JOBS Booklet No.
JOBS Grade 10
Jobs!!!
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Investigating different people’s job biographies
Te
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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
Introduction to JOBS for teachers What is JOBS and how does it work? JOBS – Job Orientation for Businesses and Schools is a programme that prepares the students in the last year of General Gymnasium and in the first year of Technical College for the upcoming choice for a profession or for their later university focus. A new cross-curricular subject will be introduced, that will use up half a day of the week’s school time. The entire school year will be divided into themes lasting for about 4 weeks each. In a school year of 36 weeks there will be 9 different topics. 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 material is used in JOBS? Work in JOBS happens in 7 different booklets that deal with the various topics and one toolbox for students. Students work directly with and write into the booklets and use the toolbox for consulting learning or presentation tools and methods. Other needed materials are listed underneath each task separately if necessary. Practical hints for teachers In most tasks the teachers’ booklet includes a separate page “Practical hints” for teachers. In these hints you can find useful information for organising, teaching or reflecting this teaching sequence. Didactical 10-point-checklist As a teacher you will soon feel at home when teaching JOBS and working with the booklets. Nevertheless, teaching JOBS will be different from your usual teaching due to its didactical perspective on the students’ learning as the centre. The following 10-point-checklist will help you as a rough guideline next to the practical hints given in the booklets. 1. Task-based-learning is quite simple In JOBS students learn via task-based-learning. Task-based means that the students work on the task, not the teacher. This means that the booklets are designed in a way that students solve problems that lead to something useful and meaningful. In the process of solving these tasks they will explore many ways to the solution. This way the students will acquire the necessary competences and skills. Therefore, working on a task itself already means that the students learn something. And, it is your task as the teacher to make this possible. Try to give students the freedom for trying out different ways to solving the problem: then task-based learning will be quite simple! Bear also in mind the following hint: Five minutes is the limit JOBS is based on focussing on the students and their activity during the lessons. In order to leave enough space for this task-based learning it is necessary that you watch your speaking time. Make sure you do not exceed the limit of 5 minutes when giving instructions to the students! Booklet 1 - Introduction to JOBS for teachers
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2. Individual coaching: From lecturer to facilitator The students in the JOBS programme are already capable of working on their own and should be able to understand written instructions or work together with colleagues. Nevertheless, your task as the teacher will be to provide individual support to those who need it. In the course of the JOBS school year your role will develop more and more into being a coach and spend less time as a lecturer. Giving direct feedback and formative assessment Results of various research studies about influencing factors on students’ achievement show that the most important factor is personal and direct feedback given by the teacher. During the JOBS programme, make sure that you reserve enough time for giving feedback – not only in written form but also during lessons – to your students. The tasks provide many opportunities for assessment of students’ performances. However, this should be done in a formative way, collecting data over time, comparing a student’s progress in a certain learning area and letting the student know about his/her performance. Try to avoid social comparison within the class and grading according to a normal distribution. 3. The art of waiting How long do you wait when you have asked a question? And how long do you wait, before you (or somebody else) react to the answer? These two waiting situations are very well researched and give a clear message: Teachers normally don’t wait at all or too shortly. Teachers who take their time, and give time to students, produce more answers, from more students, longer answers, and the best of all: better, profounder, more varied answers, and addressed not only to the teacher! Of course waiting is not just a technique, but an art. When you trust in the students, when you are quite sure that the students will say something substantial, when you are curious how the will answer, the message will go through – students can read teachers very well. So waiting is an art, not only in the question-answer-dialogue with the class, but also when students are working individually, or in groups. Wait before you interfere, better watch what happens, otherwise the students get used to external help instead of thinking and working. 4. Real time learning JOBS is only taught once in a week for a limited period of time. In order to secure that this time is really used for JOBS let other things not interfere with it (organisational issues, finishing of other tasks of the students etc.). Try to be punctual and make the students to be punctual. The JOBS programme deserves good time management. 5. Co-operative Learning JOBS supports the concept of co-operative learning. Co-operative learning means that after the students engage in solving a task individually they will have the chance to discuss differences with a partner. Only then the discussion takes place in the plenary with the teacher. You as the teacher can encourage co-operation by group-games, group-activities and group discussions. Try to pay attention to offer individual work periods and group work periods in a balanced ratio. 6. Differentiation or quality may differ: good or bad? Students solve tasks in different ways and therefore will receive different types of products on different quality levels. At first sight, this might be a bad thing as it makes grading and evaluating more complex and comparing results more difficult. At second sight, this shows you were your students are at in their life skills competence levels. So, you should view these visible products 4
Booklet 1 - Introduction to JOBS for teachers
as a good thing and evaluate them using an individual/criterium-oriented benchmark. Through differentiation in your classroom organisation or in your methods and tasks provided students will have the possibility to achieve results according to their level of academic performance. 7. Goal-orientation: Communicating goals Every booklet, every day and every task in the JOBS programme include descriptions of goals that should be reached by task-based learning. When explaining a task and giving oral instructions to the students it will still be very important to communicate the objectives. Only then will students understand why they are doing what they are doing. 8. Creating an atmosphere of trust and respect Various tasks in the JOBS programme are closely related to the students’ individual person. Exposing oneself can be a delicate thing to do. Make sure you do not force the students to any actions that you yourself would not do. In order to reinforce this being-on-eye-levelness JOBS suggests using your person as the teacher as the model for different tasks every now and again (e.g. mind map, model interview etc.). Therefore, it is a question of creating an atmosphere that makes this possible. Most of the tasks involve working with other colleagues. Students will need an atmosphere characterised by trust and respect in order to speak about and work on freely their personal issues. It is your task as the teacher to create and promote this atmosphere by avoiding competitive structures among the students but facilitating co-operative behaviours. 9. Diversity and heterogeneity Depending on the region, town or area your school is located in the population of students might be very heterogeneous, in terms of academic performance but also in terms of different backgrounds, cultures and languages. When tackling the different topics of JOBS and when talking about the different perspectives of the students’ individual futures it is important that you bear in mind their different backgrounds. Talking about individual talents, skills and interests will probably turn out differently in a class that consists of many students from low socio-economic backgrounds or ethnic minorities because of their limited experiences due to fewer past possibilities. 10. Orientation towards reality JOBS is a programme that links school with the business world. JOBS’ core aspect is establishing contact to a local business/company. Within the JOBS booklet work students are asked about their personal perspectives and visions for their professional career. Depending on the region your school is located in opportunities or perspectives can be limited due to a weak economy or a focus of the local market on only one professional field. Be careful when encouraging the students to fantasize about their dream jobs or their preferred careers not in a sense of destroying dreams but in a sense of not deceiving them from reality.contact to a local business/company. Within the JOBS booklet work students are asked about their personal perspectives and visions for their professional career. Depending on the region your school is located in opportunities or perspectives can be limited due to a weak economy or a focus of the local market on only one professional field. Be careful when encouraging the students to fantasize about their dream jobs or their preferred careers not in a sense of destroying dreams but in a sense of not deceiving them from reality. Booklet 1 - Introduction to JOBS for teachers
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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
Practical hints When you explain ‘JOBS’ to the students make sure to point out the most important features and goals of the programme. This clearly are the business visit and working on each one’s visions and perspectives of a profession. In case there are students in your class who have already gone through the JOBS programme two years ago, make room for sharing their impressions about the differences. Try to encourage the discussion in class by giving room for a lot questions and allowing also other students to answer the questions if they can. For this first task the student focus on listening to you. Therefore, also all material will be with you, the teachers. You can find the two bits of material in task 2. There it will also be handed out to the students. - Goals of the yearly programme ‚JOBS‘ - Overview of all the units.
My preparation notes
Booklet 1 - Topic 1: Programme description
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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 12
Booklet 1 - Topic 1: Programme description
Practical hints Make sure that the students know the different professional fields. You might want to ask a question about one chosen field and let one student explain it in key words. If necessary you might have to explain and give details about certain professional fields. For the display you write the different professional fields into a table-like way, so the students can sort their jobs underneath. Make sure the slots have the same size as the cards so they fit into the table. Check if this is possible on a flipchart-paper. Services Industry Agriculture Constructions Education, Handicrafts Public (incl. commerce, Health, Administration tourism etc.) Social Services
When assigning the students to the different professional fields make sure that they are equally distributed, meaning not only students working on e.g. industry and services. You can – if you want – assign the fields according to the students’ interests (in case you know them all). My preparation notes
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
Practical hints You can see the wide time range of this task. Your students might need more time in case they have to do more extensive research about their local companies and names of contact persons in case they deal with a professional field that is new for them. Research in this case can be done by searching on the internet, looking into the yellow pages, asking other people etc. But this takes time. When having assigned the professional fields to the different groups it is important that you as the teacher have a rough picture in your mind about the present knowledge of your students about the local situation.
My preparation notes
Booklet 1 - Topic 1: Programme description
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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:
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Booklet 1 - Topic 1: Programme description
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
Reminder Task-based-learning is quite simple In JOBS students learn via task-based-learning. Task-based means that the students work on the task, not the teacher. This means that the booklets are designed in a way that students solve problems that lead to something useful and meaningful. In the process of solving these tasks they will explore many ways to the solution. This way the students will acquire the necessary competences and skills. Therefore, working on a task itself already means that the students learn something. And, it is your task as the teacher to make this possible. Try to give students the freedom for trying out different ways to solving the problem: then task-based learning will be quite simple! Bear also in mind the following hint: Five minutes is the limit JOBS is based on focussing on the students and their activity during the lessons. In order to leave enough space for this task-based learning it is necessary that you watch your speaking time. Make sure you do not exceed the limit of 5 minutes when giving instructions to the students!
My preparation notes
Booklet 1 - Topic 1: Programme description
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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:
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Booklet 1 - Topic 1: Programme description
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
Booklet 1 - Topic 1: Programme description
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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 22
Booklet 1 - Topic 1: Programme description
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
Booklet 1 - Topic 1: Programme description
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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
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Booklet 1 - Topic 1: Programme description
Practical hints For understanding the homework task make sure the students receive 5 minutes to read it. Give them room and time to ask questions. Ask 1 student how she/he would do it.
My preparation notes
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
Practical hints It is your task as the teacher in the beginning of this booklet to organise 1 or 2 persons you want to do a model interview with. The interview will last about 5 to 10 minutes. Make sure that your interview partner talks more than you do. You may choose to do the interview in the classroom (then you invite the persons to your school) or you decide to go with your students to their workplace (shop, office etc.). If you decide to go out it will be important to make sure that the students know where they have to go, all bring their booklets and that there is enough space for everybody to listen and take notes. Make sure that the students have enough space and time. If you like you can also involve your interview partner in the feedback process.
My preparation notes
Booklet 1 - Topic 2: Preparing an interview
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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“.
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Booklet 1 - Topic 2: Preparing an interview
Reminder The art of waiting How long do you wait when you have asked a question? And how long do you wait, before you (or somebody else) reacts to the answer? These two waiting situations are very well researched and give a clear message: Teachers normally don’t wait at all or too shortly. Teachers who take their time, and give time to students, produce more answers, from more students, longer answers, and the best of all: better, profounder, more varied answers, and addressed not only to the teacher! Of course waiting is not just a technique, but an art. When you trust in the students, when you are quite sure that the students will say something substantial, when you are curious how they will answer, the message will go through – students can read teachers very well. So waiting is an art, not only in the question-answer-dialogue with the class, but also when students are working individually, or in groups. Wait before you interfere, better watch what happens, otherwise the students get used to external help instead of thinking and working themselves.
My preparation notes
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
Practical hints The interviewers The interview is meant to be done in pair work. If the number of students in your class is not an even number, prepare to give instructions to a group consisting of 3 students instead of 2. For constructing the questionnaire 3 students can work together just like in pairs. For conducting the interview it will be important to give clear instructions and roles to each student. Identify them before you give the homework task. The interviewee Choosing a suitable interviewee is not an easy thing for students. They really should take the time to discuss and find reasons why they prefer this person or that profession. And they always must have a “Plan B” ready when the first chosen person can’t or won’t do the interview!
My preparation notes
Booklet 1 - Topic 2: Preparing an interview
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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
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Booklet 1 - Topic 2: Preparing an interview
Template for a questionnaire
Names of interviewers: Our interview partner:
His/her profession:
Main topic/question:
Main topic/question:
Main topic/question:
Main topic/question:
Main topic/question:
Booklet 1 - Topic 2: Preparing an interview
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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
Reminder Giving direct feedback Results of various research studies about influencing factors on students’ achievement show that the most important factor is personal and direct feedback given by the teacher. During the JOBS programme, make sure that you reserve enough time for giving feedback – not only in written form but also during lessons – to your students.
My preparation notes
Booklet 1 - Topic 3: Evaluating the interview
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Evaluation of the interview:
Your expectations before the interview:
Your impressions after the interview:
Main messages: 1)
2)
3)
40
Booklet 1 - Topic 3: Evaluating the interview
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?
Booklet 1 - Topic 3: Evaluating the interview
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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”
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Booklet 1 - Topic 3: Evaluating the interview
Reminder Individual coaching The students in the JOBS programme are already capable of working on their own and should be able to understand written instructions or work together with colleagues. Nevertheless, your task as the teacher will be to provide individual support to those who need it. In the course of the JOBS school year your role will develop more and more into being a coach rather than being a lecturer.
My preparation notes
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
Practical hints It is your task as the teacher to make sure this lesson is well organised. You will have to choose the pair to start out with their presentation and at the same time assign the job to two other students to take notes during their presentation in order to give feedback. Make sure you try to get everyone busy during this lesson by taking over a job. A presentation should not last longer than 5 minutes. You might have to interrupt in case a pair does not want to stop presenting. During the presentations and feedback: You are the observer in this task. You will be in the role of supporter, coach and observer of the feedback session that follows the presentations. Your role will also include making sure that in the end everyone gives feedback once and receives feedback once by their colleagues.
My preparation notes
Booklet 1 - Topic 3: Evaluating the interview
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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 Services Industry Agriculture Constructions Education, Health, Social services Handicraft Public Administration 46
Booklet 1 - Topic 3: Evaluating the interview
My rating
Comments of others
Practical hints Organizing and fixing the presentation Now it’s time to invite the guests an fix the schedule, be it in the week to come, be it in the next JOBS halfday – but before you start the work with booklet 2!
My preparation notes
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
Reminder Co-operative Learning JOBS supports the concept of co-operative learning. Co-operative learning means that after the students engage in solving a task individually they will have the chance to discuss differences with a partner. Only then the discussion takes place in the plenary with the teacher. You as the teacher can encourage co-operation by group-games, group-activities and group discussions. Try to pay attention to offer individual work periods and group work periods in a balanced ratio.
My preparation notes
Booklet 1 - Topic 4: Comparing the professional fields
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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
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Booklet 1 - Topic 4: Comparing the professional fields
Reminder Quality may differ: good or bad? Students solve tasks in different ways and therefore will receive different types of products on different quality levels. At first sight, this might be a bad thing as it makes grading and evaluating more complex and comparing results more difficult. At second sight, this shows you were your students are at in their life skills competence levels. So, you should view these visible products as a good thing and evaluate them using an individual or criteria-oriented benchmark.
My preparation 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: 58
Booklet 1 - Topic 4: Comparing the professional fields
Practical hint Why talk about it in class? Each student has written for her-/himself, and you as the teacher will read all and give a short feedback – so why talk about it? One gain is for the students themselves: In class, they hear how others reacted, how others learnt. It’s interesting to see and hear if everybody did the same or if there is a wide spectrum of learnings and opinions. A second reason are the advantages of oral expression: In a class discussion, you can ask how something was meant, ask for the reason behind, explain, give examples, clarify, contradict, … Chairing a discussion It’s obvious you can’t go through the questionnaire and let everybody read aloud one after the other. Chairing a discussion means selecting a single question for the start, let several students answer before the teachers speaks again, to show interest in what the students think and learn. When the answers and discussion seem finished for the class as well as you, you start with a second question. The “usual suspects” Task for teachers: What can you do that not always the same two or three students speak, the “usual suspects”, but more - and more quiet - students also join the sharing and discussing? Writing feedbacks This task is not as big as it seems! You don’t have to write each student a full page, you just react to some points you are interested in. Write a few sentences what the student did well, or where she/ he surprised you, or what was the main point in your eyes, probably add one question where you want to hear more, or one concrete tip how the student could act differently next time.
My preparation notes
Booklet 1 - Topic 4: Comparing the professional fields
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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