Integrating Career Awareness into the ABE/ESOL Classroom - SABES

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Job Values Inventory Summary List your top six “job values” you consider very important to have in your job. Top Six Job Values 1. ______________________________________ 2. ______________________________________ 3. ______________________________________ 4. ______________________________________ 5. ______________________________________ 6. ______________________________________ Out of these six “job values” listed above, explain for at least three why you feel you cannot manage without them. I cannot be without these Job Values because: 1. _____________________________________________________________________________ 2. _____________________________________________________________________________ 3. _____________________________________________________________________________ Your “job values” may appear in other small ways within your life, but have the most significance in your career. Spending time evaluating their importance can lead to self-understanding and fulfilling work. Adapted from the California Career Planning Guide 2003-2005 Job Values Inventory Summary • Section II: The Self-Exploration Process, Lesson 11 • Page 1 Integrating Career Awareness into the ABE & ESOL Classroom | Section II, Lesson 11: Prioritizing Job Values | 64
L e s s o n 1 2 , P a r t 1 Putting It All Together – Interests, Skills, and Values Learning Objective To help students understand the relationship between their interests, skills, values, and abilities, and how that informs educational and career options Materials Needed CDM (Career Decision Making System Revised) Level 2 Survey Booklet, Hand-Scored Edition www.pearsonassessments.com/cdmr.aspx or Internet access to the alternative career surveys listed below Vocabulary survey, booklet, interpretative folder SCANS Competencies Basic skills: Reading Thinking skills: Decision making Personal qualities: Integrity/honesty Instructions for Conducting the Activity: You should review and complete a CDM Survey Booklet and Interpretive Folder for yourself before doing this activity with students. In order to successfully complete the Survey Booklet, students will need to use many learning strategies. As you complete the Survey Booklet, you should note what learning strategies are needed and be prepared to help students utilize these when the students are completing the Survey Booklet. ESOL students at the SPL level 6–7 may be able to complete the Survey Booklet on their own. The Survey Booklet is best used with SPL level 3 and higher. If you aren’t able to purchase the CDM survey, your students may be able to take it through your local One Stop Career Center. If not, there are a number of free online alternatives. Although not as comprehensive as the CDM, they will still be informative. Some examples are: • The Beehive www.thebeehive.org/ • Skills Search http://online.onetcenter.org/skills/ • Motivated Skills Test/Career Values Test www.stewartcoopercoon.com/jobsearch/freejobsearchtests.phtml • Massachusetts Career Information System (Mass CIS) http://masscis.intocareers.org/ This activity may work best when students have had an opportunity to participate in other discrete activities to identify skills, values, and interests prior to doing the CDM. This activity gives students an opportunity, as part of the selfexploration process, to “put it all together” in a meaningful way. Day of Activity: Explain to students that they are going to look at how their skills, values, and interests match up with various occupations that they might be interested in exploring further or learning more about. This is not a test and there is no right or wrong answer. Encourage students to answer the questions honestly so that they can better understand what career path might work best for them. For students who are working, this activity may be a way for them to evaluate advancement opportunities or new career paths. Distribute the CDM Level 2 Survey Booklets. As students complete the activities in the Survey Booklet, they will use the information to fill in the “Summary Profile” on the last page of the booklet. The Summary Profile is the basis for reading the CDM Interpretative Folder. Integrating Career Awareness into the ABE & ESOL Classroom | Section II, Lesson 12: Putting It All Together | 65
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Integrating Career Awareness into t
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Lesson 12 Part 1: Putting It All To
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Handouts All of the handouts are li
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Foreword It has been well-establish
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How to Use This Guide Who is this G
Page 14 and 15: Lessons from the Field Since the fi
Page 16 and 17: L e s s o n 1 Icebreaker: Who Did W
Page 18 and 19: L e s s o n 2 Looking at How We Get
Page 20 and 21: Name and Country Job How People Get
Page 22 and 23: • Having a positive attitude •
Page 24 and 25: In this lesson, the students are go
Page 26 and 27: Extension Activity Ask the students
Page 28 and 29: L e s s o n 1 The Career Planning P
Page 30 and 31: Occupational Exploration looks at:
Page 32 and 33: L e s s o n 2 Identifying Hopes and
Page 34 and 35: L e s s o n 3 Introduction to Goal
Page 36 and 37: Student Goal Scenarios 1. Farouk mo
Page 38 and 39: L e s s o n 4 We All Have Transfera
Page 40 and 41: Reading Guide for “Jesusita Novar
Page 42 and 43: L e s s o n 5 , p a r t 1 Making a
Page 44 and 45: Life Line Presentation Guide Identi
Page 46 and 47: Things I Have Done Working With Peo
Page 48 and 49: L e s s o n 6 Things I Like Learnin
Page 50 and 51: L e s s o n 7 Identifying Skills Le
Page 52 and 53: Creative/Artistic ___ artistic ___
Page 54 and 55: Think about and write down in the c
Page 56 and 57: L e s s o n 9 Skills Auction Learni
Page 58 and 59: L e s s o n 1 0 Identifying Job Val
Page 60 and 61: Job Values Inventory This exercise
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Page 66 and 67: Have students put their names and d
Page 69 and 70: Section III Occupational Exploratio
Page 71 and 72: Day of Activity: Students can do th
Page 73 and 74: • What is the best school for ___
Page 75 and 76: Career Exploration on the Internet
Page 77 and 78: 9. Future Advancement What are the
Page 79 and 80: L e s s o n 2 Labor Market Trends a
Page 81 and 82: L e s s o n 3 Informational Intervi
Page 83 and 84: Why? Informational Interview Guide
Page 85 and 86: Informational Interview Log Name of
Page 87 and 88: Brainstorm a list of questions that
Page 89 and 90: L e s s o n 5 Career Ladders Learni
Page 91 and 92: L e s s o n 6 Workers’ Rights: La
Page 93 and 94: Workers’ Rights Vocabulary favori
Page 95: Labor Unions Purpose: A union is an
Page 98 and 99: L e s s o n 1 Reality Checking Lear
Page 100 and 101: Extension Activity Have students ex
Page 102 and 103: L e s s o n 3 Overcoming Obstacles
Page 104 and 105: L e s s o n 4 Different Types of De
Page 106 and 107: L e s s o n 5 Setting Goals Learnin
Page 108 and 109: • You need to practice setting go
Page 110 and 111: SMART Goal Worksheet Today’s Date
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Problem-Solving Worksheet Name: ___
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Extension Activities In small group
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Reading drawings/graphs/maps Using
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College Awareness Assessment Name:
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ANSWER KEY College Awareness Assess
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College Vocabulary 101 FINANCIAL AI
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credit hour co-requisite classes de
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L e s s o n 1 1 Smart Consumer of E
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Be a Smart Consumer of Education: A
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L e s s o n 1 2 Exploring Options f
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What Are My Options? Proprietary Sc
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Proprietary Schools Proprietary sch
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L e s s o n 1 3 The Admissions Proc
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Learning About the Admissions Proce
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Learning About College Placement Te
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more information, including tips, i
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Types of College Placement Tests CO
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L e s s o n 1 4 Navigating College:
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Student Services/Resources 1. What
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L e s s o n 1 6 Navigating College:
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Campus Scavenger Hunt Directions:
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Where do students go for help with
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College Success Skills: An online s
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Then ask each student to write down
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Writing Tips • You can write to r
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• Health insurance (some professi
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Needs Versus Wants Worksheet List s
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Spending Diary - Daily Date: ______
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L e s s o n 2 2 Creating a Spending
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Identifying Your Income Monthly Inc
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1. If you think of savings as a reg
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Manage Your Credit Reports The firs
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• Find a CNA program • Call a t
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PART II - Occupational Exploration
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Every long term goal is made up of
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Sample ABE Lesson Planning Template
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Sample ESOL Lesson Planning Templat
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Lesson Planning Template for Teache
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Thinking Skills: Thinks creatively,
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SECTION I continued Lesson 5 ESOL
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SECTION II continued Lesson 7 ESOL
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SECTION III continued Lesson 2 ESOL
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SECTION IV continued Lesson 3 ESOL
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and El Paso School District builds
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Iowa Department of Public Instructi
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Sonbuchner, Gail Murphy. Help Yours
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