Strand(s) & Learning Expectations

Strand(s): Exploration of Opportunities

Overall Expectations

EOV.01 - use print, electronic, and human resources effectively to find and make use of relevant information about work and learning opportunities.

Specific Expectations

EO1.01 - determine the specific types of information they need to make effective decisions about work and learning opportunities;

EO1.02 - locate print, electronic, and human sources of career-related information and assess the sources on the basis of identified criteria, including bias, authority, usefulness, and personal relevance;

EO1.04 - communicate effectively with appropriate people in person, by telephone, or by e-mail to gather career-related information;

EO1.05 - use appropriate vocabulary, behaviour, and conventions to conduct personal information interviews;

EO1.06 - summarize their collected career-related information, using appropriate charts, graphs, tables, and software;

EO1.07 - communicate the results of their career-related research, using a variety of media (e.g., video, print, computer).

Prior Knowledge & Skills

· Experience with the research process from Career Studies (GLC2O) and other courses.

Planning Notes

The teacher:

· arranges the classroom so that it lends itself to small-group discussion – large tables or desk clusters;

· starts an on-going collection of newspapers, magazines, and pictures around classroom to stimulate ideas about current technology;

· collects a variety of sources of information about the cell phone (advertisements, magazine and newspaper articles) and bookmarks several Internet sites that provide information about current cell phone technologies and business trends.

Teaching/Learning Strategies

1. The teacher:

· outlines the intent of the activity as a review of the research process;

· brainstorms, with the class, current technologies that affect our lives today and those that have the potential to impact our future. These lists can be posted around the classroom for use in Activity 3;

· introduces the class research assignment: ‘how has the cell phone influenced today’s society and the nature of work? Predict how it might impact the work world in the next five years;

· reviews the steps in the research process and the various sources for information. Distribute blank copies of the Appendix 5 – Research Process Chart (blank);

· works with the class through Steps 1, 2, and 3 of the research process (i.e., identifying what to explore and potential sources of information; see Research Process Chart) and helps students determine sources for research. The teacher may wish to build an ‘Ideas Web’ for sources
(See Appendix 6 – Ideas Web – Sources of Information).

2. Students:

· in small groups, brainstorm the criteria for quality information (e.g., reliable source, backed up by research or statistics, recent information);

· share their ideas with the class and create a summary list of criteria for ‘quality’ information and key questions to ask when searching for information:

Example: Quality Information Check: Sample Criteria and Questions
Criteria	Related Question
Accuracy	How reliable and free from error is the information? Are there editors and fact checkers?
Authority	What are the author’s qualifications for writing on the subject? How reputable is the publisher?
Objectivity	Is the information presented with a minimum of bias? To what extent is the information trying to sway the opinion of the audience?
Currency	Is the content of the work up-to-date? Is the publication date clearly indicated?
Coverage	What topics are included in the work? To what depth are topics explored?

3. The teacher:

· works with students to review effective questions and conventions of language and behaviour for information interviews, e.g.,

Effective Questions – relevant, open, precise

Effective Behaviours – language of the workplace, correct posture, active listening, exemplary manners

· Have pairs of students role play information interviews demonstrating appropriate questions and conventions of behaviour.

4. Students:

· work in small groups of four to six through Steps 3 and 4 of the research process (i.e., gathering, recording, synthesizing, and communicating information). Within each group, individual students select two sources for information and gather and record the information. One of the sources must be an interview (e.g., parents, school secretary, cell phone business employee). Students complete some of the research as homework and hand in a summary of information to the teacher. As a full group, students pool their information, determine significant ideas, determine how to concisely communicate these to the other groups in five minutes or less and present their findings. Each student is involved in the presentation;

· individually, summarize the key points presented by each group;

· individually, determine next steps and a new related question for research.

Sample Research Process Chart

Research Process	Cell Phone Research Process (possible choices and conclusions)
1. Question and Explore: · What am I investigating? · What are some of the areas I can explore?	Question: ‘How has the cell phone influenced today’s society and the nature of work? Predict how it might impact the work world in the next five years.’ Explore impact on individual lives, work, recreation
2. Predict: · Which areas should I consider?	Consider impact on individuals, the workplace and job opportunities
3. Plan Research · What sources of information will I use? · How will I access the information? (e.g., search words, type of interview)	Research: · companies that sell phones: on the Internet, or by interview · people who use cell phones – when, for what purpose, and to what extent · cell phone research and development
4. Collect and record information · What information will I record?	· dot jot key points
5. Synthesize · What does the information mean? · Record the key points of your information	Conclude: · cell phone is used for work and social purposes · work can be conducted from any place—from the car, shopping mall, or home, etc. · use of cell phone while driving is safety concern · provides a constant opportunity to contact people · may result in a faster pace of business
6. Communicate · How will I present my synthesized information? (oral, written, presentation software)	· individual written summary to the teacher · group presentation (oral)
7. Evaluate · What is it that I learned? · Is there anything else I need to find out? · What are my next steps?	I learned: · that the cell phone has become widely accepted and used by people today (e.g., to conduct business, as a safety device for children) New Questions: · How are phones being updated? Internet, e-mail, digital/analog phones

Assessment & Evaluation of Student Achievement

The student:

· EO1.02 – hands in the information gathered from their research source and includes an assessment of the source (formative; constructed response – summary, Quality of Source rubric, Appendix 7);

· EO1.04, EO1.05 – (Information Interview) - submits the list of questions created for their information interview with suggestions on how to improve the questions – based on the information received and a checklist completed by the person interviewed (formative; Information Interview checklist/rating scale, Appendix 4);

· EO1.07 – presents a key piece of researched information as part of group presentation (formative; observation checklist or rubric;

· EO1.06 – submits the summary of key ideas synthesized from all the presentations (formative; ‘synthesis’ checklist or rubric);

· EO1.01, EO1.02, EO1.06 – describes the research process by outlining the steps they took, the choices they made and key information gained by completing the research template (formative, constructed response – completion of Appendix 5 – Research Process Chart).

Accommodations

· Students work with a partner as a ‘coach’ during all individual activities.

· The teacher identifies and prepares research sources ahead of time.

· The teacher accommodates exceptional student needs as recommended in their Individual Education Plans.

Resources

Greater Toronto Area Cooperative Education Association. Pre-placement & Integration Curriculum Resource. Community-Based Programs, 1998.

Appendices

Appendix 4 – Information Interview Checklist

Appendix 5 – Research Process Chart

Appendix 6 – Ideas Web – Sources of Information

Appendix 7 – Quality of Source Rubric

Activity 1.3: Scoping Out the Future: What’s Affecting Future Change?

Time: 300 minutes

Description

Students research a variety of economic and societal trends and new technologies and examine their roles in terms of future change. Students make relevant predictions about how these emerging trends will impact on individuals, the home, recreation, the workplace, and emerging job opportunities. Students use current labour market analyses, occupational outlook projections, and census data to justify their predictions.

Strand(s) & Learning Expectations

Strand(s): Exploration of Opportunities

Overall Expectations

EOV.01 - use print, electronic, and human resources effectively to find and make use of relevant information about work and learning opportunities;

EOV.02 - produce an analysis of emerging trends in society and the economy and their impact on individuals, workplaces, and career opportunities.

Specific Expectations

EO1.02 - locate print, electronic, and human sources of career-related information and assess the sources on the basis of identified criteria, including bias, authority, usefulness, and personal relevance;

EO1.06 - summarize their collected career-related information, using appropriate charts, graphs, tables, and software;

EO1.07 - communicate the results of their career-related research, using a variety of media (e.g., video, print, computer);

EO2.01 - identify and explain the impact of economic and societal trends (e.g., globalization, new technologies) on individuals, workplaces, ways of working, and workforce composition and make predictions about future developments;

EO2.02 - describe changing patterns of work life for men and women in Canada generally and in their own communities (e.g., changes in job security, increased prevalence of part-time and contract work, greater participation of women in the workforce);

EO2.03 - identify fields of work, jobs, and self-employment opportunities - in local, regional, national, and international contexts - that are growing as a result of identified trends;

EO2.04 - describe employment-related trends (e.g., the relationship between education levels and earnings or employment rates), using statistical information such as labour market analyses, occupational outlook projections, and census data;

EO2.05 - identify and describe emerging alternative work arrangements, in both local and national contexts (e.g., contract work, portfolio work, talent pooling, telecommuting).

Prior Knowledge & Skills

· Students can use print, electronic, and human resources effectively;

· Students can relate findings in a brief presentation, using their personally preferred communication method (e.g., written report, chart, pamphlet, poem, song, overhead projections, power point presentation, verbal report, or role-play).

Planning Notes

Teachers:

· compile information on emerging trends and technologies (see Resources);

· arrange for use of the Library/Resource Centre;

· arrange access to computers and the Internet;

· provide assistance with presentation (as required re: equipment/material needs).

Teaching/Learning Strategies

1. The teacher:

· helps students, as a class, list a variety of trends/changes in the way things are done (e.g., clothing trends, music trends, sports trends). Students examine the list and determine a definition for ‘trend’ and discuss reasons for such ‘changes’. In small groups or individually as homework, students search through magazines and newspapers to find examples of emerging technologies, and societal, economic and employment related trends. Students share these examples with the class and produce a master list of trends/ideas that supplements the new technologies list produced in Activity 1.2.

· introduces topic for research to the students; using ‘script’ similar to the following:
Select an economic trend, societal trend, or emerging technology and research its impact on people, the workplace and employment-related changes, ways of working, who works, and potential growth in the job sector. Predict future developments for this trend/change and its implications for your graduating class as it seeks postsecondary education and work. Back up the prediction with research.

· organizes students into groups of five. Within the group, each individual is assigned a specific area to research to contribute to the common focus selected by the whole group.

· impact of an economic or social trend on individuals, their social, home, and work lives, and the nature of work

· growth in fields of work, jobs, and self-employment as a result of the trend

· current employment related trends using statistical data (e.g., labour market analysis, occupational outlook projections, census data)

· changing patterns of work life (e.g., changes in job security, more women in the work force)

· emerging alternative work arrangements (e.g., contract work, telecommuting)

· conducts a ‘think tank’ or brainstorming activity for the whole class as a means of providing all groups with more ideas for the predictions they will make. Students may list their brainstormed ideas or put them in an ideas web to link related concepts. This activity is intended to broaden their ideas prior to research.

2. Students:

· work through the steps in the Research Process Chart as outlined in Appendix 5, to complete the research project. Students use the chart to record their decisions and next steps;

· research information from at least three sources;

· produce a summary of their individual research, as it relates to parts 1 through 4 (Question, Predict, Plan Research, Collect and Record Information) of the Appendix 5 – Research Process Chart;

· attach their notes to the back of the research chart;

· as a group, synthesize the information collected and complete the Research Process Chart
(Steps 5 through 7). Determine how to share the results of their research with the class so that each person in the group has a role to play in the brief presentation of information;

· submit, as a group, a preview of presentation information (Part 5, ‘Synthesis’, of the Research Process Chart) to the teacher for feedback and suggestions for revision;

· present their information;

· individually, prepare notes summarizing:

· the information gleaned from all group presentations

· the variety of forces or ‘change agents’ that have an impact on their future work and life

· additional questions that arise from the collective research

3. The teacher debriefs the research activity by leading a discussion that:

· refines and/or expands on some of the predictions and information;

· reviews ‘change agents’ that impact individuals, workplaces, and employment opportunities;

· confirms the necessity of recognizing and accepting the concept that “change is constant”.

Assessment & Evaluation of Student Achievement

The Research Process

· EO1.02 – Sources of Information, Summative: Quality of Source Rubric, Appendix 7;

· EO1.06 – Individual Research Summary (Completion of Parts 1 through 4 of Appendix 5 – Research Process Chart); Summative: ‘Question, Predict, Plan Research, Collect and Record Information’ sections of Appendix 8 – Research Rubric

· EOV.02, EO1.02, EO1.06 – Synthesis of Group Research - individual completion of Research Chart, part 5 ‘Synthesis’, Formative: ‘Synthesize’ section of Appendix 8 – Research Rubric

Presentation Preview

· EO2.01 – EO2.05, Presentation Content, Formative: checklist (criteria: pertinent information, sufficient research, accuracy of information and clear descriptions of information to be presented)

· EO1.07 Presentation to Class (Individual Component), Summative: ‘Communicate’ section of Appendix 8 – Research Rubric

Summary Notes

· EO1.06, EO2.01 – 05 - Individual Summary Notes on Presentations, Summative: ‘Synthesize’ and ‘Evaluate’ sections of Appendix 8 – Research Rubric

Accommodations

· Students may work with a peer or peer tutor who can help with editing, clarifying instructions, suggesting reading, or note-taking strategies.

Resources

Discover, Buena Vista magazines, USA.

Human Resources Development Canada – www.ont.hrdc-drhc.gc.ca

Appendices

Appendix 5 – Research Process Chart

Appendix 8 – Research Rubric

Activity 1.4: Handling Transitions and Change – How Will I Manage Change?

Time: 90 minutes

Description

By participating in a short community-based experience (e.g., field trip, job shadow or a visit to a potential work experience site), students investigate planned and unplanned change and how to manage the transitions to prepare for the change. Students examine how change can impact lives, workplaces, and work opportunities and, through interviews and guest speakers, learn about a variety of strategies for managing transitions to key life events. Students evaluate their own strengths and limitations in planning for and managing change.

Strand(s) & Learning Expectations

Strand(s): Preparation for Transitions and Change

Overall Expectations

IKV.02 - demonstrate the ability to use effective interpersonal and teamwork skills in a community based learning activity;

TCV.01 - demonstrate an understanding of the transitions and changes they may face in the future and evaluate their own strengths and weaknesses in managing change;

EOV.01 - use print, electronic, and human resources effectively to find and make use of relevant information about work and learning opportunities.

Specific Expectations

IK1.02 - demonstrate the effective use of interpersonal and teamwork skills in their community-based learning activities (e.g., cooperative education placement, community involvement, work experience) and produce an evaluation of their use of those skills;

TC1.01 - describe the practical and psychological challenges and the positive experiences that are part of secondary school graduates’ transitions to new roles and environments (e.g., work, postsecondary education/training, independent adult life);

TC1.02 - demonstrate an understanding of the personal and practical challenges that they may face during career transitions they will experience as adults;

TC1.03 - describe transition strategies that may be helpful to them in directing and managing their own careers;

TC1.04 - demonstrate an understanding of ways of thinking that help people adjust to new situations and environments (e.g., proactive problem solving);

TC1.05 - produce an evaluation of their own abilities to manage planned and unplanned changes analysing effective and ineffective strategies they have used in the past to manage each kind of change;

TC1.06 - describe strategies and/or ways of thinking they need to use or develop in order to prepare for the transition to their first postsecondary destination;

EO1.03 - use community-based learning experiences (e.g., paid or unpaid work experience, cooperative education) effectively to gather information about fields of work and the nature of the workplace.

Prior Knowledge & Skills

Students:

· are aware of trends, change, and decision making;

· are able to create a plan of action;

· can use print, electronic, and human resources effectively.

Planning Notes

Teachers should:

· arrange for guest speakers to tell their “Career/Life Stories” focusing on the impact of change, how they prepared for it and the effectiveness of their strategies. Use graduates, business partners, school personnel, parents, and cooperative education employers in the local community.

· arrange for a community-based experience for this activity. Consider a half or whole day field trip, a job shadow, shadowing a college/university student, an in-school entrepreneurial venture, a fundraising event, a class visit to a large corporation with many departments (e.g., a large, local industry), placing groups of students at several financial institutions (e.g., local banks within walking distance of the school), organizing food drives for the community, etc. This experience might also be the initial visit to the site of the work experience detailed in Unit 4. This work experience is ideally one day per week, a block of time at the beginning or end of the school day or a block of 15-20 hours (4 to 5 days) over one week. This solid block of time would occur later in the course in Unit 4.

· provide appropriate health and safety instructions for the community-based experience.

· consult the cooperative education teacher for ideas about placements. Organizations and businesses that provide Community Involvement opportunities may also be able to provide work experience opportunities. The school may also provide a ‘community-based experience’ for some students depending on their interests.

· have students consult their Designing Your Future portfolios for any information on work opportunities that match their skills, interests, and abilities. This information should be revisited to determine types of placements that are of interest to the students. Arrange access to computer labs and the Internet.

· provide information about postsecondary destinations for work and education.

· provide instruction/equipment for students with technological needs for presentations.

Teaching/Learning Strategies

1. The teacher:

· prompts students to define change (e.g., a new set of circumstances in one’s life) and individually identify periods of change in their lives;

· encourages students to give specific examples of these experiences involving change;

· initiates a discussion on the strategies that are used to prepare for or manage the change;

· facilitates students creation of a list of strategies that are effective and a list of ineffective strategies;

· suggests that an initial strategy for preparing for change is to use a problem-solving model;

P	Problem	Identify the problem or desired solution.
A	Alternatives	List all possible alternatives to solve the problem or situation.
S	Solutions	Choose the best solution or most realistic alternative.
T	Try	Test the effect or result of the solution chosen.
E	Evaluate	Determine the effectiveness of the solution.

· directs students to use the problem-solving model to examine the changes that occurred when they first entered high school from elementary school; record results on a piece of flip-chart paper and share with the class.

2. The teacher:

· initiates a discussion with the whole class about positive and negative challenges, planned and unplanned changes that they will face over the next year and as graduates to new roles in work, postsecondary education/training, or living an independent adult life (e.g., high school graduation, starting a part-time or summer job, parent with a new job, moving on to postsecondary education or work) and has students work in pairs and apply the problem-solving model to determine ways to deal with one of these changes;

· reviews ‘transition’ as the ‘preparation phase’ for change (the different set of circumstances);

· reviews the concept of planned and unplanned change and change over which one has control and over which one doesn’t have control; concludes that the problem-solving strategy can be applied to both.

3. The teacher:

· invites a panel of guest speakers, recent graduates who have gone on to postsecondary education, training, apprenticeship, and work to discuss the challenges of making their transition; students note the effective and ineffective strategies that the guests used for planned and unplanned change;

· initiates a class discussion around the statement “In Life, your altitude = your attitude” and has students determine how this statement applies to the guest speakers. Students discuss how ‘ways of thinking’ help people adjust to new situations and environments. The teacher helps students conclude that a positive attitude and forward thinking are characteristics that help people manage change and transitions effectively.

4. The teacher:

· introduces the community-based learning experience (e.g., job shadow, field trip, visit to extended work experience site);

· helps students anticipate some of the things they will need to know and prepare for: workplace conventions and issues – language and conversation, dress, etiquette, protocol, work hours, transportation to the workplace and has students use the problem-solving model to address these issues and prepare for their one/half day experience;

· brainstorms with the class some of the interpersonal skills they may require during their community-based experience; students brainstorm appropriate criteria for effective teamwork, managing conflict, active listening, and other interpersonal skills they will need to apply.

5. Students:

· work together in groups of four, using the interpersonal skills they determined above, to prepare interview questions to conduct with a person at their community-based placement to find out:

· show they have directed and managed career changes they have experienced;

· provide information about the specific workplace;

· share their questions with the class, revise their questions as necessary, and debrief their application of interpersonal skills based on feedback from peers and the teacher;

· make appropriate contacts at the workplace to arrange information interview opportunities.

6. Students participate in their community-based experience, conduct their information interviews, and follow through with any preparatory activities.

7. Students, after the experience, list some of the key interpersonal skills that they used at the work site and reflect on their use of their skills using the following reflective questions:

· In what situation did you use the skill?

· How well, based on the criteria determined in class, did you apply the skill?

· What criteria would you add to the list made in class?

· What might you do differently, if anything, next time?

Students put this documentation in their portfolios as evidence of the specific interpersonal skills they listed. Students:

· list some of the ‘transition strategies’ (i.e., preparation strategies) that they applied to get ready for their new experience, determine whether they were effective or ineffective and determine what they might do differently, if anything, next time; put this documentation in their portfolios as evidence of the specific transition strategies that they listed;

· share with a partner some of the things that they learned at the worksite (e.g., information about the field of work, the nature of work, organization) either through their planned interviews or through other experiences throughout the day.

8. Students discuss, in pairs, using their portfolios, strategies they can use and strategies they may need to develop to prepare for their postsecondary work or education.

Assessment & Evaluation of Student Achievement

The student:

· IK1.02 – demonstrates interpersonal skills at workplace, formative: portfolio documentation of interpersonal skills - checklist completed by workplace personnel;

· TC1.04 – prepares for the community based learning experience using problem-solving model, summative: constructed response, Problem-solving Checklist (Appendices 9) and Rubric

· TC1.01, TC1.02, TC1.04, TC1.06

· individually charts and describes a path to a tentative postsecondary destination;

· describes potential challenges by outlining two planned changes and two unplanned changes;

· uses the problem-solving model to determine transition strategies to meet these challenges.

Summative: constructed response, Appendix 11 – Making Transitions Checklist

· TC1.03, TC1.05

· summarizes, using the evidence in their portfolios, the transition skills that they have that will help them manage this transition to postsecondary education or work successfully;

· outlines the skills that they need to improve upon and the skills they will need to learn.

Summative: constructed response, rubric

· EO1.03 – presentation or report on information on a field of work and the nature of the workplace, summative: constructed response.

Accommodations

· Students may work with a partner as a coach during all individual and group activities.

Resources

Videos

CTV Television Network. Dying To Work. VHS Code #859-31-1168VHS, 2000. (Available through Magic Lantern Communications)

Websites

CareerClick,com – Make A Career Move – www.careerclick.com

Mazemaster – www.mazemaster.on.ca/

Appendices

Appendix 9 – Problem-solving Checklist

Appendix 10 – Problem-solving Rubric

Appendix 11 – Managing Transitions Checklist

Appendix 12 – Reflection Rubric

Appendix 1

Guided Imagery Script (Daydream)

Sample only...

Relax, breath deeply, close your eyes. You may put your head down on your desk.

Imagine yourself traveling through time to a point about five years from now.

Picture yourself waking up for the day – your ideal day five years from now.

· What time is it? Look around your bedroom. What does it look like?

Now imagine yourself getting ready to go to work.

· What clothes do you wear? What do you do for breakfast?

Picture yourself going to work.

· How do you travel to work: car, subway, bus, and train? How do you feel as you travel to work?

Now imagine yourself arriving at your workplace.

· What does it look like? Who are your co-workers? How do you feel about this place and these people?

Picture yourself at work during the day.

· What are you doing? Who are you working with? Picture yourself going through your day at work.

Now imagine yourself finishing work.

· Where do you go after work? What do you do after work?

Picture yourself in the evening.

· Where are you? What are you doing? Who are you with? How do you feel about your day?

Finally, imagine yourself travelling back in time to the present.

When you are ready, open your eyes and sit up.

Appendix 2

Future Plans

Appendix 3

Diagnostic Assessment – Career Planning Process

o The student can identify (none, few, some, several) several suitable occupations and/or fields of work.

o The student has identified (none, few, some, several) strong personal interest areas.

o The student has (limited, some, much) understanding of his/her own strengths.

o The student has (limited, some, much) understanding of his/her own needs.

o The student has (limited, some, much) understanding of what is important to him/her.

o The student (does not know the extent to which, knows to some extent, knows the extent to which) he/she is prepared and able to access the prerequisite subjects and experiences for the preferred occupation/field.

o The student has (limited, some, much) understanding of the personal steps that he/she must take to prepare for the preferred occupation or field of work.

o There is (no, some, a strong) connection between the student’s interests, strengths and values and the preferred occupation or field of work.

Appendix 4

Information Interview

Interview Questions (completed by student and attached)

· questions are relevant and on topic

· questions are open to gather maximum information

· questions are precise

Arranging the Interview (completed by the person interviewed)

· the student was considerate of your time

· the student was polite and courteous

· the student provided his/her name

· the student provided the reason for the interview

During the Interview (completed by the person interviewed)

· the student introduced him/herself

· the student re-stated the reason for the interview

· the student was polite and courteous

· the student shook hands (if ‘in person’ interview)

· the student chose a quiet are with no interruptions (if telephone interview)

· the student spoke clearly

· the student used vocabulary suitable for the workplace (no slang)

· the student had questions ready

· the student had questions written down

· the student had a pen/pencil

After the Interview

· the student wrote or e-mailed a thank-you note (completed by student and attached)

Appendix 5

Research Process Chart

Research Process	Cell Phone Research Process
1. Question and Explore: · What am I investigating? · What are some of the areas I can explore?	Question: ‘How has the cell phone influenced today’s society and the nature of work? Predict how it might impact the work world in the next five years.’
2. Predict: · Which areas should I consider?
3. Plan Research · What sources of information will I use? · How will I access the information? (e.g., search words, type of interview)
4. Collect and record information · What information will I record?	(attach information, if necessary)
5. Synthesize · What does the information mean? · Record the key points of your information; present this – report, presentation, etc.	(attach information, if necessary)
6. Communicate · How will I present my synthesized information? (oral, written, presentation software)	(attach information, if necessary)
7. Evaluate · What is it that I learned? · Is there anything else I need to find out? · What are my next steps?

Appendix 6

Ideas Web - Sources of Information

Appendix 7

Quality of Source Rubric

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/Understanding
To what extent is the information: · accurate?	- few sources are reliable and accurate	- some sources are reliable and accurate	- most sources are reliable and accurate	- all or almost all sources are reliable and accurate
· an authority?	- few sources are reliable and backed by references and bibliography	- some sources are reliable and backed by references and bibliography	- most sources are reliable and backed by references and bibliography	- all or almost all sources are reliable and backed by references and bibliography
· objective?	- few sources are presented from a balanced perspective	- some sources are presented from a balanced perspective	- most sources are presented from a balanced perspective	- all or almost all sources are presented from a balanced perspective
· current?	- few sources are current	- some sources are current	- most sources are current	- all or almost all sources are current
· covered in depth?	- few sources are comprehensive and explore issues in depth	- some sources are comprehensive and explore issues in depth	- most sources are comprehensive and explore issues in depth	- all or almost all sources are comprehensive and explore issues in depth

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 8

Research Process Rubric

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Thinking/Inquiry
1.Question What am I investigating?	- limited focus for research	- some areas of focus for research	- clear areas of focus for research	- clear, succinct question and well-defined focus for research
What are some areas I can explore?	- states few options as possibilities; options are loosely related to the question	- outlines many options and possibilities; some options relate to the question	- outlines many options and possibilities; most relate to the question	- outlines a range of varied options and opportunities, all relating to the question
2. Predict Which areas should I consider?	- limited ability to idenitfy areas to consider for reasearch	- some ability to identify areas to consider for research	- identifies several areas to consider for research	- identifies many areas to consider for research
3. Plan Research What sources of information will I use?	- limited source selection; - limited organization	- uses a small number of sources; - uses search words and key questions	- uses several sources; - uses search words and key questions frequently	- uses a wide variety of sources; - uses search words and key questions always
4. Collect and Record Information What information will I record?	- limited focus toward answering the question; - few pieces of information are accurate	- original question guides search; - some information is accurate	- original question guides search; - most information is accurate	- selects only information that answers the question; - all or almost all information is accurate
5. Synthesize What does all this information mean?	- synthesis includes limited accurate information	- synthesis includes some accurate information	- synthesis includes most of the required accurate information	- synthesis includes all of the required accurate information

Appendix 8 (Continued)

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Communication
6. Communicate Sequencing and Organization of Content	- ideas are scattered and loosely connected	- ideas are sequenced and loosely connected	- information is presented in logical sequence	- ideas are presented in a logical sequence that flows
Use of Language Speaking	- limited effectiveness - little eye contact, some mumbling	- somewhat effective use of vocabulary and grammar - clearly spoken, eye contact, little expression	- mostly effective, accurate vocabulary and grammar - clearly spoken, eye contact, expressive	- highly effective, accurate vocabulary and grammar - clearly and steadily spoken, eye contact, enthusiastic and expressive
Non-Verbal Message	- limited, correlation between gestures and expressions and the spoken message	- some gestures and expressions convey the same message as the spoken one	- most gestures and expressions convey the same message as the spoken one	- gestures and expressions convey and enhance the spoken message
Mode	- limited use of a single form of presentation (e.g., oral or written)	- uses a single form of presentation (e.g., oral or written)	- independently uses more than one form of presentation (e.g., oral with slides, outline on board, handouts, written summary)	- independently uses a variety of forms of presentation (e.g., oral, slides with charts, text, graphs, etc.)
Thinking/Inquiry
7. Evaluate What did I learn?	- limited ability to describe what has been learned	- describes some concepts that have been learned throughout	- usually describes concepts learned in the research process in terms of initial question	- consistently describes concepts learned in the research process in terms of initial question
What are my next steps?	- limited articulation of next steps	- some articulation of next steps	- usually articulates next steps	- consistently articulates next steps

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Adapted from Research Rubric, Career Studies GLC20, Public Course Profile

Appendix 9: Problem-solving Template and Checklist

Problem-Solving Steps		Completed (4)
P Problem	Identify the problem or desired solution.
A Alternatives	List several possible alternatives to solve the problem or situation.
S Solutions	Choose the best solution or most realistic alternative. Tell why this is the best alternative.
T Try	Test the effect or result of the solution chosen.
E Evaluate	Determine the effectiveness of the solution.

Appendix 10: Problem-solving Rubric

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Application P State problem	- outlines many superficial issues	- identifies several issues – some critical, some superficial	- states one critical issue	- states one critical issue and relevant related issues
A List alternatives	- offers a few alternatives or options that relate in a limited way to the problem	- offers one or two alternatives or options that relate to the problem	- offers some alternatives or options that relate to the problem	- offers several alternatives or options that relate to the problem
S Determine solution	- chooses a solution that solves a few aspects of the problem	- chooses a solution that solves some aspects of the problem	- chooses a solution that solves most aspects of the problem	- chooses a solution that solves all or almost all aspects of the problem
T Try solution	- tests the solution using a scenario that relates to only part of the problem	- tests the solution using one possible scenario	-tests the solution using a few possible scenarios	- tests the solution using several possible scenarios
E Evaluate problem	- reflects on solution in terms of likes and dislikes rather than effectiveness	- analyses effectiveness of solution in terms of some aspects of the initial problem	- analyses effectiveness of solution in terms of all aspects of the initial problem	- analyses effectiveness of solution and determines refinements in terms of all aspects of the initial problem

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 11

Managing Transitions Checklist

The student:

o lists tentative postsecondary destinations;

o lists two expected changes;

o provides a rationale for each of these changes;

o lists two unexpected changes;

o provides a rationale for each of these unexpected changes;

o details each step of the problem-solving model on the blank template for at least one of the changes;

o lists transition strategies for each of the anticipated changes along the path to postsecondary work or education.

Appendix 12

Reflection Rubric

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Thinking/ Inquiry Description of Learning	- identifies the specific skill/knowledge that they have - makes limited reference to the context in which the skills/ knowledge were applied	- briefly describes the skill/knowledge that they have - refers to a specific situation(s) in which skills/ knowledge were applied	- describes, with some detail, the skill/knowledge that they have - makes a comparison to a previous application of these specific knowledge and skills	- gives detailed, in-depth description of the skill/knowledge that they have - makes direct comparisons to at least two previous applications of the same knowledge and skills
Thinking/ Inquiry Self-assessment	- limited reflection on how well the skill/knowledge was applied	- a general description of how well skill/knowledge was applied	- based on specific criteria, tells how well skill/knowledge was applied	- self-assess based on specific criteria; self-assessment shows insight into own learning (strengths, challenges)
Thinking/ Inquiry Next Steps	- limited reference to future learning	- refers to some possible future learning	- targets specific skills/knowledge for future learning (goal-setting)	- targets specific skills/knowledge for future learning and outlines strategies to meet these goals

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Adapted from Reflection Rubric, Career Studies GLC 1O Public Course Profile

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