JOBS Booklet No.
JOBS Grade 10
Jobs!!!
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Investigating different people’s job biographies
www.jobsproject.ro Written in cooperation between the Ministry of National Education (MNE) Romania www.edu.ro and the Center for International Cooperation IPE at Zurich University of Teacher Education, Switzerland. www.phzh.ch/ipe Zurich, Bucharest, Brasov 2012
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JOBS - Booklet 1
Booklet 1 Grade 10
JOBS!!! Investigating different people’s job biographies
Topic 1: ‘JOBS’ – The programme
Task 1: To understand, what ‘JOBS’ is all about
Task 2: Different jobs
Task 3: Jobs done by people
Task 4: Short presentation about “JOBS”
Homework Task: Explain JOBS and prepare yourself for a real job-interview
Task 1: To understand, what ‘JOBS’ is all about
Topic 2: Preparing the interview
Task 1: Seeing a model interview
Task 2: Conducting a mock interview
Task 3: Preparing the real interview
Homework Task: Conducting the interview
Topic 3: Evaluating the interview
Task 1: First impression of the professional field
Task 2: Our presentation
Task 3: Presenting and giving feedback to the presentations
Homework task: My top professional fields
Topic 4: Comparing the professional fields
Task 1: Comparing the professional fields
Task 2: My professional field
Task 3: Reflection of the booklet
JOBS - Booklet 1
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Booklet 1 - Topic 1: Programme description A profession is a regularly paid position, i.e. a service that a person delivers to a third party for money. Usually, the jobholder has been trained, educated or appointed for the job.
Booklet 1 – Topic 1 - Task 1: To understand, what ‘JOBS’ is all about
X
The task: You understand what ‘JOBS’ is about. You are able to explain in your own words what ‘JOBS’ is all about to your parents, colleagues, neighbours, but also to employers and managers.
25’
Procedure:
1) Listen to your teacher while he/she introduces you to the new goals of ‘JOBS’. 2) Take notes on the spare page and highlight 2 – 3 key words. Find out at least one question to ask in the discussion afterwards. 3) If you have already gone through the JOBS programme two years ago, what are the differences? 4) Discuss it in class.
Materials: - Toolbox for students
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Booklet 1 - Topic 1: Programme description
Booklet 1 – Topic 1 - Task 2: Different Jobs
X X
The task: You are able to match different professions to the seven professional fields.
X
Classroom organisation: 35’ Put your desks together to form one big table for your group of four.
Procedure:
1) First work individually and collect all the jobs that come to your mind on the cards or slips of paper. Think about it in very concrete terms: Who does what in my environment? i.e. What do my parents, relatives, neighbours or friends do? 2) Take your cards, go to the display on the floor and sort the jobs to the given professional fields: a) Services (including commerce, tourism etc.) b) Industry c) Agriculture d) Constructions e) Education, Health, Social Services f) Handicrafts g) Public Administration 3) You will be assigned one professional field in your group. Now, try to find out more jobs that belong to your professional field. 4) Stick the jobs you found also on the display.
Materials: - Flipchart paper - Empty paper cards Booklet 1 - Topic 1: Programme description
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Booklet 1 – Topic 1 - Task 3: Jobs done by people
The task: You find people who actually do the jobs within your professional field. X
Classroom organisation: 25’ - 45’
Put your desks together to form one big table for the same group of four as before.
Procedure:
1) Write the names of persons or companies you know in your hometown into the template on the following page. If you know details of the sector with the professional field fill them in. 2) Find out 3 – 5 names of people you could an interview with.
Materials: - The cards that you filled in in task 2 - Template Professional fields and interview partners
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Booklet 1 - Topic 1: Programme description
Template for professional fields and possible interview partners: Company/Business: Names:
Company/Business: Names:
Company/Business: Names:
Company/Business: Names:
Company/Business: Names:
Company/Business: Names:
Company/Business: Names:
Company/Business: Names:
Company/Business: Names:
Company/Business: Names:
Booklet 1 - Topic 1: Programme description
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Booklet 1 – Topic 1 - Task 4: Short presentation about “JOBS”
X
The task:
X
You have to convince your future interview partner that JOBS is a good thing and therefore you practise with a colleague in school how to make a good presentation.
45’
Procedure:
1) Go through the documents and the notes you took during your teacher’s introduction to JOBS carefully once more. 2) Use the form on the following page to prepare your presentation (10 minutes). You could try out your presentation on a colleague. Check whether your colleague is paying attention by inserting a mistake. 3) Tools 1, 11 and 14 can support you for this task.
Materials: - Template for the presentation - Your notes
Hints: Ask a colleague, your parents or any other person you know who has already given a presentation to tell you what they think is important.
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Booklet 1 - Topic 1: Programme description
Template for a short presentation
JOBS – Five to ten key words:
What I like particularly about it:
What I will learn:
Whose help I am going to need:
Other interesting points:
Booklet 1 - Topic 1: Programme description
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Goals of the yearly programme ‚JOBS‘ What does the acronym JOBS mean? J = Job O= Orientation B= for Businesses S= and Schools What are the goals of JOBS? It is the goal of JOBS to prepare the Romanian students in the last years of gymnasium for the upcoming choice for a profession or for their later university focus. What is the background? JOBS is a project in the framework of the Swiss enlargement contribution to the new EU member Romania. It has been developed by the Ministry of Education, Research, Youth and Sport Bucharest - MERYS), the National Centre for the Development of Technical and Vocational Education, Bucharest (CNDIPT) and the centre IPE – International Projects in Education of the Zurich University of Teacher Education. It is financed by the Swiss Lottery Fund, the Swiss and the Romanian government. How does JOBS work? JOBS takes place in the first years of Technical College. A new cross-curricular subject will be introduced, that will use up at least an hour of the week’s school time. This happens by introducing task based learning approaches and useful education contents to guide the students toward the right choice, including the support provided to teachers. Students will learn a lot more about their own capacities (life skills) and get in contact with businesses, companies or public institutions offering jobs in their region, research about employment opportunities, analyse economic conditions and prepare their collected data for presentations. What will happen? The main topics are covered in a series of booklets that is handed to the students. These main topics are: - Me and my strengths - The professional world in my country/my region - A business exploration - My future - JOBS Presentation
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Booklet 1 - Topic 1: Programme description
The core element of JOBS is a visit to a local business by you, the students. Therefore, the teacher will have to support you in preparing, realising and reflecting your experiences. Before and after the business visit the teacher will give tasks to you that are also described in the units. You will collect all materials and your products in the JOBS folder, which will be your personal JOBS materials. The business visits and the personal findings will be reflected and presented in a JOBS fair in your school at the end of the school year. How does one learn in JOBS? Learning methods are mainly project oriented and task based. A major focus in learning in JOBS is the switch from teacher-centred methods to student-centred learning. Your head teachers in your school will be informed personally and will also receive information material. What is the role of the businesses? In the last year of gymnasium you will visit businesses that you choose mainly yourself, contact individually or will be chosen by your school if necessary. The businesses that are involved in JOBS are informed and aware of their training role in JOBS beforehand and will also receive information material. During your visits you will ask questions, take notes, observe, ideally participate and analyse your findings. What is the role of your parents? Your parents support you in your path to your professional future. They mainly do this by being interested in what you do, by taking their time discussing with you, listening to you. What is your role as a learner? YOU ARE THE MAIN ACTOR IN THIS PROJECT! You as a student decide mainly on the result and on the success. This subject is not brought to you, YOU will have to get it! YOU will learn, YOU will write reports, YOU will make interviews, YOU will contact people. You can do a rather easy job in this project JOBS or you can make the difference by taking your future into your own hands. We all know, that the world of profession and businesses is not an easy one. But you can either complain and do nothing, or you can do what is in your own hands. We suggest to you: DO IT! Why? Because YOU CAN DO IT! Overview of the Booklets Introduction How to work with this textbook 1. Setup of the book 2. Using the toolbox Booklet 1: JOBS – Investigating into job biographies of different people Booklet 2: Me and my strengths – Analysing my competences, interests and personality Booklet 3: The world of JOBS – Exploring a black box full of surprises Booklet 4: Job opportunities - Discussing possibilities, chances and risks Booklet 5: Ready for the JOB! Preparing for our Job exploration Booklet 6: My Job exploration Booklet 7: My exploration results – Processing and presenting my data Booklet 1 - Topic 1: Programme description
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The toolbox for students This set of instructions, worksheets, instruments and checklists can act as something like a database on which you as a student have access when you are not familiar with a certain method or technique. It can be the teacher’s task to explain when and how to use which tool, or you even better decide yourself, when it is helpful.
The following set of tools help you with a number of different things, like: - how to gather and search for information - how to sort your information - how to produce creative work - how to present your work - how to work with other students
Each tool starts on a separate page. This helps to organise yourself better. You might even copy it and use it in other subjects! Tool 1: Making learning schedules Tool 2: Reflecting on learning Tool 3: Reflecting on achievement Tool 4: Researching in libraries Tool 5: Researching on the Internet Tool 6: Carrying out interviews and surveys Tool 7: Interpreting images Tool 8: Mind maps Tool 9: Creating posters Tool 10: Holding exhibitions Tool 11: Planning and giving presentations Tool 12: Preparing overhead transparencies or a PowerPoint presentation Tool 13: Writing newspaper articles Tool 14: Putting on performances Tool 15: Holding debate Tool 16: Giving Feedback
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Booklet 1 - Topic 1: Programme description
Booklet 1 – Topic 1 - Homework Task: Explain JOBS and prepare yourself for a real job-interview
X
The task: You present JOBS to your family. You find 3 people you could interview within your professional field.
Procedure: homework
1) Explain JOBS to your family. How do they react? What questions and ideas do they have? 2) For the next lesson you prepare a list of three people you could easily contact and you would like to interview. a. What are their names? b. What job do they do? c. At what time of the day could you possibly interview them? 3) Write your jobs on slips of paper (you can also use the back of used sheets of paper) and put them on the blackboard at the beginning of the next JOBS lesson 4) In case you are not finished with the table of professional fields and possible interview partners: Finish it at home.
Materials: - Your notes in the template of task 4
Booklet 1 - Topic 1: Programme description
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Booklet 1 - Topic 2: Preparing an interview An interview is a conversation between two or more people (the interviewer and the interviewee) where questions are asked by the interviewer to obtain information from the interviewee.
Booklet 1 – Topic 2 - Task 1: Seeing a model interview
X
The task: You understand how an interview works and apply quality criteria on it.
X X
Classroom organisation: Semi-circle in front of the blackboard (with or without chairs).
45’
Procedure:
1) The teacher organises a model interview that he/she shows to you. The interview lasts between 5 and 10 minutes. You listen and take notes. 2) THINK: After the interview is finished you take the list of quality criteria (see toolbox nr. 6) and read through it. You compare the list with the notes you have taken during the interview. You note how well the quality criteria are fulfilled. 3) PAIR: You turn to your neighbour and work in pairs to compare your findings. Prepare a positive feedback for the teacher: What has she/he done well? 4) SHARE: Some pairs are asked to present their feedback.
Materials: - Toolbox nr. 6a “Carrying out interviews” see “Quality criteria for an interview”
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Booklet 1 - Topic 2: Preparing an interview
Booklet 1 – Topic 2 - Task 2: Conducting a interview
The task: X
You conduct an interview by using good questions and other quality criteria.
Classroom organisation: 45’ You work in pairs.
Procedure: 1) Work in pairs (A and B) Conduct a interview with your partner and apply the interview criteria you have already used in the previous task. You can also have a look at Tool 6 „Carrying out interviews and surveys“. 2) Sit opposite each other without a desk in between. a. Interview nr. 1 (student A with student B): Topic: Favourite activity in your spare time (5 minutes) b. Interview nr. 2 (student B with student A): Topic: My last holidays (5 minutes) 3) The teacher takes on the role of an observer, gives you support or positive feedback if you need it during this phase. 4) Now do the same in pairs. Give each other feedback with the help of the “Quality criteria for an interview”. Please note: Mention 5 positive points and 1 point for improvement.
Materials: - Checklist „Quality criteria for an interview“.
Booklet 1 - Topic 2: Preparing an interview
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Booklet 1 – Topic 2 - Task 3: Preparing the real interview
The task: You prepare the real interview you will conduct. You put together the main structure of the interview.
X
Classroom organisation: You work in pairs at your desks.
60’
Procedure:
1) Go together with the partner you have chosen to do the interview with. 2) Take your notes from the model interview and go through them again. Read tool 6 of the toolbox and the additional questions on the following page. 3) Collect questions in a brainstorming kind of way that come to your mind when you think of the professional field and the person’s company or business he/she works in. Write them down. 4) Group the questions in 3 – 5 topics (e.g. qualifications, work conditions, job biography etc.). Name them and fill in the most important questions you want to ask. 5) You both write down the list of topics/questions in the chosen order into your template on the following page.
Materials: - Toolbox nr. 6a “Carrying out interviews” - Template for a questionnaire
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Booklet 1 - Topic 2: Preparing an interview
Booklet 1 – Topic 2 - Homework task: Conducting an interview
X
The task: Together with your partner you conduct the interview and take notes.
X X
Procedure: 1) 2) 3)
homework
You decide when and where you want to conduct the interview. Calculate 20-50 minutes for a good interview. You also need to decide who will do the interview and who will take notes. 4) Bring the notes along to the next JOBS lesson! 5) If possible take a picture of your interviewee and print it. 6) Look for pictures in magazines which are connected to the job of your interviewee. Maybe you can also find newspaper articles about this profession.
Materials: - Template for the interview - Notebook/notepad - Maybe a camera - Magazines and newspapers
Booklet 1 - Topic 2: Preparing an interview
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Template for a questionnaire
Names of interviewers: Our interview partner: Main topic/question:
Main topic/question:
Main topic/question:
Main topic/question:
Main topic/question:
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Booklet 1 - Topic 2: Preparing an interview
His/her profession:
Booklet 1 - Topic 3: Evaluating the interview An evaluation is a description, an analysis and assessment of projects, processes and organisation.
Booklet 1 – Topic 3 - Task 1: First impressions of the working world
X
The task: You get first impressions of the persons and jobs in the working world.
X X
Classroom organisation: Chairs in a circle in the classroom, plenary session and pair work.
30’
Procedure:
1) Sit in a large circle 2) Discuss freely in class how the interview went. What was exciting, nice, surprising etc.? 3) Discuss the content: What is your first impression of the professional field? What did you like or did not like? Why? 4) Go together with your partner. Try to explore the expressions „job/ profession“: What does it mean to your interviewee to have a job/profession? What does it mean in the life of a person to work? What do you think it will mean to you? How do you feel about the fact that one has to work? What are your wishes for your professional future? Discuss with your partner. 5) Reflect together about your expectations and surprises you got out of the interview and about your professional field. 6) Fill in the template on the following pages together with your partner, identifying the most important messages and quotes.
Materials: - Template for evaluation
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Booklet 1 - Topic 3: Evaluating the interview
Evaluation of the interview:
Your expectations before the interview:
Your impressions after the interview:
Main messages: 1)
2)
3)
Booklet 1 - Topic 3: Evaluating the interview
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Quotations (1-2 that sounded most suitable to you):
Ideas for the title: different versions
Self-evaluation: What have we done well? What could we improve?
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Booklet 1 - Topic 3: Evaluating the interview
Booklet 1 – Topic 3 - Task 2: Our presentation
X
The task: Together with your partner prepare a presentation of your interview.
X X 60’
Classroom organisation: Pair work
Procedure: 1) 2) 3)
Read tools “Planning and giving presentations” and “Preparing overhead transparencies or a PowerPoint presentation” Go through the evaluation forms of your interview and decide how you can put this information into a presentation using also visual aids (pictures, overhead transparencies, powerpoint). A presentation is like a business card! It will be judged according to its content, graphic composition and clarity of message!
Materials: - Form „Evaluation of the interview“. - Toolbox nr. 11 “Planning and giving presentations” - Toolbox nr. 12 “Preparing overhead transparencies or a PowerPoint presentation”
Booklet 1 - Topic 3: Evaluating the interview
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Booklet 1 – Topic 3 - Task 3: Presenting and giving feedback to the presentations
X X
The task: You do your presentation in front of the class. You learn and practise how you give constructive feedback to your colleagues. You learn and practise how you receive feedback by your colleagues.
X 60’
Classroom organisation: Plenary session, pair work, group work.
Procedure: 1) Read tool 16 “Giving feedback” (individually) 2) A pair starts out with their presentations. 3) Two students take notes during the presentation and give feedback right afterwards. 4) The next pair presents. 5) The next two students take notes during the presentation and give feedback right afterwards. 6) Etc. etc.
Materials: - Toolbox nr. 16 “Giving feedback” - Overhead transparencies, powerpoint presentations, computer, beamer etc.
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Booklet 1 - Topic 3: Evaluating the interview
Booklet 1 – Topic 3 - Homework Task: My top professional fields
X X
The task: You make a ranking of the seven professional fields according to your prior experiences.
Procedure: homework
1) Recall the seven professional fields again that were dealt with on Topic 1, Task 2. 2) After all activities during the last three weeks try to make a personal ranking of the professional fields: Which ones are the top ones for you? Where could you see yourself working in in the future? Where could you see yourself never in? 3) Talk to at least 3 other people and show them your ranking. Ask them whether they could also see you in your top professional fields. Maybe you have to explain to them what jobs you have in mind. 4) Fill in your ranking here (top favourite = 1, least favourite = 7):
Fields
My rating
Comments of others
Services Industry Agriculture Constructions Education, Health, Social services Handicraft Public Administration Booklet 1 - Topic 3: Evaluating the interview
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Booklet 1 - Topic 4: Comparing the professional fields You make a comparison when you put two or more things, situations, opinions or results next two each other and work out the contrasts: the similarities and the differences.
Booklet 1 – Topic 4 - Task 1: Comparing the professional fields
The task: X X 60’
You are comparing the different professional fields with each other by holding a fishbowl discussion.
Classroom organisation: A fishbowl for 4 - 7 people is formed in the middle of the classroom. The 4 – 7 students sit in a small circle. All other students and the teacher are the audience and sit in an outer circle.
Procedure: 1) 2) 3)
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First, you form 4-7 groups, one for each professional field. Sit together in your group. Discuss what are the most important facts and characteristics you have found out about your professional field. Decide who will be representing your professional field in the fishbowl. The fishbowl students sit down in the inner circle. Everyone else is in the outer circle. A student starts to speak about his/her professio nal field. After that he/she asks a question to the other fishbowl students. Someone else starts to speak. 4) Points that could be interesting to know from the different people in the fishbowl discussion: a. What does your business/company do? b. How big is it? c. Which position do you have in your job? d. What kind of training is necessary for this job? e. What is the payment like? f. What are the work conditions like? g. Etc. etc. 5) After the fishbowl discussion is over (after about 20 minutes) the audience will have a turn. You compare the different professional fields with each other. Where do you see similarities and where do you see differences between fields? The table of the professional fields is put up on the blackboard and the teacher takes notes.
Booklet 1 - Topic 4: Comparing the professional fields
Booklet 1 - Topic 4: Comparing the professional fields
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My 1st favourite professional field: I choose this because …
I would like to do …
My 2st favourite professional field: I choose this because …
I would like to do …
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Booklet 1 - Topic 4: Comparing the professional fields
Booklet 1 – Topic 4 - Task 2: My professional field
X X
The task: You make a first status quo description of your preferred professional field.
X
Classroom organisation: 60’ Individual and pair work.
Procedure:
1) You work individually. Think about everything you have heard and learned about the different professional fields. Recall again the interview you have done and the presentations you have heard from your colleagues. Do you already have one or two “favourite” professional field(s) you could imagine working in? 2) Describe your reasons and what you would like to do in your chosen professional field(s). Use not more than ½ A4 page for your 1st favourite professional field and ¼ A4 page for your 2nd favourite field. You can use the form on the following page. 3) Go together with your partner. Compare your results and comment each other’s ideas. Have they changed in the course of this first Booklet of JOBS? 4) Go together with someone else you have not had so much contact with during the last weeks. Again present your ideas and listen to his/her ideas.
Materials: - Your notes
Booklet 1 - Topic 4: Comparing the professional fields
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Booklet 1 – Topic 4 - Task 3: Reflexion on the booklet
X X
The task: You become aware of what you have been working on for the past month.
Classroom organisation: 45’ During the first phase you stay at your desks. During the second phase you put your chairs in a circle.
Procedure:
1) The exhibition is over, you are at the end of Booklet 1 and it is time to look back. 2) The questionnaire “Questions for the evaluation” on the next page will help you reflect on the work you have done so far. Go through the questions on your own and try to be honest with yourself. 3) After you have finished with the questionnaire, put your chairs in a circle. You will talk about your findings in class and discuss various points. Your teacher chairs the discussion. 4) At the end, your teacher will collect all your questionnaires to get a completer impression of how you liked the work in Booklet 1.
Materials: - Posters - The whole workbook - Questionnaire “Questions for the evaluation” on the next page
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Booklet 1 - Topic 4: Comparing the professional fields
Questions for the evaluation You will be thinking and writing short texts about two themes: a) contentwise, what you learnt, and b) you as a learner, how you learnt. You find a series of questions, but you don’t have to answer them all! Probably you first make a list, or a mindmap before starting writing in this booklet?
Content: “The world of JOBS” - What have you learnt about the world of JOBS? - Which fact impressed you most? Why? - Which person impressed you most? Why? - Write a statement about what has become important to you. - What has surprised you? - What are you happy about? - Where do you see problems?
Booklet 1 - Topic 4: Comparing the professional fields
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You as a learner - What have you learnt about the different work methods? - Which method can you handle well, which needs further practice? - Which situations during JOBS-lessons were the best for your learning? - Which task in this booklet was the easiest, which the most fruitful for you? - What helps you most in further learning situations? - What has surprised you? - What are you happy about? - Where do you see problems?
Feedback from the teacher:
Date and signature of the teacher: 40
Booklet 1 - Topic 4: Comparing the professional fields
The didactical elements of JOBS
1. Task-based-learning
2. From lecturer to facilitator
3. The art of waiting
4. Real time learning
5. Co-operative Learning
6. Differentiation and individual levels of quality
7. Goal-orientation
8. Formative Assessment
9. Creating an atmosphere of trust and respect
10. Diversity and heterogeneity
11. Orientation towards reality