COUN 516 Classroom Guidance Lesson Plan Group: Kathy Parker, Lindsey Koberg, Shauna Shimono Lesson Content

Area: Career Unit Theme: Career Exploration

Lesson Topic: Career Exploration and Knowledge Sequence within unit: 2 of 2

Goals for the Lesson: a. Unit Objective: Enhance student self-awareness through the development of career knowledge and planning. b. ASCA Standards: Standard C:B2.1 Demonstrate awareness of the education and training needed to achieve career goals. Standard C:C1.1 Understand the relationship between educational achievement and career success Standard C:B1.4 Know the various ways in which occupations can be classified Standard C:A1.2 Learn about a variety of traditional and nontraditional occupations

c. Lesson Objective: Describe the world-of-work as six clusters of occupations and differentiate the work tasks, work settings, skills, and educational levels unique to each cluster. d. Student Competencies: The students will learn how to categorize occupations within the six clusters from the world-of-work. Students will be able to discuss how their career choices selected from the previous lesson would fit within these clusters and be able to name at least one specific task, skill, educational level or training needed to pursue a career in these areas. They will also be able to develop a tentative plan of what they could do in the next few years to enhance their preparedness for these jobs. Using the knowledge of their individual interests and skills from the previous lesson, students will be able to connect how these characteristics relate to the world of work and what career choices may be the best fit for them. Lesson Rationale: a. Connection to School Improvement Plan:

Evergreen Junior High Schools improvement plan focuss on the goal of continually improving student achievement in the area of mathematics. Throughout this guidance lesson students will be asked to generate ideas of careers linked to mathematics, report information on careers associated with mathematics and make connections between their academic achievement and future career goals. As discussed in the following section, studies have shown that interest in career goals is linked to increased academic engagement and achievement. By providing and emphasis on mathematics in this lesson, students can begin to explore careers within this field and understand how current performance may be linked to future success. This may enhance their involvement and success in the area of mathematics.

b. Connection to Data Driven Decision-Making: Needs Assessment- Based on the data we received from the CMI, the 8th grade class indicated an overall low level of career maturity in being able to make career decisions. Unfortunately this assessment does not provide us with the knowledge to know what previous career development training they have received or what may be blocking their career maturity. We therefore decided we must start with a solid foundation where students are able to develop a strong base of self- and occupational knowledge. Based on Supers theory, this occupational knowledge will allow students to move out of the fantasy career stage and the limits of their environment (e.g. Home, school, parental, and peer relationships) and work through their growth stage. By providing this occupational knowledge students are able to learn how their interests fit within a new domain of careers that they may not have been exposed to. Once they are able to acquire more in-depth occupational knowledge and understanding of how the world of work functions they will be more prepared to make career decisions and plan for their future. The data also indicated a lower GPA for female students in the 8th grade compared to those just one year behind them. This suggests that there may be a lack of interest in education at this stage of these students life. Based on the research by Kenny, et. Al (2006) and as discussed in Niles & Harris-Bowlsbey (2005), career development is linked to an increase in student engagement and increased academic performance. Therefore by engaging students in self-awareness linked to career exploration we may address the low academic scores of the students. The World-of-Work Map (ACT, 2000) is used from middle-school through college to provide a visual depiction of the work tasks and environments that persons given a Holland type would likely enjoy. Using this lesson format, students will be able to link their interest results with careers choices within framework of occupational groupings and characteristics. This will also help students understand how occupations are organized and the different roles that workers plan in our society in order to make it function economically. Materials Needed: School Counselor General- blackboard/dry erase board and chalk/markers Overhead projector / pens Transparencies (3) i. World-of-Work Map ii. Holland type descriptions iii. Alignment of Holland types with World-of Work Map clusters Kuder Skills Assessment (35 available computers) Students-

pencil, paper, and pens World-of-Work Map handout i. completed (35) ii. blank categories (35) Holland types worksheet (35) completed homework assignment from previous lesson

Lesson Procedures: 1.) Top 3 Ice Breaker: (5 minutes) i. Have students get into groups of 3 or 4. ii. Tell students to discuss the following questions about one of the three careers of choice from lesson one (students need to refer to completed homework assignment) a. What did you find that was surprising? b. What did you find that helped confirm this may be a good career choice? c. What math skill(s) do you think you need to work on now to equip you to succeed in the occupation you chose? 2). Career Clusters Discussion (20 minutes) i. Ask students to share some of their top three careers while you record them on the overhead. ii. Now ask students for suggestions about how they would organize this list into 6 groups. Let them choose the rules for organizing the groups. For, example: groups could be organized by job setting or services offered, etc. iii. After taking a few suggestions introduce the idea of Hollands types. Have students look at their results from lesson one to find their career cluster. Tell students It is impossible to learn about all the occupations available, so providing information about groups of organizations allows you to narrow your search to specific groups prior to getting into greater detail. One common organizational system is Hollands, based on his theory in 1997. This is organized by work environments. (show transparency) iv. Teach students how their career cluster matches one of Hollands types and go over the descriptions of each cluster/type. Have students follow along with the handout and circle the Holland type their results indicated. v. Tell students that combining information on their interests and skills helps to clarify the career search even more by exploring careers that match both their interests and skills. This information will help them find their place on the worldof-work map. Tell students the Holland model was expanded to a circle called the World-of Work Map and changed to six occupational clusters. These clusters provide work tasks and environments that the persons of a given Holland type would be likely to enjoy. Explain how the Holland types have the following equivalents to the World-of-Work Map clusters. ( show transparency and pass our hand out of World-of Work). vi. Have students practice plotting their cluster on the World-of-Work Map just using the results form the interest inventory. Explain how to decide where on the map to plot their point based on the involvement with people, ideas, things and data. 3).Administration of the Kuder Skills Assessment (20 minutes).

Tell students they will now take the Kuder Skills Assessment which will help them find a cluster on the World-of Work map that best combines their skills and interests. i. Ask each student to sit at a computer. ii. Tell students to type in the web address: www.kuder.com and click on Kuder Skills Assessment. Then ask them to register and enter a batch code. iii. Inform students to begin taking the assessment by clicking their responses with the mouse. 4.) Reviewing of the Kuder Skills Assessment (5 minutes). i. Have students save the results from this assessment in their portfolio. (At this point students should get a combined report for skills and interests.) Ask students if the new cluster preference is the same as their previous cluster that just used their interest assessment results. ii. Ask students what it was like for them to take this assessment. In addition, ask if there are any volunteers willing to share their results with the class iii. Briefly show students how to access further information about an occupation by clicking on their new cluster that aligns with the World-of Work Map. 5.) Closing & Evaluations (10 minutes) i. Ask students if they have any questions. ii. Go over homework assignment: a. Give students a blank world-of-work map without cluster titles. They will need to fill this in and return to the counselor. b. Tell students they need to select one or two clusters of their preference and list at least five occupations in each of these clusters which they might have interest in. c. Have students develop a tentative plan of what they could do in the next few years to prepare for a job in one of these clusters (courses, jobs, volunteer work, activities, internships, etc.). iii. Hand out evaluation forms to students. Tell students to drop them off on their way out of class. iv. Inform students that they can come to the career center or make and appointment with a school counselor if further assistance is needed. Evaluation/Assessment: Have students place occupational titles into the six clusters Ask students to select one or two clusters of their preference and list at least five occupations in each of these clusters which they might have interest in. Have students develop a tentative plan of what they could do in the next few years to prepare for a job in one of these clusters (courses, jobs, volunteer work, activities, internships, etc.).

Research Citation(s): ACT, Inc. (2000). World-of-work map, 2000 revision. Iowa City: IA: Author. Niles, S.G., & Harris-Bowlsbey, J. (2005). Career development interventions in the 21st century (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc (Merrill PrenticeHall). Additional Reading(s):

Internet Resources: http://www.act.org/wwm/index.html http://mappingyourfuture.org/ Americas Job Bank: www.ajb.dni.us www.academicinnovations.com/noicc.html www.onecenter.org www.bls.gov/soc/ www.bls.gov/OCO/