Goals,+Objectives,+Interventions

Hi Guys! Here is my Goal, Objective, and Intervention for the "What's the Same & What's Different??" station.

GOAL - Help students explore a variety or careers and skills needed fro each profession

OBJECTIVE - Students will identify and compare four different jobs and skill sets needed by orally providing the information learned to the counselor

INTERVENTION - The Counselor will go through the "What's the Same & What's Different??" exercise with the students. This exercise introduces a variety of careers within four groups and talks about skill sets and education requirements for each.

I would like to ask the group the following questions for reflection:


 * What was the purpose of this exercise and what do you feel is the underlying goal?
 * What do you think a 3rd grader could take away regarding different careers? How might this affect their thinking when preparing themselves for the skills and education needed for their future career?

In my reflection piece, I would like to use the Wood & Kazabowski quote about children can limit their career goals and also the Brown and Harkin quote about the need to develop an awareness of "diversity of occupations". These aren't exact quotes of course but at least this will get the ball rolling and if we all do what I did here we should be able to put together the reflection piece and Power Point slides on Monday night. Let me know if I need to do anything more! Lisa What’s the Same & What’s Different??
 * Goal **: Help students explore a variety of careers and skills needed for each profession.
 * Objective: ** Students will identify and compare four different jobs and skill sets needed by orally providing the information learned to the Counselor.
 * Intervention **: The Counselor will go through the “What’s the Same & What’s Different?” exercise with the students. This exercise introduces a variety of careers within four groups and talks about skill sets and education requirements for each.

An example of this would be someone who gets a job at McDonalds. They work there in high school and then move up to working in some nicer restaurants. They become a waiter and eventually a manager. Their occupation is in the restaurant business. Eventually, they become part owner of a small restaurant. When they retire, they can say their career was in Food Services.
 * 1) Start with discussion of what is a job, occupation, and career?
 * Job – ** A job is a group of similar positions in a single business
 * Occupation **– An occupation is a group of similar jobs in several businesses
 * Career ** – A career is one’s total work history (Brown,2012,p.14)
 * 2 **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;"> .Have students put 16 occupation cards into four categories (Education, Medicine, Nature, and Food Services). Talk about the fact that there are lots of different careers in a particular field. Each has different skills needed, education requirements and working environments. Salary (do you know what salary is??) varies too.


 * 1) <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**3**. Pass out handouts. Put the four job pages and one title page on display while talking about that category. Have four students read a page outloud. Discuss similarities and differences of the four jobs. Review skill sets needed for each job. Go over basic educational options and put up page (Vo-tech, apprentice, 2 yr degree, BA, MA, and PhD) and requirements for each job.

<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**WEAR FOUR DIFFERENT PROPS WHEN DISCUSSING**


 * 1) <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**4**. Display all 16 job pages and have students vote for job they are most interested in exploring (out of the 16 listed) or could see themselves possibly doing in the future. Have them write down the job on a slip of paper and put it into a bucket. Pick someone to take out slips and call out the jobs. Someone tallies the answers and ranks them. Tell the class the answers.


 * 1) <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**5**. Remind students that if they are interested in a field of work, there are a lot of options. Different skills, different education levels needed, and different work environments and salary levels. Tell them to start exploring and thinking about their future career! It’s not too early! Teachers and School Counselors are happy to help and would be glad to talk to you about exploring different careers.


 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Evaluative Piece **

<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Do you understand the different jobs we talked about and some differences and similarities between them? DO 1-2-3

<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Do you understand the different skills needed for different jobs and the different education levels needed for different jobs? DO 1-2-3

<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Brown, D. (2012). //Career Information, Career Counseling, And Career// //<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Development. //<span style="font-family: 'Arial','sans-serif'; font-size: 16px;"> Upper Saddle River, New Jersey: Pearson Education, Inc.

<span style="font-family: 'Arial','sans-serif'; font-size: 27px;">CONCLUSION

<span style="font-family: 'Arial','sans-serif'; font-size: 19px;">In conclusion, we hope that this workshop on “Building and Breaking” at a 3rd grade level has been informative, educational, and fun for you. We enjoyed learning about the needs of this population and tailoring our four learning stations towards cognitive growth in the area of career development. Decisions about our future careers begin early in life. It is a process hopefully not just to endure but to embrace. I want to leave you with a quote from Mihely Csikzentmihayi.

<span style="font-family: 'Arial','sans-serif'; font-size: 19px;">If we agree that the bottom line of life is happiness, not success, then it makes perfect sense to say that it is the journey that counts, not reaching the destination.

<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Thank you for your time and participation!


 * Hey guys--**
 * Hey guys--**


 * Here's my career mapping workshop. Please let me know your thoughts. I ran the exercise by my wife last night, and she thinks that it is age appropriate (though some kids might have problems with some of the vocabulary...) Please let me know if there is anything that I should change. I might change a few more things, but I'm not really planning on looking at this again until Monday...**

__Mapping Exercise__**

GOAL: Children will explore some of the steps necessary to secure a career

OBJECTIVE: Students will be able to draw a career map for one of three different career paths that are listed in small articles, chosen by the student, and the counselor will review each map, and have the students explain what their maps mean.

INTERVENTION: The counselor will give students paper and crayons and a list of stops that must be included in each map. The students will read an article, and then draw a map that includes those elements.

__Overview:__

Have any of you ever heard of a treasure map? A treasure map is used by “pirates” to locate a buried treasure. Usually, it includes places that you have to go in order to find other clues that will eventually lead you to the place where the treasure is hidden.

Today, each of you is going to draw your own treasure map.

(SHOW MY EXAMPLE)

As you can see, this isn’t just any treasure map: it’s a //career// treasure map. Career treasure maps are similar, but not the same as a pirate’s treasure map. Instead of buried treasure, we’ll be trying to map a way that will lead to a job.

We list destinations that we need to visit or things that we need to accomplish in order to proceed to the next clue.

Let’s give it a try together (modeling)

Nate enjoys working with people. He decided that he wanted to become a school counselor. He learned that he needed to go to college and graduate school in order to do this career so he worked hard in school. In college, he studied psychology for four years, and when he finished, he earned a Master’s in School Counseling in two years. He received a job, and was paid $53,000 a year.

Are there any questions about what a career map is?

In order to create your own map, I’ve created three stories that talk about a person who works in a certain career.

On the side of each sheet, I’ve listed some key destinations that each person needed to visit in order to work in this career.

I want you to read the paragraph, and then make a map based on the items that I listed on the right hand side.

You’ll need to include each of those steps in your map //in the order I have listed//.

I will give you paper and crayons, and you can be as creative as you want to be with the map.

You’ll have five minutes to complete this activity.

Once you’re all done, I’ll have you show each other your maps and tell each other about the destinations that you included.

If you have questions, please raise your hand, and I can come help you.

(Once completed, ask them to talk about their maps.)

If time allows:

How might the career path that you did look different for a different person? What things on your map can you be doing right now that will prepare you for the path that you want to go on?

Evaluation:

I understood and can tell others what a career map is 3 I understand, but cannot tell others about what a career map is2 I do not understand what a career map is 1

__Presentation:__

DEBRIEF What points stuck out to you from the mapping exercise?

What do you think that we were trying to get at with this section of the workshop?

1. Overall a. GOAL: Children will explore some of the steps necessary to secure a career

2. Breaking Misconceptions about career paths/Building a framework for choosing a career

a. Several researchers noted that children receive many inaccurate messages about the workplace (Harkins, Wood & Kaszubowski, Magnuson & Starr) i. We took this logic a step further for this exercising by assuming that children probably also receive inaccurate depictions of how to reach certain occupations. ii. Many children might not realize the connection between working hard in school now and being able to attend university later in order to work in a job that they will enjoy

b. Several researchers noted the importance of developing planfulness in children (Patterson, Magnuson & Starr, Gallavan, Herr & Niles). i. By allowing children to draw a map, they are beginning to put the puzzle pieces together to understand how they need to develop themselves, and achieve basic benchmarks in order to perform certain jobs in the future. ii. They’ll know that a career demands investment and preparation in order to secure employment in a job that they’ll enjoy.

3. Indirectly attempted to break Stereotypes a. Gottfredson—circumscribe based on masculine/feminine i. Can also apply to ethnicity \ b. You’ll note that in each of the scenarios, someone from a different ethnicity was featured, and attention was paid to breaking predominant gender role stereotypes. i. example: Engineering—Juana was featured ii.

4. Only 23% (???) of jobs require college education a. You’ll note that only one of the jobs in the four given to students required a college degree. b. Hopefully, this would expose students to other alternative education paths.

4. Presentation Format

a. Visual/spatial learner— i. Gouw noted that presenting information to accommodate different intelligences and learning styles allows learners to experience the curriculum as something that is meaningful, personalized and relevant. ii. Mapping is a different skill that may appeal to some children’s learning styles, and would push them out of the typical lecture style presentation of information

So, for this workshop, we chose to both break misconceptions about how to secure a career in the future AND building an understanding of likely steps necessary to enter a field.

When she was older, she decided to try to earn all A’s in high school. She applied to college, and finished four years later. When she finished, she applied for jobs in her hometown, and was happy to begin working soon after graduating. || **__Include in Map__** # Juana enjoyed math. Marquis also loved being around people. He was always looking for ways that he could help others when they ran into problems. When Marquis reached middle school, he decided to take science classes where he learned about the human body. He could not wait for these classes! In high school, he received the opportunity to study at a vocational technical school in his area of DC. He learned about how to perform the duties of a nurse while he still worked on the rest of his school work. In his senior year, Marquis decided that he would continue to study so that he could become an acute care nurse. He applied to a nursing school in Maryland, and once he was accepted, he completed all classes in two years. Once he finished, he did an apprenticeship where he learned on the job and earned $64,000 a year. || **__Include in Map__** # Marquis was curious about hospitals and doctors. Drew loved playing sports. From the age of 6, he played every sport that he could. Eventually, he made the varsity soccer and track teams. While he played, some of his teammates became injured, and he saw that some people helped his teammates to get better. He liked the idea of helping others to recover from injuries. He checked with his school counselor, and found that he could study to become an occupational therapist aide. He didn’t like school so much, and this job would only require that he study a little bit after he graduated. He enrolled in a local technical school after high school, and finished his training in two years. Then, he received a job where he made $27,000 a year. || **__Include in Map__** # Drew wanted to help people. During the school year, she enjoyed going to class, because she always knew what a typical day would look like: she would sit in her desk until recess. She would play for 15 minutes with her friends. She would return to her desk until lunch, and after lunch, she learned for one more hour until the buses arrived to take her home. She really enjoyed this predictable schedule. In school, she found math difficult, but her parents told her to do her best. In the end, she worked hard to understand, and stayed after school to ask her teachers questions until she learned the latest math skill. Because of her hard work, she finished at the top of her class in math when she graduated from high school. After high school, she was not sure what she wanted to do, so she worked as a secretary at the local electrical company. She found out that she could use her math skills and her love for predictable schedules in a job as an energy auditor. She would tour buildings and tell people how they could change things in their building to save money on energy. She completed a two year degree at a local technical school and now earns $62,000 a year. || **__Include in Map__** 1. Karah enjoyed leading others. 2. Karah enjoyed a regular schedule. 3. Karah worked hard in math. 4. Karah graduated from a two-year technical school 5. Karah works as an energy auditor and earns $62,000 a year. ||
 * **__Civil Engineer__** Juana came with her parents to the United States from Mexico when she was in second grade. She loved solving riddles and playing math games on the internet when she was younger. She could spend hours trying to solve a puzzle; she found it so fun.
 * 1) Juana earned good grades in school.
 * 2) Because she loved math, she decided to major in engineering in college.
 * 3) Juana completed college.
 * 4) Juana received a job as a civil engineer where she earns $77,000 a year. ||
 * **__Acute Care Nurse__** Marquis grew up in Washington, DC near the George Washington University Hospital. When he was really young, he would run to the window when he heard the siren blare of an ambulance that was heading to the hospital. He wondered how the doctors there helped patients when they arrived. At his church, Bethel AME, he met several distinguished parishioners who actually worked in hospitals, and he would ask them questions about their jobs.
 * **__Acute Care Nurse__** Marquis grew up in Washington, DC near the George Washington University Hospital. When he was really young, he would run to the window when he heard the siren blare of an ambulance that was heading to the hospital. He wondered how the doctors there helped patients when they arrived. At his church, Bethel AME, he met several distinguished parishioners who actually worked in hospitals, and he would ask them questions about their jobs.
 * 1) Marquis enjoyed being around people.
 * 2) Marquis loved to help others.
 * 3) Marquis studied science in school.
 * 4) Marquis gained experience and training in a vocational/technical school during high school.
 * 5) After graduation, he went to a two year nursing school.
 * 6) He participated in an apprenticeship.
 * 7) He received a job as an acute care nurse and he earns $64,000 a year. ||
 * **__Occupational Therapist Aide__** Drew grew up in a small town. His mom worked as a doctor and his dad stayed at home with Drew and his siblings. He visited his mom’s work many times when he was younger, and really thought that it would be fun to help people when he became older. He loved to build model cars, and play video games.
 * **__Occupational Therapist Aide__** Drew grew up in a small town. His mom worked as a doctor and his dad stayed at home with Drew and his siblings. He visited his mom’s work many times when he was younger, and really thought that it would be fun to help people when he became older. He loved to build model cars, and play video games.
 * 1) Drew enjoyed working with his hands.
 * 2) Drew talked with his school counselor about job opportunities.
 * 3) Drew completed a two year degree.
 * 4) Drew received a job as an Occupational Therapist Aide where he made $27,000 a year. ||
 * **__Energy Auditor__** When Karah was in early elementary school, she loved to play school with her brothers and sisters. She loved the feeling of leading others.
 * **__Energy Auditor__** When Karah was in early elementary school, she loved to play school with her brothers and sisters. She loved the feeling of leading others.

Keys to success


 * GOAL:** Expose kids to the basic tools necessary to succeed in the workplace


 * OBJECTIVE**: The kids will complete an exit slip, which is a slip of paper that will ask them to list the three keys to success once they finish the workshop

I am going to first introduce my station by saying that we are going to learn about three keys to being successful in school and in your future careers. I will then explain that we will go through a series of tests in order to expose them to the different keys. I will then administer the three tests that I discussed previously. In wrapping up, I am going to have them complete an exit slip that I have included below to see if they have learned the three different keys.
 * INTERVENTION**: The teacher will present the three keys to success by administering three tests before introducing the three keys

__What are the 3 Keys to Success?__ 3. ||  ||
 * || Name:


 * The questions that I was thinking about having on our reflection sheet are the following:**

After participating as a third grader through the “keys to success”, what do you feel is the importance of educating elementary age students in these areas? What do you feel was the overall goal of the workshop “keys to success”?
 * I am open to suggestions**


 * When discussing the goal, objective, and intervention I was thinking about quoting the following from our paper:**

Likewise, children may lack the necessary understanding of the investment of work and education necessary to achieve their goals. If researchers are correct in their assertion that children make decisions about themselves and the world at a young age, educators and counselors need to address these issues early on in the education process so that students can make wise choices (Magnuson & Starr, 2000).

McIntosh notes that this quality, in part, can take root in a child’s life as they acquire skills in self-expression, and gain competence (2000). Although broader than McIntosh’s (2000) category, Harkins (2001) alludes to this goal when she indicates that school counselors should seek to encourage children to develop “positive attitude and habits” (2001, p. 171). As children build self-esteem by learning core competencies, some of the linkages between education and work can be reinforced. Educators and counselors can stress that the skills that children are learning in school will directly relate to the workplace, and, thus, achieve another goal of career education in the elementary school (Brown, 2012)

On Monday when we meet, if I could run through what I have decided to say in regards to the information above I would greatly appreciate it because obviously I will not be saying word to word.

Nate-you did a great job with editing the paper. I added some more spacing for it to be easier to read.

Finally, Nate had summarized what I think is a perfect way of ending our presentation. I was going to add it in the power point that I am putting together for Monday and show you what I come up with. Hope everyone had a wonderful holiday and see you Monday night.


 * In summary, two primary concepts, building and breaking, encapsulate the goals of career education for elementary school children. School counselors must build up the competencies, abilities and self-understanding of children, while at the same time breaking misconceptions, and stereotypes. These two principles should guide any career development work at this age.**

__**Career Development: Group Project Workshop (Perceptions)**__


 * __Goal__**
 * The goal of this workshop is to help students to breakdown stereotypes that could otherwise create negative effects during the career circumscription period.


 * __Objective__**
 * Provide the student with a drawing task that is designed to breakdown stereotypes.
 * The task involves having the students draw their ideal representation of a person in a given profession.
 * Then the students will be given additional resources and information about their given profession and asked to rate how closely their picture reflects the images presented in the supplement handouts.


 * __Intervention__**
 * The students will be divided into groups of four or five.
 * Then they will be asked to draw a random title card out of a hat.
 * Each title card will have a single profession written on it.
 * The task of the students will be to draw a picture of a person working in that profession.
 * The students will be given approximately five minutes to draw their picture.
 * After the five minute period, the students will be presented with additional handout(s).
 * This handout will consist of the top results that were yielded from a Google image search for age appropriate clip art related to the profession from their title card.
 * The students will also be presented with a handout of the top results that were yielded from a Google image search for age appropriate clip art related to the profession that have a special focus on “non-traditional” individuals in the careers from the title card.
 * The students will then be presented with a rating card and asked to rate how close their picture matches the images from the Google searches.
 * The counselor will then explain how media/internet/etc. presents us with images with certain groups of people in particular jobs and how these images, when exposed to young children, may led them to circumscribed their career choices.


 * __Title Cards__**
 * Doctor
 * Teacher
 * Police Officer
 * Nurse
 * Chef


 * __Points to Discuss__**
 * Most of the pictures on the Google image results pages are White males.
 * Female teachers are shown teaching basic concepts, whereas male teachers are shown teaching more advanced subjects.
 * Some suggested results say ‘girl’ instead of women but it never says ‘boy’ instead of man or male.
 * Very little to no ethnicity is reflected.

Similarly, breaking stereotypes plays a significant role in career education for children (Brown, 2012, p. 52 & 178; Harkins, 2001, p. 172). Seminars must offer children a broad range of concrete opportunities that, hopefully, will offer a more accurate perspective of the requirements and functions of certain jobs as well as potential educational requirements needed for entry into those careers. This more realistic representation of career paths presented by these seminars should ideally offset the inaccurate career representations that are presented on television or other outlets that children are exposed to on a daily basis. As Gottfredson notes, sex-typed stereotypes regarding careers take shape from 6 to 8 years of age; perspectives about the social class of jobs forms from 9 to 13 years of age (Brown, 2012, p. 50). These factors influence children to reject or pursue certain career paths (Blackhurst & Auger, 2005). Once an individual circumscribes an alternative, he or she will not revisit it unless some type of intervention occurs (Brown, 2012, p. 50). Therefore, this element of career education plays an especially significant role, and reinforces the importance of addressing career development at a young age. By breaking stereotypes early in the education process, career counselors can take a proactive stance in shepherding children past some of the barriers posed by societal norms towards a career that they can find fulfilling. Along with breaking stereotypes, educators can build up children’s self-esteem so that they will have the emotional resources necessary to consider jobs that they might otherwise perceive as out of their reach. McIntosh notes that this quality, in part, can take root in a child’s life as they acquire skills in self-expression, and gain competence (2000, p. 623). Although broader than McIntosh’s (2000) category, Harkin alludes to this goal when she indicates that school counselors should seek to encourage children to develop “positive attitude and habits” (2001, p. 171). As children build self-esteem by learning core competencies, some of the linkages between education and work can be reinforced. Educators and counselors can stress that the skills that children are learning in school will directly relate to the workplace, and, thus, achieve another goal of career education in the elementary school (Brown, 2012, p. 179)
 * __Area of the Literature Review that this Workshop is built on__**


 * __Self-Reflection Scale – (evaluation for this workshop)__**
 * On a scale of 1 to 5, with 1 being the lowest and 5 being the highest, please rate how closely your picture resembles the Google image results.
 * 1: not similar at all
 * 2: very little similarity with the Google image results
 * 3: neutral
 * 4: similar to the Google image results but not perfect
 * 5: very similar to the Google image results


 * Optional
 * Write in why you think you image was similar/different from the Google image result images.


 * __Reflection Questions__** (*//Kim, here is my list for possible reflection questions. If I remember correctly, we are suppose to come up couple of questions and give them to you, so that you can narrowed it down for the PowerPoint//*)
 * Can you recall any media characters that directly influenced you during your childhood?
 * Do you think that this was an effective exercise to use with 3rd graders?
 * If not, how would you modify it to make it more effective?