This unit focuses on self-reflection and personal development. It aims to help students understand who they are, who they want to become, and how to get there. Specific topics covered include recognizing strengths and personality traits, learning styles, career choices, character development, and defining personal values. Students will reflect on themselves today through drawings and lists of attributes, envision their ideal future self, and identify goals and plans to transition between the two. They will also consider what happiness means to them and whether they pursue it through achievement or experience. The overall goals are for students to describe themselves, their aspirations, and how to achieve happiness through a process-based approach of continuous growth.
Gwl3 o 1.5 habits of success and interview skillsB Z
The document discusses habits of success and interview skills. It defines a habit and explains that habits of success are behaviors that help one achieve their goals. It reviews Stephen Covey's 7 Habits of Highly Effective People which include being proactive, having clear goals and priorities, understanding others' perspectives, and continuous self-improvement. The document also describes how to have a successful job interview through preparation, presenting well, having good communication skills, research, and following up. It explains that a 15 second pitch is a brief introduction of oneself that highlights skills and what they are seeking.
This document discusses workplace regulations and safety. It outlines learning goals around reviewing basic workplace rules, describing dangers and rights/responsibilities of employers and employees. Statistics are provided on common workplace injuries in Ontario. The rights of employees are described, including limits on work hours and entitlement to breaks, as well as the right to refuse unsafe work. Employer responsibilities around training, equipment and reporting hazards are also covered. Common workplace dangers and examples of harassment are discussed. Finally, the Ontario Human Rights Code is introduced and protections against discrimination are summarized.
This document outlines six post-secondary options for students after high school: college, university, private training, military, apprenticeship, and direct entry into the workforce. It describes each option, including typical entry requirements, length and structure of programs, career paths, and learning styles. Students are prompted to consider which options may connect to their careers of interest and what specific steps, like required grades or volunteering, they need to take on the "branches and leaves" of their career path.
The document reviews concepts from a Career Studies course and provides activities to help students reflect on careers and post-secondary options. It includes a memory test to recall topics from the course, then asks students to make lists of careers they're interested in and post-secondary programs along with potential connections between options. The goal is for students to start envisioning their path after graduation.
This document provides a review of the Career Studies (GLC2O) course and asks students to reflect on careers and post-secondary options. It begins with a memory test to recall content from the course. Students are then asked to make lists of careers they are interested in and post-secondary options they would like to pursue. The goal is for students to connect their career interests with educational paths and start envisioning their plans after graduation.
The document reviews concepts from a Career Studies class and has students complete activities to remember careers and post-secondary options discussed, including:
1) A memory test where students try to remember objects from an image and check their recall;
2) Creating lists of careers they are interested in and post-secondary education pathways like college, university or apprenticeships;
3) Connecting specific careers and post-secondary options to start envisioning their future plans after high school graduation.
This document summarizes a PBS documentary that features notable baby boomers sharing their life stories and words of wisdom. The baby boom generation produced some amazing people between 1946 and 1964 from various professions including artists, astronauts, Oprah Winfrey, Richard Branson, and J.K. Rowling. The documentary highlights men and women considered excellent in their fields and provides questions to help learn from their experiences and persistence in overcoming challenges.
This unit focuses on self-reflection and personal development. It aims to help students understand who they are, who they want to become, and how to get there. Specific topics covered include recognizing strengths and personality traits, learning styles, career choices, character development, and defining personal values. Students will reflect on themselves today through drawings and lists of attributes, envision their ideal future self, and identify goals and plans to transition between the two. They will also consider what happiness means to them and whether they pursue it through achievement or experience. The overall goals are for students to describe themselves, their aspirations, and how to achieve happiness through a process-based approach of continuous growth.
Gwl3 o 1.5 habits of success and interview skillsB Z
The document discusses habits of success and interview skills. It defines a habit and explains that habits of success are behaviors that help one achieve their goals. It reviews Stephen Covey's 7 Habits of Highly Effective People which include being proactive, having clear goals and priorities, understanding others' perspectives, and continuous self-improvement. The document also describes how to have a successful job interview through preparation, presenting well, having good communication skills, research, and following up. It explains that a 15 second pitch is a brief introduction of oneself that highlights skills and what they are seeking.
This document discusses workplace regulations and safety. It outlines learning goals around reviewing basic workplace rules, describing dangers and rights/responsibilities of employers and employees. Statistics are provided on common workplace injuries in Ontario. The rights of employees are described, including limits on work hours and entitlement to breaks, as well as the right to refuse unsafe work. Employer responsibilities around training, equipment and reporting hazards are also covered. Common workplace dangers and examples of harassment are discussed. Finally, the Ontario Human Rights Code is introduced and protections against discrimination are summarized.
This document outlines six post-secondary options for students after high school: college, university, private training, military, apprenticeship, and direct entry into the workforce. It describes each option, including typical entry requirements, length and structure of programs, career paths, and learning styles. Students are prompted to consider which options may connect to their careers of interest and what specific steps, like required grades or volunteering, they need to take on the "branches and leaves" of their career path.
The document reviews concepts from a Career Studies course and provides activities to help students reflect on careers and post-secondary options. It includes a memory test to recall topics from the course, then asks students to make lists of careers they're interested in and post-secondary programs along with potential connections between options. The goal is for students to start envisioning their path after graduation.
This document provides a review of the Career Studies (GLC2O) course and asks students to reflect on careers and post-secondary options. It begins with a memory test to recall content from the course. Students are then asked to make lists of careers they are interested in and post-secondary options they would like to pursue. The goal is for students to connect their career interests with educational paths and start envisioning their plans after graduation.
The document reviews concepts from a Career Studies class and has students complete activities to remember careers and post-secondary options discussed, including:
1) A memory test where students try to remember objects from an image and check their recall;
2) Creating lists of careers they are interested in and post-secondary education pathways like college, university or apprenticeships;
3) Connecting specific careers and post-secondary options to start envisioning their future plans after high school graduation.
This document summarizes a PBS documentary that features notable baby boomers sharing their life stories and words of wisdom. The baby boom generation produced some amazing people between 1946 and 1964 from various professions including artists, astronauts, Oprah Winfrey, Richard Branson, and J.K. Rowling. The documentary highlights men and women considered excellent in their fields and provides questions to help learn from their experiences and persistence in overcoming challenges.
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.
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.
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.
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.
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.
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.
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 successB Z
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.
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.
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.
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.
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.
This document discusses life goals and how to establish them. It defines goals as short-term aims like getting good grades, while life goals are longer-term like choosing a career or owning a home. Role models and mentors can help in setting life goals by providing examples of successful lives. There are six main motivators behind life goals: financial success, social recognition, attractiveness, affiliation, community involvement, and self-acceptance. The document guides examining personal motivators and current life goals, identifying goals to achieve life goals, and reflecting on accomplished goals.
The document discusses the Myers-Briggs Type Indicator (MBTI), a personality assessment tool. The MBTI measures four personality characteristics on scales between polar opposites: introversion/extraversion, sensing/intuition, thinking/feeling, and judging/perceiving. Taking the MBTI can help identify a person's type from 16 possible combinations and provide insight into how they interact and make decisions. The document instructs students to take online MBTI tests to determine their types and describes how knowing one's personality type can be beneficial.
People adopt different personas or roles depending on their social situation as a way to fit in and avoid hurt, but it can lead to lost identity. Labels are often used to describe people but usually miss the full picture and can unfairly limit people by putting them in boxes. Both personas and labels may not accurately reflect a person's true self.
The document discusses the 2006 film Gridiron Gang and how it tells the true story of a football program started in a Los Angeles correctional facility to help convicted young men overcome adversity and get their lives on track. It provides learning goals about facing challenges and persevering to overcome them. The film is based on real people and events, though some names were changed to protect identities, and students are instructed to watch the film and complete a question sheet, applying critical thinking skills and lessons to their own lives.
The document discusses Howard Gardner's theory of multiple intelligences, which proposes that there are eight different types of intelligence by which people learn and process information. The eight types are musical, visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, naturalistic, interpersonal, and intrapersonal. Examples are provided for what each type of intelligence entails. The document encourages readers to reflect on their own strengths and weaknesses across the different intelligence types in order to benefit their learning, work, and activities.
This unit covers recognizing personality traits, learning styles, career choices, and character development. Students will complete assignments to journal about themselves, take on a personal challenge, and create a personal profile. The learning goals are to describe who they are and who they want to be in the future, compare the two, describe what happiness means, and explain product-based and process-based approaches to achieving happiness. Students will draw and list attributes of themselves now and in the future, and identify changes needed to become their ideal self.
This document discusses post-secondary options after high school including college, university, hands-on education, private training, military service, apprenticeships, and direct entry into the workforce. It outlines learning goals around researching these options and connecting them to careers of interest. Students are asked to consider the education and career paths for jobs they may want to pursue.
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.
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.
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.
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.
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.
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.
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 successB Z
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.
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.
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.
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.
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.
This document discusses life goals and how to establish them. It defines goals as short-term aims like getting good grades, while life goals are longer-term like choosing a career or owning a home. Role models and mentors can help in setting life goals by providing examples of successful lives. There are six main motivators behind life goals: financial success, social recognition, attractiveness, affiliation, community involvement, and self-acceptance. The document guides examining personal motivators and current life goals, identifying goals to achieve life goals, and reflecting on accomplished goals.
The document discusses the Myers-Briggs Type Indicator (MBTI), a personality assessment tool. The MBTI measures four personality characteristics on scales between polar opposites: introversion/extraversion, sensing/intuition, thinking/feeling, and judging/perceiving. Taking the MBTI can help identify a person's type from 16 possible combinations and provide insight into how they interact and make decisions. The document instructs students to take online MBTI tests to determine their types and describes how knowing one's personality type can be beneficial.
People adopt different personas or roles depending on their social situation as a way to fit in and avoid hurt, but it can lead to lost identity. Labels are often used to describe people but usually miss the full picture and can unfairly limit people by putting them in boxes. Both personas and labels may not accurately reflect a person's true self.
The document discusses the 2006 film Gridiron Gang and how it tells the true story of a football program started in a Los Angeles correctional facility to help convicted young men overcome adversity and get their lives on track. It provides learning goals about facing challenges and persevering to overcome them. The film is based on real people and events, though some names were changed to protect identities, and students are instructed to watch the film and complete a question sheet, applying critical thinking skills and lessons to their own lives.
The document discusses Howard Gardner's theory of multiple intelligences, which proposes that there are eight different types of intelligence by which people learn and process information. The eight types are musical, visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, naturalistic, interpersonal, and intrapersonal. Examples are provided for what each type of intelligence entails. The document encourages readers to reflect on their own strengths and weaknesses across the different intelligence types in order to benefit their learning, work, and activities.
This unit covers recognizing personality traits, learning styles, career choices, and character development. Students will complete assignments to journal about themselves, take on a personal challenge, and create a personal profile. The learning goals are to describe who they are and who they want to be in the future, compare the two, describe what happiness means, and explain product-based and process-based approaches to achieving happiness. Students will draw and list attributes of themselves now and in the future, and identify changes needed to become their ideal self.
This document discusses post-secondary options after high school including college, university, hands-on education, private training, military service, apprenticeships, and direct entry into the workforce. It outlines learning goals around researching these options and connecting them to careers of interest. Students are asked to consider the education and career paths for jobs they may want to pursue.
2. Learning Goals:
O Describe the importance of establishing a set of life
goals, especially during your teenaged years
O Explain the connection that exists between having
goals and behaviour
O Describe the connection that exists between setting
and working toward goals, and self-empowerment
O Make connections between the lives of the characters
depicted in the film and your own life, as it relates to
setting goals / life goals, and working to accomplish
them
3. Based on a True Story
O This film depicts Ken Carter, a local
sporting goods store owner, and
former student of Richmond HS in
Richmond, CA. taking on the position
of basketball coach
O Hollywood changes the characters
slightly to create more conflict and an
interesting story, for example the
students are not actually drug dealers,
and the principal actually supports the
Carter’s decisions
O What wasn’t changed is the central
message of Ken Carter trying to inspire
academic success and the creation of
life goals among his students
4. As We Watch the Film…
O Pay attention to how
Ken Carter tries to help
his students develop
goals and life goals
O Think about the
relationship between
goals and challenges -
what kinds of challenges
do you face in achieving
your goals and how does
the challenge make
accomplishing your
goals meaningful?
The real Ken Carter
5. Learning Goals:
O Describe the importance of establishing a set of life
goals, especially during your teenaged years
O Explain the connection that exists between having
goals and behaviour
O Describe the connection that exists between setting
and working toward goals, and self-empowerment
O Make connections between the lives of the characters
depicted in the film and your own life, as it relates to
setting goals / life goals, and working to accomplish
them