Academic and Career Planning

Identify your different types of intelligence/preferred ways of thinking (Inclinations AWATO)

• Musical-rhythmic

• Visual-spatial

• Verbal-linguistic

• Logical-mathematical

• Bodily-kinesthetic

• Interpersonal

• Intrapersonal

• Naturalistic

• People

Identify elements related to your AWATO Social Assessment

• Self Regulation

• Empathy

• Self Awareness

• Internal Motivation

• Social Awareness

Activity

Understand the purpose of the AWATO platform/program. AWATO helps students identify and plan for their intended career and education interests after high school.

The platform has a series of assessments that you will take. Each assessment will give you information about yourself that will help you understand what your interests are so you can narrow down potential career/education paths.

AWATO Assessments

• Inclinations - Determines your preferred way of thinking

• Social - Determines your emotional propensity (your preferred way to process emotions and connect with others)

• Interests - Determines your career passions

• Values - Determines your workplace preferences

• 16 Types - Determines your personality patterns

• Aspirations - Determines which career path is right for you

Resources

Introduce the AWATO platform and its function(s).

Students will first need to register and create a login.

Explain to students that you/the class will be taking the assessments together one at a time over the course of the year.

Teach students what each of the assessments will show them.

Task

Exit Slip - Which assessment are you most excited to take and why?

Activity

Inclinations Assessment Overview

Understand how to answer the questions for this assessment (you will use a slider on a scale that allows you to disagree, agree, remain neutral, or “lean” in one direction or another based on how you feel/see yourself and the world).

Understand what the results will show based on the examples provided by your teacher.

Resources

Show students how to complete the Inclinations Assessment.

One strategy would be to take the assessment in real time on a large screen to demonstrate how to answer the question and view their results.

This particular assessment asks students to Agree, Disagree, or remain neutral on a scale with a slider. Because of the complexity of the answers, the sliding scale will allow students to respond more accurately with what is true to them.

Once you show how to take the assessment, go over your results aloud to explain the nature of what this assessment shows.

Activity

Take your Inclinations Assessment

Record your results - the main inclinations/preferred ways of thinking (you do not have to record the detailed descriptions at this point).

Resources

Allow students the opportunity to take the assessment in the classroom so that you can follow along with them, answer questions, and make sure that they are completing it successfully.

Some of the questions/statements may require clarification for students.

Task

Exit Activity - What are your top three inclinations/preferred ways of thinking?

Activity

Social Overview and Assessment

Understand how to answer the questions for this assessment (you will use a slider on a scale that allows you to disagree, agree, remain neutral, or “lean” in one direction or another based on how you feel/see yourself and the world).

Understand what the results will show based on the examples provided by your teacher.

Now that you know how to navigate the assessment, take it and record your results.

Resources

Remind students what the Social Assessment shows.

Similar to above, take the assessment as an example for them.

Once you show how to take the assessment, go over your results aloud to explain the nature of what this assessment shows.

Task

Exit Activity - What are your results for the Social assessment?

Explain your type of intelligence based on your inclinations results.

Describe ways in which your social assessment is useful for your interactions with others. (i.e. strategies for each of the indicators)

Describe the relationship between your inclinations and your social assessment.

Activity

Return to your Inclinations assessment results.

• Create a “T-Chart” with two columns (draw a T on a sheet of paper or design a char in a Word document).

• At the top of your T, write “Inclinations Results.”

• In the left column, bullet point the main components of each of your results.

  • What are the keywords?

  • What is the main message from each result?

• In the right column, write in your own words what the results mean to you.

Example:

If one of your inclinations is “People,” you would most likely bullet point:

• Enjoy working with people

• Ability to connect with, understand, and motivate others is desirable for a lot of professions

Then, you would write the results in your own words:

• I like being with people and working with others.

• I am able to make friends and understand people. I know how to encourage and motivate. This will help me in any job I choose.

Resources

Explain to students that they will now do a deeper dive into their assessment results for Inclinations and Social.

This will involve having students “translate” their results into their own words so they can show clear comprehension and self-awareness.

The mechanism for this translation can be done according to your style and preference.

The example provided here is a “T-Chart” that will allow students to review their results and then write the key points in their own words.

Task

Complete Inclinations Chart.

Activity

Return to your Social assessment results.

• Create another “T-Chart” with two columns (draw a T on a sheet of paper or design a char in a Word document).

• At the top of your T, write “Social Results.”

• In the left column, bullet point the main components of each of your results.

  • What are the keywords?

  • What is the main message from each result?

• In the right column, complete the following sentence for each:

  • “I am at my best when…”

• Apply your result to a strategy outside of yourself.

Example:

If one of your social results is “Internal Motivation,” you would most likely bullet point:

• Passionate about work - does not complete work for money or praise

• Curious, driven, and often able to get into “flow”

Then, you would complete this sentence for each component above - “I am at my best when…”:

• I am at my best when I am working at something I care about and that I feel excited about doing just because.

• I am at my best when I get to ask questions, achieve, and work on projects that allow me to immerse myself and lose time.

Resources

Have students complete another comprehension task for these results. The example provided is another “T-Chart.”

For this chart, the interpretation activity is different. Students need to be able to not only comprehend their results, but also apply their results to a practical action/strategy outside of themselves or when interacting with others.

A guiding question would be: How might you use your results in everyday life?

Task

Complete Social Chart.

Activity

Compare your assessment results by placing your “T-Charts” side by side.

Analyze the relationship between both assessments by answering the following questions:

• What are the common themes between the results of the two assessments?

• What do I feel is accurate to who I am and how I think and interact with others?

Resources

Give students the opportunity to analyze the big picture of themselves based on both assessments.

Students could answer questions via Google Form or in writing. Or, they could discuss their analyses with a pair or in a group.

The example assignment for this section is journal writing.

Task

Journal Writing - Assessments Analysis.

Create a profile of yourself that captures your best attributes and everything you would want someone to know about you.

• How do I learn?

• How do I interact with others?

Activity

Based on the results of your Inclinations and Social assessments and the interpretation documents you completed, create a “Best Self Profile” of yourself that captures your best attributes and everything you would want someone to know about you.

Be sure to answer these questions in your profile:

• How do I learn?

• How do I interact with others?

Resources

This portion of the unit is open for creativity.

Have students create a “Best Self Profile” of themselves that captures their best attributes. This could be done in workshop time in various class periods.

Potential options:

posters, collage, electronic formats (i.e. PowerPoints, Google Slides, videos, mock social media profile), poem, drawing, etc.

Activity

Share your profile with the class.

Task

Complete Best Self Profile.

Investigate how your reflection and profile relate to your current situation as a student, friend, and other role you play in life.

Activity

Investigate how your results, interpretations, and profile relate to your current situation as a student, friend, and one other role you play in life.

Example:

For each, complete the sentence and include the insight you gained from your results/interpretations.

• As a student, I…

• As a friend, I…

• As a son/daughter, I...

Resources

This is a culminating activity that could be a simple written reflection or other task that you see fit.

Provide students with space to show how the assessment results show up in their roles as student, friend, and one other of their choosing.

Task (Homework)

Complete final reflection for this unit.