My future is in my Hands
This unit focused on the future and my career choices. It really made me chose a career in which I was mainly interested in and found the exact details of that job. Items such as the salary, the degree needed, and the job outlook were researched for the job of my desire
The first survey I took was the Self-Directed Search; which involved ranking how much you like a certain task. Based on how you answered the questions you were given a three letter code which led you to several career options based on the survey rankings. I also took other surveys including the MI-Car survey, which based upon my answers, gave me career fields that I might be interested in pursuing.
There were four main parts to this project. The first was to analyze my ACT and Work Keys scores. These scores help me understand where I am compared to others and where I need to be to pursue my career. After, I researched careers that match up with my test scores to see how high my scores need to be to pursue the career I would like and the minimum score allowed. Following this I chose the three main career choices that fascinated me. Then, I did even more research to really understand what they all involved. These choices were a Chemical engineer, Business Manager, and a Chemistry teacher. From this I chose one career from the three and explained how I came to choose this career based upon all the previous research I had conducted. I chose a Chemistry teacher as the career to focus in on. I chose this career because in enjoy chemistry and I want to enrich young adults lives and to help have them enjoy chemistry as much as I do.. And finally after narrowing down my options and doing intensive research I researched two schools that would provide the training requirement needed for my career choice. Through this whole process I was able to find a career that I would like to practice.
Attached below is one of the five ways I researched future jobs and colleges and my WorKeys test results.
The first survey I took was the Self-Directed Search; which involved ranking how much you like a certain task. Based on how you answered the questions you were given a three letter code which led you to several career options based on the survey rankings. I also took other surveys including the MI-Car survey, which based upon my answers, gave me career fields that I might be interested in pursuing.
There were four main parts to this project. The first was to analyze my ACT and Work Keys scores. These scores help me understand where I am compared to others and where I need to be to pursue my career. After, I researched careers that match up with my test scores to see how high my scores need to be to pursue the career I would like and the minimum score allowed. Following this I chose the three main career choices that fascinated me. Then, I did even more research to really understand what they all involved. These choices were a Chemical engineer, Business Manager, and a Chemistry teacher. From this I chose one career from the three and explained how I came to choose this career based upon all the previous research I had conducted. I chose a Chemistry teacher as the career to focus in on. I chose this career because in enjoy chemistry and I want to enrich young adults lives and to help have them enjoy chemistry as much as I do.. And finally after narrowing down my options and doing intensive research I researched two schools that would provide the training requirement needed for my career choice. Through this whole process I was able to find a career that I would like to practice.
Attached below is one of the five ways I researched future jobs and colleges and my WorKeys test results.
| WorKeys Assesment |
| WorKeys Silver Certificate |
Skills
Compose drafts that convey an impression, express an opinion, raise a question, argue a position, explore a topic, tell a story, or serve another purpose, while simultaneously considering the constraints and possibilities (e.g., structure, language, use of conventions of grammar, usage, and mechanics) of the selected form or genre.
Proofread to check spelling, layout, and font; and prepare selected pieces for a public audience.
Write, speak, and create artistic representations to express personal experience and
perspective (e.g., personal narrative, poetry, imaginative writing, slam poetry, blogs, webpages).
Demonstrate understanding of written, spoken, or visual information by restating, paraphrasing, summarizing, critiquing, or composing a personal response; distinguish between a summary and a critique.
Demonstrate appropriate social skills of audience, group discussion, or work team behavior by listening attentively and with civility to the ideas of others, gaining the floor in respectful ways, posing appropriate questions, and tolerating ambiguity and lack of consensus.
Use a variety of strategies to enhance listening comprehension (e.g., monitor message for clarity and
understanding, ask relevant questions, provide verbal and nonverbal feedback, notice cues such as change of pace or emphasis that indicate a new point is about to be made; and take notes to organize essential information).
Reflect on personal understanding of reading, listening, and viewing; set personal learning goals; and take responsibility for personal growth.
Understand the ways people use media in their personal and public lives.
Control standard English structures in a variety of contexts (e.g., formal speaking, academic prose, business, and public writing) using language carefully and precisely.
Demonstrate use of conventions of grammar, usage, and mechanics in written texts, including parts of speech, sentence structure and variety, spelling, capitalization, and punctuation.
Use sentence structures and vocabulary effectively within different modes (oral and written, formal and informal) and for various rhetorical purposes.
Career
Proofread to check spelling, layout, and font; and prepare selected pieces for a public audience.
Write, speak, and use images and graphs to understand and discover complex ideas.
Assess strengths, weaknesses, and development as a writer by examining a collection of
own writing.
Compose written and spoken essays or work-related text that demonstrate logical thinking and the development of ideas for academic, creative, and personal purposes: essays that convey the author’s message by using an engaging introduction (with a clear thesis as appropriate), well-constructed paragraphs, transition sentences, and a powerful conclusion.
Compose essays with well-crafted and varied sentences demonstrating a precise, flexible, and creative use of language.
Identify, explore, and refine topics and questions appropriate for research.
Interpret, synthesize, and evaluate information/findings in various print sources and
media (e.g., fact and opinion, comprehensiveness of the evidence, bias, varied perspectives, motives and credibility of the author, date of publication) to draw conclusions and implications.
Develop organizational structures appropriate to the purpose and message, and use transitions that produce a sequential or logical flow of ideas.
Use appropriate conventions of textual citation in different contexts (e.g., different academic disciplines and workplace writing situations).
Recognize the role of research, including student research, as a contribution to collective knowledge,
selecting an appropriate method or genre through which research findings will be shared and evaluated, keeping in mind the needs of the prospective audience. (e.g., presentations, online sharing, written products such as a research report, a research brief, a multi-genre report, I-Search, literary analysis, news article).
Use a variety of pre-reading and previewing strategies (e.g., acknowledge own prior knowledge, make connections, generate questions, make predictions, scan a text for a particular purpose or audience, analyze text structure and features) to make conscious choices about how to approach the reading based on purpose, genre, level of difficulty, text demands and features.
Determine the meaning of unfamiliar words, specialized vocabulary, figurative language, idiomatic expressions, and technical meanings of terms through context clues, word roots and affixes, and the use of appropriate resource materials such as print and electronic dictionaries.
Demonstrate understanding of written, spoken, or visual information by restating, paraphrasing, summarizing, critiquing, or composing a personal response; distinguish between a summary and a critique.
Use sentence structures and vocabulary effectively within different modes (oral and written, formal and informal) and for various rhetorical purposes.
Critically read and interpret instructions for a variety of tasks (e.g., completing assignments, using software, writing college and job applications).
Use a range of linguistic applications and styles for accomplishing different rhetorical purposes (e.g., persuading others to change opinions, conducting business transactions, speaking in a public forum, discussing issues informally with peers).
Control standard English structures in a variety of contexts (e.g., formal speaking, academic prose, business, and public writing) using language carefully and precisely.
Demonstrate use of conventions of grammar, usage, and mechanics in written texts, including parts of speech, sentence structure and variety, spelling, capitalization, and punctuation.
Read, listen to, and view diverse texts for multiple purposes such as learning complex procedures, making work-place decisions, or pursuing in-depth studies.
Proofread to check spelling, layout, and font; and prepare selected pieces for a public audience.
Write, speak, and create artistic representations to express personal experience and
perspective (e.g., personal narrative, poetry, imaginative writing, slam poetry, blogs, webpages).
Demonstrate understanding of written, spoken, or visual information by restating, paraphrasing, summarizing, critiquing, or composing a personal response; distinguish between a summary and a critique.
Demonstrate appropriate social skills of audience, group discussion, or work team behavior by listening attentively and with civility to the ideas of others, gaining the floor in respectful ways, posing appropriate questions, and tolerating ambiguity and lack of consensus.
Use a variety of strategies to enhance listening comprehension (e.g., monitor message for clarity and
understanding, ask relevant questions, provide verbal and nonverbal feedback, notice cues such as change of pace or emphasis that indicate a new point is about to be made; and take notes to organize essential information).
Reflect on personal understanding of reading, listening, and viewing; set personal learning goals; and take responsibility for personal growth.
Understand the ways people use media in their personal and public lives.
Control standard English structures in a variety of contexts (e.g., formal speaking, academic prose, business, and public writing) using language carefully and precisely.
Demonstrate use of conventions of grammar, usage, and mechanics in written texts, including parts of speech, sentence structure and variety, spelling, capitalization, and punctuation.
Use sentence structures and vocabulary effectively within different modes (oral and written, formal and informal) and for various rhetorical purposes.
Career
Proofread to check spelling, layout, and font; and prepare selected pieces for a public audience.
Write, speak, and use images and graphs to understand and discover complex ideas.
Assess strengths, weaknesses, and development as a writer by examining a collection of
own writing.
Compose written and spoken essays or work-related text that demonstrate logical thinking and the development of ideas for academic, creative, and personal purposes: essays that convey the author’s message by using an engaging introduction (with a clear thesis as appropriate), well-constructed paragraphs, transition sentences, and a powerful conclusion.
Compose essays with well-crafted and varied sentences demonstrating a precise, flexible, and creative use of language.
Identify, explore, and refine topics and questions appropriate for research.
Interpret, synthesize, and evaluate information/findings in various print sources and
media (e.g., fact and opinion, comprehensiveness of the evidence, bias, varied perspectives, motives and credibility of the author, date of publication) to draw conclusions and implications.
Develop organizational structures appropriate to the purpose and message, and use transitions that produce a sequential or logical flow of ideas.
Use appropriate conventions of textual citation in different contexts (e.g., different academic disciplines and workplace writing situations).
Recognize the role of research, including student research, as a contribution to collective knowledge,
selecting an appropriate method or genre through which research findings will be shared and evaluated, keeping in mind the needs of the prospective audience. (e.g., presentations, online sharing, written products such as a research report, a research brief, a multi-genre report, I-Search, literary analysis, news article).
Use a variety of pre-reading and previewing strategies (e.g., acknowledge own prior knowledge, make connections, generate questions, make predictions, scan a text for a particular purpose or audience, analyze text structure and features) to make conscious choices about how to approach the reading based on purpose, genre, level of difficulty, text demands and features.
Determine the meaning of unfamiliar words, specialized vocabulary, figurative language, idiomatic expressions, and technical meanings of terms through context clues, word roots and affixes, and the use of appropriate resource materials such as print and electronic dictionaries.
Demonstrate understanding of written, spoken, or visual information by restating, paraphrasing, summarizing, critiquing, or composing a personal response; distinguish between a summary and a critique.
Use sentence structures and vocabulary effectively within different modes (oral and written, formal and informal) and for various rhetorical purposes.
Critically read and interpret instructions for a variety of tasks (e.g., completing assignments, using software, writing college and job applications).
Use a range of linguistic applications and styles for accomplishing different rhetorical purposes (e.g., persuading others to change opinions, conducting business transactions, speaking in a public forum, discussing issues informally with peers).
Control standard English structures in a variety of contexts (e.g., formal speaking, academic prose, business, and public writing) using language carefully and precisely.
Demonstrate use of conventions of grammar, usage, and mechanics in written texts, including parts of speech, sentence structure and variety, spelling, capitalization, and punctuation.
Read, listen to, and view diverse texts for multiple purposes such as learning complex procedures, making work-place decisions, or pursuing in-depth studies.
Justification
This project made me realize that by now I should have a solid plan for collage but I didn’t before this unit. Also, it helped me narrow down the colleges and figure out the cost for tuition, room and board, and books and materials.
