Things I Have Done

Highschool[1]

Things I Have Done

Learning Objective

To help students identify transferable skills

Materials Needed

Handouts: “Things I Have Done” and “Student Future Timeline”

Vocabulary

influence, timeline, career

Competencies

Thinking Skills: Reasoning; Creative thinking

Instructions for Conducting the Activity

Distribute the “Things I Have Done” handout. Review the checklist as a group, and then ask students to identify what things on the list they did in order to begin attending English or GED class. Using the handout as a guide, ask them to identify 4–5 “Things I Have Done” that relate to the new event.

Then return to the “Things I Have Done” handout and ask them to write on a post-it note a list of some of the skills they can use to reach their future “hopes, dreams, or plans.”

The students can complete the worksheet “Student Future Timeline” the following day to reinforce this lesson.

Extension Activity

Ask each student to choose one event to “tell a story” about the event each chose. The Telling student describes what the event was and what s/he did to make the event happen or as a result of the event. The Listening student writes down a list of steps taken by the student. Then together the two students review the steps written down and identify the skills used to do each step. The students can refer to the skills listed in the “Things I Have Done” handout.

The students then come back together as a large group. Ask each student to complete the “Future Timeline.” Then ask each student to name out loud one of his/her future employment goals/events. Finally, ask the student which skills identified in the pairs activity can be used to help accomplish the goal or get to the event.

 

Note: This module, as well as all the others, can be done alone. No need to be part of a classroom.

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Identifying Your Skills

skills[2]

Identifying Your Skills

Learning Objective

To help students learn about skill categories and to identify their own skills

Materials Needed

handout: ”Skills Identification”

Vocabulary

communication, self-management, management, technical

Competencies

Interpersonal: Participates as a member of a team

Thinking Skills: Problem solving

Information: Organizes and maintains information

Instructions for Conducting the Activity

Explain that knowing what skills are and being able to identify one’s own skills is essential for deciding on a career choice or finding a new career.   Here are the seven categories of skills:

  • Communication skills
  • Number skills
  • Technical skills
  • Business skills
  • Management and Self-Management skills
  • Creative/Artistic skills
  • People skills

Review the categories and the skills in each. Ask students to name some jobs that they think require the skills in the different categories.

Extension Activity

Distribute the “Skills Identification” handout to students and ask students to check those skills they believe they have.

Have a group discussion using the following questions:

  • Do you have skills in more than one area?
  • In which category do you have the most skills?
  • What are the skills needed for the jobs that you are interested in?
  • Do the skills you have match the skills needed for those jobs?
  • Are there some skills that you would like to have but don’t have right now?
  • What education and/or training might you need to develop those skills?

 

 

 

Integrating Career Awareness into the ABE & ESOL Classroom

 

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