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JOBS Grade 8

Jobs!!!

Investigating different people’s job biographies

J obs Booklet No.

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www.jobsproject.ro Written in cooperation between the Ministry of National Education (MNE) Romania www.edu.ro and the Center for International Cooperation IPE at Zurich University of Teacher Education, Switzerland. www.phzh.ch/ipe Zurich, Bucharest, Brasov 2012

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JOBS - Booklet 1


Introduction to JOBS for teachers What is JOBS and how does it work? JOBS – Job Orientation for Businesses and Schools is a programme that prepares the students in the last year of General Gymnasium and in the first year of Technical College for the upcoming choice for a profession or for their later university focus. A new cross-curricular subject will be introduced, that will use up half a day of the week’s school time. The entire school year will be divided into themes lasting for about 4 weeks each. In a school year of 36 weeks there will be 9 different topics. This happens by introducing task based learning approaches and useful education contents to guide the students toward the right choice, including the support provided to teachers. Students will learn a lot more about their own capacities (life skills) and get in contact with businesses, companies or public institutions offering jobs in their region, research about employment opportunities, analyse economic conditions and prepare their collected data for presentations. What material is used in JOBS? Work in JOBS happens in 7 different booklets that deal with the various topics and one toolbox for students. Students work directly with and write into the booklets and use the toolbox for consulting learning or presentation tools and methods. Other needed materials are listed underneath each task separately if necessary. Practical hints for teachers In most tasks the teachers’ booklet includes a separate page “Practical hints” for teachers. In these hints you can find useful information for organising, teaching or reflecting this teaching sequence. Didactical 10-point-checklist As a teacher you will soon feel at home when teaching JOBS and working with the booklets. Nevertheless, teaching JOBS will be different from your usual teaching due to its didactical perspective on the students’ learning as the centre. The following 10-point-checklist will help you as a rough guideline next to the practical hints given in the booklets. 1. Task-based-learning is quite simple In JOBS students learn via task-based-learning. Task-based means that the students work on the task, not the teacher. This means that the booklets are designed in a way that students solve problems that lead to something useful and meaningful. In the process of solving these tasks they will explore many ways to the solution. This way the students will acquire the necessary competences and skills. Therefore, working on a task itself already means that the students learn something. And, it is your task as the teacher to make this possible. Try to give students the freedom for trying out different ways to solving the problem: then task-based learning will be quite simple! Bear also in mind the following hint: Five minutes is the limit JOBS is based on focussing on the students and their activity during the lessons. In order to leave enough space for this task-based learning it is necessary that you watch your speaking time. Make sure you do not exceed the limit of 5 minutes when giving instructions to the students! Booklet 1 - Introduction to JOBS for teachers

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2. Individual coaching: From lecturer to facilitator The students in the JOBS programme are already capable of working on their own and should be able to understand written instructions or work together with colleagues. Nevertheless, your task as the teacher will be to provide individual support to those who need it. In the course of the JOBS school year your role will develop more and more into being a coach and spend less time as a lecturer. Giving direct feedback and formative assessment Results of various research studies about influencing factors on students’ achievement show that the most important factor is personal and direct feedback given by the teacher. During the JOBS programme, make sure that you reserve enough time for giving feedback – not only in written form but also during lessons – to your students. The tasks provide many opportunities for assessment of students’ performances. However, this should be done in a formative way, collecting data over time, comparing a student’s progress in a certain learning area and letting the student know about his/her performance. Try to avoid social comparison within the class and grading according to a normal distribution. 3. The art of waiting How long do you wait when you have asked a question? And how long do you wait, before you (or somebody else) react to the answer? These two waiting situations are very well researched and give a clear message: Teachers normally don’t wait at all or too shortly. Teachers who take their time, and give time to students, produce more answers, from more students, longer answers, and the best of all: better, profounder, more varied answers, and addressed not only to the teacher! Of course waiting is not just a technique, but an art. When you trust in the students, when you are quite sure that the students will say something substantial, when you are curious how the will answer, the message will go through – students can read teachers very well. So waiting is an art, not only in the question-answer-dialogue with the class, but also when students are working individually, or in groups. Wait before you interfere, better watch what happens, otherwise the students get used to external help instead of thinking and working. 4. Real time learning JOBS is only taught once in a week for a limited period of time. In order to secure that this time is really used for JOBS let other things not interfere with it (organisational issues, finishing of other tasks of the students etc.). Try to be punctual and make the students to be punctual. The JOBS programme deserves good time management. 5. Co-operative Learning JOBS supports the concept of co-operative learning. Co-operative learning means that after the students engage in solving a task individually they will have the chance to discuss differences with a partner. Only then the discussion takes place in the plenary with the teacher. You as the teacher can encourage co-operation by group-games, group-activities and group discussions. Try to pay attention to offer individual work periods and group work periods in a balanced ratio. 6. Differentiation or quality may differ: good or bad? Students solve tasks in different ways and therefore will receive different types of products on different quality levels. At first sight, this might be a bad thing as it makes grading and evaluating more complex and comparing results more difficult. At second sight, this shows you were your students are at in their life skills competence levels. So, you should view these visible products 4

Booklet 1 - Introduction to JOBS for teachers


as a good thing and evaluate them using an individual/criterium-oriented benchmark. Through differentiation in your classroom organisation or in your methods and tasks provided students will have the possibility to achieve results according to their level of academic performance. 7. Goal-orientation: Communicating goals Every booklet, every day and every task in the JOBS programme include descriptions of goals that should be reached by task-based learning. When explaining a task and giving oral instructions to the students it will still be very important to communicate the objectives. Only then will students understand why they are doing what they are doing. 8. Creating an atmosphere of trust and respect Various tasks in the JOBS programme are closely related to the students’ individual person. Exposing oneself can be a delicate thing to do. Make sure you do not force the students to any actions that you yourself would not do. In order to reinforce this being-on-eye-levelness JOBS suggests using your person as the teacher as the model for different tasks every now and again (e.g. mind map, model interview etc.). Therefore, it is a question of creating an atmosphere that makes this possible. Most of the tasks involve working with other colleagues. Students will need an atmosphere characterised by trust and respect in order to speak about and work on freely their personal issues. It is your task as the teacher to create and promote this atmosphere by avoiding competitive structures among the students but facilitating co-operative behaviours. 9. Diversity and heterogeneity Depending on the region, town or area your school is located in the population of students might be very heterogeneous, in terms of academic performance but also in terms of different backgrounds, cultures and languages. When tackling the different topics of JOBS and when talking about the different perspectives of the students’ individual futures it is important that you bear in mind their different backgrounds. Talking about individual talents, skills and interests will probably turn out differently in a class that consists of many students from low socio-economic backgrounds or ethnic minorities because of their limited experiences due to fewer past possibilities. 10. Orientation towards reality JOBS is a programme that links school with the business world. JOBS’ core aspect is establishing contact to a local business/company. Within the JOBS booklet work students are asked about their personal perspectives and visions for their professional career. Depending on the region your school is located in opportunities or perspectives can be limited due to a weak economy or a focus of the local market on only one professional field. Be careful when encouraging the students to fantasize about their dream jobs or their preferred careers not in a sense of destroying dreams but in a sense of not deceiving them from reality.contact to a local business/company. Within the JOBS booklet work students are asked about their personal perspectives and visions for their professional career. Depending on the region your school is located in opportunities or perspectives can be limited due to a weak economy or a focus of the local market on only one professional field. Be careful when encouraging the students to fantasize about their dream jobs or their preferred careers not in a sense of destroying dreams but in a sense of not deceiving them from reality. Booklet 1 - Introduction to JOBS for teachers

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Booklet 1 Grade 8

JOBS!!! Investigating different people’s job biographies

Topic 1: ‘JOBS’ – The programme

Task 2: Different jobs

Task 3: Jobs done by people

Task 4: Short presentation about “JOBS”

Homework Task: Prepare yourself for a real job-interview

Topic 2: Preparing the interview

Task 1: Getting an overview of all the jobs

Task 2: Learning from model interviews

Task 3: Conducting a mock interview

Task 4: Preparing the real interview

Homework Task: Conducting the interview

Task 1: To understand, what ‘JOBS’ is all about

Topic 3: Evaluating the interview

Task 1: First impression of the working world

Task 2: Your presentation poster

Homework Task: Finishing the poster

Topic 4: Poster exhibition and evaluation

Task 1: Preparing the exhibition

Task 2: Rehearsal: presenting the poster

Task 3: Reflexion of the booklet

JOBS - Booklet 1

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Booklet 1 - Topic 1: Programme description A profession is a regularly paid position, i.e. a service that a person delivers to a third party for money. Usually, the jobholder has been trained, educated or appointed for the job.


Booklet 1 – Topic 1 - Task 1: To understand, what ‘JOBS’ is all about

X

The task: You understand what ‘JOBS’ is about. You are able to ask, and answer as well, questions referring to JOBS.

Procedure: 1)

30’

Listen to your teacher introducing you to the goals of ‘JOBS’ and to the yearly programme. You are also given an overview of the different work methods in the ‘toolbox’ which you will use as well as in ‘JOBS’ as in other school subjects later on. 2) Take notes on a spare piece of paper. Mark or highlight 2-3 keywords. 3) Find at least one question to ask in the discussion afterwards. Ask questions and discuss in class what the main points are.

Materials: - Booklet 1 - Toolbox for students

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Booklet 1 - Topic 1: Programme description


Practical hints Presentation of JOBS The task for you, the teacher (yes, there are not only tasks for students!), is to explain in your own words, what JOBS is all about, what the goals and materials are, and to refer to the booklet 1 and the toolbox the pupils have in front of them. You have a maximum of 10 minutes, so you cannot explain every detail. Have faith in the asking questions at the end! So look forward to questions, encourage them to ask. In this questions and answers session, do you manage that also students answer questions, not only you? Yes, you are right, another task for teachers ‌

My preparation notes

Booklet 1 - Topic 1: Programme description

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Booklet 1 – Topic 1 - Task 2: Different Jobs

X X

The task: You are able to find quite a number of different professions, and you can sort them according to different criteria.

X

Classroom organisation: 45’ Put your desks together to form one big table for your group of four.

Procedure:

1) First work individually and collect all the jobs that come to your mind on the cards or slips of papers. Think about it in very concrete terms: Who does what in my environment? What do my parents, relatives, neighbours or friends do?

2) In groups of four you put all your cards on the table and arrange them according to organizing principles you have previously defined yourselves: eg. outdoor jobs – office jobs; jobs needing special clothing, jobs which require a long training, jobs where you need foreign languages etc.

3) The teacher chooses one student to write down on the blackboard all the organizing principles mentioned in the presentations.

4) Every group presents the organizing principle they used to arrange the jobs to the whole class and gives examples.

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Booklet 1 - Topic 1: Programme description


Practical hints It is important that the students find the criteria for sorting professions themselves – if you give them criteria, they have to work a lot less ‌ And the task for you as a teacher is to accept those self-chosen criteria, yes welcome them even if they sound strange to you. Maybe these criteria are not as bad as they seem at first sight? Listen well!

My preparation notes

Booklet 1 - Topic 1: Programme description

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Booklet 1 – Topic 1 - Task 3: Jobs done by people

The task: X

Find people who actually do the jobs you have found, and whom you could interview.

Classroom organisation: 25’ Put your desks together to form one big table for your group of four.

Procedure:

1) Write the name of a person who does the job on the back of each card / slip of paper. If you do not know anybody leave it blank. 2) Who would you like to talk to? 3) What do you need to know to make a good conversation?

Materials: - The cards/slips of paper that you filled in before in Task 2

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Booklet 1 - Topic 1: Programme description


Reminder Task-based-learning is quite simple In JOBS students learn via task-based-learning. Task-based means that the students work on the task, not the teacher. This means that the booklets are designed in a way that students solve problems that lead to something useful and meaningful. In the process of solving these tasks they will explore many ways to the solution. This way the students will acquire the necessary competences and skills. Therefore, working on a task itself already means that the students learn something. And, it is your task as the teacher to make this possible. Try to give students the freedom for trying out different ways of solving the problem: then task-based learning will be quite simple! Bear also in mind the following hint: Five minutes is the limit JOBS is based on focussing on the students and their activity during the lessons. In order to leave enough space for this task-based learning it is necessary that you watch your speaking time. Make sure you do not exceed the limit of 5 minutes when giving instructions to the students!

My preparation notes

Booklet 1 - Topic 1: Programme description

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Booklet 1 – Topic 1 - Task 4: Short presentation about “JOBS”

X

The task: You are able to explain to your family what JOBS is about (presentation of 10 minutes).

Procedure: 50’

1) Look back at the questions and answers: What are the main points of JOBS? Also go through the information on the following pages “Goals of the yearly programme JOBS” and the notes you took during your teacher’s introduction. 2) The template helps you to prepare your presentation: What is important? What comes first, what after? 3) You can take a look at toolbox “Planning and giving presentations” 4) Try out your presentation on a colleague or friend. Check whether your partner is paying attention by inserting a mistake or two.

Materials: - Your notes - Goals of the yearly programme JOBS (following pages) - Template for a short presentation - Toolbox nr. 11 “Planning and giving presentations”

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Booklet 1 - Topic 1: Programme description


Practical hints Make clear to the students what the aims, or benefits of this task are: a) To get a clear picture of JOBS b) Afterwards having the chance of practicing a presentation, with someone they know well and who has to support them in this project c) In one or two weeks, they will make this presentation for a stranger - the person they want to interview!

My preparation notes

Booklet 1 - Topic 1: Programme description

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Goals of the yearly programme ‚JOBS‘ What does the acronym JOBS mean? J = Job O= Orientation B= for Businesses S= and Schools What are the goals of JOBS? It is the goal of JOBS to prepare the Romanian students in the last years of gymnasium for the upcoming choice for a profession or for their later university focus. What is the background? JOBS is a project in the framework of the Swiss enlargement contribution to the new EU member Romania. It has been developed by the Ministry of Education, Research, Youth and Sport Bucharest - MERYS), the National Centre for the Development of Technical and Vocational Education, Bucharest (CNDIPT) and the centre IPE – International Projects in Education of the Zurich University of Teacher Education. It is financed by the Swiss Lottery Fund, the Swiss and the Romanian government. How does JOBS work? JOBS takes place in the last years of gymnasium. A new cross-curricular subject will be introduced, that will use up at least an hour of the week’s school time. This happens by introducing task based learning approaches and useful education contents to guide the students toward the right choice, including the support provided to teachers. Students will learn a lot more about their own capacities (life skills) and get in contact with businesses, companies or public institutions offering jobs in their region, research about employment opportunities, analyse economic conditions and prepare their collected data for presentations. What will happen? The main topics are covered in a series of booklets that is handed to the students. These main topics are: - Me and my strengths - The professional world in my country/my region - A business exploration - My future - JOBS Presentation

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Booklet 1 - Topic 1: Programme description


The core element of JOBS is a visit to a local business by you, the students. Therefore, the teacher will have to support you in preparing, realising and reflecting your experiences. Before and after the business visit the teacher will give tasks to you that are also described in the units. You will collect all materials and your products in the JOBS folder, which will be your personal JOBS materials. The business visits and the personal findings will be reflected and presented in a JOBS fair in your school at the end of the school year. How does one learn in JOBS? Learning methods are mainly project oriented and task based. A major focus in learning in JOBS is the switch from teacher-centred methods to student-centred learning. Your head teachers in your school will be informed personally and will also receive information material. What is the role of the businesses? In the last year of gymnasium you will visit businesses that you choose mainly yourself, contact individually or will be chosen by your school if necessary. The businesses that are involved in JOBS are informed and aware of their training role in JOBS beforehand and will also receive information material. During your visits you will ask questions, take notes, observe, ideally participate and analyse your findings. What is the role of your parents? Your parents support you in your path to your professional future. They mainly do this by being interested in what you do, by taking their time discussing with you, listening to you. What is your role as a learner? YOU ARE THE MAIN ACTOR IN THIS PROJECT! You as a student decide mainly on the result and on the success. This subject is not brought to you, YOU will have to get it! YOU will learn, YOU will write reports, YOU will make interviews, YOU will contact people. You can do a rather easy job in this project JOBS or you can make the difference by taking your future into your own hands. We all know, that the world of profession and businesses is not an easy one. But you can either complain and do nothing, or you can do what is in your own hands. We suggest to you: DO IT! Why? Because YOU CAN DO IT! Overview of the Booklets Introduction How to work with this textbook 1. Setup of the book 2. Using the toolbox Booklet 1: JOBS – Investigating into job biographies of different people Booklet 2: Me and my strengths – Analysing my competences, interests and personality Booklet 3: The world of JOBS – Exploring a black box full of surprises Booklet 4: Job opportunities - Discussing possibilities, chances and risks Booklet 5: Ready for the JOB! Preparing for our Job exploration Booklet 6: My Job exploration Booklet 7: My exploration results – Processing and presenting my data Booklet 1 - Topic 1: Programme description

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The toolbox for students

This set of instructions, worksheets, instruments and checklists can act as something like a database on which you as a student have access when you are not familiar with a certain method or technique. It can be the teacher’s task to explain when and how to use which tool, or you even better decide yourself, when it is helpful.

The following set of tools help you with a number of different things, like: - how to gather and search for information - how to sort your information - how to produce creative work - how to present your work - how to work with other students

Each tool starts on a separate page. This helps to organise yourself better. You might even copy it and use it in other subjects! Tool 1: Making learning schedules Tool 2: Reflecting on learning Tool 3: Reflecting on achievement Tool 4: Researching in libraries Tool 5: Researching on the Internet Tool 6: Carrying out interviews and surveys Tool 7: Interpreting images Tool 8: Mind maps Tool 9: Creating posters Tool 10: Holding exhibitions Tool 11: Planning and giving presentations Tool 12: Preparing overhead transparencies or a PowerPoint presentation Tool 13: Writing newspaper articles Tool 14: Putting on performances Tool 15: Holding debate Tool 16: Giving Feedback

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Booklet 1 - Topic 1: Programme description


Template for a short presentation

JOBS – Five to ten key words:

What you like particularly about it:

What you will learn:

Whose help you are going to need:

Other interesting points:

Booklet 1 - Topic 1: Programme description

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Booklet 1 – Topic 1 - Homework Task: Explain JOBS and prepare yourself for a real job-interview

X

The task: You present JOBS to your family. You are well prepared for the interview that you are conducting in two weeks.

homework

Procedure:

1) Explain JOBS to your family. How do they react? What questions and ideas do they have? (see template you filled in) 2) For the next lesson you prepare a list of three people you could easily contact and you would like to interview. a. What job do they do? b. What are their names? c. How did/do you get to know them? d. At what time of the day could you possibly interview them? 3) Write your interview partners and their jobs on slips of paper (you can also use the back of used sheets of paper) and put them on the blackboard at the beginning of the next JOBS lesson

Materials: - Slips of paper (keep it environmentally friendly and use the back of old photocopies etc.)

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Booklet 1 - Topic 1: Programme description


Practical hints Making clear what the task is Give the students some minutes to read the homework-task. Ask for questions and remember, also students can answer questions! Ask two or three students how they will do this task. Timing You have some time left? Great, so the students can begin their homework in school. Time is short? No problem, the students only need to understand the task, the rest is homework!

My preparation notes

Booklet 1 - Topic 1: Programme description

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Booklet 1 - Topic 2: Preparing an interview An interview is a conversation between two or more people (the interviewer and the interviewee) where questions are asked by the interviewer to obtain information from the interviewee.


Booklet 1 – Topic 2 - Task 1: Getting an overview of all the jobs

X

The task: Based on the possible interviewees on the blackboard, you get an overview of all the jobs that have been collected.

X

Classroom organisation: Semi-circle in front of the blackboard (with or without chairs).

30’

Procedure:

1) Before the lesson, put the three slips of paper you have prepared for today on the blackboard. Alternative: Put all the slips of paper on the floor and stand around them in a semi-circle. 2) Your class as well your teacher comment on the results on the blackboard/floor: a. Are some of the jobs more frequently listed? Why? b. Are these dream jobs or existing jobs in your surroundings? c. Can the slips of paper be arranged according to one organizing principle? Is there another helpful principle?

Materials: - Slips of paper you have filled in for homework - Adhesive tape for the blackboard – or none if you work on the floor

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Booklet 1 - Topic 2: Preparing an interview


Reminder The art of waiting How long do you wait when you have asked a question? And how long do you wait, before you (or somebody else) reacts to the answer? These two waiting situations are very well researched and give a clear message: Teachers normally don’t wait at all or too shortly. Teachers who take their time, and give time to students, produce more answers, from more students, longer answers, and the best of all: better, profounder, more varied answers, and addressed not only to the teacher! Of course waiting is not just a technique, but an art. When you trust in the students, when you are quite sure that the students will say something substantial, when you are curious how they will answer, the message will go through – students can read teachers very well. So waiting is an art, not only in the question-answer-dialogue with the class, but also when students are working individually, or in groups. Wait before you interfere, better watch what happens, otherwise the students get used to external help instead of thinking and working by themselves.

My preparation notes

Booklet 1 - Topic 2: Preparing an interview

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Booklet 1 – Topic 2 - Task 2: Learning from model interviews

X

The task: You understand how an interview works and apply quality criteria on it.

X

Classroom organisation: Semi-circle in front of the blackboard (with or without chairs).

30’

Procedure: 1)

The teacher organises a model interview that he/she shows to you. The interview lasts between 5 and 10 minutes. You listen and take notes. 3) THINK: After the interview is finished you take the list of quality criteria (see toolbox 6) and read through it. You compare the list with the notes you have taken during the interview. You note how well the quality criteria are fulfilled. 4) PAIR: You turn to your neighbour and work in pairs to compare your findings. Prepare a positive feedback for the teacher: What has she/he done well? 5) SHARE: Some pairs are asked to present their feedback.

Materials: - Toolbox nr. 6a “Quality criteria for an interview”

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Booklet 1 - Topic 2: Preparing an interview


Practical hints It is your task as the teacher in the beginning of this booklet to organise one or two persons you want to do a model interview with. The interview will last about 5 -10 minutes. Make sure that your interview partner talks more than you do. You may choose to do the interview in the classroom (then you invite the persons to your school) or you decide to go with your students to their workplace (shop, office etc.). If you decide to go out it will be important to make sure that the students know where they have to go, all bring their booklets and that there is enough space for everybody to listen and take notes. Make sure that the students have enough space and time. If you like you can also involve your interview partner in the feedback process.

My preparation notes

Booklet 1 - Topic 2: Preparing an interview

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Booklet 1 – Topic 2 - Task 3: Conducting a mock interview

X

The task: You get a feeling how to conduct a good interview.

Classroom organisation: X

You work in pairs.

30’

Procedure: 1) Read the “Quality criteria for an interview” (see toolbox nr. 6a). 2) You will be conducting two short interviews with your partner. Sit opposite each other without a desk in between, agree on who will take role A or B. Before each interview, you have 2 minutes thinking time! a. Interview nr. 1 (student A with student B): Topic: Favourite activity in your spare time (5 minutes) b. Interview nr. 2 (student B with student A): Topic: The coolest experience of your life (5 minutes) 3) The teacher takes on the role of an observer, only gives support to groups or positive feedback when needed. 4) Now give each other feedback with the help of the “Quality criteria for an interview”. Please note: Mention at least five positive points before you mention one point for improvement. 5) After you have done the test-interviews sit back and answer the following questions: a. How did you feel during the interview? As the interviewer? As the interviewee? b. Which question worked best from your point of view? Which didn’t? c. Do you think you should change something? About the questions? About your way of asking the questions?

Materials: - Toolbox nr. 6a “Quality criteria for an interview” 30

Booklet 1 - Topic 2: Preparing an interview


Practical hints It is your task as the teacher in the beginning of this booklet to organise one or two persons you want to do a model interview with. The interview will last about 5 -10 minutes. Make sure that your interview partner talks more than you do. You may choose to do the interview in the classroom (then you invite the persons to your school) or you decide to go with your students to their workplace (shop, office etc.). If you decide to go out it will be important to make sure that the students know where they have to go, all bring their booklets and that there is enough space for everybody to listen and take notes. Make sure that the students have enough space and time. If you like you can also involve your interview partner in the feedback process.

My preparation notes

Booklet 1 - Topic 2: Preparing an interview

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Booklet 1 – Topic 2 - Task 4: Preparing the real interview

X X

The task: You prepare the real interview you will conduct. You put together the main structure of the interview.

X

Classroom organisation: 50’ You work in pairs at your desks.

Procedure: 1) 2) 3) 4)

Choose your partner who will conduct the interview with you. Take your six slips of paper from the blackboard (from task 1) and decide which person you want to interview. What are the reasons for choosing this person, this profession? Discuss with your partner! Use tool nr. 6 to help you plan a good interview. Use the questionnaire on the next page: Group the questions in 3 – 5 topics (e.g. qualifications, work conditions, job biography etc.). Name them and fill in the most important questions you want to ask.

Materials: - Toolbox nr. 6a “Carrying out interviews” - Template for a questionnaire

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Booklet 1 - Topic 2: Preparing an interview


Practical hints The interviewers The interview is meant to be done in pair work. If the number of students in your class is not an even number, prepare to give instructions to a group consisting of 3 students instead of 2. For constructing the questionnaire 3 students can work together just like in pairs. For conducting the interview it will be important to give clear instructions and roles to each student. Identify them before you give the homework task. The interviewee Choosing a suitable interviewee is not an easy thing for students. They really should take the time to discuss and find reasons why they prefer this person or that profession. And they always must have a “Plan B” ready when the first chosen person can’t or won’t do the interview!

My preparation notes

Booklet 1 - Topic 2: Preparing an interview

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Booklet 1 – Topic 2 - Homework task: Conducting an interview

X

The task: Together with your partner you conduct the interview and take notes.

X X

Procedure: 1) 2) 3)

90’

You decide when and where you want to conduct the interview. Calculate 20-50 minutes for a good interview. You also need to decide who will do the interview and who will take notes. 4) Bring the notes along to the next JOBS lesson! 5) If possible take a picture of your interviewee and print it. 6) Look for pictures in magazines which are connected to the job of your interviewee. Maybe you can also find newspaper articles about this profession.

Materials: - Template for the interview - Notebook/notepad - Maybe a camera - Magazines and newspapers

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Booklet 1 - Topic 2: Preparing an interview


Template for a questionnaire

Names of interviewers: Our interviewee:

His/her profession:

Main topic/question:

Main topic/question:

Main topic/question:

Main topic/question:

Main topic/question:

Booklet 1 - Topic 2: Preparing an interview

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Booklet 1 - Topic 3: Evaluating the interview An evaluation is a description, an analysis and assessment of projects, processes and organisation.


Booklet 1 – Topic 3 - Task 1: First impressions of the working world

X

The task: You get first impressions of the persons and jobs in the working world.

X X

Classroom organisation: Chairs in a circle in the classroom and pair work.

45’

Procedure:

1) Sit in a large circle 2) Discuss the content of the interviews: What is your first impression of the working world? What did you like or did not like? Why? 3) Discuss how the interview went: What was exciting, nice, surpri- sing, difficult etc.? 4) Go together with your partner. Try to explore the expressions „job/profession“: What does it mean to your interviewee to have a job/profession? What does it mean in the life of a person to work? What do you think it will mean to you? How do you feel about the fact that one has to work? What are your wishes for your professional future? Discuss with your partner. 5) Reflect together about your expectations and surprises you got out of the interview and about the working world. 6) Fill in the template on the following pages together with your partner, identifying the most important messages and quotes.

Materials: - Template for evaluation - Template for a questionnaire

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Booklet 1 - Topic 3: Evaluating the interview


Reminder Quality may differ: good or bad? Students solve tasks in different ways and therefore will receive different types of products on different quality levels. At first sight, this might be a bad thing as it makes grading and evaluating more complex and comparing results more difficult. At second sight, this shows you were your students are at in their life skills competence levels. So, you should view these visible products as a good thing and evaluate them using an individual or criteria-oriented benchmark.

My preparation notes

Booklet 1 - Topic 3: Evaluating the interview

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Evaluation of the interview:

Your expectations before the interview:

Your impressions after the interview:

Main messages: 1)

2)

3)

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Booklet 1 - Topic 3: Evaluating the interview


Quotations (1-2 that sounded most suitable to you):

Ideas for the title: different versions

Self-evaluation: What have we done well? What could we improve?

Booklet 1 - Topic 3: Evaluating the interview

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Booklet 1 – Topic 3 - Task 2: Your presentation poster

X

The task: Together with your partner prepare a poster for the presentation in school.

X

Classroom organisation:

X 120’

Pair work and plenary session.

Procedure: 1) Read Tool 9 “Creating a poster” 2) Go through the whole interview again – see evaluation form on the pages before - and pick the important points: a. Most important information about your interviewee b. Choose 3-5 main insights you have gained through the interview c. Choose 3-5 quotations and explain them d. Choose a title for your presentation e. Give your opinion: i. What did you learn about the job? ii. What did you learn about conducting an interview? iii. What did you like? iv. What caused difficulties? 3) A presentation is like a business card! It will be judged according to its content, graphic composition and clarity of message.

Materials: - Poster paper (be inventive! You do not necessarily need to buy paper,

you can for example use the back of an advertising poster, or you can

put together several smaller sheets of paper etc.) - Pens, pencils, scissors, glue (if necessary bring it from home) - Magazines to cut out illustrations - Form „Evaluation of the interview“. - Toolbox nr. 9 “Creating posters”

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Booklet 1 - Topic 3: Evaluating the interview


Reminder Giving direct feedback Results of various research studies about influencing factors on students’ achievement show that the most important factor is personal and direct feedback given by the teacher. During the JOBS programme, make sure that you reserve enough time for giving feedback – not only in written form but also during lessons – to your students.

My preparation notes

Booklet 1 - Topic 3: Evaluating the interview

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Booklet 1 – Topic 3 - Homework Task: Finishing the poster

X

The task: Your poster is finished by the beginning of the next week.

X X homework

Procedure: 1) 2) 3)

If you have not been able to finish the poster at school, do so at home. Make sure you find the time and an appropriate place where you can work together. Keep in mind tool 9 “Creating a poster”. It will help you focus on the most important features. You can already think of the poster exhibition next week (see Day 4, Task 2).

Materials: - See Topic 3, Task 2 - Toolbox nr. 9 “Creating posters”

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Booklet 1 - Topic 3: Evaluating the interview


Practical hints Finding a place for the posters This time, teachers have a special homework to do: You look for a suitable place in your school, where the posters of the students can be presented and where a guided tour (or several of them) for classes and their teachers can take place. This could be a corridor, the entry hall, a room specially reserved for this week, … You will probably have to inform the head of school and the janitor. Fixing material Nails, adhesive tape i.e. anything you need to fix the posters to the walls or poster screens. Provide the material yourself – or give some students this task to solve! Timing The posters will be present one week, starting from the next ‘JOBS-Topic’. For a guided tour, we propose 20 to 30 minutes. Thinking of possible visitors Next week, you will decide together with your class, whom you will give a guided tour through the poster presentation. As a preparation, you as the teacher will collect some ideas, who could be invited, how big the group is, and when the guided tour(s) could take place. You might have to consult the timetables of your JOBS-class as well as of other classes and teachers. Important: Make some suggestions, but let the class take the final decision who will be invited!

My preparation notes

Booklet 1 - Topic 3: Evaluating the interview

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Booklet 1 - Topic 4: Presenting your interview An exhibition, in the most general sense, is an organized presentation and display of a selection of items. In practice, exhibitions usually occur within museums, galleries and exhibition halls, and World‘s Fairs.


Booklet 1 – Topic 4 - Task 1: Preparing for the exhibition

X

The task: Your class has planned the presentation with the guided tour.

X X

Classroom organisation:

60’

Your teacher has organised a place in your school where your posters will be presented for a week.

Procedure: 1) 2)

First put your posters up the wall or on special poster screens. The material for fixing is provided by the teacher or some colleagues of yours. Now stay where the posters are presented or return to your class- room for a discussion: - Your class will invite guests for a guided tour (20 to 30 minutes) through the poster presentation. Who could you invite? Express your ideas freely, and the teacher adds her/his ideas too. - How many tours you will be able to make: One, two, …? - When will these tours take place? - Who invites the guests? - Are there some drinks or sweets before/after the tour? - Have you informed everybody concerned?

Materials: - Posters - Nails, adhesive tape i.e. anything you need to fix the posters to the walls or poster screens - Maybe drinks/refreshments for the opening event - Etc. 48

Booklet 1 - Topic 4: Presenting your interview


Reminder Creating an atmosphere of trust and respect Various tasks in the JOBS programme are closely related to the students’ individual person. Exposing oneself can be a delicate thing to do. Make sure you do not force the students to any actions that you yourself would not do. In order to reinforce this being-on-eye-levelness JOBS suggests using your person as the teacher as the model for different tasks every now and again (e.g. mindmap, model interview etc.). Therefore, it is a question of creating an atmosphere that makes this possible. Most of the tasks involve working with other colleagues. Students will need an atmosphere characterised by trust and respect in order to speak and work freely about their personal issues. It is your task as the teacher to create and promote this atmosphere by avoiding competitive structures among the students but facilitating co-operative behaviours.

My preparation notes

Booklet 1 - Topic 4: Presenting your interview

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Booklet 1 – Topic 4 - Task 2: Rehearsal: Presenting the poster

X X

The task: You have presented your poster to others as well as played the role of a guest

X

Classroom organisation: 45’ Poster exhibition in the school building

Procedure:

1) Preparation (10’) You work with the partner you made the interview with and the poster. Have a good look at your poster, prepare yourselves for a dialogue with a guest or two, and make notes: - What could the guests read themselves? - When do you give them the time to look at your poster? - What would you like to explain, to illustrate? - How do you greet the guest? - How do you start the dialogue? - Try not only to talk, but also to listen, to ask questions yourself! 2) “One stay, one stray” (2 x 15’) One of you stays with the poster and has the notes ready, knows what to say. The other is free to wander around and play the role of a guest with to or three posters. Then the stray person returns, informs the partner which poster he/she has seen, and then you change roles!

Materials: - Posters - Notepaper 50

Booklet 1 - Topic 4: Presenting your interview


Practical hint Organizing and fixing the presentation Now it’s time to invite the guests an fix the schedule, be it in the week to come, be it in the next JOBS halfday – but before you start the work with booklet 2!

My preparation notes

Booklet 1 - Topic 4: Presenting your interview

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Booklet 1 – Topic 4 - Task 3: Reflexion on the booklet

X X

The task: You become aware of what you have been working on for the past month.

X

Classroom organisation: 45’ During the first phase you stay at your desks During the second phase you put your chairs in a circle.

Procedure:

1) The exhibition is over, you are at the end of Booklet 1 and it is time to look back. 2) The questionnaire “Questions for the evaluation” on the next page will help you to reflect on the work you have done so far. Go through the questions on your own and try to be honest with yourself. 3) After you have finished with the questionnaire, put your chairs in a circle. You will talk about your findings in class and discuss various points. Your teacher chairs the discussion. 4) At the end, your teacher will collect all your questionnaires to get a completer impression of how you liked the work in Booklet 1.

Materials: - Posters - The whole workbook - Questionnaire “Questions for the evaluation” on the next page

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Booklet 1 - Topic 4: Presenting your interview


Questions for the evaluation You will be thinking and writing short texts about two themes: a) contentwise, what you learnt, and b) you as a learner, how you learnt. You find a series of questions, but you don’t have to answer them all! Probably you first make a list, or a mindmap before starting writing in this booklet?

Content: “The world of JOBS” - What have you learnt about the world of JOBS? - Which fact impressed you most? Why? - Which person impressed you most? Why? - Write a statement about what has become important to you. - What has surprised you? - What are you happy about? - Where do you see problems?

Booklet 1 - Topic 4: Presenting your interview

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You as a learner - What have you learnt about the different work methods? - Which method can you handle well, which needs further practice? - Which situations during JOBS-lessons were the best for your learning? - Which task in this booklet was the easiest, which the most fruitful for you? - What helps you most in further learning situations? - What has surprised you? - What are you happy about? - Where do you see problems?

Feedback from the teacher:

Date and signature of the teacher: 54

Booklet 1 - Topic 4: Presenting your interview


Practical hint Why talk about it in class? Each student has written for her-/himself, and you as the teacher will read all and give a short feedback – so why talk about it? One gain is for the students themselves: In class, they hear how others reacted, how others learnt. It’s interesting to see and hear if everybody did the same or if there is a wide spectrum of learnings and opinions. A second reason are the advantages of oral expression: In a class discussion, you can ask how something was meant, ask for the reason behind, explain, give examples, clarify, contradict, … Chairing a discussion It’s obvious you can’t go through the questionnaire and let everybody read aloud one after the other. Chairing a discussion means selecting a single question for the start, let several students answer before the teachers speaks again, to show interest in what the students think and learn. When the answers and discussion seem finished for the class as well as you, you start with a second question. The “usual suspects” Task for teachers: What can you do that not always the same two or three students speak, the “usual suspects”, but more - and more quiet - students also join the sharing and discussing? Writing feedbacks This task is not as big as it seems! You don’t have to write each student a full page, you just react to some points you are interested in. Write a few sentences what the student did well, or where she/ he surprised you, or what was the main point in your eyes, probably add one question where you want to hear more, or one concrete tip how the student could act differently next time.

My preparation notes

Booklet 1 - Topic 4: Presenting your interview

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The didactical elements of JOBS

1. Task-based-learning

2. From lecturer to facilitator

3. The art of waiting

4. Real time learning

5. Co-operative Learning

6. Differentiation and individual levels of quality

7. Goal-orientation

8. Formative Assessment

9. Creating an atmosphere of trust and respect

10. Diversity and heterogeneity

11. Orientation towards reality


Jobs grade 8 booklet 1 teacher 2013