Students will reevaluate, assess (review/rethink), and revise/refine their Personal Plans of adding information regarding education and training needed for potential career goals as Study, needed. Lesson Preparation Essential Questions: How have I changed? Engagement (Hook): Open the panel by saying something like: I had known then (1957) that I wouldn’t be “If able to buy a Ford Thunderbird on a teacher’s salary, I would have saved and invested more money.” Invite panel members to share their own wish I had known” experiences “I with the students. Procedures Instructor Procedures/Instructional Strategies: Student Involvement/Instructional Activities: NOTE: This lesson has three segments. The panelists will be involved in the first two segments and may choose to leave after the group conversations, OR they may choose to observe the remainder of the guidance lesson (with students’ The three “permission”). segments are: the panel discussion (about 20 minutes); small group conversations between panelists and students (about 15 minutes); and time for students to review/ rethink/ revise/ refine their individual Personal Plan of Study. Facilitate the panel discussion of Students will listen and formulate community members. Panel members will personal questions as the panel members communicate they wish they had share their wish I’d known” “things” “I known prior to making their personal career reflections. choices (allot a maximum of 5 minutes for each person’s narrative). 2. Divide class into small groups. a In the small groups, students will engage “Assign” panel member to each group. In the small in a conversation with a panelist. They groups students will be able to enter into will be encouraged to ask insightful and more personalized conversations with the thought-provoking questions about the panel members. Encourage students to lack of and/or misinformation one discover what panelist would have (or has) realizes after being in the chosen done to proactively counter the lacking or profession. misinformation. 3. Distribute the students’ Personal Plan of Students will review their Personal Plan career interest inventories and results remind themselves of the of Study to (if available), high school graduation plan they developed in 8th grade.
Students will reevaluate, assess (review/rethink), and revise/refine their Personal Plans of Study, adding information regarding education and training needed for potential career goals as needed. Lesson Preparation Essential Questions: How have I changed? Engagement (Hook): Open the panel by saying something like: “If I had known then (1957) that I wouldn’t be able to buy a Ford Thunderbird on a teacher’s salary, I would have saved and invested more money.” Invite panel members to share their own “I wish I had known” experiences with the students. Procedures Instructor Procedures/Instructional Strategies: NOTE: This lesson has three segments. The panelists will be involved in the first two segments and may choose to leave after the group conversations, OR they may choose to observe the remainder of the guidance lesson (with students’ “permission”). The three segments are: the panel discussion (about 20 minutes); small group conversations between panelists and students (about 15 minutes); and time for students to review/ rethink/ revise/ refine their individual Personal Plan of Study. Facilitate the panel discussion of community members. Panel members will communicate “things” they wish they had known prior to making their personal career choices (allot a maximum of 5 minutes for each person’s narrative). 2. Divide class into small groups. “Assign” a panel member to each group. In the small groups students will be able to enter into more personalized conversations with the panel members. Encourage students to discover what panelist would have (or has) done to proactively counter the lacking or misinformation. 3. Distribute the students’ Personal Plan of career interest inventories and results (if available), high school graduation Student Involvement/Instructional Activities: Students will listen and formulate personal questions as the panel members share their “I wish I’d known” reflections. In the small groups, students will engage in a conversation with a panelist. They will be encouraged to ask insightful and thought-provoking questions about the lack of and/or misinformation one realizes after being in the chosen profession. Students will review their Personal Plan of Study to remind themselves of the plan they developed in 8th grade.