SEWAC Assessment Award
Career Investigation Project
Oconomowoc Area School District
Greenland Elementary School
440 Coolidge Street
Oconomowoc, WI 53066
Martincowclock@aol.com
Context
Statement
This assessment is a multidisciplinary career investigation project
that addresses numerous aspects of our educational program as delineated below.
We are a group of three, self-contained sixth grade classes in a K-6 setting.
We are located in a suburban, middle to upper middle class area with little
ethnic or economic diversity. We use workshop settings extensively to
accomplish expected outcomes. This particular project was a presentation (see
article below) that was completed as a part of our Writer's Workshop (see brief
description below) expectations.
Students had approximately 45-60 minutes of class time per day, five
days per week for eight weeks in order to complete this project. Students were
also expected to self- assign homework to complete expectations. Students also
had other expectations not related to this project that they worked on within
this time frame.
Writer's Workshop - This is time set aside for
writing and for learning about writing. Writing projects are often
related to ITB themes. Spelling is a part of Writers Workshop. Students plan,
draft, revise, edit and conference their writing regularly. Teachers provide
criteria to guide students' work.
The following is an article that explains how we use and structure
presentations as part of our overall program. This was published in OASD TODAY,
a periodic newsletter to the community.
"Parents routinely come to schools to watch their students
participate in athletic and fine arts presentations. These concerts, games, and
plays are often the result of weeks of work and preparation that involves
practice, coaching, revision, and continuous improvement all focused on
achieving excellence in the discipline.
Wouldn't it be great, a group of Greenland School teachers thought, if
parents also routinely came to school to watch academic presentations of that
same caliber? Thus began what has become the tradition at Greenland School of
Fifth and Sixth Grade Presentations.
The Fifth and Sixth Grade Presentations at Greenland School integrate a
wide range of academic content, skills, and understanding into one culminating
event. Topics for these presentations are generally drawn from District content
curriculum in the areas of social studies and science. Process skills from
these curriculums as well as from mathematics, the language arts, and
technology curriculums are then called into play and blended toward the final
product.
Each student presentation begins with careful and extensive research
into the topic. That research is then transformed into some combination of
written formats. Finally, the students plan and complete demonstrations and/or
visual components that compliment and extend the writings. These parts of the
presentation, especially by grade six, are often coordinated through a computerized
Power Point or Hyperstudio format.
The structures and expectations of the fifth and sixth grade
presentations have been carefully planned and coordinated so that each
presentation builds upon the skills developed in the preceding presentation.
Throughout the process, students make decisions about, plan for, and evaluate
their own efforts. Students work cooperatively to help one another meet
criteria and improve initial efforts. Adults, including teachers, library and
technology staff, instructional assistants, and parents work to continuously
guide and facilitate student work, coaching and building the students' skills
and understandings in any number of academic areas.
The final event,
presented to classmates and parents, is the result of weeks of work and
preparation that involves practice, coaching, revision, and continuous
improvement all focused on achieving excellence in academic disciplines. This
final event is a crowning achievement that allows students and parents to swell
with pride."
Content Standards Addressed by Project:
State of Wisconsin
Media and Technology Content Standards
Media and Technology - Students in
Wisconsin will select and use media and technology to access, organize, create,
and communicate information for solving problems and constructing new
knowledge, products, and systems
Information and Inquiry - Students in Wisconsin will access evaluate, and apply
information efficiently and effectively form a variety of sources in print, non
print, and electronic formats to meet personal and academic needs.
Independent Learning - Students in Wisconsin will apply technological and
information skills to issues of personal and academic interest by actively and
independently seeking information; demonstrating critical and discriminating
reading, listening, and viewing habits; and striving for personal excellence in
learning and career pursuits.
Wisconsin Model
Academic Standards for Mathematics
Students in Wisconsin will draw on a broad body of mathematical
knowledge and apply a variety of mathematical skills and strategies, including
reasoning, oral and written communication, and the use of appropriate
technology, when solving mathematical, real-world* and non-routine* problems.
EIGHTH GRADE
By the end of grade eight, students will:
A.8.1 Use reasoning abilities to
evaluate information
perceive patterns
identify relationships
formulate questions for further exploration
evaluate strategies
justify statements
test reasonableness of results
defend work
A.8.2 Communicate logical arguments clearly to show why a result makes
sense
A.8.4 Develop effective oral and written presentations that include
appropriate use of technology
the conventions of mathematical discourse (e.g., symbols, definitions,
labeled drawings)
mathematical language
clear organization of ideas and procedures
understanding of purpose and audience
Content Standard
Students in Wisconsin will use numbers effectively for various purposes,
such as counting, measuring, estimating, and problem solving.
By the end of grade eight, students will:
B.8.l Read, represent, and interpret various rational numbers* (whole numbers*, integers*, decimals, fractions, and percents) with verbal descriptions, geometric models*, and mathematical notation e.g., expanded*, scientific*, exponential*)
B.8.3 Generate and explain equivalencies among fractions, decimals, and
percents
B.8.5 Apply proportional thinking in a variety of problem situations
that include, but are not limited to ratios and proportions (e.g., rates, scale
drawings*, similarity*) percents, including those greater than 100 and less
than one (e.g., discounts, rate of increase or decrease, sales tax)
B.8.7 In problem-solving situations select and use appropriate
computational procedures with rational numbers such as
calculating mentally
estimating
creating, using, and explaining algorithms*
using technology (e.g., scientific calculators, spreadsheets)
Students in Wisconsin will select and use appropriate tools (including technology) and techniques to measure things to a specified degree of accuracy. They will use measurements in problem-solving situations.
EIGHTH GRADE
By the end of grade eight, students will:
0.8.3 Determine measurement directly* using standard units (metric and US Customary) with these suggested degrees of accuracy angles to the nearest degree
0.8.4 Determine measurements indirectly* using
estimation
ratio and proportion (e.g., similarity*, scale drawings*)
geometric relationships and properties for angle size (e.g., parallel
lines and transversals; sum of angles of a triangle; vertical angles*)
Wisconsin Model
Academic Standards for English Language Arts
Students in Wisconsin will read and respond to a wide range of writing
to build an understanding of written materials, of themselves, and of others.
Performance Standards
By the end of grade eight, students will:
A.8.1 Use effective reading strategies to achieve their purposes in
reading.
Establish purposeful reading and writing habits by using texts to find
information, gain understanding of diverse viewpoints, make decisions, and
enjoy the experience of reading
Select, summarize, paraphrase, analyze, and evaluate, orally and in
writing, passages of texts chosen for specific purposes
A.8.4 Read to acquire information.
Interpret and use technical resources such as charts, tables, travel
schedules, timelines, and manuals
Compare, contrast, and evaluate the relative accuracy and usefulness of
information from different sources
Identify and explain information, main ideas, and organization found in
a variety of informational passages
Distinguish between the facts found in documents, narratives, charts, maps, tables and other sources and the generalizations and interpretations that are drawn from them
Students in Wisconsin will write clearly and effectively to share information and knowledge, to influence and persuade, to create and entertain.
Performance Standards
By the end of grade eight, students will:
B.8.1 Create or produce writing to communicate with different audiences
for a variety of purposes.
By the end of grade eight, students will:
F.8.1 Conduct research and inquiry on self-selected or assigned topics, issues, or problems and use an appropriate form to communicate their findings.
Students in Wisconsin will apply their knowledge of the nature, grammar, and variations of American English.
By the end of grade eight, students will:
D.8.1 Develop their vocabulary and ability to use words, phrases,
idioms, and various grammatical structures as a means of improving
communication.
Choose words purposefully and evaluate the use
of words in communications designed to inform, explain, and persuade
F. RESEARCH AND INQUIRY
Content Standard
Students in Wisconsin will locate, use, and communicate information from
a variety of print and nonprint materials.
EIGHTH GRADE
Performance Standards
By the end of grade eight, students will:
F.8.1 Conduct research and inquiry on
self-selected or assigned topics, issues, or problems and use
an appropriate form to communicate their
findings.
Formulate research questions and focus
investigation on relevant and accessible sources of information
Use multiple sources to identify and locate
information pertinent to research including encyclopedias, almanacs,
dictionaries, library catalogs, indexes to periodicals, and various electronic
search engines
Conduct interviews, field studies, and
experiments and use specialized resources (such as almanacs, fact books,
pamphlets, and technical manuals) when appropriate to an investigation Compile,
organize, and evaluate information, taking notes that record and summarize what
has been learned and extending the investigation to other sources
Review and evaluate the usefulness of
information gathered in an investigation
Produce an organized written and oral report
that presents and reflects on findings, draws
sound conclusions, adheres to the conventions
for preparing a manuscript, and gives proper credit to sources
Wisconsin's Model Academic
Standards for Developmental Guidance
Competency: Set and achieve goals Sample
Performance Indicators:
LEVEL EDUCATIONAL PERSONAL/SOCIAL EDUCATIONAL
HEALTH
Elementary School Students can develop a plan
for becoming aware of the workplace
Middle/Junior Students can describe Students
can describe Students can develop a High School the place of education how
their unique skills, plan for undertaking
and training to interests and capabilities
career and educational accomplish their future are important in goals goals.
developing plans
Outcomes IEnduring Understandings:
Through a multidisciplinary format, students
come to appreciate and understand the multifaceted aspects of career choice and
preparation.
Criteria: See attachments
Stimulus: Highly engaging, self-selected topic
with real world applications students found credible and enticing. Multiple
opportunities for student choice characterize all elements of this project. The
Internet, a highly motivating tool, was the primary research vehicle. Students
were provided multiple "bookmarked" websites (see attachment) to
assist their research. Once specific careers were selected, students were
provided the level of assistance they needed to secure additional, appropriate
research materials. Students knew expectations
and criteria up front. Participation, along with their peers, in the
culminating career fair attended by fourth and fifth graders and their own
parents also contributed to student motivation. Overall, students perceived
this project as a rigorous, yet doable challenge.
Form of Student Response: See Attachments
Provision for Self-Assessment: See Attachments
Summary of Results Sixty-six of seventy-two
students completed displays for the
culminating career fair. Each of these
sixty-six students completed minimally the first two activities and all four of
the required activities. More than half of the students also completed two to
four choice activities. All displayed work met or exceeded stated criteria.
This resulted from a continuous process of self, peer, adult, and teacher edits
during preparation. Samples of student work and assessments are included.
Reflections of student learning that resulted
from use of the assessment:
With a multidisciplinary project of this
nature it is difficult to know where to begin to reflect upon the learning and
new understandings. This project provided students
with a culminating opportunity to use all of
the process skills that had been developed during the course of the fifth and
sixth grade workshop and presentation projects. Rather than repeat all of those
process skills here, I would encourage the reader to review the attached
documents that students used to guide their efforts. In terms of content,
students became aware of the vast career opportunities that exist,
appreciated common characteristics sought by
employers, and learned in depth about one career.
In all, between 130-150 parents, grandparents
and others toured the fair. Parent response to this project was overwhelmingly
positive. During the career fair, parents' comments demonstrated their
appreciation for this learning opportunity for their children. Many mentioned
the importance and relevance of the topic, the real world aspects, and many
were especially impressed with the budget results. They shared the high level
of student engagement they observed. They observed and stated that
the level of work was impressive, and that it was
hard to believe that sixth graders could produce the results they did.
Attachments: The purpose of these two sheets is to help guide the
reader through
the packet of attached sheets. The blue
phrases are taken from the first attached sheet, which is the main guide of the
project that the students follow. Each sheet included in the packet is in
quotation marks with an explanation that follows.
"A Career Investigation" - A guide sheet given to
students at the beginning of the
project. Students refer to it continually and
use it as a tool to pace and plan their work.
Complete the Career Investigation Introductory
Task
"Career Investigation Introductory
Task" - Using newspapers as a tool, students
begin to see patterns and gaps in the classified ads.
Using the form found at the bottom of this page ten times, students also begin
to see differences and similarities among the jobs pertaining to duties,
education/training, benefits/pay, and desired life skills. The
following page has more blank forms. Students attach the ad or
a copy of the ad they
worked with to the form sheet.
"Planning Focused Paragraphs to Summarize
Your Findings about Careers
Based Upon Newspaper Ads" - This is a "cumulative" activity for students
because
they are to draw upon skills worked on all
year. Specific criteria taught during the year pertaining to writing includes
effective use of opening sentences/paragraphs, signal words, introductory
phrases, connections of ideas (cause/effect, compare, contrast,
problem/solution, examples, data, quotes) and closing sentences/paragraphs.
Teachers sign-off on the plan sheet so that it is clear that students are going
to meet expectations for kinds of connections and number of quality ideas.
Students then go to work writing and constructing their focus paragraphs. With
the tracking ticket (next page of attachments) in-hand, students have a clear
understanding of the expectations and how they are being assessed.
A peer edit is conducted using the "Career Investigation Summary" sheet
and
students then make suggested revisions. An
adult completes a skin edit, and students
make necessary improvements. Teachers individually conference with
each student and assess student work.
Complete the Career Selection Task
"Career Selection Summary Sheet" - Using this sheet as a guide, students self-
select and investigate five careers. Their main tool of investigation is
the Internet. (A
packet of the "bookmarked" websites are
stapled and included in the folder.) Of the five
careers, one is eventually chosen as the focus of their presentation. At the
bottom of the
page, students organize their ideas about why they
selected the career, and then move to the writing process. The "Teacher
Assessment: Career Selection Focused Paragraph" sheet reflects the
tracking ticket they used all year and of course mirrors the ticket they just
used for the "Career Investigation Summary".
Complete a personal resume focused on your
career choice.
"Criteria and Peer Edit for a
Resume" - Students choose a template already on the computer to work from.
As a class, aspects of a quality resume are highlighted. Students have this
sheet as resumes are discussed and as they
individually work to create a
resume that reflects the education and
experiences a person would need to be in the position of applying for a job in
their selected career. The same sheet is used for the peer edit process as well
as the adult skin edit. Another one is used as the teacher does the final
assessment.
Assume an appropriate role. Using that point of
view, write a job recommendation for yourself.
"Letter of Recommendation" - Like
the Resume sheet, this sheet serves as a criteria sheet as well as a peer edit
sheet. In class, the skills and attributes are discussed. Again, students have
this sheet as expectations are shared. It is their guide as they write a letter
about themselves, from another person's point-of-view. One student said,
"So, you are kind of bragging about yourself, but you have to write it
like someone else is saying it." The same sheet is used for the peer edit,
the adult skin edit, and the teacher edit.
Create a work sample related to your career
choice.
Rubric for "Work Samples and
Activities" -
The work samples
are as varied as the
careers selected. Often it is only after a bit
of digging that students come up with an idea for a work sample. Authenticity
is key. All students must negotiate approval of the work sample with their
teacher. Assessment of the work sample must meet the criteria on the rubric
pertaining to understanding of selected career, using content vocabulary, and
appearance.
Create a budget based upon your first year's
salary expectation.
"Budget Worksheet" (two sheets) - Students begin by finding a
first year salary, which most students already found as they were completing
the career selection task. With the salary rounded to the nearest thousand,
students make a chart of benchmark percentages (using mental math and some
computation, no calculators) of 50%, 25%, 10%, 5%,1%, .5%, and .1%. By
combining benchmarked percentages, students find dollar amounts for each of the
eight categories on the Budget Worksheet. Students also compute the number of
degrees in the circle that reflect the initial category percentages. Finally,
students construct a circle graph that displays all of the data. All final work
is displayed on a poster, which is later attached to the main backdrop for the
presentation. The work on the Budget Worksheet that pertains to housing and
buying a car was used as extra credit this year, but has been a requirement in
the past. The "Budget Results" sheet is something students find
helpful in organizing their data, but is not required.
Choice Activities for Career Investigation
Rubric for "Work Samples and
Activities" -
The same sheet
that was used to
assess the work sample requirement is used
here. Students used the provided list on the "Career Investigation"
sheet for ideas for their choice activities. Additionally, students generated
other ideas that specifically pertained to their career choice.