GWL3O 1.3 career pathways pt 2
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B ZThis document provides an overview of six post-secondary education and career options after high school: university, college, private training, Canadian Armed Forces, apprenticeships, and entering the workforce directly. It outlines the basic entry requirements, program lengths and structures, tuition costs, learning styles, and career prospects for each option. The document encourages learning goal setting and creating a "career tree" diagram to explore connections between options and careers of interest.
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Michael Oher grew up in poverty in Memphis, Tennessee, facing homelessness and an unstable family life until being adopted by Sean and Leigh Anne Tuohy, who provided him stability and support to graduate high school, attend college on a football scholarship, and become an NFL champion drafted by the Baltimore Ravens. The Tuohy family, including Sean, a former college basketball player, and Leigh Anne, an interior designer, took in Michael and helped him overcome the challenges in his background to achieve academic and athletic success.
Gwl3 o 5.2 amazing people steve jobs
Steve Jobs was a co-founder of Apple Computers who transformed technology and media through innovations like the iMac, iPod, iPhone, and iPad. Born in 1955 in California, he dropped out of college but co-founded Apple at age 21, leading the company until leaving in 1985. He pursued other ventures like Pixar and returned to Apple in 1997 to realign its products and launch the successful "i" line. Considered a visionary, Jobs changed how people interact with technology through intuitive user interfaces and integrated digital lifestyles.
Gwl3 o 5.5 amazing people the boomer list
The document summarizes a PBS documentary that features notable baby boomers sharing their life stories and words of wisdom. It discusses who the baby boomers are, including that they were born between 1946-1964 and the documentary features men and women from various professions considered excellent in their fields. It also provides questions to consider about what can be learned from the successful careers and life experiences of these high achieving baby boomers.
Gwl3 o 5.3 amazing people michael oher
Michael Oher grew up in poverty in Memphis, Tennessee, facing immense hardship as his father was murdered and his mother was addicted to crack. He struggled in school and was passed over by his teachers. He was then adopted by Sean and Leigh Anne Tuohy, who helped him graduate from high school and attend the University of Mississippi on a football scholarship. He had a successful NFL career, winning the Super Bowl with the Baltimore Ravens. The film The Blind Side was based on his story and adoption by the Tuohys.
Gwl3 o 5.2 amazing people steve jobs
Steve Jobs was an American entrepreneur who co-founded Apple Computers and helped revolutionize the technology industry. He was born in 1955 in California and dropped out of college but had a vision for personal computing. Jobs co-founded Apple at age 21 and led the company's early success, but left in 1985 and later became the primary investor in Pixar. He returned to a struggling Apple in 1997 and led the development of popular products like the iMac, iPod, iPhone and iPad, transforming the company into one of the most valuable in the world. Jobs passed away in 2011 after battling cancer.
Gwl3 o 4.6 whats out there
The document provides information to help students identify their post-secondary and career options. It outlines six post-secondary options including university, college, private training, apprenticeship, military service, and direct entry to the workforce. Students are asked to research three careers that interest them, identify the educational requirements, and make a backwards plan to achieve their goals. The document encourages in-depth career exploration using tools like the National Job Bank to help students choose options that match their interests.
Gwl3 o 4.2 goal setting
The document discusses techniques for effective goal-setting. It recommends that goals be specific, simple, significant, strategic, measurable, rational, tangible, written, shared, and consistent with one's values. Examples are provided for each technique. Readers are instructed to set goals for the current month, school year, summer, and following school year using the goal-setting guide. Activities like a "goal-setting ball" game and comparing different goal-setting worksheets are suggested to help apply the techniques.
Gwl3 o 4.1 unit introduction and planning for success
This unit discusses planning for the future and goal setting. It will cover how to plan and set goals, identify possibilities and options after school, and create a plan to achieve goals. Students will learn about key life decisions and experiences that shape who they are, decisions that will shape their future, and strategies to achieve goals. They will discuss the importance of decision making, set short term goals, and complete exercises on mapping life decisions, listening to TED talks about goals and success, and reflecting on their own goal setting. The overall goals are to help students identify how they have been shaped by past decisions and experiences, think about their future options and path, and develop skills for effective goal setting and planning.
Gwl3 o 4.3 goal setting practice
This document discusses goal setting and planning strategies. It encourages the reader to identify goals and then work backwards to outline the steps needed to achieve those goals. This involves considering factors like education, skills and finances. The document also stresses the importance of flexibility and having alternate plans. It provides a story example of the value of adjusting plans and suggests the reader outline career goals and a multi-step plan to reach them. The overall message is that clear planning is essential for accomplishing goals.
GWL3O 3.5 visions o the future
The document discusses identifying future career opportunities that are connected to changing technologies. It provides learning goals about identifying trends in technological change and career opportunities or challenges from these trends. Students will watch documentaries about future technologies like supercars and smart cities to fill out a table with examples of technological changes and resulting career possibilities in areas like economic conditions, demographics, emerging technologies, and laws/policies. The goal is to help students understand how following technological trends can create employment opportunities.
GWL3O 3.1 intro to your future careers
This document discusses careers and how to identify potential career paths. It covers identifying careers that suit your strengths, understanding future labor market trends, and resources for exploring career options. The goals are to describe how to find suitable careers, explain the value of anticipating changes, envision future opportunities, and identify ways to research careers of interest. It also prompts thinking about how jobs have changed over time and may continue changing significantly.
GWL3O 3.4 careers in 10 years
This document discusses how Canadian workplaces may change over the next 10 years. It identifies several trends that can influence changes in the labor market, including economic forecasts, demographics, emerging technologies, and new policies/laws. The document emphasizes that necessity drives invention, and that understanding trends allows us to predict and imagine how jobs and careers may evolve in the future to adapt to changes in these areas. The learning goals are to identify trends shaping the labor market and describe how careers may change under different economic, technological and political conditions over time.
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GWL3O 1.3 career pathways pt 2
- 1. An Overview…
- 2. University • Entry Requirements ~75+ • 3-4 year undergraduate programs • 2 years masters degree • 4 years doctorate • Higher wage-earnings for comparable work • Lecture styled learning • Academically focused • Higher tuition fees than other options of postsecondary education
- 3. College • Entry Requirements ~60+ • 2-4 year diploma programs • Some schools/programs allow for entry into university with partial credit • Many career options • Lecture/hands-on styled learning • Practical/experientially focused • Moderate tuition fees –lower than university
- 4. Private Training • Entry Requirements vary • Programs vary in length • Programs can be flexible with training times and lengths • Career options are focused on technical skills and services • Hands-on styled learning • Practical/experientially focused • Moderate tuition fees –lower than university
- 5. Canadian Armed Forces • Entry Requirements based on physical and mental testing • Multiple training programs based on skill-sets –all vary in length • High academic scores can lead to university training paid by CAF • Career options are mostly focused on technical skills or combat/support roles • Hands-on styled learning • Practical/experientially focused • Requires commitment of at least 3-4 years.
- 6. Apprenticing in a Trade • Gain apprenticeship through application (like a job) • Apprenticeships vary in length, gaining hours of experience equivalent with industry standards • Being an apprentice is a fulltime job • Career options are focused on technical skills and services • Hands-on styled learning • Practical/experientially focused • You earn an income while working and learning
- 7. Direct to Workforce/Entr epreneur • Start working for wages immediately • Wide open –it will be what you make it (good or bad) • Low success rate when starting a business. -Takes a long time to become profitable • Wages typically lower • Little training required, experience is a must
- 8. Create a career tree: Put a career you’re interested in as the “trunk” of the tree Connect specific things that you need to get to your career as branches of the tree, use the diagram to give yourself some ideas
- 9. Learning Goals: ✦ Review your six post-secondary options ✦ Describe each of your options after high school ✦ Describe how each post-secondary option is connected to careers that you are interested in ✦ Give examples of post-secondary options you might be interested in pursuing (such as a specific school, or place of work) ✦ Think, consider, and reflect on specific things you need to do to get a career you are interested in, create a diagram describing those things