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BOOK OF IDEAS collection of the best practices and relevant experiences, reflective feedbacks of the teachers

Useful manual for teachers and trainers to improve their competences.

„SCOLA� - Skills and Competences on the Labor market Development of competences of teachers working in vocational education for enhancing the successful entrance of students into the LM 2015-2017

ERASMUS + PROGRAMME Key Action: Action type: Field:

Cooperation for innovation and the exchange of good practices Strategic Partnerships Strategic partnerships for vocational education and training

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 1


CONTENT

2

A. THE NEW APPROACH OF THE TEACHER (MODULE 1)

3

1. Title of the exercise: Who am I? – Self-portrait 2. Title of the exercise: Know I myself? – How others see me

4 7

B. LABOUR MARKET INFORMATION (MODULE 2)

9

1. Title of the 2. Title of the 3. Title of the (applicable 4. Title of the 5. Title of the 6. Title of the

9 10

exercise: exercise: exercise: for other exercise: exercise: exercise:

Search for the sights of the chosen city Job description files We serve and protect professions) Professional conve rsation with a shop-assistant Job – family tree Who is a skilled worker?

11 13 14 15

C. SELF KNOWLEDGE (MODULE 3)

17

1. 2. 3. 4. 5.

Title of the exercise: Types of behaviour Title of the exercise: Dream job changing Title of the exercise: Can you lift it? Title of the exercise: A creative picture of my future Title of the exercise: The students name a famous perso n who could be an example for them and they give reasons for their choice 6. Title of the exercise: Development of communication skills 7. Title of the exercise: Motivation and job satisfaction of the apprentices / students 8. Title of the exercise: What animal has just come to mind? 9. Title of the exercise: motivation of the apprentices / students 10. Title of the exercise: Family values 11. Title of the exercise: Family models 12. Title of the exercise: Realistic self-image 13. Title of the exercise: Selling my colleague 14. Title of the exercise: Names and letters 15. Title of the exercise: If I were an animal I would be ….. What kind of animal? 16. Title of the exercise: Development of professional competences 17. Title of the exercise: How am I feeling today?

17 18 19 21

D. METHODS AND JOB PREPARATION (MODULE 4)

40

1. 2. 3. 4. 5. 6. 7. 8.

40 41 42 44 45 46 48 49

Title of the exercise: The dream job designing Title of the exercise: Making phone calls Title of the exercise: Professional -dating Title of the exercise: Interview (interview by presenting differe nt types of employees) Title of the exercise: Visit a travel agency (invite a staff from travel agency) Title of the exercise: The tree of professional networks (with some modifications) Title of the exercise: Visiting a factory namely Cooptim Hegesztéstechnikai Kft (Cooptim Welding LTD) Title of the exercise: How can I tell?

22 23 25 26 27 28 29 30 31 33 35 36 38

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 2


E. EFFICIENCY OF THE SHARED IDEAS (MODULE 5)

51

1. 2. 3. 4. 5.

51 52 54 55

6. 7. 8. 9.

Title of the exercise: Learning about conflict management techniques Title of the exercise: Organising a fair in school with companies 1 Title of the exercise: Organising teachers’ traineeships in companies Title of the exercise: Digital learning for teachers Title of the exercise: The importance of work and learning a vocation opposed to the problems of unemployment and homelessness Title of the exercise: Organising a fair in school with companies 2 Title of the exercise: Organising a fair in school with companies 3 Title of the exercise: Lesson pitch your job Title of the exercise: Involving teachers of generic courses in the labour market

56 57 59 60 61

F. ANNEX

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1. Title of the exercise: Who am I? – Self-portrait - MANUAL

63

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 3


A. THE NEW APPROACH OF THE TEACHER (MODULE 1) 1. Title of the exercise: Who am I? – Self-portrait

Pedagogical objective, aimed results

Presentation of student groups

Duration (minutes) Size of the group Settings Tools

Method

Create graphics work in Adobe Photoshop - Connect your own photos and text with the positive qualities of the pupil - Learn basic operations with objects - translocation copy, move, align 16 to 17 years, 2nd year, Department: Marketing staff Professional - vocational training in the field of marketing staff Unit: Object Operations 6 lessons – 270 minutes 6 School activity List of positive qualities of man, paper and pen for writing characteristics notebook, Slide viewer, graphic program Adobe Photoshop Directed conversation, demonstration, handling in the program - individual work

Description of exercise, procedure of implementation: Introduction Motivation: 1.We prepare a bag with the names of students. We ask students to pulled out one name and try to characterize the personality of the student - without using the name. Other students have to guess who they are. (Instruction No.1.) 2.We ask students to write on piece of paper, his/her first name - each letter on a new line. For each letter they must write a good quality / or bad / that begins with that letter and characterize their personality. (Instruction No. 2.) Main part Demonstration of graphical work: Using projection in Adobe Photoshop will show students the steps. As demonstration we can use our photo with the characteristics (Instruction No. 3.) Fixation of new topics: Manual (see in Annex) will be distributed to pupils (document: Who I am - manual), in which is written the process graphic work. (Instruction No. 4.) We ask students to read the instructions. (Instruction No. 5.) We can take the individual points again - only orally. This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 4


Students from the computer will select the appropriate photo (own) and proceed accordingly manual. (Instruction no. 6-7). The teacher still controls their work, in case of doubt explains that (individually). Students finished work save in PDF format or JPEG and print them. (Instruction No. 8.) Conclusion Oral assessment: Students printed works place side by side and evaluate - present their own self-portrait. They answer on teacher's questions. (Instructions no.9-10.) Homework assignment Students must create a similar self-portrait but in a different style. This homework uses to practice basic steps in a graphics program - location of objects, color effects and text layers to A4. As text must be used characteristics that have written to the incentive part. . Instructions 1. Instruction: Pull out the name of one classmate and try him / her to describe with the qualities that he / it characterize? You can not say his / her name! Other students: Try to guess who they are talking about! 2. Instructio: Write down your first name on the paper! Each letter write to a new line. At each point try typing feature that starts with this letter and characterizes you. 3. Instruction: Today you create a graphic with the name Who I am. It will be a self-portrait associated with text which describes you. 4. Instruction: You get a printed manual where you will find all the instructions necessary to complete self-portrait like what you saw on the board. 5. Instruction: Read the manual! 6. Instruction: In computer find your own photo. 7. Instruction: Now follow the manual. 8. Instruction: Finished work print and place them side by side. 9. Instruction: Now I ask for an oral evaluation of your self-portrait . 10. Documentation

Instruction: What are the qualities that characterize you? Give your opinion! Description photos video records

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 5


1

19

0

Student's feedbacks and reflections

Students respond positively on exercise. Games in the early hours they are adequately motivated. By manual they know work independently. Minor problems only occur at the location of the longer words to the picture - either rewriting their shorter, reduce letters or added edge to the text box. Evaluation, teacher’s reflection: I welcome the implemented idea. I managed to achieve our goals and ideas. This is evidenced by student work. Notes, further suggestions linked to the presented ideea/exercise: It should follow the manual. Similar tutorials can also be found here: https://www.youtube.com/watch?v=fj_iwNgv8aQ&t=333s E-mail: csokiveroni@gmail.com

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 6


2. Title of the exercise: Know I myself? – How others see me

Pedagogical objective, aimed results

Presentation of student groups

Duration (minutes) Size of the group Settings Tools

Method

The basic developing activities in education and the teaching are the tasks. The term tasks we mean the teacher's questions, problems, exercises, educational situations that require activity on the part of solution of the child. This approach emphasizes assigning tasks and exercise all cognitive functions. The point is to just not give jobs on lower cognitive function, e.g. perception, memory, logical thinking, but to give the task to develop the evaluation of thinking and creative thinking. Task motivating force for the development of higher cognitive functions lies in their impact on the emotional, Worth area, is to influence self-esteem, independence and selfformation of children, all of which leads to the involvement of researchers. By developing higher cognitive functions also develops self-evaluation of learner. Pupil entering them as being authentic. The teacher has to strengthen the productive pupil reactions. Lesson psychology proceeded creative teaching, education - activities targeted mainly at experiencing, creative perception, there is emphasized artistic creative activities of children, but also creativity in interpersonal. School: SSOŠ s vjm Mostová, elokované pracovisko Veľký Meder. In the hours of Psychology we worked with learners in the second school year in these branches. (age cathegory:16-17 years) in the training branches: cosmetician, stylist and hair-stylist. Lessons of Psychology we have in the second year int he named branchet. It is taught twice a week, 45 minutes according the curricula in school year 2016/2017. In the group of hair stylist we have 5 learners. In the group of cosmetician and stylist we have also 5 learners. On the lessons of Psychology have just taken over curriculum: Human personality and temperament. inside the room/outside/... As tools were enough plain white A4 paper and black pencil. The method used is developing aspirations, selfconfidence and self-assertion.

Description of exercise, procedure of implementation: After dealing papers and pencils schoolgirls had to draw themselves as "animal" - which animal they would like to be. After drawing the animal pulled the name of his/her classmates and should draw them like an animal. After drawing a picture of his/her classmate, they had them describe - as perceived as a person and why exactly this animal has chosen for them, what is the positive and what is negative, why their love and why not. It was emphasized artistic creative activities of children, but also creativity in interpersonal relationships. The aim was to get the most rigorous and objective feedback on yourself..

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 7


Instructions

1.Instruction: Draw yourself as an animal. 2.Instruction: Draw your chosen classmate as an animal. 3.Instruction: Describe the intrinsic characteristcs of their classmate

Documentation

Description

Drawing pictures of animals. Student's feedbacks and reflections (oral or written)

photos

video records 12 pieces of photos – X pictures of animals.

Students perceived very positively drawing pictures of animals. Preference to drawing instead of downloading the curriculum and text input. Students were motivated positively to learning: theoretical knowledge about the personality and temperament. Evaluation, teacher’s reflection: The lessons learned from these exercises are for self-improvement for the benefit of children, beliefs and experiencing that work on themselves, creativity brings happiness, a sense of personality and its significance for others. Notes, further suggestions linked to the presented ideea/exercise: I think that the main task of the creative teacher is to look for ways from person to person.

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 8


B. LABOUR MARKET INFORMATION (MODULE 2)

1. Title of the exercise: Search for the sights of the chosen city, based on the exercise: Information on labour market

Pedagogical objective, aimed results

To familiarize training participants with current situation on the labour market, with effective ways to find actual job opportunities, to build relationship with employers. It’s also important to represent themselves and their results.

Presentation of student groups age: 15-16 Duration (minutes) Size of the group Settings

class: I. L

45 minutes 10 people in the class

Tools computer, internet, literature, interactive board Method individual work Description of the method: The teacher prepares papers with the names of the cities like Prague, Rome, London, etc. Then s/he asks the students to choose one paper, so at the end each student got one place (Instruction nr.1). Then the teacher explains the task. Students have to make a presentation about a top 10 places to visit in the chosen area. When they are ready, they have to represent their work (Instruction nr.2). Then a discussion takes places about the positive and negative sides of each presentation (Instruction nr.3). Instructions Instruction 1: The teacher asks to choose one paper Instruction 2: The teacher explains the task: “You have chosen a city and you have 45 minutes to prepare a presentation about the top 10 places we can find in that city. You can use the prepared catalogues, the computer, the internet and the other literature given by me. After finishing, you have to represent yourself.” Instruction 3: Teacher starts the discussion:” How do you rate the presentations? What would you change in your or the others’ presentation? What do you think, was this task interesting to you? Documentation

Description

photos

video records

1

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 9


Student's feedbacks and reflections

The students had mixed feelings. They loved to create the presentations, where they could use their creativity and their own ideas. Some of the students noticed that they are afraid of representing. At the end all of them felt good, and learnt something new and useful for the further study. Evaluation: I think this exercise was motivating. Students immediately started to work and they used the whole time limit. They did not have problems with preparing presentations. They really worked individually. Everyone used the internet to search for information, in spite of that they had an option to use booklets, etc. To represent themselves wasn’t easy for everyone, mainly introvert students did not enjoy it, but everybody managed to do it. The task was a good practice to learn how to communicate, how to do the “self marketing”- so the importance of representing themself and improve the students’ digital skills, too. Notes, further suggestions linked to the presented idea/exercise:

-

2. Title of the exercise: Job description files

Pedagogical objective, aimed results

Give real informations for the students about the actual professions on the LM. To familiarize them with content of descriptions of occupations and requirements for knowledges, skills and competences.

Presentation of student groups

Training in selling

Duration (minutes)

30 minutes in the classroom + 30 minutes of individual work

Size of the group Settings

16 In the classroom

Tools

Computer and the Internet connexion

Method

Work in groups and individually

Explanation of the ROME (directory of trades and jobs and business) and where to find the information. The students look for their specific sector and read about the necessary skills and competences for this post. The trainer explains that learners have to prioritize these skills in their CVs. With this information, students make the necessary modifications in their CV and cover letters

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 10


Instructions

Documentation

The text of the Instructions: Instruction nr. 1.: Explanation of the ROME by the trainer Instruction nr. 2.: In groups of three, look for the Internet your ROME post and make a list of necessary skills, competences... Instruction nr.3.: Debate all together Instruction nr.4.: Update your CV and cover letters by using this information Description photos video records x

Student's feedbacks and reflections

Very interested Evaluation, teacher’s reflection: Some of the students have already known these „fiches” but they haven’t used them, so it will be useful for them to identify the most important skills they have to remark in their CVs and in job interviews. It was also interesting for students who are not sure about their sectors, as they learned a lot about the descritpion of posts. Some of them were surprised of some tasks or requirements and this kind of exercises will help them to identify which skills they need for the specific sector. Notes, further suggestions linked to the presented ideea/exercise: National System of Occupation in the Slovak Republic is available on the following website: http://www.sustavapovolani.sk/ National system of occupations in Hungary is available on the following website: http://eletpalya.munka.hu/foglalkozasok https://www.ksh.hu/docs/szolgaltatasok/hun/feor08/feorlista.html National system of occupations in the Netherland is available on the following website: National system of occupations in France is available on the following website: http://www.pole-emploi.fr/accueil/ National system of occupations in Austria is available on the following website: http://www.berufslexikon.at/ http://www.bic.at/berufe_von_a_bis_z.php

1. 3.

Title of the exercise: We serve and protect (applicable for other professions)

Pedagogical objective, aimed results

Getting to know more their future vocation through the slogan of police profession

Presentation of student groups

Class 9, policing, age 14-15 years

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 11


The lessons Type, location of the curriculum

Class meeting

Duration (minutes)

45 minutes

Size of the group Settings

24 people classroom

Tools

Dixit cards

Method free conversation, directed questions, group work Description and realization of the task: The teacher spreads the dixit cards on the teacher’s desk, everyone has to choose one that he/ she thinks best expresses the slogan. Those who want can explain why they have chosen the given card. Then, forming groups of 4 the students invent a story which represents the motto "protect and serve". After a short presentation of the scenes we decide which story is the most imaginative.

.

Instructions

Documentation

1. Select one of the cards that you think best represents the slogan protect and serve! 2. Explain why you chose that card! In what way is it related to the slogan? 3. Form a group of 4 and invent a short story by using the cards (eg. about a police action) 4. Perform the story in 3 minutes. 5. Which story did you find the most imaginative one? Description photos video records available

no

no

Student's feedbacks and reflections First they found the task odd. Many of them said that there was no image they wanted to choose, but finally all managed to choose one. Serious thoughts also emerged during the presentation of the images and the performance of the scenes. Evaluation/teacher reflections On several cards, there were details related to the slogan, e.g. house or security. Police have used this slogan for long. It would be interesting to know what this means in some students’ mind. Learners found a really interesting connection between the images and slogans. Several students were surprised at the others' thoughts Notes, further suggestions linked to the presented ideea/exercise: This is specific example for police sector, if you want to modify to other sector this idea is useful.

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 12


4. Title of the exercise: Professional conversation with a shop-assistant

Pedagogical objective, aimed results

The students learn more about their profession with a practising worker

Presentation of student groups

Class 9. Shop assistants

The lessons, location of the curriculum

Vocational class Knowledge of wares: Clothing and miscellaneous manufactured goods 2x45 minutes

Duration (minutes)

15-16 years It is worth doing this task with firstyear students

Size of the group Settings

21 people classroom

Tools

no

Method

Frontal classroom work Teachers facilitate the conversation and students ask

Description and implementation of the task: Presentation: Where does the invited person work, what are his/her responsibilities? The employee explains the daily, weekly duties, working conditions, work tools, etc. Questions from the students, the employer answers Summary and evaluation Instructions 1. Listen carefully! 2. Don’t be afraid to ask! 3. What kind of new information have you been given about your vocation? 4. Do you think you made the right decision when you chose this profession? Documentation Description photos video records available Student's feedbacks and reflections The students welcomed the visitor in class with interest. They got to know the advantages and disadvantages of their chosen vocation from the point of view of a shop assistant who had several years of experience. Evaluation/teacher reflections This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 13


I achieved the desired result, the students could receive information about their chosen profession they can’t learn from books. In addition, they could understand why various professional subjects were important and why learning was necessary. Notes, further suggestions linked to the presented ideea/exercise: It is important to choose an employee who is dedicated towards his/her profession, direct with students and has good communication skills.

5. Title of the exercise: Job – family tree

Pedagogical objective, aimed results (skills targeted by this exercise) Presentation of student groups (class, group, subject, field)

Duration (minutes)

Examination of the jobs in the private surroundings Project „Bridge to the job” for young people up to 25 years – vocational orientation 30 minutes

Size of the group Settings

12 persons inside the room

Tools

Tree of resources

Method

Single work - discussion

Instructions

Instruction 1: the participants shall collect which jobs they can find in their private surroundings. Starting with the closed members of the family like parents, aunts, uncles, grandparents, ... so we can talk about different job descriptions, about special memories about jobs they know from relatives. Memories about situations, when they perhaps accompanied a relative to his/her workplace Description photos video records

Documentation

x

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 14


Student's feedbacks and reflections (oral or written)

When they started talking about their relatives jobs´, the participants remembered jobs, which they didn`t realize before. Some remembered that they had gained personal insight into some jobs, because they had accompanied their parents to their work place. Some gained positive experiences, some negative ones. Evaluation, teacher’s reflection: Some students visited parents’ work place to know and become more familiar with their jobs. Some even had experiences with uncles or aunts jobs´. With this exercise some students could develop new job ideas. Notes, further suggestions linked to the presented idea/exercise:

6. Title of the exercise: Who is a skilled worker? Pedagogical objective, aimed results (skills targeted by this exercise)

Self-knowledge, development of skills needed for the vocation, requirements on the labour market

Presentation of student groups (class, group, subject, field)

electricians

The lessons Type (Professional, general, homeroom), location of the curriculum

Professional practice, school workshop environment 1 hour 20 minutes

Duration (minutes)

Age:16-17 years

Size of the group Settings

10 people Tidy workshop, The students’ responsibility is to clean, tidy and decorate the school workshop

Tools

Board, board pen

Method

Brainstorming ideas, notices on the board

Description and realization of the practice: Comparing the social image and the expectations of a skilled worker. What are the main features of a skilled worker in general? I write the question on the board and the students can tell me their opinion. I write the ideas on the board. Finally we discuss and evaluate the ideas together and create a common position about the positive features and qualities of a skilled worker.

.

Instructions

1. What is the profile of a skilled worker? Collect as many as you can. 2. Why do people have this opinion? 3. How can you change this opinion? 4. What do you have to to, how should you behave? 5. What is a successful electrician like?

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 15


6. Please highlight the positive features and qualities. 7. What kind of behaviour should you avoid? Documentation

Description available

photos available

video records no

Student's feedbacks and reflections (oral or written) The students liked this practice and they recognized that it was useful. They also recognized what they shouldn’t do in order to have a better social position. They consider it to be important to change during the school years. They really liked the task as they weren’t used to deal with these questions in the framework of vocational practice. It was really interesting to see how they changed their opinion about skilled workers when they were also affected. They are happy to learn this vocation, furthermore they like our school and the teachers as well. They also named some jobs in the building industry they wouldn’t like to have because the social position and prestige of people working there is really low. Evaluation/teacher reflections I was happy to see that the students did this task as if it were a game. It was an interesting experience for me to see how their opinion changed when they were also affected. Social appreciation is important for them and ín order to reach that they are ready to change. At the same time I was sad to hear their highly negative opinions about some skilled workers and vocations. So I wonder wha are the points I also have to change in the future in order that the students could get a real image about their chosen vocation and the life of a skilled worker. . Notes, further suggestions linked to the presented ideea/exercise: no

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 16


C. SELF KNOWLEDGE (MODULE 3)

1. Title of the exercise: Types of behaviour

Pedagogical objective, aimed results

Presentation of student groups

Duration (minutes) Size of the group Settings

If we want the student to learn to avoid certain types of behaviour, at the same time we present the child situation which should be avoided and which circumstances are unpleasant. If we want to help the child overcome the fear of certain situations, we gradually increase the exposure to the feared situation until otherwise he/she will feel comfortable, relaxed and safe. The basic developing activities in education and the teaching are the tasks. The term tasks we mean the teacher's questions, problems, exercises, educational situations that require activity on the part of solution of the student. This approach emphasizes assigning tasks and exercise all cognitive functions. The point is to just not give jobs to lower cognitive function, for example. perception, memory, logical thinking, but to give the task to develop the evaluation of thinking and creative thinking. On the Class hours we teach students to avoid unpleasant situations. Fear and anxiety are overcome by providing a positive power in connection with the fear situation and little by little we increase the experience, power. School: SSOŠ s vjm Mostová, elokované pracovisko Veľký Meder. In the class hours we worked with learners in the second school year in these branches. (age cathegory:16-17 years) in the training branches: car mechanic and confectioner. Class hours we have in the second school year in these branches. It is taught once a week by 45 minutes under current curriculum in school year 2016/2017. In the group car mechanic we have 9 learners. In the group confectioner we have 6 learners. During -

class hours we dealt with topics as Basics of harmonious life Family model, ideal The importance of family

Tools As tools were blank sheets A4 and colour pencils. Method It was used method of modification of emotional behaviour. Description of exercise, process of implementation: After dealing papers and pencils pupils should draw their ups and downs. As a model served my life path. It resembles an ECG waveform where the upper curve characterized by positive and lower curve having negative experiences. It was emphasized artistic creative activities of children, but also creativity in interpersonal relationships. The aim was to get the most exact and objective feedback on himself/herself. This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 17


Instructions Instruction nr. 1.: Draw your up and downs and highlight some significant events - positive or negative. Documentation

Description

Drawing a life path/course Student's feedbacks and reflections (oral or written)

photos

video records

5 pieces of photos of life paths

x

Students/learners perceived very positively drawing during class placements hours The atmosphere was very relaxed and students openly talked about their family, about yourself and about your own experiences. Students were positively motivated to dealing with important life situations. Evaluation, teacher’s reflection: The lessons learned from these exercises are designed to overcome the obstacles on the way to the goal, endurance at work, do work better than others and choose a challenging task. Notes, further suggestions linked to the presented ideea/exercise: I think the strength of performance motivation is reflected, manifested in a particular behaviour but also in the cimagination of human being.

2. Title of the exercise: Dream job changing

Pedagogical objective, aimed results

being aware of how our dreamjobs has changed during life time

Presentation of student groups age: 16-17 Duration (minutes) Size of the group Settings

class: II. B

15 minutes 16 people in the classroom

Tools template of life time (baby, child, adolescent, adult), pens Method individual work

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 18


Description of the method: This is a typical individual work. After giving the instructions every one works alone. After 10 minutes, they have 5 minutes to share.

Instructions

Documentation

Instruction 1.: " Please think about all of your ideal job and profession during your lifetime." Instruction 2.: "Please fill in this template writing specific ages in relation with specific dream jobs. For example, you wanted to be a doctor when you were 8 years old, but for someone the same desire came with the age of 14. So this is personal. " You have 5 minutes to work. Instruction 3: Let’s talk about your dream works and the reason of choosing that profession. (10 min.) Instruction 4: Discussion: “What do you have to do to make your dreams (dream job) come true (a real profession)? Write down at least 5 goals, what should help you in your career (few mi.). Now discuss about it. Description

photos

video records

Student's feedbacks and reflections

Students enjoyed the exercise. They refreshed their dreams. They prefer writing drafts before talk about the topic, afterwards it’s easier to communicate. At the end students realized that they have to decide soon where to continue their life and what to do for their goals.

Evaluation: While they were working there was a nice atmosphere in the classroom. The tasks are playful and serious at the same time. They refreshed their childhood dreams and plans and they were thinking about the way they had changed their mind and about their present situation. They were trying to help each other and at the end they realized how important is to work hard to let their dreams come true and to reach their goals. Notes, further suggestions linked to the presented idea/exercise:

3. Title of the exercise: Can you lift it?

Pedagogical objective, aimed results

teamwork, dexterity, patience

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 19


Presentation of student groups

2. C class, 28 students, age 16 and 17, German lesson

Duration (minutes)

20 minutes

Size of the group

even numbered groups, 6, 8 or 10, depending on staff size

Settings

inside the classroom or outside

Tools

an even wooden staff, at least one meter long, not more then 1,5 meters

Method

teamwork

During this exercise, the students have to lift up a wooden staff from the ground to the height of their chests. They can only use the end of their index finger to do so. The exercise can take a short time, if they figure out how slow they have to lift the staff. It can take even longer than 20 minutes, if they can’t communicate with each other or have the patience to do it slowly. Instructions

Instruction1: “Now you will work together. You have to lift up this staff from the ground to the height of your chests. You have to face each other in pairs, 3 on one side, 3 on the other (3-3 or 4-4, 5-5).” Instruction2: “Each of you can only use one index finger to lift the staff and your finger must always touch the staff. If one of your fingers isn´t touching the staff, the attempt must be started again.” Description

photos

video records

Documentation

Student's feedbacks and reflections The students wanted to finish this exercise very quickly. Then they realized, that the key is being patient. First they tried lifting the staff with only two people, then four, then six. The group had to find the right pace. Evaluation: At first the students were very frustrated with the exercise, but they still had fun with their failures. Then they figured out, that going slowly is the key. After many attempts, the students found their pace and finished the exercise. This task was also a physical exercise for them. Notes, further suggestions linked to the presented idea/exercise: Something important and not included in the table, also if there are references for this exercise ex. there is part of a best practice method…etc.

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 20


4. Title of the exercise: A creative picture of my future

Pedagogical objective, aimed results

helping to reach their goals in the future

Presentation of student groups age: 17-18

class: III.K

Duration (minutes) 105 minutes (30 minutes for preparation, 5 min. for presentation/ person) Size of the group Settings

15 people in the class

Tools paper sized A4, pen, sticker, scissors, magazines, crayons Method individual work, collective evaluation The aim is to raise the students’s interest It’s a general problem that students have no idea about their future career. This task helps to try to imagine their future, while making a future plan consisting career, family, etc. When they have a plan, a discussion takes places and they can also check the negative side of choosing each profession. It helps them making good choices in the future. Instructions Instruction 1: Teacher gives the students empty papers, magazines, crayons, etc. The task is to find out pictures and headlines that describes their future plans. Instruction 2: When the students are ready, they represent their work in front of the class, and explain the chosen pictures, etc. Then a discussion takes place where students can talk about the positive and negative sites of each profession and career path. Documentation

Description 0

Photos 9

video records 0

Student's feedbacks and reflections

Students have to express and represent themselves, while they were talking about their future. They really enjoyed the task because they love being creative. Evaluation:

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 21


I was satisfied as they reactions were positive, they were interested in the task. The exercise also helps the teachers to get closer to their students. Notes, further suggestions linked to the presented idea/exercise:

-

5. Title of the exercise: The students name a famous person who could be an example for them and they give reasons for their choice

Pedagogical objective, aimed results Presentation of student groups The lessons Type, location of the curriculum

Duration (minutes)

Identifying and discovering other people’s positive characteristics and skills the students would like to have, development of self knowledge and purposefulness Classes age 17-21 years 11.- 13. ETHICS essay (homework) (general education subject) free

Size of the group Settings

The students of three classes home, library, etc.(depending on the student’s choice)

Tools

Computer, printer or paper and pen

Method

individual work

Description and implementation of the task: The essay topic was a person who could be an example for the students. They had to introduce the chosen person and explain why they decided to choose exactly him/her. They had to define his/her skills and qualities. They could choose a famous or an ordinary person as well.

Instructions 1.When doing the task pay attention to identify well the qualities or skills you find examplary.

Documentation

2.In what ways could you develop these skills? What do you have to do in order to become similar to the person you chose as an example? Description photos video records

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 22


available

no

no

Student's feedbacks and reflections It was a challenge for the students.

Evaluation/teacher reflections Only 5 students chose this task, there were hardly any of them who actually thought of the depths of it. However, I think it would be useful to all of them to do this task. As it was optional, the students preferred to choose another one. Notes, further suggestions linked to the presented ideea/exercise:

6. Title of the exercise: Development of communication skills Pedagogical objective, aimed results Presentation of student groups The lessons Type, location of the curriculum Duration (minutes) Size of the group Settings Tools Method

Development of communication skills, getting to know the students’ personality Class 9, age:15-16 years, 3 students repeating the year Class meeting, target: getting to know each other, teambuilding 45 minutes (the whole class) 23 people In-class activity, 2 students in a desk Dixit cards (figures, tale figures) Individual work, expressing opinion in words

Realization: Each student chooses a dixit card and tells the others why he/she chose it. He/she expresses impressions and feelings about the card. By this, they practice how to speak without anxiety with unknown people. This is highly important for their profession (office secretary) as they have to communicate effectively with their clients.

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 23


Instructions 1. Each S comes here and chooses a card. Choose a card you really like and about which you can tell us something. Tell the class why you have chosen the card. 2. You have one minute to express your thoughts. The first student speaks on a voluntary basis and I make shy students tell us some sentences. 3. As we couls see, some students have been talkative, but some were really shy, but at the end they also told us their thoughts. It is important, beacause an office secretary often has to speak with unknown people and sometimes has to change clients’ opinion and attitude. 4. It can be stated that too shy people who are afraid to talk are not applicable for the work of an office secretary because they would feel uncomfortable in their work. When the employer notices this kind of deficiency will not employ them Documentation

Description available

photos

video records

no

no

Student's feedbacks and reflections The majority of the students were happy to this task. They were happy to perform and tell their opinion. Some of them vere shy, but I could make them speak. At the end of the class several students asked if we would ” play a game” like this. Evaluation/teacher reflections I could realize my aims by this task: the students have become motivated, they could practice oral manifestation. Shy students could get encouraged and they could develop their vocabulary. At the same time they could practise grammatical rules that are an important condition of this profession: (good communication skills, correct sentence construction, correct pronunciation and volume, modality, etc.) They understood and recognized that for an office secretary it is important to speak with unknown people without anxiety. Notes, further suggestions linked to the presented ideea/exercise: Realizing the task was really time consuming with this group. This kind of use of the Dixit cards is more effective ín smaller groups because more time remains for summary and teacher evaluation but this task is suitable for a class meeting. At the end of the class, I was happy to conclude that even the shyest students talked, but I think they should practise more. (At least 6-7 more times)

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 24


7. Title of the exercise: Motivation and jobsatisfaction of the apprentices / students

Pedagogical objective, aimed results (skills targeted by this exercise)

To know, how the students / apprentices are feeling at the moment and to find solutions to help them, if it’s necessary

Presentation of student groups (class, group, subject, field)

Apprentices (office clerks) BAG §30,

Duration (minutes)

30 minutes

Size of the group Settings

5 persons inside the room

Tools

Template and cards

Method

Individual work, discussion

Instructions

Please take the cards and look at the template; you find statements on your cards on each side of the card – please read both and then decide, which one you prefer – then put this card with that side you prefer on top on the field with the same statement and colour (the colour helps you to find the right field – but please read the text also, because you should not make a mistake – have fun!

Documentation

Description

photos

video records

Student's feedbacks and reflections (oral or written)

The apprentices liked this exercise; started small discussions about some statements in pairs;

Evaluation, teacher’s reflection: At the end a discussion started about their situation as apprentices, their dissatisfaction, their plans for their future, the pros and cons for practice in their job or ... sit and wait what will happen.... activity and inactivity ... So I think it was a good result to make them reflect about their situation. Notes, further suggestions linked to the presented idea/exercise:

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 25


8. Title of the exercise: What animal has just come to mind?

Pedagogical objective, aimed results

Development of self-knowledge

Presentation of student groups

Class 10.

The lessons Type, location of the curriculum

Class meeting

Duration (minutes)

45 minutes

Whole class

15-16 years

classroom

Size of the group Settings

23 people classroom

Tools

imagination

Method

Discussion in groups, directed questions

Description and realization of the practice: I asked the students to lean back, sit comfortably and imagine themselves in the position of an animal. What kind of animal would they like to be? I didn’t distribute them pictures in order not to influence them. After discussing the features of the chosen animals, we turned to the vocation and the relationship between the mentioned features and the vocation. Instructions 1. Close your eyes. What kind of animal would you like to be? Why? 2. What kind of characteristics do you share with this animal? Are these features positive or negative? 3. Do these features of yours affect the vocation you chose? Do they help you or pull you back? 4. How could you become more dedicated to your profession? 5. If you could decide, which is the feature that would make you remain an animal/ human being? Documentation Description photos video records no

no

no

Student's feedbacks and reflections The majority of the learners liked the task very much, but they didn’t take it seriously. At the beginning they were joking around, on several occasions they were laughing at each other. That’s why there were students who didn’t want to talk but others were continually talking. Evaluation/teacher reflections

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 26


Ín spite of the students irresponsable behaviour, I think my attempt was useful. Extrovert students told more about themselves than they wanted to and finallly they were surprised at themselves. They asked me to do this kind of task with them on another occasion as well. Notes, further suggestions linked to the presented ideea/exercise: Ín my opinion this kind of task can also show us the students’ state of mind. We have repeated this tasks on several occasions so far, and students speak about themselves with pleasure. In this way, plenty of positive and negative features appeared and we try to develop or improve them complying with the requirements of the vocation in order that the students become successful. 9. Title of the exercise: motivation of the apprentices / students

Pedagogical objective, aimed results (skills targeted by this exercise)

To think about themselves, their situation, their satisfaction or dissatisfaction

Presentation of student groups (class, group, subject, field)

Apprentices (office clerks) BAG §30

Duration (minutes)

30 minutes

Size of the group Settings

5 persons inside the room

Tools

Template and cards

Method

Individual work, discussion

Instructions

Please take the cards and look at the template; you find statements on your cards on each side of the card – please read both and then decide, which one you prefer – then put this card with that side you prefer on top on the field with the same statement and colour (the colour helps you to find the right field – but please read the text also, because you should not make a mistake – have fun!

Documentation

Description

photos

video records

x Student's feedbacks and reflections (oral or written)

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 27


The apprentices worked very fast, intensive and very concentrate. The feedback was very positive. Everybody who took part said, that they liked it and that it is very helpful for them ... „it made me think about things, I didn’t think about before ...”, „it helped me to find words ...” ... it’s a good and helpful tool and we should do it more often...” Evaluation, teacher’s reflection: The apprentices didn’t want to talk about their decisions they have been taken. I respected this and I made photos of the filled in templates to analyse it by myself.... without knowing, whose it was ... The day after I started a discussion about the results in the group. We talked about their decisions (not personally) and they explained some of their decisions. So, I got a good feedback and I came to new conclusions.

10. Title of the exercise: Family values

Pedagogical objective, aimed results (skills targeted by this exercise)

To find the most important family values, norms, habits, rules that can influence their career

Presentation of student groups (class, group, subject, field)

Grade 2, secondary school, age of 17 to 18

Duration (minutes) Size of the group Settings Tools

20 minutes 8 persons inside the room, chairs in circle White sheet of paper, colored pencils and pens, press cutting, glue, workbook of values

Method groupwork After the first instruction the participants can choose from a list of available devices and they can work on chairs or tables. They have 20 minutes to complete the collage. Then, they continue with the second instruction and participants work in pairs. They have 10 minutes to talk about each other’s gathered family values and norms. They have a short task at the end when all the participants write down the new family values and norms in the workbook. Instructions

1. „Please refresh all the important things that can characterize your family! (Customs, values, rules, etc ...) Create a collage of these things! You can use anything from the tools that can express those things: colorful pictures, drawing, and writing.” 2. “If everyone is ready, form groups of 4 and discuss

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 28


your collage with each other. Tell everyone what kind of values and norms were collected. You have 10 minutes for this task. “ 3. “Finally, you have to fill your workbook with the values and norms which were already discussed. It doesn’t matter whether the norms is positive or negative. All these things come from our families.” Documentation

Description

photos

video records

Student's feedbacks and reflections (oral or written)

The students found this task very exciting. They sorted out the pictures gladly. Most of the students collected pictures related to everyday situations, others preferred to express their feelings with pictures. They managed to refresh the basic family values and they had a great opportunity to get to know each other a bit better. This task evoked unknown information about everyone. There was a problem with the types of the values, not all the students were able to list and collect them. The atmosphere was relaxed, open and direct. Their attitude to this exercise was positive. The introvert students also took part of this task, and they also expressed their thoughts about the topic. Evaluation There was a problem with the right definition of the values and norms.

Notes, further suggestions linked to the presented idea/exercise: 11. Title of the exercise: Family models

Pedagogical objective, aimed results (skills targeted by this exercise)

The aim is for everyone to express their personal opinion, what is considered as normal, what kind of social conventions they have.

Presentation of student groups (class, group, subject, field)

Grade 4, secondary school, age of 18 to 19

Duration (minutes) Size of the group Settings Tools

10 minutes 8 persons inside the room, chairs in circle Colorful images about the family models (normal, only the mother or father, with the same sex, without parents, with 2 or more children, grandparents)

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 29


Method groupwork

Different images and pictures about the family models. Instructions

Documentation

1. “Please select one of the images below!" 2. "Please tell me something about the couples and families, what do you see there?"

Description

photos

video records

Student's feedbacks and reflections (oral or written)

We all grew up in different families, and this determines our career of life. Most of the students chose pictures connected to their family models. The majority of the participants formed a negative opinion about the same-sex couples and families; others accepted them, although they do not consider them naturally. The professions what students are learning are going to be the results of their family models in which they brought up.

Evaluation It was a bit complicated for the students to talk about their family background. Nowadays, the bad influence of the society causes the negative opinions of the couples of the same sex. The teachers’ role is not to educate but also to talk about difficult topics and if there is a need of some kind of explanation, they have to be always ready to help. They should teach and develop how to accept, tolerate and respect each other, how to be empathic, which are the most important values while choosing their career. Notes, further suggestions linked to the presented idea/exercise:

12. Title of the exercise: Realistic self-image

Pedagogical objective, aimed results (skills targeted by this exercise)

To be aware of the importance of the self-knowledge and a realistic self-image connected to career competence.

Presentation of student groups (class, group, subject, field)

Grade 4, secondary school, age of 18 to 19

Duration (minutes)

20 minutes

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 30


Size of the group Settings Tools

8 people inside the room, chairs in circle Pictures connected to self-image, printed self-image figures and pictures (8), short videos

Method groupwork The teacher shows pictures to the participants, he/she uses a projector. All the participants can talk about their thoughts connected to the pictures. They have for this task 10 minutes. Then the teacher gives for all the members a figure/picture while different short videos are projecting in the background according to a congruent and an incongruent self-image. After that they discuss the differences between the realistic and ideal self-image and a danger of it. They have to finish it in 10 minutes. How can influence your mind and answers the videos in the background? Instructions 1. “Please take a look at these pictures. What kind of thoughts come to your mind? " 2. “Let’s examine the pictures and figures together. Why is so important the realistic self-image?” Documentation

Description

photos

video records

Student's feedbacks and reflections (oral or written)

The students were confused about the topic; they were not really open to talk about it. It was evidence that the media has a great impact on their unrealistic self-image. In many cases they compared themselves to other people, mostly when the appearance was mentioned. Most of the students underestimate their values, someone does not recognize them at all and it would cause serious problems during choosing their career. If somebody underestimates himself/herself, he/she does not have enough self-confidence and courage to choose the best job and it will influence his/her whole life. Evaluation The teacher's task is to show the real values, give positive and real-life examples and they should recognize the learners’s strengths which they have to improve. Notes, further suggestions linked to the presented idea/exercise:

13. Title of the exercise: Selling my colleague

Pedagogical objective, aimed results (skills targeted by this exercise)

To identify what are the students' experiences and skills To improve the knowledge of students themselves

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 31


Presentation of student groups (class, group, subject, field)

15-16-years-old students, I.E

Duration (minutes)

30 minutes

Size of the group

8 people

Settings

Inside a classroom (in pairs and setting in circle at the end)

Tools

White papers (A4 size) and pens

Method

In pairs and a collective evaluation at the end

The trainer will ask students to think and write down one of their most important working experiences (including professional activities but also; internships; voluntarism or other) In pairs, learners will discuss about these experiences (asking questions in order to have more information of these activities and the comptences and skills that these experiences have provided). The trainer will advice students to focus not only on technical competences, but on the soft and interpersonal skills that they have developed thanks to this activity. After this interview, each classmate will introduce to the rest of the students their colleague and will try to "sell" him/her talking about his/her competences. The trainer and other students can add other competences. Instructions

Documentation

Instruction 1: The trainer will ask students to think about one important professional experience they have experimented Instruction 2: In pairs: "You're going to discuss this experience with your college and this collegue will ask you more information about which competences have you developped thanks to this activity by asking questions (for example what were your responsibilities; which knowledge have you acquired...)". These questions will be orientated to identify the soft/interpersonal skills and the experience and competences students have developped thanks to these activities. Instruction 3: "After this interview, each of you will present this information to the rest of the class and you will have to "sell" your collegue talking about this experience and their competences and skills. Instruction 4: The trainer will add extra information if necessary and other students can participate if they identify a competence that has not been mentioned. Description photos video records

Student's feedbacks and reflections (oral or written)

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 32


Students said that the exercise was effective and useful. Everyone tried to collect their positive qualities. During the exercise the students had fun. Evaluation: During the solution of this exercise students figured out what kind of skill could they develop with different experience. Students liked the exercise, because they could try themselves in a copletely new situation. Notes, further suggestions linked to the presented ideea/exercise:

14. Title of the exercise: Names and letters

Pedagogical objective, aimed results (skills targeted by this exercise)

To identify what are the students' skills and competencies To improve the knowledge of students themselves

Presentation of student groups (class, group, subject, field)

20-21-year-old students, II.Q

Duration (minutes)

30 minutes

Size of the group

8 people

Settings

Inside a classroom, setting in circle

Tools

White papers (A4 size) and pens

Method

Individual preparation and collective evaluation

The trainer will distribute a white paper to each learner and will ask them to write their names in big letters in a column. By using the letters of their names, learners have to think of skills or competences they have or personal aptitude that define them ; the competences they would like to acquire or those they think are necessary for the specific sector. After 10 minutes, the learners will present themselves using these letters and the choosen competences or skills. The trainer will ask learners to discuss about the competences and skills more important and will advice students to focus not only on technical competences, but on the soft and interpersonal skills. Instructions

Instruction 1: The trainer will ask students to write down their names and surnames in a column (separate letters). "For each letter you have to think of one skill, competence, or personality traits that represent in a context of working world (for example for the name of Tom: T as "trustful", O as "open-minded"... Try to use positive but also some negative aspects that define you".

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 33


Documentation

Instruction 2: After writing, each learner will explain the choosen characteristics and they can do an introduction (for example: I chose trustful because I think is one of my best traits and it's very important for this profession)... Other students can ask questions orientated to identify the soft/interpersonal skills and the experience and competences students have developped It is not necessary to use all of the letters. Description photos video records

Student's feedbacks and reflections (oral or written)

At first students were passive. Later they figured out that this exercise is not difficult, because they had to choose their characteristic features. They thought about their characteristic features that they need to have connected to their profession. Evaluation: Even though the students were at first passive, later they were very creative. They had quite good ideas. Their characteristics were adequate. Notes, further suggestions linked to the presented idea/exercise:

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 34


15. Title of the exercise: If I were an animal I would be ….. What kind of animal?

Pedagogical objective, aimed results (skills targeted by this exercise)

Analysing and identifying of personal characteristics and defining job characteristics and job descriptions generally and personally

Presentation of student groups (class, group, subject, field) Duration (minutes)

15-16-year-old students, I.E 30 minutes

Size of the group Settings

13 students Inside the classroom

Tools

various pictures of animals, sheets & pens

Method

brainstorming, individual work, shared in group

After giving the first instruction the students choose „their“ animal; then write down their ideas and the characteristics and after this follow the discussion in the group. At the end the characteristics of the animals are assigned to characteristics of jobs; For example: the lion is described as strong, clever, king, beautiful, impressive, roaring, let work the others, dominating, .......; then the students are looking for jobs which fir to these descriptions: boss, bricklayer, jobs which need power and strength, assertiveness ....the trainer discusses all inputs with the students. Questions written on the flipchart: What are the characteristics of your animal? Why did you choose it? Why do you like it? Would you like to be like it - why? Why do you adore it? Why is this animal famous ... or why do some people don't like this animal? Instructions Instruction 1: "Please imagine, you are an animal ... Which animal would you really like to be? .. Which animal are you really impressed of? ... What characteristics of which animal do you like most? (The questions are also written on the flipchart to remember and have a look at it during the working time) Instruction 2.: There on the table you see many pictures of different animals ... please now get up - look at them take enough time to decide, which one you would like to choose Instruction 3: ...then take your seat, concentrate on the picture ...look at the questions on the flip chart and answer them.... Instruction 4: It can happen that you don't find "your" picture ...then take "the second choose" ... it like the real life - often we can't fulfill our "first" wishes... I am sure that you can find another animal which represents you... … Documentation Description photos video records

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 35


Student's feedbacks and reflections (oral or written)

Students were very active. They liked this exercise. They said it was a good exercise for self-knowledge. They found the appropriate pictures quickly. Evaluation: I found this exercise very effective. It gave a new way for students how to analyse and identify their personal characteristics. I liked this exercise. Notes, further suggestions linked to the presented idea/exercise:

16. Title of the exercise: Development of professional competences Pedagogical objective, aimed results (skills targeted by this exercise) Presentation of student groups (class, group, subject, field) The lessons Type (Professional, general, homeroom), location of the curriculum Duration (minutes) Size of the group Settings Tools Method

Development of vocabulary and vocational skills

Class 9, age:15-16 years, 3 students repeating the year Vocational class; introduction to the secrets of the vocation, the inside and outside characteristics of the customer service workers, lesson at the beginning of the school year The class is 45 minutes long, 20 minutes are available 26 people Ă?n-class activity, 2 students sitting behind the same desk Board, board pen, students have empty sheets of paper Individual work, frontal evaluation

Description of the practice: The students write the letters of the word communication one under the other. For each letter they find a characteristic or a skill a customer service worker has to have. For a letter they can write several words. All these are also written on the board, and finally we summarize what kind of characteristics and skills a customer service worker or a secretary has to have. Then we evaluate which charasteristics of the mentioned ones the students have at the moment and which ones they have to develop Ă­n order to become more effective Ă­n their work. This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 36


Instructions

Documentation

1. Write down the letters of the word communication (kommunikáció) one under the orther. Write only once the letters occurring several times ín the word. 2. Which characteristics do a customer service worker of a secretary have to have? Find characteristics starting with these initial letters. 3. What kind of characteristics starting with k have you found? With o?... (the Ss write them on the board) 4. Let’s see which charasteristics from the mentioned ones you have at the moment. (8 students told us on a voluntary basis which characteristics they have at the moment) 5. And now, let’s see which charasteristics from the mentioned ones you have to develop. (5 students told us on a voluntary basis which characteristics they have to develop. 6. Why do you think it is important to have these qualities? Because it is easier to find a job. Description available

photos

video records

no

no

Student's feedbacks and reflections (oral or written The students liked the task very much. They were happy to find and write ont he board the important qualities and characteristics. They started a competition: Who can find more characteristics and skills? Who knows the meanings of these words? Evaluation/teacher reflections I could realize my idea: The students were happy to be introduced ín the basics of my subject. At the same time, they could develop their vocabulary by doing this task. There were several words the Ss didn’t know but we could clarify the meanings of these words during the class. They could understand the importance of the mentioned characteristics and skills in the labor market. Notes, further suggestions linked to the presented ideea/exercise:

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 37


17. Title of the exercise: How am I feeling today?

Pedagogical objective, aimed results (skills targeted by this exercise)

To make personal skills and weaknesses visible

Presentation of student groups (class, group, subject, field)

Apprentices (gardeners) BAG §30

Duration (minutes)

60 minutes

Size of the group Settings

11 persons inside the room

Tools

Pictures of animals

Method

Everyone is working by his/her own

To define own skills with the help of the pictures and find out wishes about skills, which they would like to have ...

Instructions

Instruction 1: Please find the animal, that you like most, which you adore ... perhaps you want to be like it ... Instruction 2: with the help of the picture: think about yourself, about your skills and perhaps how you would like to be ..

Documentation

Description

photos

video records

x Student's feedbacks and reflections (oral or written) The apprentices liked the exercise very much and since that time we repeat this exercise about two times the week It was very stressful, but at the end helpful.

Evaluation, teacher’s reflection: For most of the apprentices it was not easy to talk about themselves in such a personal way. I think, for many of them it was the first time that they talked about themselves in this way. Notes, further suggestions linked to the presented idea/exercise: This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 38


At the end, I realized that some of the apprentices started to be more reflective ... this exercise helped them to start a process of self-reflexion.

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 39


D. METHODS AND JOB PREPARATION (MODULE 4)

1. Title of the exercise: The fantasy job designing

Pedagogical objective, aimed results (skills targeted by this exercise)

Finding the areas in the world of work that brings the students permanent happiness and a high quality of life

Presentation of student groups

Students before Age: 18-19 years the secondary school leaving mid-level exam Class meeting

The lessons Type , location of the curriculum Duration (minutes)

30 minutes

Size of the group Settings Tools Method

13 people traditional classroom equipment for frontal work

board, pen, board pen, sheets of paper teacher presentation /introduction/, individual work

Description and realization of the practice After the discussion of some questions, according to the teacher’s instructions the students describe an imagined type of work that can be the most optimal one from an individual’s point of view. The students collect the ideas together based on individual opinions, and finally the students write an essay on their own. Instructions 1. What is the possible type of work you would be happy to have? 2. What’s the essence of this work? 3. What do you think is the most important for a dream work from the following list? Creativity, social prestige, power, calmness, the proportion of wage and holiday 4. Why are these important? How are they related to our jobs? 5. The essay about your dream work is written on an empty sheet of paper Documentation Description photos video records yes

no

no

Student's feedbacks and reflections

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 40


The task was really enjoyable, the students completed it with great entusiasm. At this age high wages and popularity are the most important points. Evaluation/teacher reflections Among the tasks this was the freest one so the students participated in it intensively. I can state that the task was successful. Notes, further suggestions linked to the presented ideea/exercise: Hidden parts of the personality may emerge.

2. Title of the exercise: Making phone calls

Pedagogical objective, aimed results

to improve good communication skills, using oral and written forms of communication

Presentation of student groups age: 18 Duration (minutes) Size of the group Settings

class: III.K

30 min 14 school activity

Tools white paper- sized A4, tools for writing, papers with topics Method teamwork, role-plays Students are doing 2 role plays. The best way is to play those kind of real life situations which can be useful in their future life. The aim is to show them the differences between formal and informal speech in several situations. Students are working in pairs. The role play has two parts and two topics. In the first part students have time to prepare the dialogue, but in the next part they he to be spontaneous. The teacher gives the students white papers, sized A4 and tells the rules to the class. Each couple choses one paper with a topic and the role play starts. The topics are the following: making a phone call according to a newspaper advert making a complaint (you have to pay too much) making an appointment at the doctor’s order an electronic item from a web shop calling the plumber because of a break to book train tickets to order a taxi call the fire-fighters, police officers and the ambulance This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 41


-

calling a friend and invite him/her to a birthday party

Instructions

Documentation

Instruction 1: Work in pairs, choose a paper and prepare a dialogue. Instruction 2: You have 10 minutes to work on it. Instruction 3: In the next 10 minutes, each couple plays the dialogue. Instruction 4: Now you choose another topic and play the dialogue without preparation. Description photos video records

Student's feedbacks and reflections

Students were interested about the topic. They felt that the first part of the role play was much easier. They could concentrate and prepare for the dialogue better when they had time to write it down. The spontaneous task was difficult for them.

Evaluation: The task is excellent to help to improve the students’ communicative competence. Students made really good dialogues. They enjoyed the pair work and the challenge how to solve real life situations. Notes, further suggestions linked to the presented idea/exercise:

3. Title of the exercise: Professional-dating

Pedagogical objective, aimed results

Presentation of student groups

Duration (minutes)

To train students in job interviews (how to explain themselves; how to answer difficult questions; which are the most typical questions; how to face the stress‌) To have feed-back regarding the strengths and weaknesses and areas of improvement This exercise were done with two groups of students: one in selling (interviewed) and another in management (interviewers) 1 hour (+ preparation time before)

Size of the group 26 students in total This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 42


Settings

Inside the classroom

Tools

White papers (A4 size) and pens

Method

individual work (preparation of the job interview) + role play (interpretation of the job interview) General debate after the interviews

Before the exercise: The selling students were taught about how to describe themselves and act during a job interview The manager students were taught about how to deal a job interview (make questions and identify the skills of The day of the exercise, the manager students made the role of recruiters and interviewed the selling students. There is a general debate with impressions and comments Instructions The text of the Instructions: Before the day of the interviews: Instruction nr. 1.: You are the recrutier of a shop company and you will interview two candidats. Please, prepare the questions taking into account what we already learnt about it. Instruction nr. 2.: And you are applying for two shops as a seller and you will be interviewed. Please, prepare your answers taking into account what we already learnt about it. After the interview Instruction nr. 3.: Please give me your comments, suggestions of improvement... Do you consider he/she was convincing as recruiter? Do you willing to hire him/her? Documentation Description photos video records

Student's feedbacks and reflections

Complicated game but very interesting. All students were stressed for this game as they were been evaluated (as potential sellers and as potential managers).

Evaluation, teacher’s reflection: The learners were very professional during the game. The most important aspect was that the critics, comments and suggestions were constructive. Very interesting for me, as I used the skills of two groups and they taught each other. Notes, further suggestions linked to the presented ideea/exercise: It is a complicated exercise to implement, as you need a group of learners in management. But they can be replaced by real recruiters.

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 43


4. Title of the exercise: Interview (interview by presenting different types of employees)

Pedagogical objective, aimed results (skills targeted by this exercise)

Development of professional skills, conflict managing techniques, body language

Presentation of student groups

10 / D group of electricians

The lessons Type, location of the curriculum

Vocational practice

Duration (minutes)

2 hours

Age:16-17 years

Size of the group Settings

9 people School workshop

Tools

Table, chairs

Method

situations

Description and realization of the practice: The teacher elicits five students. They have to incorporate different types of job seekers. In this situational game, the teacher acts as the employer. The students observe what postures tell us about a person and how our questions can influence an employer. During the evaluation, we discussed different errors and virtues.

.

Instructions

Documentation

Observe different types of job searchers. The instructions of the role players: 1. ANXIOUS (Be anxious, chew your nails) 2. CASUAL (Sit loosely, take things easy) 3. UNCERTAIN (Ask a lot of questions, be professionally uncertain) 4. CONFIDENT (Be quiet, deliberate, determined, interested) 5. WISEACRE (be pedantic, knowing everything better, chattering) Which person would you choose? Why? Collect the characteristics of the ideal job searcher style. Description photos video records available

no

no

Student's feedbacks and reflections

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 44


Students considered it to be interesting but at the same time difficult to find themselves in the position of another person who was not appropriate for their style and way of thinking. They played the task, with difficulty, at first they didn’t feel feel self-conscious in front of each other. But finally, they became encouraged and managed to cope with the task. They thought it was interesting to be in such situations in life. It was useful to make the students move. Their relationship to one another has changed markedly since then. For example, the style of their way of speaking. Evaluation/teacher reflections I think the task was very useful and successful, as it was really easy to make the students understand playfully the importance of a job interview and its future impact. It was a pleasure to experience the playfulness of the students becoming really clever in some cases. They understood the importance of the practice. One of the students said: You need to think over in advance what you want! Situational games always make the students forget about their problems but their current concerns can be felt in them. There are many things you can learn about them while they are concentrating on a task. Notes, further suggestions linked to the presented ideea/exercise:

1. 5. Title of the exercise: Visit a travel agency (invite a staff from travel agency)

Pedagogical objective, aimed results Presentation of student groups

Management of sources of information, communication in Hungarian and in a foreign language, understanding questions in a foreign language (personally or on the phone) and reacting in complex sentences Cass 10. 16-18 years Office secretary

The lessons Type, location of the curriculum

Professional trip

Duration (minutes)

60 minutes

Size of the group Settings

12 people Outside the classroom

Tools

Office equipment

Method

Pair work

Description and implementation of the task: We visited a travel agency. After the organizational activities, the students formed pairs. The Office Manager presented the activities (organizing Hungarian and foreign trips, contact with customers in Hungarian and foreign languages etc). Then the pairs solved various situational tasks (eg. asking for information in Hungarian, telephone customer service in a foreign language, accommodation This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 45


confirmation). One of them was the "client" and the other is the "administrator". The office staff corrected the mistakes of the students (eg. Foreign language). Finally, the students were given feedback.

Instructions

1.Observe the information of the office staff! 2. Participate actively in the situational tasks! 3. If you have questions, please, ask!

Documentation

Description

photos

video records

available

no

no

Student's feedbacks and reflections Compared with the two previous tasks, it was the most interesting one to them, they participated in it very actively. They could put into practice what they have learned so far, furthermore, they could receive immediate feedback on their work. Evaluation/teacher reflections Compared with the previous two tasks I think this was the most useful one, because the students could prove their knowledge in real life and they could receive feedback about their suitability for this vocation. Notes, further suggestions linked to the presented ideea/exercise: no

6. Title of the exercise: The tree of professional networks (with some modifications)

Pedagogical objective, aimed results (skills targeted by this exercise)

To train students about the professional networks To allow them to create professional networks

Presentation of student groups (class, group, subject, field)

Selling training (lessons for looking for a traininship emplacement)

Duration (minutes)

30 minutes

Size of the group Settings

16 In the classroom

Tools

A big white paper (A3 size) and pens

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 46


Method

Individual and collective work

After individual preparation, learners describe their professional networks and the necessary ways of preserving them. There is a debate to exchange opinions. At home, learners have to update their professional networks using the information they have learnt and use this network to find a company for their internship. Instructions The text of the Instructions: Instruction nr. 1.: Write your professional networks and the ways of preserving them in these post-its Instruction nr. 2.: Paste the post-its in the tree and explain your choices Instruction nr.3.: At home, update your professional networks using what you learn and use them to find the internship Documentation Description photos video records x Student's feedbacks and reflections (oral or written)

They were very interested in this topic They found it interesting the debate about the ways of ensuring and improving the networks All of them worked motivated in their homework. Evaluation, teacher’s reflection: I found it this exercise very interesting to implemented in my courses as one of my objectives is that all learners could find a convenient traineeship emplacement to applicate their knowledge in a real company. Notes, further suggestions linked to the presented ideea/exercise:

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 47


7. Title of the exercise: Visiting a factory namely Cooptim Hegesztéstechnikai Kft (Cooptim Welding LTD) The students become familiar with machining industry among Pedagogical objective, aimed original working conditions. results (skills targeted by this Skills shortages, the possibility of a second profession exercise) Presentation of student groups (class, group, subject, field)

Class:11-12. Car mechanic students

17-18- year-old boys

The lessons Type (Professional, general, homeroom),location of the curriculum

Not in-class activity factory visit

The task is recommended for school leaver students

Duration (minutes)

2x45 minutes

Size of the group

12people

Settings Tools Method

Vehicle required for the trip Presentation

Description and implementation of the task: -Preparing Students -Presentation of the factory -Presentation of the experts of specific jobs, equipment, machines Description of activities - Raising the students’ interest by curiosities and spectacular working elements - I answer the students’ questions Summary, evaluation Instructions 1. Pay Attention to comply with the criteria of Work Safety! 2. If you have questions, please, ask! 3. What technological elements or equipment were completely new for you? 4. Which steps of the manufacturing process were the most exciting for you? 5. Do you feel like learning this vocation? Documentation

Description

available Student's feedbacks and reflections (oral or written

photos available

video records available

Evaluation/teacher reflections I think I could achieve the desired result. It was really useful to do this task. Notes, further suggestions linked to the presented ideea/exercise: A preliminary introduction to the studies of a given vocation is crucially important for students. The employee who presents the factory and the vocation has to be a good speaker, moreover, he/she has to be direct and committed to his/her vocation.

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 48


8. Title of the exercise: How can I tell?

Pedagogical objective, aimed results (skills targeted by this exercise)

The role of vocational knowledge and career planning, the role of school in the individual’s life

Presentation of student groups (class, group, subject, field)

Group of electricians, second year

The lessons Type (Professional, general, homeroom), location of the curriculum Duration (minutes)

In the framework of vocational practice

1,5 hour

Size of the group Settings

10 people Tidy workshop, relaxed atmosphere, proper environment

Tools

Board, board pen, post-it

Method

Brainstorming, conversation, argument

Description and realization of the practice: I wrote the following questions on the board: 1.Why would you recommend this vocation to students choosing a career? 2.Why is vocational knowledge important in life? 3.How would you introduce your school? The students sitting at their desks were collecting answers using post-it and they put them on the board. When they answered the second question the post-its could be re-placed. (As their opinions changed) The answers and their changed opinions started to move in a very interesting way and could be followed. As a result, an image was created that reflected the group’s opinion.

. Instructions

Documentation

1. Find answers to the questions and put them on the board. (repeated three times) 2. Which answer is possible to each question? Why? 3. What was the answer most of you give? Why? 4. Let’s evaluate some aspects of career choice on the basis of your opinions. Description photos video records available

available

no

Student's feedbacks and reflections (oral or written Active participation, strong argument about the given topics. Very good ideas how to introduce your school to the primary school students. It was important for them that future students should get closer to the vocation, learn about its bad sides not only about the good the ones. They highlighted the attitude and the knowledge of vocational teachers and their and love for their vocation as well. They highlighted these points on several occasions during their arguments. Giving an example proved to be an important factor, both in the teacher-parent relationship, as well as in the relationship between colleagues. This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 49


Evaluation/teacher reflections I feel I achieved my goal that was to enable students to formulate these definitions. I think it was worth doing the task as it made them think. As a consequence, they formulated several definitions and even during a couple of days it was a topic in the breaks. I am proud to have such good students whose main topics are not only entertainment or cigarettes, but their vocational orientation. Notes, further suggestions linked to the presented ideea/exercise: The students created keywords that they found important about this topics: professionalism, love of the vocation, recognition, the importance of school, pride, motivation, etc.

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 50


E. EFFICIENCY OF THE SHARED IDEAS (MODULE 5)

1. Title of the exercise: Learning about conflict management techniques Pedagogical objective, aimed results (skills targeted by this exercise)

Acquisition of vocational skills, practising conflict management techniques, recognizing motivations, assertiveness, self-improvement

Presentation of student groups (class, group, subject, field)

Age:18-20 years / 12/1 office assistant group

The lessons Type (Professional, general, homeroom), location of the curriculum

Vocational class / subject: The basics of communication

Duration (minutes)

20 minutes

Size of the group

7 people

Settings

School office activities, computer desks, office layout (simulation)

Tools

Pictures printed on paper, Pictures representing conflicts)

Method

Small group work, role play

Description and realization of the practice: The Students form two groups (3 and 4 people) and they choose a picture representing a conflict. On the basis of this, they guess the situation. They guess what caused the given conflict and how they can manage it. Both groups perform the situation. At the end we evaluate the happenings. We state what caused the conflict and how we can manage it effectively (for example: how to persuade a client without any agression). Ă?n this vocation, conflict managment techniques are highly important because conflict are almost inevitable among people. By this practice students can be prepared to manage conflicts in their future work.

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 51


Instructions

Documentation

1. Form 2 groups (3-4 people) 2. Choose one picture out of 6 ín which you can see different kinds of conflicts. Your task is to guess what the problem is. How would you solve the problem? You have 6 minutes and after that you have to perform the situation. 3. The first group performs the situation. 4. How do you think they have solved the problem? What kind of behaviour was correct? What’s the secret of managing a conflict successfully? How should we behave ín this situation? 5. Now the second group performs the situation. 6. Let’s evaluate the happenings together. Was the conflict management successful? 7. Why do you think it is important to solve the conflicts? How do conflicts influence our workplace atmosphere? Now we can state that a conflict free work atmosphere and life conduct are an important condition of effective work. Description available

photos

video records

2 photos

Student's feedbacks and reflections (oral or written The majority of the students were motivated and happy to start the task.1 or 2 Ss were reluctant to perform but they persuaded each other and they performed the situation successfullly. They recognized that this task was important for their job and it was useful for them to see how they behaved ín a conflict. The told me that they had difficulty creating conflicts and they felt a bit uncomfortable. Evaluation/teacher reflections I could realize my aims: The students could practise conflict management techniques, they could get to know their own limits and see how they behaved ín such kind of situations. Most of the learners are aware of their own qualities, tolerance and temperament. At the same time they practised oral manifestations. All these are significant ín their vocation that’s why I was happy to see that they solved the task successfully. Notes, further suggestions linked to the presented ideea/exercise: Common evaluation and discussion are important because these activities highly contribute to our development of self-concept, good self-esteem and the realization of our weaknesses. Recognizing our strengths and weaknesses helps us find our place ín the world of work.

2. Title of the exercise: Organising a fair in school with companies

Pedagogical objective, aimed results (skills targeted by this exercise)

Building a relation between employees in companies and students and teachers in school

Presentation of student groups (class, group, subject, field)

For a whole study Visit per class year

Buiding relations

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 52


Duration (minutes) Size of the group

2 hours per class

Tools

Depends on number of companies in stands, we did it with 20 companies, one class of 28 visited the fair at a time. I a greater space stands our build up in which companies present them selves. Studens and teachers visit the fair and talk to the companies.the all get a special task. Stands, greater hall, paper, coffee, thee.

Method

Individual and group work.

Settings

Organising a fair with companies in school builds a relation between the management of companies and teachers and students of a school. Teachers have to organise the fair, need contacts with the companies and get them motivated to spend one day for this fair. Companies get a relation with the school and the students. It it our experience, after the first fair, that many contacts were realised, students got more motivated to work for a special company and ccompnaaies got a better idea about what was happeinging in school. Instructions Instruction nr. 1.: Visit the fair, contact the minimum of two companies, have a talk with the representative of that company and make a list of the positive and less positive things of this company. What is special about this company? Why do you want to work here. Or why don’t you wanna work here? Instruction nr. 2.: Visit the fair, contact the representatives of the companies and have a talk with them. The goal is to arrange your traineeship with one of the companies. So apply! Present your self. Documentation Description photos video records

Student's feedbacks and reflections

Students like this way of making contacts with companies. As it is organised in school, teachers can be invvolved as well and help students when there are come challenges to make the real contact. Depenging the age and level of the students, the excersise they have to do in teir contacts with companies can chang, less or more difficult. Evaluation, teacher’s reflection: Teachers also react enthusiastic on this fair-experiment. It is some challenge to invite companies to take part in the fair, but when they are there, made the first conacts with the students, also they are enthusiastic and will come back a nexct time. Teachers have to get in contyact with companies and as this is alsso one of the challenges in NL, the organising of these kind of fairs is positive received. Notes, further suggestions linked to the presented ideea/exercise:

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 53


The idea started in one schoolm in Amsterdam. At the moment of writting this note, all school sinvolved in our network and participating in the pilot training are organsing the fair somewhere in the coming period. Traneeships have to start by the end of June.

3. Title of the exercise: Organising teachers’ traineeships in companies

Pedagogical objective, aimed results (skills targeted by this exercise)

Make teachers (better) know with the latest developments in the industry

Presentation of student groups (class, group, subject, field) Duration (minutes)

1 week

Size of the group Settings

Depends on number of companies and teachers available. Organising a traineeship for teachers based on their wants and needs.

Tools

Company, teacher, time.

Method

Inventory companies available with informaation about the kind of traineeship they offer, inventory of teachers wants and needs and fitting these two together.

Instructions

Instruction nr. 1.: Companies waant to get more involved in the coorperation with schools. Teachers need to know more about the latest developments in the sector they educate youngsters for. The better they know what developments are relevant in teh sector, the better they can organise / present their lessons, the better the students are educated. Instruction nr. 2.: Traineeship are organised in a schoolweek of a holiday week. The Ministry of Education has created a budget to facilitate this traineeships. Description photos video records

Documentation

Student's feedbacks and reflections

The students in this case are the teachers. Investing in teachers is investing in the quality of education. We organised already some traineeships and reaction of teachers aare in general very positive: the leaarn a lot about the latest developments in the sector. But also they find it very challenging as they often got lost by working in a company. A high percentage of the teachers cancels the traneeship becaause of personal reasons a few daays before the starting if it. This challenge has to be solved. This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 54


Evaluation, teacher’s reflection: Information from the companies can directly be translated in lessons to students. The quality and motivation of the teacher is most of the time higher than before a trainereeship. Notes, further suggestions linked to the presented idea/exercise: Time is the biggest issue on this subject. And not only in work but also in working hours as the hospitality sector works mostly on evenings.

4. Title of the exercise: Digital learning for teachers

Pedagogical objective, aimed results (skills targeted by this exercise)

Learning teachers to use the digital world more than they do now. Objective is to be able to have a better contact with students who now how to handle with and in the digital world.

Presentation of student groups (class, group, subject, field) Duration (minutes) Size of the group

120 minutes in a taining situation, several times

Tools

It is our experience that 10 teachers at the same time can join this workshop. After an intake a practical program is being presented to the teachers present about how to use internet, social media and other digital learning instruments on a better way. . Telephone, laptop, PC, Internet.

Method

Individual and group work.

Instructions

Instruction nr. 1.: What digital tools are relavant in class? On which tools do teachers know already whaat they need, on what tools do they want more informaation and knowledge. Leraning to know what your students is working with and how to reach them on a better more effective way. Instruction nr. 2.: Let teachers just surf on the internet: lookign for relevant items. Description photos video records

Settings

Documentation

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 55


Student's feedbacks and reflections

Teachers are (far) behind in the use of the digital environment on their students. They miss information, don’t know the use of the digital instruments in class and have other problems that cause a distance between students and teachers. This is not wanted. This training will help teachers to know more on the use of relevant digitale instruments, tools etc. Evaluation, teacher’s reflection: Teachers are afraid of this new digitael developments. The management of schools we contacted in the situation of this SCOLA project are very willing to start up this digital training for teachers. Notes, further suggestions linked to the presented ideea/exercise: External partners like Compu’Train are very pratical in the working with the resistance that teachers have.

5. Title of the exercise: The importance of work and learning a vocation opposed to the problems of unemployment and homelessness

Pedagogical objective, aimed results (skills targeted by this exercise) Presentation of student groups (class, group, subject, field) The lessons Type (Professional, general, homeroom),location of the curriculum

Duration (minutes)

The student should recognize that learning a profession is indispensable to avoid social periphery, unemployment and homelessness. Class 10.

This task can be done by any of the classes Connected to a Topic in a classs The most Budapest trip meeting appropriate period for this task is the beginning of autumn-winter period With the original purpose of the trip it is about 4x60 minutes

Size of the group Settings Tools Method

18-20 people A trip to Budapest (capital city) to an area of the city where there is a high proportion of unemployed and homeless people Ticket for public transport: bus, train, underground

Presentation, discussion, evaluation

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 56


Description and implementation of the task: I organized a trip to Budapest with my students. It can be theater, museum, paintballing, skating, etc. I order to reach the original aim of the trip I chose a route in the city where the students could see people living in poor conditions such as homeless and unemployed people. During the journey, there was a relaxed atmosphere and the students could tell their opinions about poverty and homelessness. They could understand that learning a vocation and having meaningful purposes are crucial in order to be able to avoid that situation. Instructions

Documentation

1. Walk with open eyes. 2. While travelling back, we are going to talk about the problem. 3. What is your opinion? 4. How could these people get into this situation? 5. How can you prevent this situation? 6.How can you get out of it? Description photos video records available

Student's feedbacks and reflections (oral or written) Among the students, there were some who had seen people living under so unworthy circumstances for the first time. But there were also some who had acquaintances among marginalized people and their life stories were a good introduction to the subject. The learners stated that they didn’t want to live like this, and in order to avoid this situation they recognized that they needed to learn a vocation, have purposes and correct values. Evaluation/teacher reflections A similar trip always has several aims. Besides the original goal (theaters, museums, ice skating, etc.) I had the opportunity to get to know more about the students in extra-curricular life. Furthermore, I am sure that there will be other occasions to refer to the students’ opinion about marginalized people. Notes, further suggestions linked to the presented ideea/exercise: After what has been seen, it is important to prevent the students from having only negative opinions, the aim is to highlight that this situation can be avoided. Moreover, it is important to emphasize for the students that marginalized people need help.

6. Title of the exercise: Organising a fair in school with companies

Pedagogical objective, aimed results (skills targeted by this exercise)

To apply to real companies in a school situation

Presentation of student groups (class, group, subject, field)

Per class

Duration (minutes)

3 hours per class

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 57


Size of the group Settings Tools

Method

Instructions

Documentation

This excersise can be done in a class of 20 - 25 students Creating time for this excersice in the class. Classroom, tables, chairs, other students are observing the aplicant and the employee of the company.Camcorder to look back on the aplication. Individual talk and group (class) observing and evaluating.

Instruction nr. 1.: we arrange a table with two chairs opposite eac other. A student (aplicant) and a HR-employee of a real company take place and have the aplication the way it goes in real life to. Is it a good aplication? Than the student is hired. Instruction nr. 2.: The erest of the cclass is observing the aplication and make notes about improvements and good things. After the application the students evaluate together with the teacher and the aplicaant and the employee of the company this application. We pull conclusions. . Description photos video records

Student's feedbacks and reflections

For students it is very exciting and stressful to an aplication in real life. By organsing this in school, but with an actor from outside the school, they can learn on how to behave, how to speak, what to say and what not to say etc. etc. Reply from students: I now know better waht they ask and how I have to present myself. Evaluation, teacher’s reflection: Teachers can use ethe information of this applicationsalso in other lessons twhen they are talking abouit this subject in a lesson. By making a vido of the application also other calsses (lower years) can see what happens during an application. Teachers gave feedback that students went to the application in real with more faith and belive in themselves. Notes, further suggestions linked to the presented ideea/exercise: -

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 58


7. Title of the exercise: Organising a fair in school with companies

Pedagogical objective, aimed results (skills targeted by this exercise)

Using social media in class for learning experiences

Presentation of student groups (class, group, subject, field) Duration (minutes)

1 hour per class

Size of the group

Tools

28 students Create a learning situation on which students discuss and work on the using of social media in their future working life. Facebook, LinkedIn and others. Laptops, I-Phones.

Method

Group activity

Settings

Talking in the class about the experiences students have on and with social media like Facebook and LinkedIn and others. What do you post and what you don’t.. Instructions

Instruction nr. 1.: Teacher opens group sessions. Who want to tell about his experience with social media? What is spositive waht is negative? How do the others react?

Documentation

Description

photos

video records

Student's feedbacks and reflections

Students post everything on Facebook. But companies check this even more often when they have an applicant. So be aware with what you post. Exchanging of experiences is a good manner to learn from eachtother and not only being told by the teacher what you should and hwat you sshouldn’t do. Evaluation, teacher’s reflection: A nice intem in lessons, from which teachers learn themselves too!

Notes, further suggestions linked to the presented ideea/exercise:

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 59


8. Title of the exercise: Lesson pitch your job

Pedagogical objective, aimed results (skills targeted by this exercise)

In one minute students have to pitch them selves in the safe environment of the class in order to get faith in their qualities on this subject and beter know how to present themselves in a companay.

Presentation of student groups (class, group, subject, field) Duration (minutes) Size of the group

30 minutes per lesson

Tools

For a complete class this itme can be organsed. Every lesson some sstudents have to prepare this pitch and present it to the rst of the group. Let’s say five presentations, and every time the other students give feedback to the presenter. This feedbnack should be positively formulated. Classroom, presenters, feedback forms

Method

Individual and group work.

Instructions

Instruction nr. 1.: Prepare a pitch in which you have to tell your story to a company in order to be selected for a job, traineeshop. Present your self on a positive way, mention your skills, competences and experience, seell yourself. You are free in the way of presenting yourself (personal, film etc.). Instruction nr. 2.: The rest of the students in the class oberve the pitch and give a positive and only positive feedback and tips. Also these tips should be positive formulated. Description photos video records

Settings

Documentation

Student's feedbacks and reflections

Students get more self-confidence by presenting themselves in the safe environment of the classroom. As they have to prepare themselves they will have to think about their qualities and minor competences. They should mention these too, but on a positive way.

Evaluation, teacher’s reflection: This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 60


Teachers have to guide the positive way the pitches are being evaluated. If the pitches are evaluated on a negative way the positive effect on the self-conficence of the students will not be reached. Notes, further suggestions linked to the presented ideea/exercise: Pitches are done in the class, but with other subjet for higher classes of more experienced students they may be done in other situations, larger groups, externa relations etc.

9. Title of the exercise: Involving teachers of generic courses in the labour market

Pedagogical objective, aimed results (skills targeted by this exercise)

Involve teachers of generic courses in the labour market of their students in order to make them know to the special wants and needs of this labour market segment.

Presentation of student groups (class, group, subject, field) Duration (minutes) Size of the group Settings

2 hours per session

Individual way fo learning.

Tools

Teachrs of generic coursus getting involved in the labour market segment by organising company visitis, tranee ships for teachers etc. Comapny, time, manegement

Method

Individual and group work.

Instructions

Instruction nr. 1.: Organise a study visit to a company for the target group and inform the teachers about relevant and special developments in the company f.e. labour market. What do students do wrong when the start working there of make a traineeship? Instruction nr. 2.: Organise a traineeship is a company for teachers of generic courses by letting them work for a week in the kichen, restaurant of reception of a larger hotel. Guided by a company mentor. Description photos video records

Documentation

Student's feedbacks and reflections

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 61


Teachers like this way of geting to now the labour maarket their sstudents will find their future in. Traineeships of a week always have practical challenges as the working hours will be diffirent from the normal working hours in school. For the private situation of the teacher this may cause a problem. Evaluation, teacher’s reflection: The management came with these ideas and organised the meetings already in companies. Teachers and companies were enthusiastic about the way of contacting each other. The traineeshiop itself is not organised yet, but will be organised by the end of the school year. Notes, further suggestions linked to the presented ideea/exercise: -

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 62


F. ANNEX (MANUAL) Title of the exercise: Who am I? – Self-portrait - MANUAL

This project is being funded with support from the European Commission.This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 63

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