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Learner
Standards
Process
Resources
Conclusion
Learner
Although used as a one day lesson which includes school-to-career
standards, this unit may be modified to meet the needs of alternate
classrooms. Some alternatives include:
•A PowerPoint presentation
•An oral presentation
•Creative free write
This lesson is meant to complement career units which can be utilized
in a computer classroom. As part of the school-to-career program
in the state of California, this WebQuest helps support the C-TAP
standards and the The National Career Development Guidelines for
high school students. The students do need some short preparation
on the importance of an enjoyable career.
Standards
Career Technical Assessment Portfolio: Career preparation
standards
Career Preparation Standard 1: Personal Skills
Students will understand how personal skill development affects
their employability. This skill includes positive attitudes, self-confidence,
honesty, responsibility, initiative, self-discipline, personal hygiene,
time management, and the capacity for lifelong learning.
Career Preparation Standard 7: Technology Literacy
Students will understand and adapt to changing technology by identifying,
learning, and applying new skills to improve job performance. Students
should understand the role of technology in their chosen field and
should be able to use all appropriate technology. Students should
also feel confident in their ability to learn new technology by
generalizing from what they know, adapting skills to new situations,
and identifying and using sources of information and of further
learning.
The National Career Development Guidelines
HIGH SCHOOL STUDENT
COMPETENCY IV: Understanding the relationship between educational
achievement and career planning.
•Demonstrate how to apply academic
and vocational skills to achieve personal goals.
•Describe the relationship of
academic and vocational skills to personal interests.
•Describe how skills developed
in academic and vocational programs relate to career goals.
•Describe how education relates
to the selection of college majors, further training, and/or entry
into the job market.
•Describe transferable skills
that can apply to a variety of occupations and changing occupational
requirements.
•Describe how learning skills
are required in the workplace.
COMPETENCY VI: Skills to locate, evaluate, and interpret career
information.
•Describe the educational requirements
of various occupations.
•Demonstrate use of a range of
resources (e.g., handbooks, career materials, labor market information,
and computerized career information delivery systems).
•Demonstrate knowledge of various
classification systems that categorize occupations and industries
(e.g., Dictionary of Occupational Titles).
•Describe the concept of career
ladders.
•Describe the advantages and disadvantages
of self-employment as a career option.
•Identify individuals in selected
occupations as possible information resources, role models, or mentors.
•Describe the influence of change
in supply and demand for workers in different occupations.
•Identify how employment trends
relate to education and training.
•Describe the impact of factors
such as population, climate, and geographic location on occupational
opportunities.
COMPETENCY XII: Skills in career planning.
•Describe career plans that reflect
the importance of lifelong learning.
•Demonstrate knowledge of post-secondary
vocational and academic programs.
•Demonstrate knowledge that changes
may require retraining and upgrading of employees' skills.
•Describe school and community
resources to explore educational and occupational choices.
•Describe the costs andbenefits
of self-employment.
•Demonstrate occupational skills
developed through volunteer experiences, part-time employment, or
cooperative education programs.
•Demonstrate skills necessary
to compare education and job opportunities.
•Develop an individual career
plan, updating information from earlier plans and including tentative
decisions to be implemented after high school.
Process
This lesson is designed to encompass a 90- minute block period.
The Process is described
Here>>
Resources
•Computers for every student
•Student Notes document
•Internet Access on every machine
•A word-processing application
Conclusion
The goal of this WebQuest is to support the importance of career
preparation. Through this WebQuest, students will not only learn
about careers that reflect personality types but also understand
what it takes to get to a successful career whether it be vocational
school, junior college, medical school or a four year university.
Preparation is low and this unit should be used as a part of a larger
career unit.
Concerns/ Questions: E-mail isbell8800@aol.com
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