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Helping Students Link Their Insights to Education and Career Choices Continuum and Planning.

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Presentation on theme: "Helping Students Link Their Insights to Education and Career Choices Continuum and Planning."— Presentation transcript:

1 Helping Students Link Their Insights to Education and Career Choices Continuum and Planning

2 Objectives  By the end of this workshop, participants will:  Be able to identify ways to link a learning styles (Multiple Intelligence) inventory, a career interest profile, and post-secondary study options for students  Identify places to find resources within your district/state or on the internet to use with students  Identify streamlined ways to collect data to support program development

3 Pair Share  Who are you?  Where are you from?  What role do you play in career education?  What are you hoping to get out of this workshop?

4 Why a continuum?  What is the first job for a student?  Can we apply the same techniques of “career counseling” to “student counseling?” What are the similarities/differences?  What are the benefits of linking?  What is the theory of action that will improve student outcomes?  How do we link? Where do we start?

5 Year 1: Learning Styles Inventory  These are the questions we collect data on:  I know my preferred learning styles and can use them to help me study for my classes.  I know how to get information from a text in order to understand course concepts.  I have at least one study strategy I know will be effective when I go to college/university.  I know how to create balance in my life and reduce my stress level, while managing my school workload.

6 Online Multiple Intelligence Inventories

7 Here are the results from the assessments we use

8 These are our processing questions  Does this sound like you?  How would you use this information?  Create a study plan for yourself based on your results. How would you play to your strengths?  Write a journal entry responding to the above questions.

9 Example of Results Using EZAnalyze 1. I know my preferred learning styles and can use them to help me study for my classes. Q1 preQ1 post Mean: Std. Dev.: N Pairs:126 Mean Differe nce:-.214 SE of Diff.:.071 Eta Square d:.070 T-Score:3.084 P:.003

10 Year 2: Linking Learning Styles with Personality/Career inventory  These are the questions we collect data on:  I am able to identify my own personal skills, interests and abilities and relate them to a potential career choice.  I know the various ways in which occupations can be classified  I am aware of research and information tools that I can use to identify a prospective career choice  I know how to maintain a career planning portfolio

11 Online Holland Interest Profiler Info 

12 Here are the results from the assessments we use

13 How we link Learning Style and MI  Low Auditory/High Auditory  Low Tactile/High Tactile  Study Alone/Study with Others  Musical  Verbal  Logical  Kinesthetic  Interpersonal  Intrapersonal  Visual  Naturalistic  Existential MBTI and Career Interest Profiler  Introvert/Extrovert  Sensing/Perceiving  Thinking/Feeling  Judging/Perceiving  Artistic  Social  Investigative  Enterprising  Conventional  Realistic

14 These are our processing questions  Compare your results from the Learning Styles assessments to the Career Assessments? Were there similarities? Were there differences?  Putting all the information together, what picture does it paint of you?  What suggested careers from the assessments are most interesting to you and why?  Journal about the above questions

15 Example of Data using Naviance embedded Survey Pre-surveyPost-Survey

16 Year 3: College and Beyond Linking Course of Study to Personality  These are the outcome data questions we will collecting data on:  Number of student D’s and F’s  Student post-secondary persistence via Nat’l Student Clearinghouse and Naviance Alumni Tracker  Theory of action: Students are more likely to persist if their study goals or strategies match their skills and interests Think: How might you adjust this based on the population you work with?

17 How we Link  Students review their journal entry about their “picture”  They brainstorm general key words from their career results to use in a college major search with the embedded engine  Students link the resulting “major areas of study” to find colleges that offer a major that fits their academic achievement profile

18 College Major information

19 Here are the results that we use Think: How might you adjust this based on the population you work with?

20 These are our processing questions  Were there college majors that came up with your key word search that you had not heard of before? What were the ones that excited you most?  Were there colleges that came up when you searched that you had not heard of before? Which were they?  Create a list of 6-10 colleges that you will plan on applying to next year.

21 Any Questions?


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