Preparing to integrate CEW standards into core courses.

1. Career, Education & Work Inservice
February 1, 2012
Time Facilitato Topic/Activity Who?
r
8:00- Karen Purpose of day & group Whole Comment [a1]: PPT slide 1
8:30 Group
Sue Big Idea for CEW: Every student will graduate from high school having Comment [a2]: PPT slide 2
developed a postsecondary plan that is grounded in at least tentative
career choices and has a high probability of success.
Our charge is to develop a set of experiences that will allow our
students to meet this goal.
Peeragogy: A group of co-learners who help each other learn. Comment [a3]: PPT slide 3 & 4
Self introductions w/ open ended questions (3x5 cards)
Graphic Organizer: CD Think, Rethink & Reexamine Thinking (I think CD Comment [a4]: YELLOW
is…)
8:30- Sue Skills & Values Clarification Activity 3 groups Comment [a5]: Put participants into their
9:15 Mary 1. Describe a time when you were involved in a project or activity made up groups (diverse)
Ellen where you lost track of time and share what about that project of staff Comment [a6]: First-ask group members to put
their “Think” sheets upside down for this exercise.
Christy or activity kept you so engrossed. (no Angry Birds!) who
a. Group members will listen and identify speakers skills don’t
and passions by recording on post-it notes. (example: work
proactive, organizer, big picture, etc.) together
b. All post-it’s will be given to speaker to put on 8x11.
c. Allow time for each group member to assemble their
post-it’s and reflect on skills and passions that peers
have identified.
d. Ask for volunteers to share what they learned.
e. Ask “Has this activity made impact on what you think
CD is? Think, Pair, Share
Sue Whole group wrap-up discussion (the following ideas should present): Quick
1. Who would like to share with the group how this skills whole
identification activity made them feel? group
2. We all have skills we enjoy; we all have skills we don’t enjoy. post-
Ask for examples. activity
Comment [a7]: Students benefit when they
3. It’s important to recognize and respect the difference. wrap-up have various opportunities that allow them to
4. Identifying and pursuing passion is important to success and (groups (1)identify and practice skills, (2) understand where
happiness. stay in and how these skills are used by successful people,
(3) choose school and community-based
place) experiences based on personal learning goals and
Graphic Organizer: CD Think, Rethink & Reexamine Thinking (My (4) give students the opportunity to reflect on their
thoughts about CD after discussion…) learning and as it relates to their long-term goals.

2. Has your thinking changed? T,P, Share
9:15- Break
9:30
9:30- Sue PPT slide 6: Skills ID builds Self Efficacy “Like” Comment [a8]: PPT slide 6
11:30 groups Comment [a12]: Put in new groups.
There are three types of skills (teachers
1. Innate: skills that we often think of as personality traits who work
(punctual, conscientious, organized, honest, friendly, etc) together)
2. Transferable: skills are those that transfer readily from one job
to another. Generally, these skills are learned and developed
over time. Some examples are: written and verbal
communication, managing, negotiating, solving problems, and
meeting deadlines.
3. Job specific: skills generally are those considered specific to an
occupation.
Since skills identification and affirmation is important to student
learning what skills should we be teaching? Transferable skills.
Sue Skills Identification Activity (15-20 min.) Comment [a9]: Supplies needed: chart paper,
Mary 1. Introduce articles stock card strips
Ellen a. 21st Century Skills (K12)
Christy b. Are They Ready for Work? (K12)
c. 11 Skills for College and Career
d. 10 Skills You Need to Succeed
e. What skills do employers want?
f. What Employers Want Comment [a10]: ORANGE
2. Review articles and identify commonalities
3. Rank the commonalities in order of importance based on group
discussion.
a. Place common skills on chart paper and put in order
from most important to least
b. After looking over all chart paper lists, on stock card
strips identify the top 5 and rank in order in your group
4. Compare group thinking/presentation of thinking
a. Groups will look at each other’s results to consider
rationale.
b. Discussion focus 9th & 10th (small group): Develop a
“master” list of skills
i. Where do we embed our identified skills?
ii. How are these skills embedded (how do
students practice said skills?)
iii. Where is opportunity for growth/deepening
skill practice?
Group share and “celebration” on work accomplished Comment [a11]: Skills most needed should be
developed first.

3. 11:30 Lunch- Lunch “HW” Paper skill survey to be completed & ready to Comment [a13]: WHITE
- discuss when we begin after lunch.
12:15
12:15 Compare paper skill survey to peer skill identification “T” and share
-1:30 1. Was the survey accurate?
2. How does it compare to what your peers told you this
morning?
3. Which activity made you believe in yourself? Which made you
feel better?
Quick review:
1. There are three types of skills
2. Skills ID builds Self Efficacy—“YOU MATTER”
3. Transferable skills can be learned
Knowing your preferred skills set is not enough. Identifying and
connecting to your passions is what Sir Ken Robinson calls being in your
element Comment [a14]: PPT slide 7
Watch for…handout from ME Comment [a15]: Popcorn & a movie
Introduce Ken Robinson video:
http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.
html
1. Introduce video and handout Comment [a16]: GREEN
2. Watch video
3. Discussion
a. Goal: identify a skill to work on presentation skills
Wrap-up: CD = Skills (that you like) + Passion Comment [a17]: PPT slide 7
Reexamine: Think, Rethink and Reexamine Thinking
HW for next meeting: FEB 29
1. Think about: How could you create conditions where students
will begin to identify and appreciate their skills?
2. Record any skills identification activities and/or reactions you
facilitate in your journal
3. Bring a student presentation assignment that you will assign
between now and our next meeting.