This module guides students in formulating personal mission statements to help direct their career decisions and contribute to national development. Students complete a worksheet to develop their mission statement, considering their values, goals, strengths, dreams and how they can help others. A personal mission statement clarifies one's purpose and direction as they embark on their post-secondary path. It should reflect not only personal fulfillment but also positive impact on community and country. The module aims to help students craft clear mission statements to align their careers with the needs of industries and national development goals.
This module helps students analyze career choices by having them interview people in fields they are interested in and create career roadmaps. It includes activities where students gather information about beliefs, attitudes and skills needed for different jobs through informational interviews. They then evaluate this data and identify common traits. Students also reflect on their progress and create diagrams or illustrations depicting their plans and goals for the future. The module aims to help students affirm their career decisions and develop plans to achieve their goals.
This document provides an overview of a career guidance module that teaches students about lifelong skills. It includes several activities:
1. A game to identify famous people who achieved academic and career success. This aims to motivate students by providing role models.
2. A "Labor Market Carousel" activity where students learn about in-demand industries and jobs in their community along with needed skills. This helps students plan career goals.
3. A lecture on how work is changing due to trends like technology and outsourcing. Students learn about lifelong learning and 7 key "C" skills of critical thinking, creativity, collaboration, and more.
4. Application activities where students relate skills to career prospects and assess
This module discusses helping learners discover their "Version 2.0" self and their future career. It involves learners doing an activity where they draw symbols representing their current track, future job, and other career-related aspects on a drawing of their hand. This allows them to reflect on how prepared they are for the future. The module emphasizes developing skills like work ethics, personality, and understanding rights/responsibilities for both employees and employers. It discusses intrinsic and extrinsic motivators and how learners' goals and personalities can help meet societal needs through their chosen careers. Learners are guided to recognize factors that will help them transition successfully from school to work.
This document provides guidance for teachers conducting a module to help students analyze their career choices. The module involves several activities including a "Mini Me" game to discuss career choices with a partner, forming a circle to allow students to share their career information and experiences choosing a profession, and filling out a "Career Analysis Profile" worksheet. The document provides objectives, instructions, materials needed, and references for teachers to conduct the module in about 2 hours. It aims to help students examine how their academic performance and personal realities may affect their career choices.
The document discusses guidelines for implementing Work Immersion for Senior High School students in light of the COVID-19 pandemic. Work Immersion is a graduation requirement where students undergo training in an industry related to their field of study. It allows students to gain practical skills, appreciate classroom theories, and develop good work habits. However, the pandemic has disrupted regular school operations. The memorandum outlines a flexible three-phase approach to Work Immersion, including virtual pre-immersion orientation, online immersion activities like interviews and project proposals, and post-immersion e-portfolio submission, to simulate workplace experience while complying with health restrictions.
This document provides materials for a Career Guidance Program module for Grade 12 students. The module aims to help students create a Lifelong Learning Plan and express their passion for their chosen career. It includes activities and worksheets to guide students through identifying learning goals and gaps, and developing a plan to continuously pursue education and skills to advance in their career. The document provides examples and templates to help students conduct a career gap analysis and draft objectives, learning strategies, timelines and verification methods for their Lifelong Learning Plan. It also includes a reflection activity where students write their own career philosophy and put together an airplane puzzle to symbolize their career taking off.
Lesson Plan in Trends, Networks and Critical Thinking in the 21st Centuryjess salvilla
1) The daily lesson plan is for Grade 12 students in Iloilo City National High School. The lesson focuses on explaining the meaning of interconnectedness between people and nations.
2) Students will learn about how globalization allows countries to benefit from economic cooperation and collaborate on challenges. They will also learn that collaboration is an important skill for surviving in the 21st century.
3) Activities include discussing the importance of connectivity, relationships and teamwork. Students will express the value of staying connected through slogans and analyze how people and nations are interconnected.
This document provides an overview of a module that aims to help learners identify their personal values and how those values influence career goals and decisions. It outlines several activities for students, including games to uncover their top values and evaluate how their values align or conflict with others. The module also discusses how values are developed based on environmental and cultural factors and can sometimes conflict within individuals or between groups. Students are guided in reflecting on their values and making plans to resolve conflicts to better achieve their career objectives. The goal is for learners to gain self-awareness of their values and understand how to navigate values in their lifelong career journey.
This module helps students analyze career choices by having them interview people in fields they are interested in and create career roadmaps. It includes activities where students gather information about beliefs, attitudes and skills needed for different jobs through informational interviews. They then evaluate this data and identify common traits. Students also reflect on their progress and create diagrams or illustrations depicting their plans and goals for the future. The module aims to help students affirm their career decisions and develop plans to achieve their goals.
This document provides an overview of a career guidance module that teaches students about lifelong skills. It includes several activities:
1. A game to identify famous people who achieved academic and career success. This aims to motivate students by providing role models.
2. A "Labor Market Carousel" activity where students learn about in-demand industries and jobs in their community along with needed skills. This helps students plan career goals.
3. A lecture on how work is changing due to trends like technology and outsourcing. Students learn about lifelong learning and 7 key "C" skills of critical thinking, creativity, collaboration, and more.
4. Application activities where students relate skills to career prospects and assess
This module discusses helping learners discover their "Version 2.0" self and their future career. It involves learners doing an activity where they draw symbols representing their current track, future job, and other career-related aspects on a drawing of their hand. This allows them to reflect on how prepared they are for the future. The module emphasizes developing skills like work ethics, personality, and understanding rights/responsibilities for both employees and employers. It discusses intrinsic and extrinsic motivators and how learners' goals and personalities can help meet societal needs through their chosen careers. Learners are guided to recognize factors that will help them transition successfully from school to work.
This document provides guidance for teachers conducting a module to help students analyze their career choices. The module involves several activities including a "Mini Me" game to discuss career choices with a partner, forming a circle to allow students to share their career information and experiences choosing a profession, and filling out a "Career Analysis Profile" worksheet. The document provides objectives, instructions, materials needed, and references for teachers to conduct the module in about 2 hours. It aims to help students examine how their academic performance and personal realities may affect their career choices.
The document discusses guidelines for implementing Work Immersion for Senior High School students in light of the COVID-19 pandemic. Work Immersion is a graduation requirement where students undergo training in an industry related to their field of study. It allows students to gain practical skills, appreciate classroom theories, and develop good work habits. However, the pandemic has disrupted regular school operations. The memorandum outlines a flexible three-phase approach to Work Immersion, including virtual pre-immersion orientation, online immersion activities like interviews and project proposals, and post-immersion e-portfolio submission, to simulate workplace experience while complying with health restrictions.
This document provides materials for a Career Guidance Program module for Grade 12 students. The module aims to help students create a Lifelong Learning Plan and express their passion for their chosen career. It includes activities and worksheets to guide students through identifying learning goals and gaps, and developing a plan to continuously pursue education and skills to advance in their career. The document provides examples and templates to help students conduct a career gap analysis and draft objectives, learning strategies, timelines and verification methods for their Lifelong Learning Plan. It also includes a reflection activity where students write their own career philosophy and put together an airplane puzzle to symbolize their career taking off.
Lesson Plan in Trends, Networks and Critical Thinking in the 21st Centuryjess salvilla
1) The daily lesson plan is for Grade 12 students in Iloilo City National High School. The lesson focuses on explaining the meaning of interconnectedness between people and nations.
2) Students will learn about how globalization allows countries to benefit from economic cooperation and collaborate on challenges. They will also learn that collaboration is an important skill for surviving in the 21st century.
3) Activities include discussing the importance of connectivity, relationships and teamwork. Students will express the value of staying connected through slogans and analyze how people and nations are interconnected.
This document provides an overview of a module that aims to help learners identify their personal values and how those values influence career goals and decisions. It outlines several activities for students, including games to uncover their top values and evaluate how their values align or conflict with others. The module also discusses how values are developed based on environmental and cultural factors and can sometimes conflict within individuals or between groups. Students are guided in reflecting on their values and making plans to resolve conflicts to better achieve their career objectives. The goal is for learners to gain self-awareness of their values and understand how to navigate values in their lifelong career journey.
Module 1 of Grade 11 Career Guidance Manual entitled “Road to the Right Choice” covers different professions and life choices for Grade 11 learners. It provides information on the different senior high school curriculum exits and regulated professions that will facilitate their career decision making as they pursue college. This module also tackles the different factors affecting learners’ life and career choices considering that deciding for career and life is not an easy task for Grade 11 learners.
As facilitator of this module, you will help the learners identify these factors and lead them to appreciate how these factors affect their choices of profession.
1. The document discusses different curriculum exits available to senior high school graduates, including employment, entrepreneurship, higher education, and middle-level skills development.
2. It provides details on how graduates can pursue each exit, such as checking with the Public Employment Service Office for jobs, considering business ideas from the Philippine Business Industry, inquiring at colleges and the Commission on Higher Education, or visiting local TESDA offices.
3. The document emphasizes that graduates can choose any exit regardless of their SHS track and can transition between exits, such as pursuing higher education while being employed.
Detailed Lesson Plan in Introduction to Philosophy of the Human Person.docxRENECATALANLACABA
This lesson plan aims to teach students about traditional Filipino beliefs and superstitions. It will have them identify existing beliefs in their community, explain how those beliefs impact society, and appreciate Filipino culture. Students will present different superstitions through skits or storyboards. The teacher will then explain the concepts of superstition and how they originated in the Philippines from various influences. While superstitions are part of Filipino heritage, students will discuss how they can also promote fatalism, endanger health, close-mindedness, and hinder community development. The lesson evaluates learning through an essay on how superstitions impact and change individuals in society.
This document provides guidance for a Home Room module on accepting individual differences. It includes learning objectives to determine basic aspects of individuals, demonstrate ways to accept others, formulate policies promoting respect, and appreciate actions accepting differences. Students are instructed to observe and describe similarities and differences between three people, and suggest ways to support others in various situations. They are also asked to propose at least five personal policies promoting respect for individual differences.
The document provides information about an activity sheet for understanding culture, society, and politics for Grade 11. It contains learning activities that discuss the nature, goals, and perspectives of anthropology, sociology, and political science. The activities include gathering information on these topics, answering guide questions, analyzing pictures, and filling out tables to share insights about culture, socialization, and other areas of learning from an anthropological and sociological perspective. References and websites are also provided for additional resources.
This document provides information to help students choose their senior high school track or college course. It outlines the criteria for entry into different SHS tracks based on a student's grades and career examination results. The tracks include academic, sports, arts and design, TVL, STEM, ABM, HUMSS, and general academic. It advises students to consider their ideal career, interests, strengths, and talents when choosing. Additional factors to consider are the reputation, duration, demands, job opportunities, location, cost, faculty, and facilities of different schools and courses. Students are encouraged to consult others and stay focused, motivated, and expectant throughout their education.
This document provides an overview of a career guidance module for grade 11 learners. The module aims to help students identify different career professions and life choices, as well as factors that influence these decisions. It includes activities for students to explore career tracks and reflect on how personal, family, and social factors shape their own choices. The module also lists senior high school curriculum exits and regulated professions to help guide students in planning their next steps after graduation.
This document discusses the concepts of ideal self and actual self during adolescence. The ideal self is how one aspires or hopes to be, based on mentors or role models, while the actual self is how one truly is based on their characteristics, upbringing, and social interactions. Understanding the difference between these two selves and increasing self-knowledge of one's actual self can pave the way to self-acceptance and better relationships.
GRADE 12 CAREER GUIDANCE MANUAL (NEW NORMAL).pptxPrinceSkyLaguna
This document outlines modules from a Grade 12 Career Guidance program. Module 1 focuses on determining preferred career and curriculum exits based on interests and personality. Module 2 discusses the changing nature of work and importance of lifelong skills like critical thinking, creativity, collaboration, etc. Module 3 is about reaffirming one's chosen career track by evaluating information sources and matching skills to market demands.
The document discusses guidelines for work immersion provided in DepEd Order No. 30 s. 2017. Work immersion is a required subject in the senior high school curriculum consisting of 80-320 hours of hands-on experience or work simulation. It is intended to expose students to actual work environments and allow them to apply competencies from their specializations. Schools have flexibility in designing work immersion and can implement in-school, home-based, community-based, or industry partnership models. The order also defines key terms related to work immersion partnerships and implementation.
This document provides information about career guidance programs for grade 12 students in the Philippines. It discusses the National Career Assessment Examination that assesses students' aptitudes and interests in senior high school. It also outlines the various exits students can pursue after graduating from senior high school, including employment, entrepreneurship, higher education, and middle-level skills development programs. The document encourages students to carefully consider their options and utilize their talents to find success.
This document outlines the objectives, activities, and assessment for a module on self-concept. The objectives are for learners to explain how understanding oneself can lead to self-acceptance and better relationships, share unique characteristics and experiences, and start a journal. Learners complete a self-concept inventory rating themselves in areas like physical appeal, intelligence, and maturity. They then reflect on their strengths, weaknesses, realistic self-image, and things to improve. The output is a talent/variety show that groups will perform in and be rated on criteria like originality and audience impact.
Lesson Plan CO 2nd Quarter Types of Society.docxallen979080
This lesson plan is for a Grade 12 Introduction to Philosophy class. The lesson will focus on how individuals form societies and are transformed by societies. Students will learn about different types of societies like hunting/gathering, pastoral, horticultural, agricultural, feudal, industrial, and post-industrial societies. The lesson activities include group discussions analyzing pictures of different societies, and presentations comparing how societies influence human relationships and development. Students will be assessed through multiple choice and short answer questions testing their understanding of the topics.
Congratulations, your students are now ready to develop plans for their chosen career and implement them!
From the previous session, they were able to identify their strengths and weaknesses, and analyzed opportunities and threats that run with them. They also learned that SWOT is not only an effective tool for business but is also beneficial for job seekers and students like them who aim to climb the career and success ladder.
In this module, they will learn the step by step procedure in making plans depending on their timeframe. This will assure them of a more structured and reliable implementation of plans that will lead to achieving goals. Finally, this session will enable them to focus their talents, skills, and values to the career and life plans that they dream of.
So, let us now take off and begin their future today!
This document outlines the requirements and guidelines for Work Immersion, a course requirement for Senior High School students in the Philippines. Students must undergo Work Immersion in an industry related to their postsecondary goals to gain practical skills. They are expected to observe workplace behaviors, business processes, and apply their school learning. Evaluation involves creating a portfolio with documentation of their experiences, reflections, and an updated resume. The portfolio is presented and experiences are discussed to assess how Work Immersion enhances students' competence for future employment or education.
This document discusses community engagement, solidarity, and citizenship. It covers the following key points:
1. It introduces the first quarter module on community dynamics and community action. The module will explain the importance of studying these topics using social science perspectives.
2. It provides definitions for important terms like community, community action, community dynamics, and empowerment.
3. It discusses how community participation and social capital are important to understand policies that promote community involvement. Understanding community life helps people value their daily interactions and social relationships.
This document outlines the objectives, content, procedures, and evaluation for lessons on understanding culture, society, and politics. The objectives are for students to demonstrate understanding of human cultural variation, social differences, social change, and political identities. Lessons include sharing social and cultural backgrounds, observing social phenomena, and analyzing changes in gender roles, socioeconomic class, and religion over different time periods in Philippine history. Students will discuss concepts like culture, society, politics, and cultural behavior through group activities and presentations. Evaluation includes a pen and paper test to assess student learning.
This document contains the table of specifications for the 3rd Quarterly Test in Disciplines and Ideas in the Applied Social Sciences for Grade 11. It outlines 18 competencies that will be assessed, including competencies on counseling, social work, ethics, and client needs. For each competency, it indicates the number of test items, cognitive level assessed, and item numbers. In total, there are 48 test items assessing competencies at various cognitive levels including remembering, understanding, applying, analyzing, evaluating, and creating. The test was prepared by Friendly P. Gocotano.
This document provides guidance for career planning sessions to help students choose a Senior High School track and explore career opportunities. It discusses the importance of self-awareness activities to help students understand their interests, talents, values and skills which are necessary for making career decisions. A number of tools are provided, such as for setting life goals, self-assessment, and identifying career clusters. The document emphasizes using this information to match students' strengths to suitable Senior High School tracks and potential careers.
This document provides guidance for career counselors to help students choose a senior high school track and explore career opportunities. It outlines several tools and activities for students to learn about themselves, their interests, skills and values to aid in career planning. Students complete self-assessment worksheets to discover their talents and interests. They also set goals and envision their ideal future lifestyle. The document emphasizes that career planning is an ongoing process that requires self-reflection and decision making at different stages. It aims to help students develop career portfolios and pathways tailored to their strengths.
Module 1 of Grade 11 Career Guidance Manual entitled “Road to the Right Choice” covers different professions and life choices for Grade 11 learners. It provides information on the different senior high school curriculum exits and regulated professions that will facilitate their career decision making as they pursue college. This module also tackles the different factors affecting learners’ life and career choices considering that deciding for career and life is not an easy task for Grade 11 learners.
As facilitator of this module, you will help the learners identify these factors and lead them to appreciate how these factors affect their choices of profession.
1. The document discusses different curriculum exits available to senior high school graduates, including employment, entrepreneurship, higher education, and middle-level skills development.
2. It provides details on how graduates can pursue each exit, such as checking with the Public Employment Service Office for jobs, considering business ideas from the Philippine Business Industry, inquiring at colleges and the Commission on Higher Education, or visiting local TESDA offices.
3. The document emphasizes that graduates can choose any exit regardless of their SHS track and can transition between exits, such as pursuing higher education while being employed.
Detailed Lesson Plan in Introduction to Philosophy of the Human Person.docxRENECATALANLACABA
This lesson plan aims to teach students about traditional Filipino beliefs and superstitions. It will have them identify existing beliefs in their community, explain how those beliefs impact society, and appreciate Filipino culture. Students will present different superstitions through skits or storyboards. The teacher will then explain the concepts of superstition and how they originated in the Philippines from various influences. While superstitions are part of Filipino heritage, students will discuss how they can also promote fatalism, endanger health, close-mindedness, and hinder community development. The lesson evaluates learning through an essay on how superstitions impact and change individuals in society.
This document provides guidance for a Home Room module on accepting individual differences. It includes learning objectives to determine basic aspects of individuals, demonstrate ways to accept others, formulate policies promoting respect, and appreciate actions accepting differences. Students are instructed to observe and describe similarities and differences between three people, and suggest ways to support others in various situations. They are also asked to propose at least five personal policies promoting respect for individual differences.
The document provides information about an activity sheet for understanding culture, society, and politics for Grade 11. It contains learning activities that discuss the nature, goals, and perspectives of anthropology, sociology, and political science. The activities include gathering information on these topics, answering guide questions, analyzing pictures, and filling out tables to share insights about culture, socialization, and other areas of learning from an anthropological and sociological perspective. References and websites are also provided for additional resources.
This document provides information to help students choose their senior high school track or college course. It outlines the criteria for entry into different SHS tracks based on a student's grades and career examination results. The tracks include academic, sports, arts and design, TVL, STEM, ABM, HUMSS, and general academic. It advises students to consider their ideal career, interests, strengths, and talents when choosing. Additional factors to consider are the reputation, duration, demands, job opportunities, location, cost, faculty, and facilities of different schools and courses. Students are encouraged to consult others and stay focused, motivated, and expectant throughout their education.
This document provides an overview of a career guidance module for grade 11 learners. The module aims to help students identify different career professions and life choices, as well as factors that influence these decisions. It includes activities for students to explore career tracks and reflect on how personal, family, and social factors shape their own choices. The module also lists senior high school curriculum exits and regulated professions to help guide students in planning their next steps after graduation.
This document discusses the concepts of ideal self and actual self during adolescence. The ideal self is how one aspires or hopes to be, based on mentors or role models, while the actual self is how one truly is based on their characteristics, upbringing, and social interactions. Understanding the difference between these two selves and increasing self-knowledge of one's actual self can pave the way to self-acceptance and better relationships.
GRADE 12 CAREER GUIDANCE MANUAL (NEW NORMAL).pptxPrinceSkyLaguna
This document outlines modules from a Grade 12 Career Guidance program. Module 1 focuses on determining preferred career and curriculum exits based on interests and personality. Module 2 discusses the changing nature of work and importance of lifelong skills like critical thinking, creativity, collaboration, etc. Module 3 is about reaffirming one's chosen career track by evaluating information sources and matching skills to market demands.
The document discusses guidelines for work immersion provided in DepEd Order No. 30 s. 2017. Work immersion is a required subject in the senior high school curriculum consisting of 80-320 hours of hands-on experience or work simulation. It is intended to expose students to actual work environments and allow them to apply competencies from their specializations. Schools have flexibility in designing work immersion and can implement in-school, home-based, community-based, or industry partnership models. The order also defines key terms related to work immersion partnerships and implementation.
This document provides information about career guidance programs for grade 12 students in the Philippines. It discusses the National Career Assessment Examination that assesses students' aptitudes and interests in senior high school. It also outlines the various exits students can pursue after graduating from senior high school, including employment, entrepreneurship, higher education, and middle-level skills development programs. The document encourages students to carefully consider their options and utilize their talents to find success.
This document outlines the objectives, activities, and assessment for a module on self-concept. The objectives are for learners to explain how understanding oneself can lead to self-acceptance and better relationships, share unique characteristics and experiences, and start a journal. Learners complete a self-concept inventory rating themselves in areas like physical appeal, intelligence, and maturity. They then reflect on their strengths, weaknesses, realistic self-image, and things to improve. The output is a talent/variety show that groups will perform in and be rated on criteria like originality and audience impact.
Lesson Plan CO 2nd Quarter Types of Society.docxallen979080
This lesson plan is for a Grade 12 Introduction to Philosophy class. The lesson will focus on how individuals form societies and are transformed by societies. Students will learn about different types of societies like hunting/gathering, pastoral, horticultural, agricultural, feudal, industrial, and post-industrial societies. The lesson activities include group discussions analyzing pictures of different societies, and presentations comparing how societies influence human relationships and development. Students will be assessed through multiple choice and short answer questions testing their understanding of the topics.
Congratulations, your students are now ready to develop plans for their chosen career and implement them!
From the previous session, they were able to identify their strengths and weaknesses, and analyzed opportunities and threats that run with them. They also learned that SWOT is not only an effective tool for business but is also beneficial for job seekers and students like them who aim to climb the career and success ladder.
In this module, they will learn the step by step procedure in making plans depending on their timeframe. This will assure them of a more structured and reliable implementation of plans that will lead to achieving goals. Finally, this session will enable them to focus their talents, skills, and values to the career and life plans that they dream of.
So, let us now take off and begin their future today!
This document outlines the requirements and guidelines for Work Immersion, a course requirement for Senior High School students in the Philippines. Students must undergo Work Immersion in an industry related to their postsecondary goals to gain practical skills. They are expected to observe workplace behaviors, business processes, and apply their school learning. Evaluation involves creating a portfolio with documentation of their experiences, reflections, and an updated resume. The portfolio is presented and experiences are discussed to assess how Work Immersion enhances students' competence for future employment or education.
This document discusses community engagement, solidarity, and citizenship. It covers the following key points:
1. It introduces the first quarter module on community dynamics and community action. The module will explain the importance of studying these topics using social science perspectives.
2. It provides definitions for important terms like community, community action, community dynamics, and empowerment.
3. It discusses how community participation and social capital are important to understand policies that promote community involvement. Understanding community life helps people value their daily interactions and social relationships.
This document outlines the objectives, content, procedures, and evaluation for lessons on understanding culture, society, and politics. The objectives are for students to demonstrate understanding of human cultural variation, social differences, social change, and political identities. Lessons include sharing social and cultural backgrounds, observing social phenomena, and analyzing changes in gender roles, socioeconomic class, and religion over different time periods in Philippine history. Students will discuss concepts like culture, society, politics, and cultural behavior through group activities and presentations. Evaluation includes a pen and paper test to assess student learning.
This document contains the table of specifications for the 3rd Quarterly Test in Disciplines and Ideas in the Applied Social Sciences for Grade 11. It outlines 18 competencies that will be assessed, including competencies on counseling, social work, ethics, and client needs. For each competency, it indicates the number of test items, cognitive level assessed, and item numbers. In total, there are 48 test items assessing competencies at various cognitive levels including remembering, understanding, applying, analyzing, evaluating, and creating. The test was prepared by Friendly P. Gocotano.
This document provides guidance for career planning sessions to help students choose a Senior High School track and explore career opportunities. It discusses the importance of self-awareness activities to help students understand their interests, talents, values and skills which are necessary for making career decisions. A number of tools are provided, such as for setting life goals, self-assessment, and identifying career clusters. The document emphasizes using this information to match students' strengths to suitable Senior High School tracks and potential careers.
This document provides guidance for career counselors to help students choose a senior high school track and explore career opportunities. It outlines several tools and activities for students to learn about themselves, their interests, skills and values to aid in career planning. Students complete self-assessment worksheets to discover their talents and interests. They also set goals and envision their ideal future lifestyle. The document emphasizes that career planning is an ongoing process that requires self-reflection and decision making at different stages. It aims to help students develop career portfolios and pathways tailored to their strengths.
Module 5 – FUTURE COMBO, ACTIVATE!
“It takes two to tango!”
This cliché emphasizes the need for people to work zealously in tandem with others to make their endeavors succeed. The same holds true for learners’ career development. While they consider the personal, academic, and familial factors in their career development, they must likewise connect their life aspirations to the pressing demands and trends in the local and global scenario. The word combo, an abbreviated form of the word combination, signifies the convergence of personal career choices to the actual needs in the labor market and industries.
By doing so, Grade 12 learners are guided to fulfill the vision of the Department of Education, which expects them to “contribute meaningfully in building the nation.” This also ensures that learners are able to attain their life and career goals vis-à-vis working for the greater interests of the country at the macro-level. To help learners clearly determine the direction of their career choices, mission statements become essential as the baseline of their career plans and actions. This module intends to facilitate the learners’ ability to make such convergence possible.
Time Allotment 120 minutes
Materials
The following are the materials needed for this session. If there are alternative resources, feel free to adjust the list of items below.
1.Metacards
2.Double-sided tape, ordinary tape
3.Road Trip Signs
4.Pentel Pens
5.Manila Papers
6.LMI – List of KEGs - Module 3
7.CD player, if available
8.Laptop and projector, if available
I. Objectives - 5 minutes
At the end of this module, the learners are expected to:
1.formulate mission statements in relation to life and career decisions aligned to the curriculum exits;
2.link life and career decisions to the current demands and trends in the regional and global level; and
3.appreciate how life and career decisions may contribute to national development.
Note to the teacher-facilitator Teacher provides an overview of what Module 5 is all about, referring to the introduction and explaining the appropriateness of the title to the objectives.
II. motivation “the 5-minute mission” - 10 minutes
Procedure:
For this activity, teacher will post a picture on the board or present it using a slide presentation if laptop and projector are available (please refer to the Appendix sheet for a copy of the picture)
Ask the learners – what is their first reaction when they saw the picture? What can they do to help the person in the situation? If they will set a mission to change the condition reflected in the picture, what will they do?
Let them write their answers in metacards or sheets of papers provided and have these posted on the board or manila paper adjacent to or below the picture.
Processing Questions:
1.How did you find this activity?
2.Have you experienced doing a mission to help others? Have you ever supported an organization’s mission for charitable purposes
SMART Goal-Setting WorksheetStep 1 Write down your goal in as.docxwhitneyleman54422
SMART Goal-Setting Worksheet
Step 1: Write down your goal in as few words as possible.
My goal is to:
Step 2: Make your goal detailed and SPECIFIC. Answer who/what/where/how/when.
HOW will you reach this goal? List at least 3 action steps you'll take (be specific):
1.
2.
3.
Step 3: Make your goal is MEASUREABLE. Add details, measurements and tracking details.
I will measure/track my goal by using the following numbers or methods:
I will know I've reached my goal when
Step 4: Make your goal ATTAINABLE. What additional resources do you need for success?
Items I need to achieve this goal: How I'll find the time: Things I need to learn more about:
People I can talk to for support:
Step 5: Make your goal RELEVANT. List why you want to reach this goal:
Step 6: Make your goal TIMELY. Put a deadline on your goal and set some benchmarks.
I will reach my goal by (date)://.
My halfway measurement will beon (date)//. Additional dates and milestones I'll aim for:
Sheet12.072.862.882.932.993.13.163.563.593.623.623.73.773.83.823.863.873.8944.024.034.154.34.574.574.634.654.814.915.025.035.245.445.465.625.776.046.166.817.86
Sheet2
Sheet3
Mission Statement (Why you Exist) Vision statement (Desired end state)
A one-‐sentence statement describing the reason an organiza-on or program exists
This should be a prac-cal, tangible tool you can use to make decisions about priori;es, ac;ons, and responsibili;es?
Needs t0...
…be clear and simple (most aren’t)
…avoid elaborate language & buzz words …easily explained by others
…not be confused with a vision statement …be recognizably yours
1-5 word answers
What type of en;ty/program? Is this important?
(e.g. a nonprofit, volunteer program, event, business, etc)
Why do you exist? (problem/needs)
(e.g. Millions lack access to safe water)
What’s the broadest way to describe the work?
(e.g. Providing clean drinking water)
A one-‐sentence statement describing the clear and inspira-onal long-‐term change, resul-ng from your work.
These should be prac-cal, tangible tools you can use to lead your group or organiza;on in achieving quality results
Needs t0...
…be clear and simple (most aren’t)
…avoid elaborate language & buzz words …easily explained by those involved
…not be confused with a mission statement
Questions toconsider
What needs to be changed?
What are the major issues or problems?Why should issues be addressed?
?
What are their costs to the involved par-es?What are the strengths and assets?
Both of org/program and those being servedWhat is your dream end-‐state?
In a perfect world, what would this look like?What would success look like?
Specifically for this par-cular project/organiza-on
For whom do you do this work?
(e.g. To people without access)
Where do you work? (geographic boundaries)
(e.g. in developing countries)
Example Vision Statements
No child in our city will go hungry to bed in the evening.
HandsOn Network’s vision is that one day every person .
The document provides guidance for a 7th grade homeroom module on creating a future career plan. It discusses the importance of assessing skills, interests, and developing steps to achieve career goals. Students are guided through various activities to help them explore career options and develop an initial career plan.
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This module will guide you in applying your abilities and maximizing your resources in deciding for your career. It will also make you realize that there are many factors that affect and in a way, strengthen you decision making for a career choice.
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This document is a learning module that provides guidance for grade 7 students on career planning. It discusses factors that influence career choices such as family, peers, socioeconomic status, and media. The module guides students through various activities to help them identify their top career preferences and the skills required, influential factors, and plans for achieving their career goals. It emphasizes the importance of understanding how different factors relate to life and career planning.
This document is a self-learning module for grade 7 students on career planning. It contains introductory information and learning activities to help students identify factors related to choosing a future career path, such as their interests, skills, and influences from family, peers and socioeconomic status. The module encourages students to explore their top career preferences and the steps needed to achieve those careers. It emphasizes the importance of career planning and having a vision for one's future self and profession.
Career Guidance refers to services intended to assist people, of any age and at any point throughout their lives, to make educational, training, and occupational choices and to manage their careers. Career guidance helps people to reflect on their ambitions, interests, qualifications, and abilities.
This document summarizes a professional development session for teachers on implementing backwards design and project-based learning in the classroom. The goals of the session are to equip teachers to use backwards design, connect classroom instruction to lifelong goals, develop classroom mission statements, and create hands-on learning experiences. Backwards design involves starting with the desired learning outcomes, then planning assessments, and finally lessons and activities. It is presented as a way to make learning more relevant and efficiently use instructional time. The session models backwards design by having teachers plan units using the three stages of backwards design.
The document provides details of a 3-part lesson plan on goal setting and career planning for high school students. Part 1 focuses on goal setting and creating an Individual Pathways Plan account on the myblueprint website. Students complete a goal setting worksheet and reflection. Part 2 explains personality types based on John Holland's theory and has students take a personality test and reflection. Part 3 reviews the high school application process and Ontario Secondary School Diploma requirements, and has students explore course options and complete a final reflection.
This document is a self-learning module on personal development for senior high school students in the Division of General Santos City. The module aims to help students better understand themselves and others as they make important career decisions. It uses experiential learning approaches and activities to explore themes of self-concept, personality development, and decision-making. The module is designed to be used independently by students at their own pace. It includes introductory messages, learning objectives, pre-assessments, lesson discussions, independent practice activities, and assessments.
This document appears to be a student portfolio rubric for assessing Humanities and Social Sciences (HUMSS) portfolios. It contains criteria for evaluating portfolios such as comprehensiveness, appropriateness, credibility of facts, depth of reflections, visual appeal, and grammar/spelling. Scores of 1 to 4 are given for each category, with higher scores indicating standards are exceeded. The rubric also includes space for teacher comments and recommendations.
The document provides a template for creating a lesson plan that includes sections for objectives, materials, learning activities, cues, assessments, and reflections. It emphasizes the importance of planning to ensure lessons are well-organized, aligned with standards, and help students actively learn. Sample objectives, learning activities, and assessments are included to demonstrate how to structure each section of the lesson plan.
The document outlines the objectives and content of an "Understanding the Self" course. It begins by asking students what the course is about and why they are taking it. It then defines self-reflection as evaluating one's thoughts, attitudes, and behaviors. The document explains that understanding oneself is important for the curriculum because it promotes wellness, self-esteem, and insight that leads to self-improvement - crucial skills for student success. It also presents the vision, mission, and goals of the Polangui Community College, including developing students holistically to face 21st century challenges and improve community life. In the end, it provides a quiz asking students to summarize what understanding oneself entails and how it helps students and communities
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The document discusses reflection and its application in education studies. It defines reflection as serious thought about a situation or experience and explains how reflective techniques like questioning and journaling can be used. Reflection is important for practitioners to develop skills and address challenges. It clarifies that both open-ended and closed questions have a role in reflection. The document also discusses Bloom's Taxonomy and its domains of learning. Learners are asked to complete reflective writing assignments and discussions applying these concepts.
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हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
2. Module 5 Page 66
Introduction
“It takes two to tango!”
This cliché emphasizes the need for people to work zealously in tandem with others to
make their endeavors succeed. The same holds true for learners’ career development. While
they consider the personal, academic, and familial factors in their career development, they
must likewise connect their life aspirations to the pressing demands and trends in the local and
global scenario. The word combo, an abbreviated form of the word combination, signifies the
convergence of personal career choices to the actual needs in the labor market and industries.
By doing so, Grade 12 learners are guided to fulfill the vision of the Department of
Education, which expects them to “contribute meaningfully in building the nation.” This also
ensures that learners are able to attain their life and career goals vis-à-vis working for the
greater interests of the country at the macro-level. To help learners clearly determine the
direction of their career choices, mission statements become essential as the baseline of their
career plans and actions. This module intends to facilitate the learners’ ability to make such
convergence possible.
Time Allotment (120 minutes)
Materials
Note: The following are the materials needed for this session. If there are alternative
resources, feel free to adjust the list of items below.
Metacards
Double-sided tape, ordinary tape
Road Trip Signs
Pentel Pens
Manila Papers
LMI – List of KEGs – Module 3
CD player, if available
Laptop and projector, if available
I. Objectives (5 minutes)
At the end of this module, the learners are expected to:
1. formulate mission statements in relation to life and career decisions aligned to the
curriculum exits;
2. link life and career decisions to the current demands and trends in the regional and
global level; and
3. appreciate how life and career decisions may contribute to national development.
3. Module 5 Page 67
Note to the Teacher-Facilitator: Provide an overview of what Module 5 is all about,
referring to the introduction and explaining the appropriateness of the title to the
objectives.
II. Motivation
The Five-Minute Mission (10 minutes)
Procedure:
1. For this activity, teacher will post a picture on the board or present it using a slide
presentation if a laptop and a projector are available (refer to the Appendix sheet
for a copy of the picture).
2. Ask the learners: What is their first reaction when they saw the picture? What can
they do to help the person in the situation? If they will set a mission to change the
condition reflected in the picture, what do you think would they do?
3. Let them write their answers in metacards or sheets of papers provided and have
these posted on the board or on manila paper adjacent to or below the picture.
Processing Questions:
1. How did you find this activity?
2. Have you experienced doing a mission to help others? Have you ever supported an
organization’s mission for charitable purposes? Can you relate the experience?
3. How did this charitable work affect you?
4. Will you be willing to volunteer for missions that will help others? Why?
Note to the Teacher-Facilitator: The teacher is encouraged to localize the picture
that will be posted according to the current social concern in the community.
III. Main Activity
Ang Misyon Ko! Reality Check (25 minutes)
This section of the module guides the students in the formulation of a personal
mission statement in relation to the learners’ life and career decisions.
Procedure:
1. Ask learners if they have some background information about mission statements.
Allow learners to share their mission statements if they have any.
2. Introduce the sample worksheet in the formulation of a personal mission statement.
3. Let learners fill out the worksheet for their own personal mission statement. Then,
ask them to develop and finalize their statement.
4. Module 5 Page 68
4. A soft background music may be played to stimulate the learners while formulating
their mission statements.
Sample Worksheet for Personal Mission Statement
What is the most important thing or event
in your life right now that you treasure?
I treasure my being a good student; I treasure
my family. I believe that if I finish SHS, I can
help my family financially.
What do you want to accomplish 3–5 years
from now?
Graduate from Senior High School
Enter college or Find a work
Start a small business or Enter TESDA
What do you consider an enjoyable thing to
do?
I am happy when I play guitar with my friends
and spend time with family
I am happy when I join and win in Math
competitions
What do you wish to become? I dream to become a singer someday.
I plan to become an Engineer someday.
I want to have my own restaurant.
What can you do best? I am excellent in playing musical instruments.
I work best in solving mathematical problems.
I am an expert in cooking variety of recipes.
What do you love to do? Composing songs, singing
Calculating, making analysis
Experimenting new dishes
What kind of reputation do you want to
have?
How can you help in nation building?
I want people to see me as a responsible,
industrious, and competent worker.
I can contribution to nation building by
excelling in my chosen career and by serving
my fellow Filipinos in the best way I can.
Source of template:
(conduct.tcnj.edu/files/2011/11/Personal-Mission-Statement-Assignment.pdf).
5. Module 5 Page 69
Final Personal Mission Statement:
I am a committed student who aspires to graduate from SHS to be able to proceed to
(college, work, enterprising, TESDA). I will strive to achieve this for my family by maximizing
my strengths in (state your passion and strengths). I am a responsible, industrious and
competent worker. I could be of contribution to nation building by excelling in my chosen career
and by serving my fellow Filipinos in the best way I can.
Now, it’s your turn:
Sample Worksheet for Personal Mission Statement
What is the most important thing or event in
your life right now that you treasure?
What do you want to accomplish 3–5 years
from now?
What do you consider an enjoyable thing to
do?
What do you wish to become?
What can you do best?
What do you love to do?
What kind of reputation do you want to
have?
How can you help in nation building?
Finalize your personal mission statement:
Ang Misyon Ko! Reality Check!
_____________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
6. Module 5 Page 70
Note to the Teacher-Facilitator: Allow students to write their personal mission statement
in their mother tongue.
Even organizations have their mission statements that define the reason for their
existence. Their activities are aligned toward these statements. Small scale entrepreneurs and
those who are self-employed are also guided by their own mission statements to become
successful. Learners must realize that their personal mission statements must harmonize with
the mission statements of their prospective occupational fields.
Note to the Teacher-Facilitator: Ask learners to bring out the assignment given in
Module 4 on the mission statement/s of the company/industry/school/entrepreneurs where
they plan to enter after graduating from Senior High School.
Processing:
1. What was your experience while writing your personal mission statement? How will you
be able to fulfill it? What may hinder you from not being able to fulfill it?
2. Is the mission statement from the person/organization you interviewed related to your
personal mission statement? What are the similarities?
3. Do you think your personal mission statement can contribute to national development? In
what way?
IV. Lecturette (25 minutes)
“Where do I go from here?” This question may be posed by learners now that they
are about to complete their Senior High School. To help them answer this, the personal
mission statement becomes very essential.
According to author Stephen R. Covey, a personal mission statement enables a
person to connect with (his) own unique purpose and the profound satisfaction that
comes from fulfilling it (https://www.livecareer.com/quintessential/creating-personal-
mission-statements).
This statement provides an individual with a clear direction of where he wants to
go and what he wants to achieve. As learners are about to embark on their career in any
of the four curriculum exits, such statement will allow them to focus on the path they
will follow with conviction in the face of any challenging circumstances.
For a personal mission statement to become fulfilling, it has to make a difference
in other people’s lives or organization. This means that a person will seek his purpose
and what he can contribute best not only for himself but also for his family, friends,
prospective employer, the community, and the world in general.
(https://www.livecareer.com/quintessential/creating-personal-mission-statements).
7. Module 5 Page 71
To enable learners to craft a personal mission statement, the following contents
should be reflected:
1. their values and personal beliefs,
2. goals,
3. things that make them happy,
4. their dreams and vision about their future,
5. what they are good at,
6. what they are passionate about, and
7. how they want others to perceive you.
(conduct.tcnj.edu/files/2011/11/Personal-Mission-Statement-Assignment.pdf).
Although a personal mission statement serves the purpose of directing the learners
to life and career decisions, the process of career development entails another step. That
involves the gathering of information for them to make the wisest choices.
In Module 3 of the Career Guidance Program for Grade 11, learners familiarized
themselves to government agencies for career linking. This included Project JobsFit that
provides timely, relevant, and accurate labor market signals for in-demand jobs and
skills shortage.
The Department of Labor and Employment assures that there are plenty of local
jobs in the country. It has logged an estimated 200,000 vacancies by employers in the
enhanced Phil-Jobnet, the government’s online job search (Source:
http://www.ro1.dole.gov.ph/default.php).
The Department’s labor market study, Project JobsFit: DOLE 2022, reflects the
regional industries, key employment generators, and current occupational and courses
trends and demands in the local and global scenario (refer to Appendices 3 and 4).
What the learners must also realize and sincerely understand is that their mission
statements do not end in their personal development and interest. Rather, it is intricately
linked to what they aspire their country to be. Dr. Jose P. Rizal rested his hopes that the
youth will be instrumental in nation building when he remarked that they are the hope
of the motherland. This implies that when they plan for their career choice, they should
also consider factors like the country’s economy and hence, synchronize their career
choices to benefit the country as well.
The learners are the youth of today who will soon build the nation of tomorrow. It
is very essential for them to realize that even at their young age, they could embrace
their social responsibilities by being aware that they could already do something to
contribute to nation building. By fulfilling their tasks and duties as children to their
8. Module 5 Page 72
parents and as students in schools, they are already trained to take on roles that allow
them to be productive and value-laden citizens.
Now that they are about to exit from Senior High School, they should be more
conscientious that they are critical in contributing to making the Philippines progressive.
As such, the learners are highly enjoined to commit themselves to live up to their
personal mission statement in making a difference to other people’s lives and give a
contribution to the community at large. When learners collectively align their personal
missions to this end, the vision of nation building through them becomes attainable.
Needless to say, the parents and relatives of these learners and the government
have invested on them as human capital, with the hope that in the near future, they will
partake in the noble mission of building the country and ushering it to the progress that
it has visualized for the people and the nation as a whole. Being the human capital, it is
but fitting that they enhance their skills, values, and interests that would tell them of the
most appropriate curriculum exits they would finally choose. By working to ensure that
they work best in what they will be doing, they become empowered and ready to engage
in activating the most promising future for them, their family, their community, and the
nation at large.
Note to the Teacher: Refer to Appendices 3 and 4 to discuss briefly the current trends and
demands in the courses in the Philippines, and employment and industries in the region.
Explain to the students that they are not pressured to synchronize their career choices to
these current trends and demands, but if there are career choices in line with these, affirm
that the learners will be able to fill up what is most needed in the country/region/global
scenario. Affirm also that those whose career choices are not aligned with the current
trends and demands can still do their share to contribute to nation building.
V. Application
The Road Trip (25 minutes)
Procedure:
Prepare the following road trips that will be posted in the classroom walls.
On the first manila paper, paste the Yellow Road Trip Sign and label it as Career
Choices.
9. Module 5 Page 73
On the second manila paper, paste the GAS UP Road Trip Sign and label it as Goal
Motivators.
On the third manila paper, paste the RED Sign and label it as HINDRANCES.
On the fourth manila paper, paste the GREEN Road Trip Sign and label it as
Curriculum Exits.
Prepare meta strips or clean sheets of paper. Distribute four sheets to all students.
Instruct learners to write the following on these sheets of paper:
Paper 1: Label it with career choice, and write the career choice – to be posted in
the Yellow Road Trip Sign.
Paper 2: Label it with Goal Motivators, and write their goal motivators – to be
posted in Gas Up Road Trip Sign.
Paper 3: Label it with career hindrance and write their career hindrances – to be
posted in the Red Road Trip Sign.
Paper 4: Label it with curriculum exits and write their curriculum exit – to be
posted in the Green Road Trip Sign.
After writing on the four sheets of paper, group learners into four.
Tell the learners that they are about to go on a road trip with their friends using the
sheets of paper.
Let the group form a HUMAN TRAIN.
Tell the learners that when you call out loud a color on the road trip sign, they must
prepare the corresponding sheets:
Career Choice – Yellow
Goal Motivators – Gas-UP
Hindrances – Red
Curriculum Exits – Green
10. Module 5 Page 74
Tell further that when the upbeat music plays, they move around the room where the
first person leads the dance move. All members of the group will follow the dance
steps.
As the music stops, say this aloud: “YELLOW!” and allow learners to find a
partner. Let them share what particular career choice they are considering at the
present. After briefly sharing with the learners, they will post their sheet of paper
to the corresponding road sign posted on the wall and immediately go back to their
human train formation.
After this, say this aloud: “CHANGE!” and the last person in the human train will
go to the front and become the new leader.
The music plays again and everyone in the human train follows the new leader as
they dance and move around.
Then, say aloud the next road sign and allow learners to look for a new partner to
share what they have written on their paper until all road signs have been called
out.
The procedure is done until all road trip signs have been introduced and pairs have
shared their answers to each other.
Note to teacher-facilitator: Arrange the room to provide space for this activity. The
following will be prepared in advance and to be posted on the wall inside the classroom to
prepare for the activity.
Processing Questions:
1. Based on the activity, do you think you made the right career decisions? How so?
2. What did you realize from this activity? What are the hindrances that you identified?
Can you overcome these through your goal motivators? in what way?
3. Based on the discussion on the current trends and demands, is your career choice
aligned to what is needed in your region? What do you think is the effect of aligning
your career to the local and global needs to nation-building?
VI. Evaluation (20 minutes)
Build Me Up! Mantra (The Nation Building Contribution)
Procedure:
Group together all learners who are tracking the same curriculum exits.
Ask them to come up with a mantra, by mentioning how the curriculum exit will
contribute to national development.
11. Module 5 Page 75
Example:
Patungo sa Kolehiyo, Progresibo!
Ask the groups to finalize their mantra in a yell, jingle, or in cheering form.
Each group will present their mantra to the class.
Processing Questions:
1. How committed are you to live up to your group mantra? Is it doable? In what ways
can you fulfill it?
2. How can your group mantra contribute towards nation building?
VII. Reflection (10 minutes)
In their career journal, let learners answer the following question: How will I
connect my personal mission statement to fulfill our group mantra?
VIII. Assignment
1. Post your personal mission statement in your Facebook status.
2. Take a picture with your group mates with your group mantra presentation. Make
sure to write your mantra in a meta card and post these in your Facebook account.
Note: Assign a Career Guidance Corner where learners may post their personal
mission statement and mantra sheets, as an alternative or add-up to the assignment.
Posting in the social media is optional, if learners have access to the internet to do so.
12. Module 5 Page 76
Glossary
career choice – process of choosing a career path that involves choices regarding education and
training for a given career (http://www.igi-global.com/dictionary/career-choices/3355)
hindrance – a person or thing that makes a situation difficult; a person or thing that hinders
someone or something; the act of making it difficult for someone to act or for
something to be done (http://www.meriam-webstercom)
mantra – a sound, word, or phrase that is repeated by someone who is praying or
meditating; a word or phrase that is repeated often or that expresses someone’s basic
beliefs (http://www.meriam-webstercom)
mission – a task or job that someone is given to do (http://www.meriam-webstercom)
trend – a general direction in which something is developing or changing; to extend in a
general direction: follow a general course (http://www.meriam-webstercom)
‘
14. Module 5 Page 78
Appendix 2
Worksheet for Personal Mission Statement
WORKSHEET FOR PERSONAL MISSION STATEMENT
What is the most important thing or event
in your life right now that you treasure?
What do you want to accomplish 3–5 years
from now?
What do you consider an enjoyable thing to
do?
What do you wish to become?
What can you do best?
What do you love to do?
What kind of reputation do you want to
have?
How can you help in nation building?