Design Down Model – Lesson Template
COOPERATIVE EDUCATION
ACTIVITY TOPIC & TYPE:
Job Readiness: The Interview
Coop
Strands – Policy Document
Job Readiness – Interviews (Pre-Placement and Integration Resource (OCEA)
Cooperative Education and Other Forms of Experiential Learning – Policies and Procedures for
Ontario Secondary Schools, 2000
Preparation for Transition and Change – Career Studies, Grade 10 Open, GLC2O,Ontario
Secondary Schools, Grades 9-12,2006
Overall Expectations:
Students will:
– use appropriate decision-making and planning
processes to set goals and develop a career
plan
– demonstrate an understanding of, and the ability to
prepare for, the job-search process.
Specific Expectations:
Students will:
– identify common interview questions and
demonstrate the ability to respond appropriately and
effectively;
– demonstrate self-assessment skills;
– describe a variety of verbal and non-verbal
communication skills (e.g., active listening; using
and interpreting facial expressions, gestures, and
body language appropriately; giving and receiving
feedback);
– demonstrate effective use of communication
skills in a variety of situations in school, at home,
and in the community (e.g., information interviews,
presentations, role play, group work)
Assessment/Evaluation Techniques:
 Student Interview Form (formative; supervisor checklist)
 Self-Assessment – Interview Skills (summative; written/checklist)
 Peer-Evaluation – Mock Interview Form (formative; checklist)
 Interview Assignment – (formative; written)
Prior Knowledge Required:
1. Students should bring their revised resumes and cover letters from previous activities.
Teaching/Learning Strategies:
1. Begin the lesson with the You Tube clip – “Top 12 tips on how to do well in a job
interview - by pfj recruitment consultants” to highlight the key points of the interview
process.
2. Use the selected overheads (“What is a job interview” – pages 4-7) to facilitate a
discussion on the interview process.
3. Distribute the handout, “Do’s and Don’ts (page 8) to facilitate a discussion on proper
interview decorum.
4. Distribute the handout, “The Interview (Continued)” (pages 9-10) to facilitate a discussion
on interviewing with attitude.
5. Distribute the handout, “Tips for First Day Stage Fright” (page 11) and facilitate a
discussion on how to make that first day less stressful.
6. Distribute and explain the “Student Interview Form” (page 12) so that the students are
familiar with how they are going to be evaluated by their employer. Remind students
that it needs to be returned by the due date.
7. Distribute and explain the “Self-Assessment: Interview Skills” (page 13) handout that is
to be completed by the student and returned to the teacher on the day following the
interview.
8. Provide students time to read over all of the material and ask questions.
9. After the break, have students work in pairs to complete a mock interview with the “Mock
Interview Questions” (page 14) handout. Students will interview each other and assess
each other’s interview skills with the “Student Interview Form” and submit it to the
teacher at the end of the class. Students will also complete a self assessment with the
“Self Evaluation of Interview” (page 15) handout.
10. With the subsequent time left, the students can begin working on “The Interview
Assignment” (pages 16-17) which will be due on their next integration day.
11. The day will wrap up with one of the students interviewing the coop teacher to highlight
proper interviewing skills.
Accommodations:
1. The teacher may choose to perform the mock interview with students that have special
needs (conference with individual students).
2. The teacher may also choose to substitute an oral assignment in lieu of the written
assignment with some students.
Planning Notes:
1. The library needs to be booked for class and book equipment.
2. Prepare all overheads and handouts.
3. Have the You Tube clip set up and ready to go.
4. Remind students to bring in their resumes and cover letter that they have previously
worked on.
5. There is a great deal of material in this lesson. As a result, the teacher may want to
eliminate some or stretch it over two integration days instead of one.