College & Career Ready, How to Plan for Life After High School

From KNILT

Catherine Campbell

Introduction Page

Welcome to Career Exploration!

Are your students prepared for life after high school? Students are often not aware of the opportunities available to them after high school. Students do not always explore all of their options, leaving them few choices about life after high school. Students should be presented with options and create plans to best reach their goals.

Too often students choose a path to take that is familiar to them without exploring all of their options. Students should individually decide their strengths and weaknesses in order to decide what path is the best for them. Once decided upon students should develop a plan of action to reach their goal. Each path will often require students to develop resumes or letters of reference. Students need guidance and feedback on where to start and what to include. A resume is an important document for students to work on.

After exploring students strengths, students are able to highlight those strengths within their resume. While developing and gathering information in Unit 1, teachers and students should be aware of the importance of those activities. The activities in Unit 1 will be used to develop resumes in Unit 2.

CareerExplorationProgram.jpeg

Throughout this course, you will learn how to help your students create a plan for life after high school. You will be able to assist students in creating a working resume for when they graduate!

By working through this course:

  • You will be knowledgeable about The Theory of Multiple Intelligence.
  • After completing a Multiple Intelligence assessment, you will be able to research careers based on your strengths.
  • You will be able to use interest inventory assessments to guide students to learn about various careers.
  • You will be able to help students set up a resume.

Unit 1

Objective: Educators will be able to relate the Theory of Multiple Intelligence to various job types.

Overview: During Unit 1, you will learn about the Theory of Multiple Intelligence. You will be able to identify the different types of intelligence and how to help students identify their own strongest intelligence type. Student will also be able to identify their own strengths along with intelligence type. Once students are aware of their strengths, they will identify how to best use these strengths in a future career. Teachers will help students to identify how their strengths can help them in a future career. Students should "play off their own strengths..."

Lesson 1: What is Multiple Intelligence?

Read: Read the following article to understand the Theory of Multiple Intelligence.

The Theory of Multiple Intelligence


Watch: Watch the following video to help understand Gardner's Theory of Multiple Intelligence.

Multiple Intelligence Video


Do: In order to help students identify their own strength in intelligence, provide them with the following assessment. Complete at least one Multiple Intelligence Inventory with at least one student.

File:MI Inventory adults.pdf


Discuss: What is The Theory of Multiple Intelligence? Do students know where their strengths and weaknesses lie? Should they be aware of their strength in different intelligence areas? How can this theory help you to help your students? What did you learn or realize from completing a Multiple Intelligence Inventory with your student(s)?


Lesson 2: How does the Theory of Multiple Intelligence relate to Career Exploration?

Read: Read the following article about Multiple Intelligence and Choosing a Career.

Using Multiple Intelligence Theory in Choosing a Career


Read: Read the following article about using Multiple Intelligence to choose a Career.

The Theory of Multiple Intelligence and Career Counseling


Do: Help students identify their own strengths in communication. Complete at least one Communication Style Quiz with at least one student.

File:1.communication style quiz.pdf


Do: In order to help students identify how their strengths can be helpful in a future career, provide them with the following assessment. Complete at least one Career Cluster Inventory with at least one student.

File:3. interestsurveycareers.pdf


Discuss: How can the Theory of Multiple Intelligence relate to career choices? How can being aware of strengths and weaknesses help student to choose a career that they will excel at? How can interests help students decide on a future career? Did your students learn anything that was surprising while completing the two assessments? What did you learn from completing the Communication Style Quiz or the Career Cluster Inventory with your students? How can you help your students choose a career of interest based on the completed assessments?

When students are more aware of their own personal strengths, they are able to become ready for the future. Students will use their strengths found in Unit 1, and highlight this information in Unit 2 while creating a resume. Students strengths can be highlighted in their profile statements, activities, achievements, etc.

Unit 2

Objective: Educators will be able to guide students through the process of creating a resume.

Overview: During Unit 2, educators will be able to assist students while creating their own resumes. The process of creating a resume can be overwhelming and stressful for anyone. When the process is broken down into steps, students are able to create resumes with ease. During this unit, you will be able to identify key elements of a resume and how to incorporate them into students' resumes.

Lesson 1: What makes a good resume?

Do: Complete a web search with students. Have students search the web for "do's and don't's" of resumes. There are many different types of resumes to create. Students should be able to find their own style while completing a professional resume. Students should compile individual and whole class lists of resume do's and don't's.

Examples include:

File:Do And Don't 1.pdf

File:Do And Don't 2.pdf

File:Do And Don't 3.pdf

File:Do And Don't 4.pdf


Watch:

Watch the following videos about how to get started writing a resume!

How To Write a Resume

Writing Your First Resume


Discuss: What should a resume include? What should it not include? Do resumes differ from one to another? What is the most important aspect of a resume that a student should include? How can students make their resume the best that it can be?


Lesson 2: How do we create a good resume?

Do: Create a resume template for students to use as a guide. This keeps students organized and focused throughout the process.Each resume will be tailored to each student depending on their past experiences.

Example: File:Resume Template.pdf


Do: Complete each section of the resume with students. They will need guidance and assistance for each part.

1. Profile Statements: Have students create a profile statement using examples and key words. Students should exchange, peer edit, and revise their profile statements as needed.

Examples:

File:Profile Statements.pdf

File:Profile Statements 2.pdf

2. Work Experience: Each student will have varying degrees of work experience. Many high school students do not have work experience to add to their resume due to their age. Encourage students to include any volunteer work they completed in a work based program, any internship hours, or any job shadow program experiences. Students will complete a job shadow day in a field of their choosing, this will go on their resume when completed.

3. Extracurricular Activities: Students will also have varying degrees of activities that they are involved in. Provide students with a list of extracurricular activities in the beginning of the school year. Encourage students to join at least two clubs.

Examples:

File:Clubs & Activities.pdf

What Counts As Extracurricular Activity?

4. Skills & Strengths Students should use their strengths and intelligence styles that they learned from unit 1 to develop their list of skills. Skills could be general skills or skills necessary for a job that the student is applying for.

Examples:

File:Skills.pdf

File:Skills 2'.pdf

File:Skills 3.pdf

5. Community Service: Students should list any community service events that they have participated in. This may vary from each student. Ask student to think of community service events that they have completed through church involvement, clubs, and/or sports.


Reflections: Reflect on the process of helping students create their own resumes. What was most difficult for you? What was most difficult for students? Share what you would do differently in the future.

References

http://www.tecweb.org/styles/gardner.html

https://www.teachervision.com/intelligence/teaching-methods/2175.html

http://www.miresearch.org/wp-content/uploads/2013/12/CDQ-0909-Shearer-Proof.pdf

https://www.youtube.com/watch?v=MYaXN8j7rL8

https://www.youtube.com/watch?v=dq6cBqfl1jU

https://www.usfca.edu/uploadedFiles/Destinations/Offices_and_Services/CSC/Students/Job_and_Internship_Resource_Guide/docs/Resume%20Dos%20and%20Donts.pdf

http://www.cs.columbia.edu/wicse/misc/Doanddonts.pdf

https://www.nsa.gov/public_info/_files/resumeDosDonts.pdf

https://www.usfca.edu/uploadedFiles/Destinations/Offices_and_Services/CSC/Students/Job_and_Internship_Resource_Guide/docs/Resume%20Dos%20and%20Donts.pdf

https://think.stedwards.edu/career/sites/think.stedwards.edu.careerservices/files/Profile%20Statements.pdf

http://collegeapps.about.com/od/theartofgettingaccepted/f/what-is-an-extracurricular-activity.htm

http://www.philau.edu/careerservices/documents/AssessmentFunctionalSkills.pdf

http://www.urgjobs.com/pdf/Skills.pdf

https://studentaffairs.stanford.edu/sites/default/files/cdc/files/Skills.pdf