INTEGRATING CAREER AWARENESS

INTO YOUR CLASSROOM OF ADULT LEARNERS

PRESENTERS

Madelyn Litz Career Counselor & College Transitions

Coordinator MSAD 61 & 72 Regional Adult Education

Lorraine Robida Director

Marshwood Adult & Community Education Kittery Adult Education

AGENDA

• Introductions

• The Curriculum• Overview• How to Use the

Curriculum• Hands-On Group

Work

• Wrap-Up

PRESENTATION DESCRIPTION

Adults who are able to link career interests to their educational efforts are more likely to be persistent learners.

Participants in this workshop will learn about and experience the free, user friendly curriculum, Integrating Career Awareness into the ABE and ESOL Classroom.

You will learn how students of all levels, including college transitions, can use the career planning model to explore personal beliefs, interests, occupations and labor markets as they plan for future careers.

INTRODUCTIONS

Who are we?Who are our students? What do you hope to learn today?

INTEGRATING CAREER AWARENESS INTO THE ABE & ESOL CLASSROOM

www.collegetransition.org/publications.icacurriculum.html

Martha Oesch Carol Bower

National College Transition Network (NCTN)

System for Adult Basic Education Support (SABES)

A CRITICAL LINK

EDUCATION

CAREER

CURRICULUM OVERVIEW

Flexible

Adaptive

ASE ABE, ESOL/ELL, College Transitions

NRS Functioning Levels:

Levels 4-6 ABE/ASE

Levels 4-6 ESL

THE CURRICULUM GUIDE

210 pages

“How to Use This Guide”

47 Lessons

Copy-ready/Modifiable Handouts

Appendix:

“Lesson Planning Template”

LESSONS

47 Lessons4 Sections

Cultural Content for Career Awareness

Self-ExplorationOccupational ExplorationCareer and Educational Planning

THE ANANTOMY OF A LESSON PLAN

Title Learning Objective Materials Needed Vocabulary SCANS Competency

Secretary’s Commission on Achieving Necessary Skills (2000)

Kind of skills and competencies needs to succeed in today’s workplace

5 competencies: Resources, Interpersonal, Information, Systems, Technology

Instructions for Conducting the Activity Extension Activities

L E S S O N 5

The Influence of Family and Friends (Topic)

Learning Objective to identify and explore students’ awareness of the influence

of family and friends

Materials NeededAlta Language Builder: Occupation Cards or magazines to cut up

Vocabularyadvise, advice, guidance, influence, names of family members (wife, husband, boyfriend, girlfriend, mother, father, father-in-law, uncle, aunt, etc.), friend, co-worker, colleague, priest, minister, pastor, imam, teacher, rabbi, doctor, working “under the table”

SCANS Competencies Information: Interprets and communicates informationSystems: Understands systemsThinking: Reasoning(Also Resources and Interpersonal)

Instructions for Conducting the ActivityIn this activity, you will model a “family job tree” to help students identify the influences in their lives. First, draw a job tree of your own family on the board. It can be real or fictitious. An example might be:

My Family’s Job tree

Father: truck driver Mom: Safeway checker Grandfather: coal miner Uncle: unemployed Step-Brother: construction worker & “works under the table” making cabinets for friends

Me: __________________________________________

Ask the students to draw their own “family job trees.” the tree may include mother, father, step-relatives, foster relatives, aunts, uncles, grandparents and other people who have had a significant impact on their lives. then lead a discussion using the questions below:

• What are the major jobs that members of your family have had?

• What kinds of jobs did most of the men have?

• What kinds of jobs did the women have?

• How have technological changes affected jobs?

• How did your family’s jobs shape their lifestyles and values?

• What education, skills, or qualities are necessary for these jobs?

• Have members in your family encouraged you in any way to learn about their jobs, or go into the field that they are in? how? Give specific examples.

• Is there a job pattern in your family?

• If you can talk to some of your relatives, ask them what they would have really wanted to do with their lives if they had had the opportunity to do so. what else would you ask them?

• In general, how do careers of family members affect career choices?

• Include your children in the job tree. how can the job tree change?

Extension ActivityAsk the students to circle members in the family whom they go to for help. For example, the teacher can start by asking “who do you talk to when your child is sick” or “who do you talk to if you have a conflict with a friend?” then ask each student to remember or think about who he or she talked to (or would talk to) in making employment decisions.

• who did you talk to?

• why did you choose that person(s)?

• what advice did the person(s) give you?

• Did you follow the advice? why or why not?

Note that there is no right person to talk to—it depends on your background and circumstances. wrap-up the lesson by pointing out that we all seek advice and are influenced by family and friends. It is important to be aware of those influences and how they can both help and hinder us as we explore careers.

Adapted from “Personal Management: An Integrated Curriculum,” Patti McLaughlin, Curriculum Developer, Adult Basic and Literacy Educators Network of Washington, 1993

SECTION 1, LESSON 5

The Influence of Friends and

Family

MY FAMILY TREE

Educator

Carpenter LPN

General Contractor

Factory Worker/CNA

Draw your own family job tree. (approx 5 min)

Use your family job tree to respond to the questions on page 25. (approx 5 minutes)

Discuss your experience with a partner.

(5 minutes)

Be prepared to report out your experience.

SECTION II, LESSON 5

Making a Life Line

MY LIFE LINE

What? When? Where? Who? Why?

YOUR TURN

Create a Job/Career Life Line

Review the Life Line using the 5Ws as your guide. Consider what your next step might be.

Discuss your experience with a partner.

Be prepared to share.

SECTION III, LESSON 3

Informational Interviews

SECTION IV, LESSON 7

Problem Solving

WRAP UP AND QUESTIONS