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This lesson is
taught deductively, leading the students from generalizations
about life skills necessary to adult life to particular instances
of these skills used in various careers. Look
at the specific benchmarks before discussing life skills
with your students. Help them to arrive at their own reasonable
definitions within the context of career use of the skills
Procedure
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- Help students navigate the Life
Work and Self-Regulation standards
on the McREL Web site.
- If the use of the term "standards "confuses
students, remind them that graduation
standards (use the appropriate terminology
for your district) describe not only
the graduating senior, but also adult
citizens. Thus, this list of life skills
standards is also a description of
what adults must know and be able to
do to function in modern society.
- If students are unsure about what
any of the skills mean, recommend that
they click on the standard in question
and examine the list of benchmarks.
These benchmarks describe the skill
in greater detail.
- Have students choose three life skills to list on their
Data Recording Sheets, color code, and define.
- Help students navigate the Careers
section of the Genesis Web site, pointing out the relationships
between individual careers within each career cluster.
- For each individual career, there
is a brief description followed by
several links. The first link describes
the career in more detail, which is
the information they need to print
out from the Occupational
Outlook Handbook (OOH).
- Students will need to print out three
sets of career information.If this
will tie up the computer lab's printers,
find alternate ways to accomplish this
task. One suggestion is to make a list
of desired careers, and have a student
aide print them for use the next day.
- Discuss the manner in which to look for skills that are mentioned
or implied in the OOH reading material.
- Some students may need assistance detecting implications
in the OOH text about specific careers. Assistance should
take the form of guiding
questions such as: "If the "Nature of the
Work" section for this job says you will be
collecting data, what skills would you need to keep the
data available for later use?" and "If
the "Working Conditions" section for this job
says you will be giving information to the general public,
what communication skills would you need?"
- Remind students to circle or underline mentions of skills
as they read. If applicable, refer to pertinent information
from your school's study skills unit.
- Students will then go through the OOH reading a second time,
using the highlighters to code the words they underlined or
circled. Now they will be able to easily identify which of
their three chosen life skills are used in the three careers
they are investigating.
- Students firm up their understanding in the last two steps,
in which they fill out sentence stems.
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Curriculum
Connections
Lifeskills Standards Addressed
Grades 9-12 or K-12
Life
Work Standard 5: Makes general preparation for
entering the work force. |
- Determines the types of preparation and training
needed for entry-level jobs.
- Uses multiple resources to obtain information about
prospective jobs.
- Makes an accurate appraisal of prior work experience,
career goals, personal character, job references, and
personal aptitudes.
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Self
Regulation Standard 2: Performs self-appraisal. |
- Performs analysis of employability.
- Summarizes personal educational background.
- Summarizes personal work experience.
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Teaching
Tip
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Younger students may need to work several
examples as a group before attempting to perform the analysis
on their own. Students who do not read well may need assistance
with the Occupational Outlook Handbook (OOH) entries. |
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