Richardson_Week_3_Assignment

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WEEK 3 ASSIGNMENT 1 Week 3 Assignment Jade Richardson CNDV 5307 09/03/23

2 ASSIGNMENT 2 TITLE Objective and Student Population The population of students in this hypothetical scenario would be a typical 4th grade class. The group would be composed of 24 students, 12 male and 12 female. After this game, 80% of students in the class will be able to correctly match the title of a career with a short description of that career and its cluster with at least 85% accuracy. Description, Setting, Materials, and Delivery This game can be played during class for a set amount of time, or potentially as an extension activity for early finishers after they complete an initial activity or assignment. If the whole class will be playing at the same time, students will be randomly grouped into six groups of four. Each group will receive a deck of cards, which will be placed face down in the center of the group, as well as a 30 second hourglass timer. Each card has the name of a career on it as well as a relevant picture for that career and the cluster it belongs to (healthcare, education, STEM, etc.). Additionally, it will also have 2-3 bullet points that describe that job. The student with the closest birthday goes first. They will draw a card without looking at it, hold it to their forehead, and start the timer. The other students will read the card and try to describe the career without naming it. They can use the provided descriptions to help guide them, or they can come up with their own. If the student can guess the career and the cluster it belongs to before the timer runs out, they keep the card. If they are not able to guess correctly before time is up, the card goes into a discard pile. The game can end after a period of time set by the teacher or after the group has gone through all the cards. The student with the most cards at the end of the game wins. Rationale

3 ASSIGNMENT 2 TITLE According to Gottfredson (1981), students in this age group are in Stage 3 of his development theory, which is orientation to social valuation. In this stage, children begin to recognize status and the value of having good social standing. They may begin to notice the popularity of themselves and their peers, as well as the clothes others wear, the cars they drive, and the places they live. During this stage, they also begin to perceive the social value of different jobs. For example, if a child had parents who were both teachers, the child and their family might place a high amount of value into that profession (Curry & Milsom, 2021). By giving students a couple of brief descriptions of each career in a positive way, as well as giving students the opportunity to describe each career in their own words if they wish, students will have the chance to hear a wide variety of careers described in a positive way. Young (1983) states that students at this age begin to experience peer pressure, leading to them potentially agreeing with other students who they view as having high social capital. For this reason, the teacher may want to provide students with individual reflection time after the game to write about what career sounded the most interesting to them and why. Evaluation After the game, the teacher can use a short quiz to assess if the objective was met. This quiz could be multiple choice or matching, and might give students the description for a career and have them select the job that matches it, as well as having them identify which career cluster a career belongs to. The teacher could also include a section at the bottom to write about which career they were most interested in and why. After students have completed the quiz, the teacher can grade them and assess if they were able to meet the objective, which would be outcome data.

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4 ASSIGNMENT 2 TITLE References Curry, J. & Milsom, A. (2021). Career and college readiness counseling in P-12 schools (3 rd ed) . New York, NY: Springer Publishing Company Gottfredson, L. S. (1981). Circumscription and compromise: A developmental theory of occupational aspirations. Journal of Counseling Psychology, 28(6), 545–579. https://doi.org/10.1037/0022-0167.28.6.545 Young, R. A. (1983). Career development of adolescents: An ecological perspective. Journal of Youth and Adolescence, 12(5), 401–417. https://doi.org/10.1007/BF02088723

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