Informational interview lesson plan

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lesson plan example for CTE.

lesson plan example for CTE.

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  • 1. Informational InterviewsAs a end-of-year project, students will create an audiocommercial, a talk show interview, or a news report about anoccupation. Students will rely on available information toprepare a set of interview questions and will then interview aworking professional about the world of work. The interviewwill be digitally recorded and students will synthesize theaudio file to create a unique audio production.Renata GeurtzMay 21, 2013
  • 2. Anticipatory IntroductionDid you know that most Americans will have SEVEN careersduring their lifetime. Did you know that many of the jobsavailable in 20 years don’t even exist today.Knowing how to do career research is vital. Before accepting anew job or changing careers, you will need to learn all you canabout the industry and the available jobs.Up till know, we’ve researched industries, careers, occupations,and jobs by reading what others have written. In this project,YOU will interview a working professional and create an audiorecording so that others can learn from you.
  • 3. Learning Outcomes Students will use Internet resources to research careers, job descriptions, andcompanies. Based on the research, students will develop a list of interview questions about thejob/company. Working in groups, students will plan, conduct, and record an interview which canbe either in person, by phone, or technology supported. Working independently, students will create one of the following audio productions:(1) commercial for a profession; (2) talk show interview; or (3) a radio news reportabout the profession. Students will upload audio recording to school website.
  • 4. Common Core Standards 6-8.RST.2. Determine the central ideas or conclusions of a text; provide anaccurate summary of the text distinct from prior knowledge or opinions. 6-8.RST.3. Follow precisely a multistep procedure when carrying outexperiments, taking measurements, or performing technical tasks. 6-8.RST.6. Analyze the author’s purpose in providing an explanation, describinga procedure, or discussing an experiment in a text. 6-8.RST.7. Integrate quantitative or technical information expressed in words ina text with a version of that information expressed visually (e.g., in a flowchart,diagram, model, graph, or table). 6-8.RST.9. Compare and contrast the information gained from experiments,simulations, videos, or multimedia sources with that gained from reading a texton the same topic.
  • 5. Workplace Standards 1WP-E6. Speak in a content area (science, social studies), using vocabulary ofthe subject accurately. 3WP-E1. Utilize information acquired from several sources and transferinformation learned in one situation to another.
  • 6. Technology Standards Strand 1: Creativity and Innovation Concept 1: Knowledge and Ideas: Use technology to generate knowledge and newideas. Concept 4: Original Works: Use technology to create original works in innovative ways Strand 2: Communication and Collaboration Concept 1: Effective Communications and Digital Interactions: Communicate andcollaborate with others employing a variety of digital environments and media. Strand 3: Research and Information Literacy Concept 1: Planning: Plan strategies to guide inquiry. Concept 2: Processing: Locate, organize, analyze, evaluate, synthesize, and ethically useinformation from a variety of sources and media. Strand 4: Critical Thinking, Problem Solving, Decision Making Concept 1: Investigation: Identify and define authentic problems and significant questionsfor investigations Concept 2: Exploring Solutions: Plan and manage activities to develop solutions to answer aquestion or complete a project.
  • 7. Time and Schedule End of year project – cumulative project 7 school days for the interview 7 school days for the audio production
  • 8. Materials and TechnologyResources Audio examples of commercials for a profession, a talk showinterview, and a news report on a profession Internet access Word Processing software Audio creation and editing software Digital recording device Parental involvement: drive to interviews Conference telephone or web-based meeting software
  • 9. Pre-activitiesStudents should have a thorough understanding of how toresearch careers – what questions to ask and what arestandard sources of workplace information.Students should have prior experience with audio creationand editing software.Students should have prior experience of interviewingmembers of the business community.Students should have experience of working in groups.
  • 10. ActivitiesProject has three parts (1) the interview with an employee; (2) the audio product; (3) self-reflection (see assessment) The Interview – group project1. Students select the Career Cluster (6 to choose from) they would like to investigate(select 3 in preference order). Teacher assigns groups of 4 to 5 students to collaborateon the interview. Each student will be assigned a responsibility on the group: (1)interviewee contact, (2) note-taker, (3) digital recording, (4) researcher.2. Teacher, parents, and students will identify potential interviewees.3. Working in groups, students will research the profession of the interviewee and thecompany for which he/she works. Students will write at least ten questions to be asked ina semi-structured interview.4. For peer feedback, students will share their interview questions with classmates.Students will conduct a mock interview with each other.5. As a small group, students will conduct the interview either with a visit to the place ofwork, teleconference, or video conference. The interview will be audio recorded. A one-minute audio production – individual project1. Each student will receive an audio file of the interview recording and will select what typeof production they will create: (1) commercial for the profession; (2) a talk show interview;or (3) a news report.2. Students will create a storyboard of their project and present in a small group for peerfeedback. Students will make revisions to their plans.3. Students will use audio creation/editing software to create their product. Peer feedbackfor suggestions/revisions.4. Audio interview will be posted to school website.
  • 11. Assessment Timeliness: were the major milestones met on schedule Interview questions: using a rubric, the questions will be evaluated for completeness, quality, and uniqueness. The interview: completed at least a 30 minute interview with recording. Peer participation: complete a peer evaluation to ensure all participated equitably. Storyboard: using a rubric, the storyboard will be evaluated for completeness and accuracy, ensuring that a 1-minute audio production can be created. Audio: using a rubric, the audio production will be evaluated for accuracy and creativity. Was productionuploaded to school website? Peer evaluation: using an online evaluation, students will listen and evaluate a selected number of audioproductions. Self-reflection: students will submit a one page reflection, covering any aspect for their experience. They mayconsider the following: What did you learn about the profession or company? What did you learn about interviews and creating audio productions? What aspect of the project was most interesting for you? What was interesting or challenging in working as a part of the team?
  • 12. Extensions & Adaptations Extension: Student can create an audio productionwhich merges several audio files to create a synthesisof interviews: “A Special report on a Career Strand” Adaptation: Increase the size of group to 5. Reduce thelength of the audio product to 30 seconds. The self-reflection can be oral.
  • 13. The CTE Program Modelstudents use literacy and writingskills to research, analyze,synthesize, and reportstudents collaborate with thebusiness community tocommunicate and discoverstudents usetechnology, literacy, andwork-based skillsstudents begin tonetwork with workcommunityindirect instruction,collaborative learningbetween students, teachers,and intervieweestudents communicatewith interviewee in areal-world context