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Authoring Cycle Career Research Project

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1 Authoring Cycle Career Research Project
Marcia Catalano Carolyn Perricone Curriculum Development and Evaluation EDU545

2 Career Research Project – Index
Introduction Explanation of Standards Standards and Activities Matrix Multiple Intelligences Authoring Cycle Model Activities Differentiation Options Rubrics Resources Reflections Bibliography Click on a topic to advance to that slide. 5/8/2006 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. 5/8/2006 Career Authoring Cycle

4 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. Index Standards 5/8/2006 Career Authoring Cycle

5 Explanation of Standards
Connecticut English Language Arts Curriculum Standards Connecticut Learning Resources and Information Technology Curriculum Standards Connecticut Technology Education Curriculum Standards Index 5/8/2006 Career Authoring Cycle

6 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 Index Standards Learning Resources 5/8/2006 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 5/8/2006 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 5/8/2006 Career Authoring Cycle

9 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 Index Standards Technology 5/8/2006 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. 5/8/2006 Career Authoring Cycle

11 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. Index Standards Standards/ Activities 5/8/2006 Career Authoring Cycle

12 Standards and Activities Matrix
English Language Arts Learning Resources and Information Technology Technology Education 3.2 4.3 1 2 3 4 7 Activity Standard Prepare, publish and/or present Composing and revising written text Definition and identification of information needs Information Strategies Information Processing Application Career Awareness Problem Solving and Research Development Communication Systems Life Experiences Brainstorming Session Informational Interview Interview Classmates Journal Uninterrupted Personal Engagements Self Analysis KWL Chart Questioning Research Activities Identify Research and Training 5/8/2006 Career Authoring Cycle

13 Standards and Activities Matrix (continued)
English Language Arts Learning Resources and Information Technology Technology Education 3.2 4.3 1 2 3 4 7 Activity Standard Prepare, publish and/or present Composing and revising written text Definition and identification of information needs Information Strategies Information Processing Application Career Awareness Problem Solving and Research Development Communication Systems Collect Ideas Self Analysis Journal The Pitch Informational Interview Interview Classmates Research Activities CBIA Career Exploration and Video Series Identify Education and Training Explore Meaning Constructs Text Set Discussions 5/8/2006 Career Authoring Cycle

14 Standards and Activities Matrix (continued)
English Language Arts Learning Resources and Information Technology Technology Education 3.2 4.3 1 2 3 4 7 Activity Standard Prepare, publish and/or present Composing and revising written text Definition and identification of information needs Information Strategies Information Processing Application Career Awareness Problem Solving and Research Development Communication Systems Reflect and Revise Journal Text Set Discussions Self Analysis KWL Chart Research Activities Present and Share Meaning The Pitch PowerPoint and Oral Presentations Magazine/Newspaper Article Careers in the News Bulletin Board 5/8/2006 Career Authoring Cycle

15 Standards and Activities Matrix (continued)
Activity English Language Arts Learning Resources and Information Technology Technology Education 3.2 4.3 1 2 3 4 7 Standard Prepare, publish and/or present Composing and revising written text Definition and identification of information needs Information Strategies Information Processing Application Career Awareness Problem Solving and Research Development Communication Systems Examine the Operation of Sign System Processes KWL Chart Magazine/Newspaper Article Careers in the News Bulletin Board The Pitch Strategy Sessions Invite Further Engagement Self Analysis Journal Identify Education and Training Multiple Intelligences Index 5/8/2006 Career Authoring Cycle

16 Multiple Intelligences
Activity Intelligence Linguistic Logical-mathematical Spatial Bodily kinesthetic Musical Interpersonal Intrapersonal Naturalist Life Experiences Brainstorming Session Informational Interview Interview Classmates Journal Uninterrupted Personal Engagements Self Analysis KWL Chart Questioning Research Activities Identify Research and Training 5/8/2006 Career Authoring Cycle

17 Multiple Intelligences (continued)
Activity Intelligence Linguistic Logical-mathematical Spatial Bodily kinesthetic Musical Interpersonal Intrapersonal Naturalist Collect Ideas Self Analysis Journal The Pitch Informational Interview Interview Classmates Research Activities CBIA Career Exploration and Video Series Identify Education and Training Explore Meaning Constructs Text Set Discussions 5/8/2006 Career Authoring Cycle

18 Multiple Intelligences (continued)
Activity Intelligence Linguistic Logical-mathematical Spatial Bodily kinesthetic Musical Interpersonal Intrapersonal Naturalist Reflect and Revise Journal Text Set Discussions Self Analysis KWL Chart Research Activities Present and Share Meaning The Pitch PowerPoint and Oral Presentations Magazine/Newspaper Article Careers in the News Bulletin Board 5/8/2006 Career Authoring Cycle

19 Multiple Intelligences (continued)
Activity Intelligence Linguistic Logical-mathematical Spatial Bodily kinesthetic Musical Interpersonal Intrapersonal Naturalist Examine the Operation of Sign System Processes KWL Chart Magazine/Newspaper Article Careers in the News Bulletin Board The Pitch Strategy Sessions Invite Further Engagement Self Analysis Journal Identify Education and Training Index Authoring Cycle 5/8/2006 Career Authoring Cycle

20 Authoring Cycle Model Life Experiences Index 5/8/2006
Career Authoring Cycle

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

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

23 Click on a topic to advance to that slide.
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. Index Cycle Meaning Constructs

24 Explore Meaning Constructs
Text Set Discussions Index Cycle Reflect and Revise 5/8/2006 Career Authoring Cycle

25 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. Index Cycle Present and Share Meaning

26 Present and Share Meaning
Class presentations The Pitch PowerPoint and Oral Presentations Career Newspaper/Magazine Careers in the News Bulletin Board This is a great culmination – do you think we could put the rubric here for the presentations? Yes, I agree. Click on a topic to advance to that slide. Index Cycle Examine Sign System Processes

27 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. Index Cycle Further Engagement

28 Invite Further Engagement
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. Index Cycle Activities

29 Click on a topic to advance to that slide.
Activities Brainstorming Session Informational Interview Interview Classmates Journal Self Analysis KWL Chart Research Activities CBIA Career Exploration and Video Series Text Set Discussions The Pitch Magazine/Newspaper Article Careers in the News Bulletin Board Strategy Sessions Identify Education and Training PowerPoint and Oral Presentations Click on a topic to advance to that slide. Index 5/8/2006 Career Authoring Cycle

30 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. Rubric Index Activities Cycle 5/8/2006 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. 5/8/2006 Career Authoring Cycle

32 Index Cycle Activities Rubric 5/8/2006 Career Authoring Cycle

33 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. Index Cycle Activities Rubric 5/8/2006 Career Authoring Cycle

34 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. Index Cycle Activities Rubric Prompts 5/8/2006 Career Authoring Cycle

35 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? Index Activities Cycle 5/8/2006 Career Authoring Cycle

36 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. Index Activities Cycle 5/8/2006 Career Authoring Cycle

37 KWL Chart To identify prior knowledge To guide research
To assess learning K I Know W I Want to Know L I have learned prior knowledge about chosen career specific information about chosen career understanding about chosen career 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. Index Cycle Activities 5/8/2006 Career Authoring Cycle

38 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. Index Activities Cycle 5/8/2006 Career Authoring Cycle

39 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. Index Activities Cycle 5/8/2006 Career Authoring Cycle

40 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) Index Activities Cycle 5/8/2006 Career Authoring Cycle

41 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. Index Activities Rubric Cycle 5/8/2006 Career Authoring Cycle

42 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. Index Activities Cycle Rubric 5/8/2006 Career Authoring Cycle

43 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. Index Activities Cycle Rubric 5/8/2006 Career Authoring Cycle

44 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. Index Activities Cycle Rubric 5/8/2006 Career Authoring Cycle

45 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 Index Activities Cycle Rubric 5/8/2006 Career Authoring Cycle

46 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. Index Activities Cycle 5/8/2006 Career Authoring Cycle

47 Presentation To communicate findings to others PowerPoint Oral
Instructions Index Activities Cycle Rubric 5/8/2006 Career Authoring Cycle

48 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 Index Cycle Activities Differentiation Options 5/8/2006 Career Authoring Cycle

49 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. Index 5/8/2006 Career Authoring Cycle

50 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. Index Differentiation Options 5/8/2006 Career Authoring Cycle

51 Career Research Outline
To provide students a framework for information gathering and to assist in assembling appropriate information Rather than having to develop their own questions to identify research needs, this document provides more limited students with an outline of pertinent information to be researched. Click on graphic to view the actual Word document. Index Differentiation Options 5/8/2006 Career Authoring Cycle

52 Differentiation Options
Index Differentiation Options 5/8/2006 Career Authoring Cycle

53 Differentiation Options
Job Shadow To offer students a more in-depth, up-close view of a specific career More advanced students may shadow an employee in their chosen career field for a day, collecting information about job duties, requirements, skills, etc. They could use the Interview handout to help gather information. Findings will be shared with class during class presentations, discussions, and/or the Careers in the News Bulletin Board. Index Differentiation Options 5/8/2006 Career Authoring Cycle

54 Career Exploration and Video Series
This resource package, including nine videos, provides a variety of alternative and/or supplemental instructional materials that can be reproduced and adapted for individual, small-group, and/or large group instruction. Index Differentiation Options Resources Rubrics 5/8/2006 Career Authoring Cycle

55 Click on a topic to advance to that slide.
Rubrics Class Participation Interview Essay Interview Presentation Journal Article Bulletin Board Selection PowerPoint Presentation Oral Presentation Click on a topic to advance to that slide. Index 5/8/2006 Career Authoring Cycle

56 Class Participation Index Rubrics 5 4 3 2 1
Students always take a voluntary, thoughtful, and active role in their own learning, challenging themselves on a daily basis. Through participation and inquiry, they consistently demonstrate a genuine desire to learn and share ideas with the teacher and their classmates. They initiate discussions, ask significant questions, and act as leaders within the group. They are willing to take risks, to assert an opinion and support it, and to listen actively to others. These students are always well prepared to contribute to the class as a result of having thoughtfully completed assignments, and the thoroughness of their work demonstrates the high regard they hold for learning. 4 Students consistently take an active role in their own learning. They participate regularly in class discussions and frequently volunteer their ideas, ask thoughtful questions, and defend opinions. They listen respectfully to their classmates and are willing to share ideas as a result of having completed assignments. Though never causing disruption to the class, these students do not always demonstrate a consistent commitment to make the most out of our class time each and every day. 3 Students sometimes take an active role in their own learning, sharing relevant ideas and asking appropriate questions. Although reluctant to take risks, they contribute regularly to class discussions. These students listen to their classmates and respect their opinions. As a result of having completed assignments, these students are prepared to answer questions when called upon. They may need occasional reminders to stay on task. 2 Students occasionally take an active role in their own learning. They participate and ask questions infrequently. They hesitate to share their ideas or to take risks, and they may not always listen to or respect the opinions of others. These students usually participate only when called upon. As a result of assignments being sometimes incomplete or missing, they may not be prepared to answer thoughtfully with detail or substance. These students need regular reminders to stay on task. 1 Students rarely take an active role in their own learning. They often do not participate and rarely share ideas or ask questions. These students display poor listening skills, and they may be intolerant of the opinions of others. As a result of being unprepared for or disengaged from class, these students often refuse to offer ideas even when called upon. [*] [*] "Class Participation Rubric." 07 Oct Mr. G's Class. St. Vincent Elementary School. 07 Oct Index Rubrics 5/8/2006 Career Authoring Cycle

57 Informational Interview - Essay
Criteria Exemplary 4 Proficient 3 Emerging 2 Limited 1 Points Earned Content/ Knowledge Demonstrates full understanding; includes explanations and elaborations. Demonstrates good understanding; includes some explanation and/or elaboration. Demonstrates limited understanding; limited explanation or elaboration. Demonstrates poor understanding; no explanation or elaboration is included. Quality of Work Excellent – Essay is presented neatly and well organized. Good – Essay is presented neatly and generally organized. Satisfactory – Essay is presented fairly neatly and/or somewhat organized. Poor – Essay is not presented neatly and is not organized. Processing of Information In-depth processing of all information. Strong connections made relating interview and career information. Processing of most of the information. Good connections made relating interview and career information. Some processing of information. Some connections made to relating interview and career information. Little or no processing of information. No connection to relating interview and career information. Spelling and Grammar Presentation has no misspellings or grammatical errors. Presentation has 1-2 misspellings or grammatical errors. Presentation has 3-5 misspellings or grammatical errors. Presentation has more than 6 misspellings or grammatical errors. Score Index Rubrics 5/8/2006 Career Authoring Cycle

58 Informational Interview – Oral Presentation
CRITERIA Excellent 4 Good 3 Satisfactory 2 Needs Improvement 1 Score Preparedness Student is completely prepared and has obviously rehearsed. Student seems adequately prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present. Content Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a good understanding of parts of the topic. Does not seem to understand the topic very well. Enthusiasm Displays a strong interest and enthusiasm about the person interviewed. Displays interest and enthusiasm about the person interviewed. Displays little enthusiasm or interest about the person interviewed. Did not display much interest or enthusiasm about person interviewed. Speaks Clearly Speaks clearly and distinctly all (100-95%) the time and mispronounces no words. Speaks clearly and distinctly all (100-95%) the time, but mispronounces 1-2 words. Speaks clearly and distinctly most (94-85%) of the time. Mispronounces no more than two words. Often mumbles or cannot be understood OR mispronounces more than two words. Index Rubrics 5/8/2006 Career Authoring Cycle

59 Processing of Information
Journal Criteria Exemplary 4 Proficient 3 Emerging 2 Limited 1 Points Earned Addresses Prompt Provides the correct answer to the prompt. Provides sufficient information in answering the prompt. Provides little information in answering the prompt. Provides no information in answering the prompt but wrote something anyway. Quality of Work Excellent - uses 95% to 100% correct punctuation/ capitalization. Neat and organized. Good - uses 80% to 95%. correct punctuation/ capitalization Neat and organized. Satisfactory - uses 65% to 75% correct punctuation/ capitalization. Neat or organized. Poor - uses 60% or less correct punctuation/ capitalization. Not neat or organized. Processing of Information In-depth processing of all information and activities. Strong connections made to activities, relating learning and activities. Processing of most of the information and activities. Good connections made to activities relating learning and activities. Some processing of information and activities. Some connections made to activities relating learning and activities. Little or no processing of information and activities. No connection to past learning. Few or no connections to learning and activities. Spelling and Grammar Presentation has no misspellings or grammatical errors. Presentation has 1-2 misspellings or grammatical errors. Presentation has 3-5 misspellings or grammatical errors. Presentation has more than 6 misspellings or grammatical errors. Works Independently Completed without any assistance. Completed with some assistance. (Help with a few words, etc.). Completed mostly with assistance. Completed with total assistance. Score Index Rubrics 5/8/2006 Career Authoring Cycle

60 Demonstrates Knowledge
Group Discussion Criteria Exemplary 4 Proficient 3 Emerging 2 Limited 1 Points Earned Participation Responds thoughtfully to all prompts and discussion in a timely manner. Responds adequately to all prompts and discussion. Participates minimally in discussions; seldom responds or participates. Does not participate in discussions. Demonstrates Knowledge Shows complete understanding of the questions, ideas, and processes. Shows considerable understanding of the problem, ideas, and processes. Shows limited understanding of the problem, ideas, and processes. Shows a lack of understanding of the problem, ideas, and processes. Explanation Complete response with a detailed explanation. Good solid response with clear explanation. Explanation is unclear. Misses key points. Listening Skills Listens when others talk. Incorporates or builds off of the ideas of others. Generally listens when others talk. Listens only some of the time when others talk. Does not listen when others talk. Often interrupts when others speak. Score Index Rubrics 5/8/2006 Career Authoring Cycle

61 Career Magazine/Newspaper Article
Criteria Exemplary 4 Proficient 3 Emerging 2 Limited 1 Points Earned Content/ Knowledge Demonstrates thorough understanding of subject. Demonstrates satisfactory understanding of the subject. Demonstrates limited understanding of the subject. Demonstrates poor understanding of the subject. Development Develops ideas clearly and fully; information focuses on topic. Develops ideas satisfactorily; information focuses on topic. Limited development of ideas; some information may be unrelated to topic. Poor development of ideas; information may not be related to topic. Quality of Work Neatly and well organized. Includes an effective introduction that engages reader. Neatly and generally organized; easy to understand. Introduction may not engage reader. Somewhat neatly and/or organized; difficult to understand. Poor or no introduction. Not neat and is not organized; difficult to understand. No introduction. Connections Strong connections made relating interview and career information. Good connections made relating interview and career information. Some connections made to relating interview and career information. No connection to relating interview and career information. Spelling and Grammar Presentation has no misspellings or grammatical errors. Presentation has 1-2 misspellings or grammatical errors. Presentation has 3-5 misspellings or grammatical errors. Presentation has more than 6 misspellings or grammatical errors. Score Index Rubrics 5/8/2006 Career Authoring Cycle

62 Bulletin Board Selection
Criteria Exemplary 4 Proficient 3 Emerging 2 Limited 1 Points Earned Content/ Knowledge Demonstrates thorough understanding of subject. Demonstrates satisfactory understanding of subject. Demonstrates limited understanding of subject. Demonstrates poor understanding of subject. Attention to Theme Commendable explanation of how the selection is related to unit topic; the relationship is clear without explanation. Reasonable explanation of how the selection is related to unit topic; the relationship is clear without explanation. Fairly reasonable explanation of how selection is related to unit topic; relationship is unclear. Weak explanation of how selection is related to unit topic; relationship is unclear. Connections Strong connections made relating subject and class activities. Good connections made relating subject and class activities. Some connections made to relating subject and class activities. No connection to relating subject and class activities. Titles and Text Titles and text are easy to read from a distance. Text varies in color, size and/or style for different text elements. Titles and text are difficult to read from a distance. Text varies in color, size and/or style for different text elements. Titles and text are easy to read close-up. Little variation in the appearance of text. Titles and/or text are difficult read, even close-up. Little or no variation in text appearance Graphics Chart, picture or other graphic is used to support and enhance article. Chart, picture, or other graphic is used; may support article. Chart, picture, or other graphic is used; may not relate to article. No chart, picture, or other graphic is used. Score Index Rubrics 5/8/2006 Career Authoring Cycle

63 PowerPoint Presentation
CATEGORY Excellent 7-8 Good 5-6 Satisfactory 3-4 Needs Improvement 1-2 Organization Information is organized in a clear, logical way. Content is well organized using headings or bulleted lists to group related material. Most information is organized in a clear, logical way. Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Some information is logically sequenced. Content is logically organized for the most part. There is no clear plan for the organization of information, just lots of facts. Content – Accuracy All content throughout the presentation is accurate. There are no factual errors. Most of the content is accurate, but there is one piece of information that might be inaccurate. The content is generally accurate, but one piece of information is clearly flawed or inaccurate. Content is typically confusing or contains more than one factual error. Originality Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way. Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way. Presentation shows an attempt at originality and inventiveness on one to two slides. Presentation is a rehash of other people’s ideas and/or graphics and shows very little attempt at original thought. Spelling and Grammar Presentation has no misspellings or grammatical errors. Presentation has 1-2 misspellings or grammatical errors. Presentation has 3-5 misspellings or grammatical errors. Presentation has more than 6 misspellings or grammatical errors. Text – Font Choice and Formatting Font formats (e.g., color, bold, italics) have been carefully planned to enhance readability and content. Font formats have been carefully planned to enhance readability. Font formatting has been carefully planned to complement the content. It may be a little hard to read. Font formatting makes it very difficult to read the material. Use of Graphics All graphics are attractive (size and colors) and support the theme/content of the presentation. A few graphics are not attractive but all support the theme/content of the presentation. All graphics are attractive but a few do not seem to support the theme/content of the presentation. Several graphics are unattractive AND detract from the content of the presentation. Background Background does not detract from text or other graphics. Choice of background is consistent from slide to slide and is appropriate for the topic. Background does not detract from text or other graphics. Choice of background is consistent from slide to slide. Background does not detract from text or other graphics. Background makes it difficult to see text or competes with other graphics on the slide. Transitions and Animations – planning Careful planning has gone into transitions and animations. All transitions and animations improve the content or “feel” of the presentation. Some planning has gone into transitions and animations. Most enhance the content or “feel) of the presentation, but 1-2 seem to be added for no real reason. None detract from the overall presentation. Transitions and animations that are chosen are appropriate for the topic, but some detract from the overall presentation. Transitions and animations are not appropriate for the presentation. Sources Source information collected for all graphics, facts and quotes. All documented in desired format. Source information collected for all graphics, facts and quotes. Most documented in desired format. Source information collected for graphics, facts, and quotes, but not documented in desired format. Very little or no source information was collected. Index Rubrics 5/8/2006 Career Authoring Cycle

64 Oral Presentation Index Rubrics Resources CATEGORY Excellent 7-8 Good
5-6 Satisfactory 3-4 Needs Improvement 1-2 Preparedness Student is completely prepared and has obviously rehearsed. Student seems adequately prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present. Introduction and Closure Student delivers open and closing remarks that capture the attention of the audience and set the mood. Student displays clear introductory or closing remarks. Student clearly uses either an introductory or closing remark, but not both. Student does not display clear introductory or closing remarks. Content Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a good understanding of parts of the topic. Does not seem to understand the topic very well. Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language are used to try to generate enthusiasm, but seems somewhat faked. Very little use of facial expressions or body language. Did not generate much interest in topic being presented. Speaks Clearly Speaks clearly and distinctly all (100-95%) the time and mispronounces no words. Speaks clearly and distinctly all (100-95%) the time, but mispronounces 1-2 words. Speaks clearly and distinctly most (94-85%) of the time. Mispronounces no more than two words. Often mumbles or cannot be understood OR mispronounces more than two words. Posture and Eye Contact Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. Stands up straight and establishes eye contact with everyone in the room during the presentation. Sometimes stands up straight and establishes eye contact. Slouches and/or does not look at people during the presentation. Listens to Other Presentations Listens intently. Does not make distracting noises or movements or unnecessary comments. Listens intently but has one distracting noise or movement or makes one unnecessary comment. Sometimes does not appear to be listening but is not distracting OR makes more than one unnecessary comment. Sometimes does not appear to be listening and has distracting noises or movements OR makes unnecessary comments. Index Rubrics Resources 5/8/2006 Career Authoring Cycle

65 Resources Self-Analysis Career Index 5/8/2006 Career Authoring Cycle

66 Self Analysis Resources
Career Management Program Index Resources 5/8/2006 Career Authoring Cycle

67 Career Resources Media Center Guidance Office CBIA Video Series
Internet Resources Index Resources 5/8/2006 Career Authoring Cycle

68 Career Management Program
Online Resources Career Management Program VOCATIONAL INFORMATION CENTER Index Resources Reflections 5/8/2006 Career Authoring Cycle

69 Reflections Marcia Catalano Carolyn Perricone Index 5/8/2006
Career Authoring Cycle

70 Marcia Catalano Index Reflections
When Carolyn and I first began working on this assignment, I thought that the Authoring Cycle would be much better suited to an elementary school audience. As we began exchanging ideas, perspectives, activities, and resources, an entire unit on career exploration/research began to take shape. What began as a random computer-based assignment, focused primarily on the creation of a PowerPoint presentation, has now been transformed into a comprehensive unit on career research which would seamlessly fit into the curriculum of a career exploration class. Being business educators, Carolyn and I chose this topic as it is one to which both of us could relate, and it is an area that we both address in our different settings. We feel that the selection of activities is appropriate for eleventh and twelfth grade high school students as well as college freshmen. In trying to address the needs and interests of our different student populations, I think we were able to assemble a beneficial collaboration of developmentally-appropriate and engaging materials and activities. The Career Authoring Cycle presented here provides students with multiple opportunities to reflect on possible career choices and personal qualities. In addition, the research aspect is very focused and directed to help students navigate more successfully through a process which can be quite difficult or overwhelming. I especially like the strategy or process planning and reflection that we have incorporated into the unit as it not only affords opportunities to communicate ideas to others, but it also allows students opportunities to process, discuss, and reflect on the choices (procedural/strategic and/or career) they have made and to revise or improve upon their work. The finished product, I believe, is a thoughtful, comprehensive unit addressing varying learning styles, interests, and abilities, and one that will allow students to explore career choices and develop a basic understanding of a career as well as a deeper understanding of themselves and how this information might relate to career selection and lifelong learning. While it may be too extensive for my Computer Skills class, it is a perfect fit for a career exploration class, and I would definitely employ this project as the unit on career research. Index Reflections 5/8/2006 Career Authoring Cycle

71 Carolyn Perricone Index Reflections Bibliography
Marcia and I have worked together in other classes, and I know that we teach students that are close in age. So, after inviting her to work with me, she suggested we begin with her career project, and it sounded like a great idea (which it was). I have never designed anything this comprehensive before and was impressed (and a bit overwhelmed) with the authoring cycle idea. The final product is amazing to me, and I hope to use parts of it in my Financial Accounting courses next year. In those courses I have many different business majors, many of whom are not sure which direction they want to go with their careers. This could be a life-changing exercise for them. I like the idea that a project could continue throughout the semester and culminate at the end with presentations. Also, students will have the opportunity to develop many skills in different areas, including technology, research, and communication. One of the challenges we have faced as accounting instructors is how to incorporate each of these areas into our accounting courses. I now feel that I could apply this concept to other classes and other projects and will feel comfortable with the process. I have to admit that at first I was a bit skeptical about the applicability of this method to college-level classes! But after seeing how all of the activities work together to achieve the many different learning objectives, I have changed my mind. Even if I do not use as many activities and all of the parts of the authoring cycle, the model will enable me to bring together a number activities related to a particular unit or topic. Index Reflections Bibliography 5/8/2006 Career Authoring Cycle

72 Bibliography (2001). National standards for business education. Reston, VA: National Business Education Association. (2001). Vocational and technical education - performance standards and competencies. Hartford, CT: Connecticut State Department of Education. (2003). Connecticut Career and Technical Education – Performance Standards and Competencies. Middletown, CT: Connecticut State Department of Education. The 16 Career Clusters. (2006). Retrieved May 1, 2006, from National Association of State Directors of Career Technical Education Consortium, States' Career Clusters Web site: Business and finance technology education framework. (2003). Retrieved Feb. 25, 2006, from Connecticut State Dept. of Education - Business and Finance Technology Web site: CBIA’s Educator’s Guide to School-to-Career. Retrieved May 2, 2006, from CBIA (Connecticut Business and Industry, Education Policies & Practices Web site: 5/8/2006 Career Authoring Cycle

73 Bibliography (continued)
Career Compass. Retrieved April 30, 2006, from U.S. Department of Education and U.S. Department of Labor, Career Voyages Web site: Career Direct Complete Guidance System. (2006). Retrieved April 30, 2006, from Career Direct Web site: Career Exploration. (2006, March 22). Retrieved May 6, 2006, from Vocational Informatiion Center Web site: Career Information for Kids. (2006). Retrieved April 30, 2006, from U.S. Department of Labor, Bureau of Labor Statistics, BLS Career Information Home Page Web site: Career Search. ( ). Retrieved May 1, 2006, from The EI Group, Schools in the USA Web site: Career Quiz. Retrieved May 1, 2006, from The Princeton Review Web site: 5/8/2006 Career Authoring Cycle

74 Bibliography (continued)
Careers. Retrieved April 30, 2006, from Federal Citizen Information Center, FirstGov for Kids Web site: Careers. (2006). Retrieved April 30, 2006, from The New York Times Co., About Web site: Careers that Fit. (2006). Retrieved April 30, 2006, from College Board, Majors & Careers Central Web site: Connecticut Curriculum Trace Maps. Retrieved May 6, 2006, from State Department of Education, Division of Teaching and Learning Web site: Destination Retrieved May 1, 2006, from Canada Career Consortium Web site: Discover Your Perfect Career Quiz. (2006). Retrieved April 30, 2006, from Monster.com, Self Assessment Center Web site: Guides for Specific Careers. (2006, March 4). Retrieved April 30, 2006, from Job Star Central Web site: 5/8/2006 Career Authoring Cycle

75 Bibliography (continued)
Job & Career ConneCTion. (2005). Retrieved May 1, 2006, from CT Department of Labor, Office of Research, Web site: Job Profiles. (2006). Retrieved April 30, 2006, from Monster.com, Job Content Web site: Major and Careers Profiles. (2006). Retrieved April 30, 2006, from College Board, Majors & Careers Central Web site: Occupational Outlook Handbook ( ed.). (2006). Retrieved April 30, 2006, from U.S. Department of Labor, Bureau of Labor Statistics, Web site: Occupational Personality Types. (2006). Retrieved May 1, 2006, from Johns Hopkins University, Human Resources, Career Management Program Web site: Teenage Jobs, Careers, and College. Retrieved April 30, 2006, from Qunitessential Careers Web site: Work Preference Inventory. ( ). Retrieved April 30, 2006, from Career Perfect Web site: 5/8/2006 Career Authoring Cycle


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