Authoring Cycle Career Research Project

1. Authoring CycleCareer Research Project Marcia Catalano Carolyn Perricone Curriculum Development and Evaluation EDU545

2. Introduction Explanation of Standards Standards and Activities Matrix Multiple Intelligences Authoring Cycle Model Activities Differentiation Options Rubrics Resources Reflections Bibliography Career Research Project – Index Click on a topic to advance to that slide. Career Authoring Cycle

3. Introduction In our ever-changing global economy it is necessary to provide students with current, comprehensive, and in-depth information about careers, including detailed descriptions of typical duties, responsibilities, projections on employment trends (local, state, and national), an understanding of working conditions, and educational requirements and opportunities. This Authoring Cycle is designed to be used with high school students (grades 11-12) or with college freshmen. The focus is to help students become more aware of the different career options available to them. Students will examine specific career areas and the characteristics and skills necessary for success, educational background requirements, and the anticipated future of specific careers. Research activities expand beyond the school walls and include interviews with family members, and utilization of school resource centers/facilities, and the Internet. In addition, it stresses the importance of career exploration and setting of goals so that students can make a connection between decisions they make now and their futures. Career Authoring Cycle

4. Index Standards Introduction (continued) The Career Authoring Cycle specifically provides students opportunities to: • Gain a developmental understanding of their own skills, strengths, and weaknesses and to recognize the ever-evolving requirements of the workplace and the relationship of lifelong learning to career success. • Develop an understanding of the workplace by bridging the gap between school and the business world. • Develop a general vocational orientation and a desire to acquire marketable skills. • Work and learn independently (effectively allocating time, energy and resources) and collaboratively as part of a team (contributing to group efforts and understandings). • Explore information and arguments from various points of view to think critically and creatively and to solve problems. • Use effective and efficient strategies to explore and use an information- and technology-rich environment to gain knowledge, deepen understanding, and solve complex problems. • Develop a variety of transferable skills such as research, writing, math, communication, and oral presentation skills. • Use technology to enhance essential skills and facilitate learning in the content areas. Career Authoring Cycle

5. Index Explanation of Standards • Connecticut English Language Arts Curriculum Standards • Connecticut Learning Resources and Information Technology Curriculum Standards • Connecticut Technology Education Curriculum Standards Career Authoring Cycle

6. Learning Resources Index Standards Connecticut English Language Arts Curriculum Standards Standard 3: Communicating with Others 3.2 Students prepare, publish and/or present work appropriate to audience, purpose and task • determine purpose, point of view and audience, and choose an appropriate written, oral or visual format • apply the most effective processes to create and present a written, oral or visual piece • revise texts for organization, elaboration, fluency and clarity • research information from multiple sources for a specific purpose • evaluate the validity of primary and secondary sources of information to authenticate research • publish and/or present final products in a myriad of ways, including the use of the arts and technology Standard 4: Applying English Language Conventions 4.3 Students use standard English for composing and revising written text • recognize the difference between standard and nonstandard English and use language appropriately • demonstrate proficient use of proper mechanics, usage and spelling skills. • use resources for proofreading and editing Career Authoring Cycle

7. Connecticut Learning Resources and Information Technology Curriculum Standards Standard 1: Definition and Identification of Information Needs: Students define their information needs and identify effective courses of action to conduct research and solve problems. • Clearly state the scope and criteria for a given task and demonstrate the ability to communicate them to others, independently • Independently identify and assess existing knowledge related to a given task and articulate information needs to information providers or peers • Develop essential questions related to a topic and formulate a research hypothesis related to the topic • Search print, non-print and digital resources within and outside the school, independently • Determine a course of action that demonstrates the selection of appropriate strategies and resources for accomplishing a task, independently Career Authoring Cycle

8. Connecticut Learning Resources and Information Technology Curriculum Standards Standard 2: Information Strategies: Students will understand and demonstrate information skills and strategies to locate and effectively use print and non-print resources to solve problems and conduct research. • Apply principles of information systems organization to a variety of print and non-print resources • Routinely and efficiently, use online information resources to meet the needs for research, publications, and communications • Access specific information from print and non-print resources by using internal organizers (e.g., indexes, cross-references) • Plan and design methods to collect reliable data for particular purposes and audiences, using advanced reference materials, indexes, dictionaries and abstracts • Determine the best tool for locating information and use key word descriptors and Boolean logic to perform advanced on‑line and CD‑ROM searches (e.g., field searches) • Use, independently, the full range of print and non-print resources within the school or district • Select and use, independently, an appropriate search engine or directory related to a specific task • Identify key words for searching information sources, independently Career Authoring Cycle

9. Technology Index Standards Connecticut Learning Resources and Information Technology Curriculum Standards Standard 3: Information Processing Students will apply information from a variety of sources and formats using evaluative criteria to interpret, analyze, organize and synthesize both print and non-print material • Develop and use personal and established criteria for selecting materials of appropriate breadth and depth of detail, format, illustrations, special features, level, content, purpose and intended audience Standard 4: Application Students will use appropriate information and technology to create written, visual, oral and multimedia products to communicate ideas, information or conclusions to others. • Determine appropriate technology(s) and format(s) to clearly present information gathered from a variety of print and non-print resources, for a variety of audiences Career Authoring Cycle

10. Connecticut Technology Education Curriculum Standards Standard 3: Career Awareness Students will become aware of the world of work and its function in society, diversity, expectations, trends and requirements. • Research and identify career opportunities in the areas of transportation, communication, production and technology. • Identify future labor market trends. • Compare the skills needed by employees to those needed for success in education. • Develop a learning portfolio of their areas of experience and expertise. Standard 4: Problem Solving/Research and Development Students will recognize technology as the result of a creative act, and will be able to apply disciplined problem-solving strategies to enhance invention and innovation. • Evaluate design ideas to determine the most appropriate. • Identify appropriate sources of information for research. • Present an idea using multimedia technology. Career Authoring Cycle

11. Standards/ Activities Index Standards Connecticut Technology Education Curriculum Standards Standard 7: Communication Systems Students will understand and be able to effectively apply physical, graphic and electronic communications techniques in processing, transmitting, receiving and organizing information. • Demonstrate skills in selecting and utilizing appropriate communication technology. • Design and produce a multimedia presentation. Career Authoring Cycle

12. Standards and Activities Matrix Career Authoring Cycle

13. Standards and Activities Matrix (continued) Career Authoring Cycle

14. Standards and Activities Matrix (continued) Career Authoring Cycle

15. Index Multiple Intelligences Standards and Activities Matrix (continued) Career Authoring Cycle

16. Multiple Intelligences Career Authoring Cycle

17. Multiple Intelligences (continued) Career Authoring Cycle

18. Multiple Intelligences (continued) Career Authoring Cycle

19. Index Authoring Cycle Multiple Intelligences (continued) Career Authoring Cycle

20. Index Authoring Cycle Model Life Experiences Career Authoring Cycle

21. Index Cycle Personal Engagements Life Experiences • Brainstorming Session • Interview family members • Interview classmates and graphically share findings • Journal Writing Click on a topic to advance to that slide.

22. Index Cycle Collect Ideas Uninterrupted Personal Engagements • Self Analysis • Journal • KWL Chart • Questioning • Research Activities • Identify Education and Training

23. Index Cycle Meaning Constructs Collect Ideas • Personal • Self Analysis • Journal • The Pitch • Career (general and specific) • Informational Interview • Interview Classmates • Research • CBIA Exploration and Video Series • Identify Education and Training Click on a topic to advance to that slide.

24. Index Cycle Reflect and Revise Explore Meaning Constructs • Text Set Discussions Career Authoring Cycle

25. Index Cycle Present and Share Meaning Reflect and Revise • Reflection Journal • Text Set Discussions • Revist • Collecting Ideas • Uninterrupted Personal Engagements • Self Analysis • KWL Chart • Research Activities Click on a topic to advance to that slide.

26. Index Cycle Examine Sign System Processes Present and Share Meaning • Class presentations • The Pitch • PowerPoint and Oral Presentations • Career Newspaper/Magazine • Careers in the News Bulletin Board Click on a topic to advance to that slide.

27. Index Cycle Further Engagement Examine the Operation of Sign System Processes • KWL Chart • Career Newspaper/Magazine • Careers in the News Bulletin Board • Focused group discussions • The Pitch • Strategy Sessions Click on a topic to advance to that slide.

28. Invite Further Engagement Index Activities Cycle The following activities invite students to consider their choices and strategies and whether to revisit steps of the Authoring Cycle. • Self Analysis • Journal • KWL Chart • The Pitch • Strategy Sessions • Identify Education and Training Click on a topic to advance to that slide.

29. The Pitch Magazine/Newspaper Article Careers in the News Bulletin Board Strategy Sessions Identify Education and Training PowerPoint and Oral Presentations Brainstorming Session Informational Interview Interview Classmates Journal Self Analysis KWL Chart Research Activities CBIA Career Exploration and Video Series Text Set Discussions Index Activities Click on a topic to advance to that slide. Career Authoring Cycle

30. Activities Index Rubric Cycle Brainstorming Session • To identify a variety of career possibilities • To generate personal interest To begin the unit on Career Research we will start with something familiar to students. This activity will provide students an opportunity to start thinking about what might be of interest to them. Students will be given prompts to start them thinking about different careers and which ones might appeal to them. Career ideas will be recorded and listed on the board. Career Authoring Cycle

31. Informational Interview • To generate career interest and awareness This activity will provide students the opportunity to share details about a variety of careers and will act as an introduction to the research aspect of the unit on Career Research. Students are still working with the familiar; results will be shared in class in an effort to develop an awareness of the variety of possible careers. Click on graphic to view the actual Word document. Career Authoring Cycle

32. Activities Index Rubric Cycle Career Authoring Cycle

33. Activities Index Rubric Cycle Interview Classmates • To identify career interests • To develop a graphic representation of findings Students will work in pairs or small groups and will interview each other to identify career interests among classmates. The information will then be discussed and students will take the class findings to generate a graph or pie chart depicting the different career interests in order to identify similarities and trends, and to ascertain why this might be. Career Authoring Cycle

34. Activities Index Rubric Cycle Prompts Journal • To explore, speculate, and contemplate about career choices and opportunities • To reflect on personal qualities and priorities as they relate to career choice Journal writing will be utilized throughout the unit to help students in making career, research, and presentation decisions. Career Authoring Cycle

35. Activities Index Cycle Journal Prompts • When I graduate, I want to be . . . • My perfect job would be . . . • I think ______ is an interesting career (or one that I admire) because . . . • I would like to be a _______ because . . . • I would NOT like to be a _______ because . . . • Have you answered all your career questions? • Do you need to go back and look for other information? • Are you still interested in the original career? What confirmed this? • Have you considered an alternative career? What? Why? Career Authoring Cycle

36. Activities Index Cycle Self Analysis • To analyze personal strengths, aptitudes, skills, abilities, and/or likes/dislikes • To assist in career selection • Students will be asked to complete at least two of these activities/inventories and will be directed to compare results as inventories and results may vary. • In addition to personal information, inventories will provide students with additional career possibilities to consider. Career Authoring Cycle

37. Activities Index Cycle KWL Chart • To identify prior knowledge • To guide research • To assess learning This activity will be used throughout the unit. At the beginning of the unit, it will be used to help students identify prior knowledge. Once they have selected a career to research, it will be used to identify information to research. Prior to formal presentations, it will be used to assess their knowledge about chosen careers and to ensure that all pertinent information has been included. Career Authoring Cycle

38. Activities Index Cycle Questioning • Develop list of questions to be answered about chosen career Following class and/or group discussions and prior to beginning research activities, students will be directed to develop a list of questions that they would like answered. By requiring students to develop questions prior to engaging in research, the research process should be more meaningful and purposeful. Career Authoring Cycle

39. Activities Index Cycle Research Activities • To gather specific career information Students will be provided a variety of resource materials and class time to utilize for gathering data and information about chosen careers. This information will be used to develop their PowerPoint and oral presentations. Career Authoring Cycle

40. Activities Index Cycle Career Exploration and Video Series • To gather specific information about identified careers • To provide interest and real-world relevance in career research activities This resource package of nine videos and career-exploration activities provides students the opportunity to explore careers in an engaging, interesting manner. It also allows for flexibility depending upon classroom needs and interests. “For the first time, you can bring the world of work right into your schools to show how school work connects to life-work. The videos candidly explore the positives and realities of each job from the perspectives of the young people actually doing them.” (CBIA, 2003) Career Authoring Cycle

41. Activities Rubric Index Cycle Text Set Discussions • To identify multiple interpretations and connections After performing primary research through informational interviews and using resources, students will discuss their findings in groups. Students will be asked to identify categories/ information relevant to any/all careers and identify those unique aspects that are pertinent to their particular careers and present the information using a Venn Diagram to be displayed around the room. Career Authoring Cycle

42. Activities Rubric Index Cycle The Pitch • To confirm career choices • To clarify presentation plans Students will be broken up into small groups and will be asked to “pitch” their career choices and presentation ideas to the group. Group members may ask clarifying questions, evaluate ideas, and/or make suggestions to help the presenter better meet audience needs/interests. Career Authoring Cycle

43. Activities Rubric Index Cycle Career Newspaper/Magazine • To share/communicate career findings Students will write a short “article” on findings of interest creating short “Did You Know?” types of articles. Articles will be assembled in a class newspaper/magazine and copies reproduced for all students. This publication will also be placed on the classroom website to share with others in our district. Career Authoring Cycle

44. Activities Rubric Index Cycle Bulletin Board • To enhance classroom learning • To share collected information Careers in the News Students will be asked to find an article about their chosen careers to be shared both orally and to be added to this bulletin board. Students are encouraged to find information that can be presented graphically such as charts/graphs to depict job growth trends, salary information, etc. Career Authoring Cycle

45. Activities Rubric Index Cycle Strategy Sessions • To identify research strategies • To perfect research activities • To plan and create an effective presentation • Small groups of students will discuss project progress: • Progress • Sources utilized • Problems/difficulties • Approaches • Processes/Strategies Career Authoring Cycle

46. Activities Index Cycle Identify Education & Training • To identify the education and training required for particular careers • To develop the series of steps needed to enter the career of his/her choice Using the results of interviews and prior research, students will develop a hypothetical timeline consisting of training, college major, internships, etc. that will help them to reach the goal of their chosen careers. The timelines can be established in their journals and may be included as part of the presentation or written on a mini-poster to be displayed in the classroom. Career Authoring Cycle

47. Activities Rubric Index Cycle Presentation • To communicate findings to others • PowerPoint • Oral • Instructions Career Authoring Cycle

48. Differentiation Options Index Activities Cycle Presentation Instructions • As a culmination to our Career Research unit and to tie all of your information together, you will be presenting your results to the class using PowerPoint and an oral presentation. • Instructions: Using the information obtained from our classroom activities and from your research, create a slide show and oral presentation to present your findings and why it is a good fit for you to the class. The slide show must be at least 10 slides in length and contain the following: • Title Slide • Bulleted List (apply the build effect of your choice) • Appropriate Graphics • Table • Graph • Bibliography • Outline • Handout Sheets • Appropriate animations and transitions • Title, date, and slide number on each slide Career Authoring Cycle

49. Index Differentiation Options • Research Cycle Worksheets • Career Outline Worksheet • Job Shadow • CBIA Career Exploration and Video Series Click on a topic to advance to that slide. Career Authoring Cycle

50. Differentiation Options Index Research Cycle Worksheets • To assist students in organizing work and executing the research process This set of worksheets has been constructed to aid students in developing a research plan. Worksheets may be completed individually or an entire packet given the student if appropriate. Click on graphic to view the actual Word document. Career Authoring Cycle