INTEGRATING
CAREER AWARENESS
INTO YOUR
CLASSROOM OF
ADULT LEARNERS
PRESENTERS

Madelyn Litz


Career Counselor & College Transitions Coordinator
 MSAD 61 & 72 Regional Adult Education
Lorraine Robida

Director
 Marshwood Adult & Community Education
 Kittery Adult Education
AGENDA
•
Introductions
•
The Curriculum
•
•
•
•
Overview
How to Use the
Curriculum
Hands-On Group Work
Wrap-Up
PRESENTATION DESCRIPTION



Adults who are able to link career interests
to their educational efforts are more likely to
be persistent learners.
Participants in this workshop will learn
about and experience the free, user friendly
curriculum, Integrating Career Awareness
into the ABE and ESOL Classroom.
You will learn how students of all levels,
including college transitions, can use the
career planning model to explore personal
beliefs, interests, occupations and labor
markets as they plan for future careers.
INTRODUCTIONS
 Who
are we?
 Who are our students?
 What do you hope to learn today?
INTEGRATING CAREER AWARENESS
INTO THE ABE & ESOL CLASSROOM
www.collegetransition.org/publications.icacurriculum.html
Martha Oesch
Carol Bower
National College Transition Network (NCTN)
System for Adult Basic Education Support (SABES)
A CRITICAL LINK
EDUCATION
CAREER
CURRICULUM OVERVIEW
 Flexible
 Adaptive
 ASE
ABE, ESOL/ELL, College Transitions
 NRS
Functioning Levels:

Levels 4-6 ABE/ASE

Levels 4-6 ESL
THE CURRICULUM GUIDE
 210
pages

“How to Use This Guide”

47 Lessons

Copy-ready/Modifiable Handouts

Appendix:
“Lesson Planning Template”
LESSONS
 47
Lessons
 4 Sections
 Cultural Content for Career
Awareness
 Self-Exploration
 Occupational Exploration
 Career and Educational Planning
THE ANANTOMY OF A LESSON PLAN
Title
 Learning Objective
 Materials Needed
 Vocabulary
 SCANS Competency

Secretary’s Commission on Achieving Necessary
Skills (2000)
 Kind of skills and competencies needs to succeed in
today’s workplace
 5 competencies: Resources, Interpersonal,
Information, Systems, Technology

Instructions for Conducting the Activity
 Extension Activities

LESSON5
The Influence of Family and Friends (Topic)
Learning Objective
to identify and explore students’ awareness of the influence of
family and friends
Materials Needed
Alta Language Builder: Occupation Cards or magazines to cut up
Vocabulary
advise, advice, guidance, influence, names of family members
(wife, husband, boyfriend, girlfriend, mother, father, father-inlaw, uncle, aunt, etc.), friend, co-worker, colleague, priest,
minister, pastor, imam, teacher, rabbi, doctor, working “under the
table”
SCANS Competencies
Information: Interprets and communicates information
Systems: Understands systems
Thinking: Reasoning
(Also Resources and Interpersonal)
Instructions for Conducting the Activity
In this activity, you will model a “family job tree” to help students
identify the influences in their lives. First, draw a job tree of your
own family on the board. It can be real or fictitious. An example
might be:
My Family’s Job tree
Father: truck driver
Mom: Safeway checker
Grandfather: coal miner
Uncle: unemployed
Step-Brother: construction worker & “works under the table”
making cabinets for friends
Me: __________________________________________
Ask the students to draw their own “family job trees.” the tree may include mother,
father, step-relatives, foster relatives, aunts, uncles, grandparents and other
people who have had a significant impact on their lives. then lead a discussion
using the questions below:
• What are the major jobs that members of your family have had?
• What kinds of jobs did most of the men have?
• What kinds of jobs did the women have?
• How have technological changes affected jobs?
• How did your family’s jobs shape their lifestyles and values?
• What education, skills, or qualities are necessary for these jobs?
• Have members in your family encouraged you in any way to learn about their
jobs, or go into the field that they are in? how? Give specific examples.
• Is there a job pattern in your family?
• If you can talk to some of your relatives, ask them what they would have really
wanted to do with their lives if they had had the opportunity to do so. what else
would you ask them?
• In general, how do careers of family members affect career choices?
• Include your children in the job tree. how can the job tree change?
Extension Activity
Ask the students to circle members in the family whom they go to for
help. For example, the teacher can start by asking “who do you talk to
when your child is sick” or “who do you talk to if you have a conflict
with a friend?” then ask each student to remember or think about
who he or she talked to (or would talk to) in making employment
decisions.
• who did you talk to?
• why did you choose that person(s)?
• what advice did the person(s) give you?
• Did you follow the advice? why or why not?
Note that there is no right person to talk to—it depends on your
background and circumstances. wrap-up the lesson by pointing out
that we all seek advice and are influenced by family and friends. It is
important to be aware of those influences and how they can both help
and hinder us as we explore careers.
Adapted from “Personal Management: An Integrated Curriculum,” Patti McLaughlin, Curriculum Developer, Adult Basic and Literacy Educators Network of Washington, 1993
SECTION 1, LESSON 5
The Influence of
Friends and Family
MY FAMILY TREE
General
Contractor
Carpenter
Educator
Factory
Worker/
CNA
LPN
 Draw
your own family job tree. (approx 5 min)
 Use
your family job tree to respond to the
questions on page 25. (approx 5 minutes)
 Discuss
your experience with a partner.
(5 minutes)
 Be
prepared to report out your experience.
SECTION II, LESSON 5
Making a Life Line
MY LIFE LINE
Social
Worker
ECE Teacher
• DHS
• School
Adult
Education
Instructor
(ECE)
ECE
Adjunct
Faculty
Adult
Education
• Instructor
• College
Transitions
What? When? Where? Who? Why?
Adult
Education
Director
YOUR TURN
 Create
a Job/Career Life Line
 Review
the Life Line using the 5Ws as
your guide. Consider what your next step
might be.
 Discuss
 Be
your experience with a partner.
prepared to share.
SECTION III, LESSON 3
Informational Interviews
SECTION IV, LESSON 7
Problem Solving
WRAP UP AND QUESTIONS