Integrating Career Awareness into the ABE/ESOL Classroom - SABES

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Have students put their names and date on the cover. Explain that they will be able to keep the booklets for reference. Walk the students through each section of the booklet, reading the directions aloud together, and explaining vocabulary and allowing time for the students to complete a section before moving onto the next section. After completing a section in the booklet, refer the students to the back page “Summary Profile” where the students will fill in their answers from the section. The goal of the activity is to have students complete the “Summary Profile” on page 16 of the Survey Booklet. Explain to students that in another class, they will then look at how their skills, interests, and values match with different occupations. Integrating Career Awareness into the ABE & ESOL Classroom | Section II, Lesson 12: Putting It All Together | 66
L e s s o n 1 2 , P a r t 2 Matching Skills, Interests, and Values to Occupations Learning Objective To help students learn how interests, skills, values, and abilities inform educational and career options Materials Needed CDM (Career Decision Making System Revised) Level 2 Interpretive Folder; each students needs his/her completed CDM Level 2 Survey Booklet with the Summary Profile filled in Vocabulary survey, booklet, interpretative folder SCANS Competencies Basic skills: Reading Thinking skills: Seeing things in the mind’s eye; Reasoning Instructions for Conducting the Activity This lesson requires that the students have already completed the CDM Level 2 Survey Booklet in Section II, Lesson 12, Part 1. The chart in the Interpretive Folder is complex. It is essential to review the directions carefully before doing this activity with students. Day of Activity: Distribute the students’ completed CDM Level 2 Survey Booklets and a clean copy of the CDM Level 2 Interpretive Folder. Explain that they are now going to learn about occupations that match the skills, interests, and values that they identified in the Survey Booklet. Ask the students to turn the Survey Booklet over to page 16. Have them place that next to the front page of the Interpretive Folder. Ask the students to transfer the Summary Profile information from the Survey Booklet to the right hand column of the Interpretive Folder titled “Summary Profile.” Walk through the folder with students, reading the directions aloud together, and giving them time to complete each set of directions before moving on. Depending on the level of the class, you may want to help each student work through 1–2 careers and then have the student do the remaining careers on his/her own. Once all students have completed the chart, explain that in another class time they will have the opportunity to use the Internet to find more information about the occupations they circled on their CDM Interpretive Folders. Integrating Career Awareness into the ABE & ESOL Classroom | Section II, Lesson 12: Matching Skills, Interests, and Values | 67
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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
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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
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Page 40 and 41: Reading Guide for “Jesusita Novar
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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 64 and 65: Job Values Inventory Summary List y
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
Page 112 and 113: L e s s o n 6 Support Systems Learn
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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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