User:Samantha Hallenbeck


About Me

I am a 9th grade Algebra teacher at Taconic Hills Central School District. I teach two sections of regular Algebra, a section of advanced 8th grade students, and a section of a 2-year Algebra course. I also coach both modified soccer and softball. I received my BS in Math and Secondary Education from SUNY Oneonta in 2012. I am currently working towards my master's in CDIT through SUNY Albany.

I have a 2 year-old yellow lab mix named Roxy. She is my spoiled fur baby. When I am not working or coaching, I enjoy spending time with Roxy and my fiancé Ryan outdoors. We enjoy hiking, fishing, and swimming. I love the summer and all of the opportunities to be outside. I also enjoy baking, cooking, and reading.

My Topic

My topic is Resume Writing. In this mini-course we will identify different styles for writing resumes, the importance of resumes and what to include in a resume. Resumes are essential tools in today's workforce for both entering higher education and applying for jobs. Topics within this unit will include:

  1. Layout or Design of the Resume - This will help participants choose the best format for their resume.
  2. Intent of the Resume - This will help participants to identify what their goal for the resume is and how to hit the target audience.
  3. Appropriate Action Phrases - This will help participants to create a resume that stands out from other applicants.
  4. Identifying Strong Resumes - This will help participants to analyze resumes and decipher between strong and weak applicants based on their resumes.

Needs Assessment

Instructional Problem
In today's job market it is very difficult for applicants to stand out. Today's graduates have degrees and experience in a variety of fields and are competing with other skilled applicants for a limited number of jobs. Today's youth are not properly educated on formatting resumes and using action phrases to stand out to potential employers. This is also true of college applicants competing for a limited number of openings at colleges across the country. Teachers often do not have enough time in their curriculum to discuss concepts, like resume writing, that fall outside of their core curriculum.

What Is To Be Learned
Participants in this course will learn the benefits of having a well written and formatted resume for the competitive job market and college admissions. Participants will also be able to create resumes tailored to a potential field of interest to be used in the real world.

The Learners
The learners will include high school students from grades 9-12.

Context for Instruction
Participants of this course will explore key features of resumes using a computer, tablet, or other Internet linked device to complete this coursework. A strong and consistent Internet connection will be necessary to complete this course.

Exploring the Instructional Problem and Solution
Participants will explore the variety of resumes that can be written for both admission to higher education or when seeking employment opportunities. They will explore how action phrases create a resume vastly different from a resume without action phrases. Participants will decide how best to incorporate action phrases in the production of their own resume to be analyzed by a group of their peers based on their desired outcome.

Goals of Mini Course
The first goal is for students to explore the differences between a variety of resumes. The second goal is for participants to create a resume that they could potentially use to apply to college or a job. The third goal is for participants to analyze resumes and identify (based solely on the resume) which candidate would be best qualified for an interview.

Analysis of the Learner and Context

Participants in this course will be high school students grades 9-12 and ages 13-20. This course will target all students regardless of grades or skill. The course will prepare any student for their desired outcome including part-time work, full-time position, military entry, or college admission.
1. Students will have basic knowledge of how to use a word processing software like Microsoft Word or Google Docs.
2. Students will have a computer or tablet with an Internet connection.
3. Students will be self motivated to create a resume.

Performance Objectives

Students will be able to:

  • Format and design a resume.
  • Identify key characteristics that utilize action phrases to improve the writing of a resume.
  • Choose the most qualified candidate for a specified role based on a group of resumes and provide a supporting explanation for the choice.

Task Analysis

Unit 1 - What is a resume?

1. Students will read about the importance of resumes and how they are used in the hiring of today's workforce.
2. Students will begin to explore a variety of resumes through comparison.

Unit 2 - Basic Elements of A Resume

1. Students will identify basic elements of a resume that should always be included based on the readings and comparison from unit 1.
2. Students will begin to collect information they think is important to include on a resume and support these claims through discussion.

Unit 3 - Writing A Resume

1. Students will write their target objective for their resume.
2. Students will begin to compile information to include in the resume.
3. Students will choose a format and begin to design a resume.
4. Students will create a resume for their target objective.

Unit 4 - Picking A Resume

1. Students will be tasked to improve each other's resumes through peer editing.
2. Students will be asked to choose the best candidate for a specified role by sorting through a group of resumes.

Curriculum Map

Curriculum Map

References and Resources

My mini-course: Resume Writing

Boston College
California State University, Chico
College Board
Interview Mastermind
MMS Group
The Interview Guys: Mike Simpson
University of Wisconsin

Wake Forest University