Embedded Files
Introduction
Introduction
Heather was failing law school. She knew that even retaking classes she was never going to get a high enough GPA to eventually land the kind of job that would pay for her ever-surmounting student loans. The fact was that she really didn’t even like studying law. So, why did she go to law school? Well, it was because she didn’t want to go to med school.
You see, in her mind, there were only two pathways towards a rewarding career: medicine or law. Unfortunately for Heather, she didn’t realize that there are so many other career options.
What is it that leads to job satisfaction? What makes people like and dislike their jobs?
Before choosing a career and investing vast amounts of time, money, energy, and emotion into the pursuit of that career, let’s find out what people in our community are saying about their jobs and what makes them like or dislike their jobs.
For this learning experience, you will be gathering and organizing data - basically you will ask people in your community what they like and dislike about their jobs. And you will record that data.
Stepping Stone 1: What does it mean to collect original data? How can I sort and manage it?
Stepping Stone 1: What does it mean to collect original data? How can I sort and manage it?
Assignment #1:
Assignment #1:
Step 1: Watch the video about collecting original data and how to sort and manage it. It's on the right.
Step 1: Watch the video about collecting original data and how to sort and manage it. It's on the right.
Step 2: Make a copy of the Google slides and fill it in (Stepping Stone 1 only).
Step 2: Make a copy of the Google slides and fill it in (Stepping Stone 1 only).
Step 3: Turn it in to SLATE.
Step 3: Turn it in to SLATE.
Stepping Stone 2: What do people like and dislike about their jobs?
Stepping Stone 2: What do people like and dislike about their jobs?
Research Performance Task #1 (4.2 and 4.3)
Research Performance Task #1 (4.2 and 4.3)
Now, it’s time to investigate! Your job is to collect and record original data from at least 6 people answering the following questions: their name, their job title, how long they have done their job, what they like about it and what they dislike about it.
This will be assessed on ELA 4.2 and 4.3.
CHOICE MOMENT
CHOICE MOMENT
Data Collection Tool
Audio: record your interviewees answers via audio (ask permission first)
Video: record the interview on video (ask permission first)
Notes: use The Data Collection Tool to take notes
Study Participants
Interview people in your community that you encounter every day in the grocery store, doctor’s office, school, etc.
Interview people that you know (family, friends, classmates, etc.)
Interview the professionals in your school
Collaboration
Individually
With a partner
With two partners
Step 1: Watch the video on the right.
Step 1: Watch the video on the right.
Step 2: Make your choices.
Step 2: Make your choices.
Step 3: Conduct your research.
Step 3: Conduct your research.
Step 4: Turn in your Data Collection Tool when completed.
Step 4: Turn in your Data Collection Tool when completed.
Stepping Stone 3: What did I learn? How did I learn it?
Stepping Stone 3: What did I learn? How did I learn it?
Assignment #2:
Assignment #2:
The science of learning tells us that in order to help record skills in our brains, it is important to think about what we learned and how we learned it. It is even important to think about why it matters. This assignment is all about reflecting and pulling all the pieces together.
CHOICE MOMENT
CHOICE MOMENT
Form of Response
Video response - use Flipgrid. Use this link.
Written response - use the Google doc on the right.
Step 1: Make your choice.
Step 1: Make your choice.
Step 2: Answer the questions.
Step 2: Answer the questions.
How can you use data collection in other areas of your life? Does it have to be a formal process or can it be something you use in your daily routine?
What strategies worked well or possibly didn’t work well during your data collection and organization? How do you know that? What could you have done differently?
What are some key insights that I took away from this experience?
Step 3: Turn it in to SLATE.
Step 3: Turn it in to SLATE.
Stepping Stone 4: How can I determine the patterns and relationships between the data sets?
Stepping Stone 4: How can I determine the patterns and relationships between the data sets?
Research Performance Task #2 (4.4)
Research Performance Task #2 (4.4)
Great job! You have completed an important learning experience and, hopefully, you are ready for the next step: recognizing patterns and relationships.
You might wonder why this is important - I mean, it feels kind of like a given, right?
Actually, recognizing patterns and relationships is a quality that has evolved in humans over years. It kept our Neanderthal ancestors from eating poisonous plants and continues to keep us safe as medical professionals use patterns and relationships to diagnose diseases.
You will be assessed on ELA 4.4.
Step 1: Watch the video about determining patterns and relationships.
Step 1: Watch the video about determining patterns and relationships.
CHOICE MOMENT:
CHOICE MOMENT:
Collaboration vs Independence
I would rather work alone.
I would rather work with 1-2 peers.
I would rather work with a teacher or another available adult
Step 2: Make a copy of the Google slides (below) and follow the steps of recognizing patterns Stepping Stone 4 on slide 17.
Step 2: Make a copy of the Google slides (below) and follow the steps of recognizing patterns Stepping Stone 4 on slide 17.
Step 3: Turn the slides in to SLATE.
Step 3: Turn the slides in to SLATE.
Stepping Stone 5: Will my conclusions change if I introduce other data?
Stepping Stone 5: Will my conclusions change if I introduce other data?
Discussion Performance Task #1 and #2 (3.1-3.3)
Discussion Performance Task #1 and #2 (3.1-3.3)
You have now collected original data, identified patterns and relationships, and inferred meaning. It’s time to collaborate and compare your findings with those of your classmates. Together you will compile your data, revisit and revise the evident patterns and relationships, and adjust your inferences. Within the discussion, you will need to develop questions about career choice that guides the group towards a better understanding of how to choose a career.
First, let’s take a look at the learning strategy of questioning. It involves posing questions of myself, my experiences, tasks, content, and context. But not all questions are created equally - some pack more punch than others. Take a look at [this video] to determine the difference between what we call thick and thin questions. Consider this: which ones do you think would generate a more robust discussion experience?
Engaging in a formal discussion seems like a pretty easy competency since we talk to people every day. Are there elements of a formal discussion that are not required in everyday conversation?
Step 1: Watch the video about preparation and questions.
Step 1: Watch the video about preparation and questions.
Step 2: Use the assignment below to prepare. Turn it in to SLATE.
Step 2: Use the assignment below to prepare. Turn it in to SLATE.
Step 3: Schedule the discussion.
Step 3: Schedule the discussion.
Step 4:Show up prepared on the scheduled day and have a formal discussion.
Step 4:Show up prepared on the scheduled day and have a formal discussion.
Step 5: Immediately after the discussion, fill out the reflection guide (below).
Step 5: Immediately after the discussion, fill out the reflection guide (below).
Step 6: Turn it in to SLATE.
Step 6: Turn it in to SLATE.
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