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How Can My Personal Interests Relate to Jobs?. A transition-focused unit developed and taught by Ashley Curtis Spring 2007. Student Descriptions. 3rd and 4th grade students Four in 3rd grade and three in 4th grade Self contained DHH classroom except for science and specials
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How Can My Personal Interests Relate to Jobs? A transition-focused unit developed and taught by Ashley Curtis Spring 2007
Student Descriptions • 3rd and 4th grade students • Four in 3rd grade and three in 4th grade • Self contained DHH classroom • except for science and specials • All 7 use ASL and 5 use spoken English as well • 2 have cochlear implants and 5 have hearing aids • 4 hearing aid users are HH and use spoken English • 1 cochlear implant student uses spoken English as well • None of the students comprehend spoken English consistently.
Transition Needs • Prior Experiences • Students have been exposed to community and transition units each spring • This unit builds on these experiences • Related Life Centered Career Education (LCCE) Competencies • Daily Living Skills • 1. Managing Personal Finances • Personal-Social Skills • 43. Identify interests & abilities • 15. Making Adequate Decisions • Occupational Guidance and Preparation • 17. Knowing & Exploring Occupational Possibilities.
Instructional Focus • Unit Content Areas • Math, Social Studies, and Science • These 3 content areas are integrated into one thematic unit, presented here • Language Arts was taught by another teacher • Elements of the unit were integrated with the unit (also posted on website) by Lindsey Cecala
Language • The Language Proficiency levels for my students: • 3 students on Level 6 • They can communicate with people that they don’t know and both parties are able to comprehend each other, with some clarifying. • 2 students on Level 5 • They are generally understood but more clarification is needed by both parties in order to comprehend all details. • 1 student on Level 4 • Strangers would had a hard time communicating with this student and familiar adults have to ask for clarification frequently. • 1 student on Level 3 • This student is hard to understand by most people • -leaves out a lot of details • -other person has to figure out what the student is trying to say.
Math • 3rd and 4th grade skills • Students can do two-digit addition • Most of the time they remember to carry, if needed • Students can do two-digit subtraction • They forget to borrow most of the time • Students are just now learning multiplication • They know the 0, 1, 2, 5, 10, 11 facts • The biggest problem is retention • Students forget many things they have learned if they stop using these skills for awhile. • They also struggle with money
Social Studies • 3rd and 4th grade • Students need maps to help them locate places and need timelines to place events over time • The biggest instructional challenge is the students’ difficulty in answering questions • They “give up” when asked to read and answer questions by themselves. • They often cry or immediately sign/say “I don’t know.” • They are much more successful when worksheets or questions are signed to them. • They really enjoy social studies once they realize that they can do the work! • They need a lot of prompting to get them going. • They do really well on map work
Science • 3rd grade • Class is mainstreamed • I go with them to help teach • Challenges: • Vocabulary is very hard for these students. • Questions that they must read and answer own their own: • They “give up” when they see a questions with lines for the answer. • Not paying attention to the interpreter • They miss the content knowledge and information that they need. • Skills: • They excel in hands-on work
Science • 4th grade • They are mainstreamed with only an interpreter • They take tests in my room • I help with their homework when time allows • I work with them every Friday to review and do tests • 2 out of the 3 do really well • They only need help when language is challenging so I interpret questions for them • 1 student wants to be told the answers • Needs a lot of prompting to complete the worksheets and tests • Vocabulary is the biggest challenge for the students in this class, too.
Unit Design Stage 1 Identify Desired Results • Unit Goals • Developed by combining standards and student needs • 1) Students will explain and discuss different jobs they would like and not like to do in the future. • 2) Students will design a chart/graph and interpret meaning from the chart/graph • 3) Students will explain how outside factors affect the local job market. • 4) Students will keep their own records and observations, and be able to explain why it is important to keep records.
What key knowledge and skills will students acquire from this unit? • Students will know: • That there are many different jobs/careers in the world • That not everyone likes the same jobs as another person, and that is okay • That each job has different requirements • How to read and make a graph (about jobs) • Students will be able to: • Explain what jobs they like and don’t like • Keep accurate records • Make good personal decisions about purchases • Design and pass out a survey about job interests, and interpret the results
Lesson Plans • Here are my weekly lesson plans for the unit. • Math Week 1 • Math Week 2 • Math Week 3 • Social Studies Week 1 • Social Studies Week 2 • Social Studies Week 3 • Science Week 1 • Science Week 2 • Science Week 3
Unit Results • Overall Results • Students have detailed knowledge on the parts of graphs: • how to make a graph, • how to read a graph, and • how to answer questions about graphs. • Students can describe the difference between a want and a need • Students are aware that families have a monthly budget and that they have to plan for the future • Students know that they need to read coupons carefully • Students understand they need to plan for emergencies and need to save for the future.
Unit Evaluation • My Evaluation • The unit was plan was for 3 weeks and I taught it for 6 weeks • I still did not finish the unit! • Most of the lessons were pretty high • I had to modify them to meet my students needs better • The students really enjoyed the unit once they got into the topic. • The unit went in a very different direction • I had to re-plan based on how the students responded • I had to fill in the gaps and holes in their learning
Evidence • Here are pictures of my students work from the unit.
How will this help in the real world?(What transition skills did they learn?) Social Studies • They know they should read coupons carefully • They need to buy things that they need before they buy things that they want • They need to have a plan and a budget for their money • Math • They can read tables, charts, and graphs • They can make tables, charts, and graphs • They know the importance of keeping good records
Teaching Tips • Advice about teaching this unit • Be flexible with the time framework for the lessons • Let the students move at their own pace • Move at your pace as well • Eliminate & modify lessons or activities based on timelines and the needs of your students • Follow the path of your students within the unit. • Have fun teaching and the students will have fun learning!
