Integrating Career Awareness into the ABE/ESOL Classroom - SABES

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Finding Labor Market Information on the Internet Town or state region ______________________________________________________ Occupation 1 Occupation 2 Name of occupation What is the estimated average hourly wage? What is the estimated average annual wage? How many people were employed in this occupation in 2000? How many people are estimated to be employed in this occupation in the future (choose a year)? What is the projected growth rate for this occupation? List the top three industries that employ people in this occupation? Finding Labor Market Information on the Internet • Section III: Occupational Exploration, Lesson 2 • Page 1 Integrating Career Awareness into the ABE & ESOL Classroom | Section III, Lesson 2: Labor Market Trends and Information | 80
L e s s o n 3 Informational Interviews Learning Objective To help students learn how to conduct an informational interview Materials Needed handouts: “Informational Interview Guide” and “Informational Interview Log” Vocabulary interview, informational, personnel, qualifications, training, benefits, wages, entry-level, advancement SCANS Competencies Interpersonal: Participates as a member of a team Personal Qualities: Sociability Basic Skills: Speaking Instructions for Conducting the Activity: This activity will give students an opportunity to practice doing an informational interview. Using the chart below, explain to the class that job seekers are likely to participate in one or both of two different types of interviews. Why? Informational Interview To learn more about jobs you might be interested in doing Job Interview To see if your skills match what the employer needs for a specific job opening When? In the early stages of your exploration of career options After you have applied for a specific job opening Who? Outcome? Friends, family, neighbors, someone who has worked in a particular industry or occupation for a long time, someone in the community who does the job You have more information about a job, you make a potentially valuable contact to add to your network May be a human resources person from the company or a manager who is doing the hiring directly The employer decides whether to hire you or not Brainstorm with students a list of questions that they might want to ask someone to find out more about a particular job. Record the list on the board. Explain to students that they are going to have an opportunity to practice doing an informational interview with people working in the building or in the program. The students will conduct the informational interviews in groups of two or three. The interviews should take only about ten minutes unless the person being interviewed wants to continue talking. Distribute and review the Informational Interview Log. For question #6, students can add in a question based on the list generated in class. Model how to approach people to ask for an interview. (Note for ESOL classes: In addition to role-playing the initial contact interview, the teacher may need to allow time to practice using role-plays to prepare for the actual informational interview.) Each group of students will decide who to interview. The group can decide who will take notes during the interview and who will ask questions. Allow a half-hour for the groups to find someone and conduct the interview in the building. The groups should report back to class and complete their logs. Then all groups take turns sharing what they learned. Integrating Career Awareness into the ABE & ESOL Classroom | Section III, Lesson 3: Informational Interviews | 81
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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
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L e s s o n 1 Icebreaker: Who Did W
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L e s s o n 2 Looking at How We Get
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Name and Country Job How People Get
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• Having a positive attitude •
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In this lesson, the students are go
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Extension Activity Ask the students
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L e s s o n 1 The Career Planning P
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Page 58 and 59: L e s s o n 1 0 Identifying Job Val
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Page 102 and 103: L e s s o n 3 Overcoming Obstacles
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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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