Activities & Lesson Planning (Career Assistance Series)
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Have them briefly reflect on the key messages underscored in this segment. Invite students to reference the clip and their personal experiences to reflect on the challenges they might face when it comes to planning for the future. Discussion prompts can include:. Introduce the College Bound Students Handbook to students. Point out that planning for life beyond high school college, career is a process and that the handbook provides a helpful step-by-step framework to guide them through that process over the next several years, using real-life experiences and advice from Robert and Krishaun, who have been through many of the challenges they brought up earlier in the class.
Briefly walk through the contents so they become familiar with the important elements of this planning journey on which they will eventually embark. Direct students to the explanation of the optional Self Scoring tasks in the handbook. You can also assign this as a long-term homework assignment.
Figuring it Out Probe with students where the starting point is for thinking about the future.
What do they need to do, for example, if college is a consideration? Have students share several ideas.
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After viewing the clip, ask students to share some of the college-search strategies presented in the segment. Using the homework assignment at the end of Topic 2 as a framework, instruct students to create, as a class, a list of the top 10 things to consider when thinking about college as a post-high school option. Items might include thinking about what to study and finding schools that address that interest, or meeting college representatives. Have each student share one element from the list that is their first priority and offer one step they will take to begin addressing that element.
Homework Note that these tasks will require a few days or more to complete; you might want to review via a "check-in" within a set timeframe to monitor how students are progressing :.
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Option A: Students can conduct preliminary research into and identify up to 10 colleges that jibe with their interests and expectations. Use the Topic 2 Homework activity in the Facilitators Guide, which provides a set of questions students can use to guide this research. Consider modifying the homework activity so that questions reflect these alternatives.
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Option C: Students can select one section of the handbook they view as integral to the journey and do some or all of the tasks to help direct their planning processes. Students seeking to map out paths for their futures can learn from others with whom they might share similar experiences struggles, obstacles, goals, desires, direction. Students identify and interview a family or community member they view as someone who can inform next steps in the educational and career journey. Students should present a description of whom they interviewed, what they learned and what lessons seemed best to inform steps they will take to frame out their futures.
For additional inspiration, students can look at stories from:. While the emphasis in the film and the accompanying materials is on financing college, learning how to make and save money in life in general is critical. Students might think first about something they need or want in the immediate future and how they plan to acquire it. How much money will they need; how will they get that money budgeting, saving, earning, spending, investing?
This can be more of a brainstorm task that gets students thinking about what is involved in saving funds and beginning the grander challenge of financing college. Some of the following resources can support this task:.
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What Can I Afford? Students can try their hand at personal essays on topics of their choice. High school students can focus on writing college application essays, if preferred. As part of this process, they can read a variety of high-quality personal essays and think about their components in order to recognize what makes them compelling. All the Difference emphasizes that making mistakes is part of life's journey. Everybody makes them, but the goal is to ensure that those mistakes are not permanently debilitating. Learning how to accept and get past mistakes is critical to moving forward.
Students can either write reflections or work in small groups to share brief stories about mistakes they have made and how they tackled them in order to rectify problems and redirect themselves. They can create a set of tips that guides peers through mistake making, with emphasis on the positive outcomes that can emerge from mistakes made.
College Bound Students Handbook Introduced by Wes Moore and intended for first-generation, college-bound high school students, the handbook covers such topics as college selection, financial aid packages, time management, networking, academic majors and stumbling blocks. Facilitators Guide For educators, guidance counselors and college prep programs, the guide offers strategies and activities geared to using the film to start conversations with students and help them prepare for college.
Economy of Productivity Miracle. C Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text or issue under discussion. D Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. C Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. D Acknowledge new information expressed by others and, when warranted, modify their own views.
C Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations and ideas. D Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
C Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify or challenge ideas and conclusions. D Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
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If you offer trivia, for example, make sure there are questions anyone could raise their hand to answer. How an after school program is structured can often depend on the age groups and educational levels of students involved. To see the distinction, here are some abstract samples of after school program curriculum examples:. In the big picture, after school programs offer many benefits to students from all walks of life and areas of interest.
Here are just a few groups of students who benefit from after school programs.
After school programs for at risk youth go a long way toward building confidence among students in low-income communities. The social dynamics of a high-quality program can help to further boost attendance rates in school, math scores, and keep them from risky after school behaviors. After school programs greatly impact the social lives of middle school children. They also improve homework completion rates and boost interest in science.
And, it builds a bridge toward developing adult role models. How after school programs benefit studies with extra educational needs—those trying but still falling behind on math and reading—is all in the numbers: Forty percent of students who attended 21st Century Community Learning Center-supported programs improved their reading and math grades after attending after school programs regularly. Kids who have working parents are given more structure with an after school program.
How to Start a Successful After School Program Organization is key when trying to determine how to run a successful after school program. Here are a handful of suggestions: The arts. Set out paint brushes, scissors, felt, glitter, and glue, and let students work at their own pace. Encourage them to all examine what each of their classmates have made, all using the same resources—placing emphasis on individuality and the difference in process. A writing and literacy activity might involve partnering with a Pen Pal service to match older elementary students or middle school students, with kids around the world who are their age.
Students learn how to format a letter and correspond with sociability and cultural perspective in mind. Be sure to read the letters before sending them out to insure no personal information has been divulged. For a STEAM-specific activity, try science experiments that require fewer materials and demonstrate a lot using very little.
Lesson One: Making Personal Finance Decisions
Kids tend to be exhausted by the time after school activities are scheduled and are unlikely to engage heavily with involved experiments. Try collecting straws, eye droppers, and wax paper to have kids individually blow into the water and watch the droplets move and break apart, demonstrating surface tension. As a middle school or high school program idea for experiments, try science experiments with a theme—like renewable energy—that will culminate in a larger project and spark interest in a career pathway.
After School Program Curriculum Examples How an after school program is structured can often depend on the age groups and educational levels of students involved.