Self-Directed Courses-CDV20 Unit 1
Unit 1: Personal Management
The following unit will reflect the General Learning Outcomes A, B and C as outlined in the Manitoba Education curriculum document.
The purpose of the CDV20 curriculum is to provide students with an opportunity to reflect on life and work exploration. Due to the reflective nature of this course, the majority of the assessment will be based on a degree of complete vs. incomplete.
Each question will be assessed based on the number of points that have been allocated. Each point may be earned for each idea presented (i.e. If a question is worth 3 points, an adequate response for completion would be 3 different ideas presented in a well written form where requested.)
Partial points may be awarded for incomplete responses or where adequate information has not been provided by the student.
For successful completion of this course, CDV20, students will be required to complete a minimum of 4 weeks practicum in a work place. This placement will be arranged between Administration and the workplace.
A final project following the practicum must be completed prior to receiving credit for this course.
GLO A: Build and Maintain a Positive Self-Esteem
Goals: To explore own abilities interests, skills, values, attributes and personal qualities to determine strengths and weaknesses,
to identify characteristics about self as seen by self and others,
to describe how self-assessment can contribute toward the achievement of one’s personal, educational, social, and professional goals.
Activity:
Part A On the following page list at least 3 activities from your own life in each of the three spheres below. Activities that belong in more than one sphere should be written in the overlapping part of the appropriate circles. (9 points)
Part B Once the activity has been completed, respond to the following:
Something I haven’t considered before / Something that surprised me about myself / Something I want to changeAssessment:
2 points will be given for each section completed for a total of 6 points
Points achieved for Part A = ____/9 points
Points achieved for Part B = ____/6 points
Part A activity:
Life/Work Planning
Name: ______Year of Graduation: ______
Current number of credits achieved: ______
Number of credits required for graduation: ______
Program enrolled (i.e. regular, vocational, part-time) ______
Supervising Teacher: ______
Goals for achievement
A. Set goals and plan action:
Assessment: one point given for each blank completed with an answer related to the question. Total of 20 points.
1. List your top five interests
a. ______
b. ______
c. ______
d. ______
e. ______
2. List your top five skills
a. ______
b. ______
c. ______
d. ______
e. ______
3. List five words that describe your personality
a. ______
b. ______
c. ______
d. ______
e. ______
4. List your top 5 work values (what you feel is important to value in the work place)
a. ______
b. ______
c. ______
d. ______
e. ______
Course Achievement Summary
Grade 9 Course Summary
Courses completed / Compulsory√ / Option
√ / Courses
I would like to take
Grade 10 Course Summary
Courses completed / Compulsory√ / Option
√ / Courses
I would like to take
Assessment:
10 points given for the completion of this activity. No partial marks will be given for partial completion.
Website Career Planning Activity
Visit http://www.assessment.com/?accnum=06-5210-000.00&gclid=CLj7t9yZiLICFYkWMgodBzMABA
Assessment: 10 points given for the completion of the activity.
The following information will be found once you link to the above website. The questions below must be completed prior to receiving credit for activity. No partial credit will be given.
MAPP is a motivation-based assessment that helps you identify your strengths. When answering the "preference" questions, don't think too much about each response. You should choose the statement that you Most prefer (aside from skill, knowledge or training) and the statement you Least prefer (aside from skill, knowledge, or training) and leave one statement Blank. Relax, enjoy and let MAPP help you discover your true motivations.
Directions:
· Select the option that you Most prefer
· Select the option that you Least prefer
· Leave one option Blank
· Click on Next Question to advance
Once you have completed the 71 questions, write a few notes about what you have learned during this process.
______
Were you surprised by the end result? Why or why not?
______
Increasing Self-Awareness
Goals:To discover the importance of developing a realistic and positive self-image and to identify how a realistic and positive self-image contributes to self-fulfillment, both personally and professionally
What characteristics would describe satisfying work for you?
Assessment: 1 point given for each idea (Maximum of 8 points total)
Work that accommodates our skills, interests, values, and personal preferences will bring us the most satisfaction.
For the Love of Money
Goal: to identify and compare how internal and external factors affect motivation and to explore personal desires and interests.
Step 1: In the spaces below, list 10 things you love to do. Don’t limit yourself to work- or school-related activities.
Ten Things I Love to Do / Codes1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Step 2: Analyze the activities on your list by adding the following codes, when applicable, in the column beside your list:
§ $ for any item that costs more than $10 to do
§ A for any item that you prefer to do alone
§ P for any item that requires planning
§ P for any item that you have done in the past two weeks
Assessment: 10 points given, 1 for each line completed. Point will only be assessed if the code from step 2 has been applied.
Step 3: Read over your list and reflect on it in a journal entry or mind map. What are you happy with? What are you not happy with? Why? What surprised you? Use the following chart to organize your ideas.
Assessment: One point for each idea related to step 1 and 2. Maximum of 6 points.
Self-Image Research Activity
Many well-known people in history have established both positive and possibly erroneous (meaning something that was done in error or by mistake) self-images. Select one of the following names and complete the activity listed below.
Winston Churchhill, Bill Gates, Cindy Klassen, Nellie McLung
Assessment: Total of 10 points as noted in each section above.
Reflective Essay on Self-Awareness and Career Development
Throughout the first unit you have been asked to reflect on your own thoughts and ideas about yourself and your values. It is important to consider these areas when you are seeking a path for your career. Using the following criteria, write a short reflective essay describing how completing the self-awareness activities will contribute to your own career development.
Points given and comments (if necessary)Content (3 points) / -creative and original
-makes the reader understand the reflective process of the writer
-presents at minimum 3 reflective ideas
Language Use and Style (3 points) / -language reveals feelings and thoughts through presentation of the experience
-consistently uses appropriate language\
-reveals ideas through use of comparison and imagery
Organization (2 points) / -presents a natural progression of ideas
Length (2 points) / -minimum 1 page double spaced size 14 font.
Total Points received /10
Begin your essay here:
______
______
______
Skills for Working With Others Observation Activity
GLO B: Interact positively and effectively with others
Goal: Identify effective skills, knowledge and attitudes for interacting with others
It is important to recognize that people require certain skills to work effectively with other people in the work place. Have you ever thought about what these skills look like? This activity requires you to arrange to observe a “group in action”. You may choose to observe a group of students in a class at your school, a group in the place where you work, or even a group of younger children working on a common task. Your job will be as follows:
Step one: once you have arranged to observe the group of your choice (i.e. you have their permission to observe them. Be sure to indicate that this is a short school assignment and you will not be using anyone’s names in the project.)
Step two: Seat yourself in an area that is away from the group activity but close enough that you are able to hear the activity and individual responses and interactions. Be sure to listen to all people involved. You must not interfere with the activity.
Step three: After about 10 minutes (or when you feel you have gathered enough information that you can complete Step 4) quietly remove yourself from the group setting.
Step four: Complete the following Reflection Chart
Assessment: 1 point will be given for each idea. A maximum of 3 points in each section of the Y chart will be accepted. A maximum total of 9 points can be achieved.
An additional 2 points for Step 5 will be given.
Reflection-Metacognition Y-Chart
See/Notice
Hear Feel/Think/
Wonder
Step 5: According to your observations, list 2 ideas that you would consider to be important when working in a group setting:
1. ______
2. ______
Monthly Budget
Goal: to demonstrate financial management skills by preparing a monthly budget
Budgets are an optional but useful tool to help with financial planning. Monthly expenses must be taken into consideration when planning your spending. It is important that your spending is equivalent to your monthly income.
Part 1:
Using the following chart, complete the estimated costs column using online information, local newspaper, or other research options. (10 points)
Approximate monthly expenseHousing (rent or mortgage payment)
Food
Transportation/Automobile
Utilities (hydro, gas, water)
Telephone/Cellular phone/Internet agreeement
Clothing
Education
Loans
Gifts
Entertainment
Others
Total monthly expense
Are you living within your means?
Total monthly income (earnings)Total monthly expenses (from above) / -
Difference between income and expenses / =
*A negative balance means that you need to make an adjustment to your living expenses.
Part 2:
1. Were you surprised by the expense of any area in particular? (1 point)
______
2. Which area(s) of spending surprised you the most when you calculated approximate cost? (1 point)
______
3. Which area(s) of spending did not surprise you when you calculated approximate cost? (1 point)
______
4. Did you have to adjust your spending to ensure that you did not “overspend” in your planned budget? If so, how did you decide which area to reduce? (2 points)
______
That Was Then, This Is Now
GLO C: Change and grow throughout life
Goals: to explore how feelings are influences by significant experiences in the workplace/volunteer situations, to discover changes that occur in the physical, psychological, social, and emotional development of an individual and to identify the effects of these changes in the workplace
Activity
Step 1: (5 points)
Read the following information taken from BLM 9 in the CDV20 curriculum document:
Typical Characteristics of Grade 10 Students
Physical Characteristics
§ Some Grade 10 students are still in a stage of extremely rapid growth and experience a changing body image and self-consciousness.
§ Grade 10 students are able to sit still and concentrate on one activity for longer periods than previously but still need interaction and variety.
§ Generally, adolescents require more sleep than the average adult, so they may come to school tired, as a result of part-time jobs or activity overload.
Cognitive Characteristics
§ Grade 10 students are increasingly capable of abstract thought and are in the process of revising their former concrete thinking into fuller understanding of general principles.
§ Grade 10 students are less absolute in their reasoning, more able to consider diverse points of view. They recognize that knowledge may be relative to context.
§ Many basic learning processes have become automatic by Grade 10, freeing students to concentrate on complex learning.
§ Many Grade 10 students have developed specialized interests and expertise and need to connect what they are learning to the world outside school.
Moral and Ethical Characteristics
§ Many Grade 10 students are working at developing a personal ethic, rather than following a prescribed set of values and code of behaviour.
§ Many Grade 10 students are sensitive to personal or systemic injustice. They are often idealistic and impatient with the realities that make social change slow or difficult.
§ Grade 10 students are shifting from an egocentric view of the world to one centred in relationships and community.
§ Grade 10 students tend to have high standards for adult competency and consistency and are resistant to arbitrary authority.
Social Characteristics
§ Many Grade 10 students continue to be intensely concerned with how peers view their appearance and behaviour. Much of their sense of self is still drawn from peers, with whom they may adopt a “group consciousness,” rather than making autonomous decisions.
§ Peer acceptance is often more important than adult approval. Adolescents frequently express peer identification through slang, musical choices, clothing, body decoration, and behaviour.
§ Crises of friendship and romance can distract students away from academics.
§ Although Grade 10 students may have an aloof demeanour, they still expect and welcome a personal connection with the adults in their lives.
Psychological and Emotional Characteristics
§ It is often important for Grade 10 students to see that their autonomy and emerging independence are respected. They need a measure of control over what happens to them.
§ Many Grade 10 students need to understand the purpose and relevance of activities, policies, and processes. Some express a growing sense of autonomy through questioning authority. Others may be passive and difficult to engage.
§ Students at this stage may be more reserved, aloof, and guarded than previously, both with adults and with peers.
§ Students with a history of difficulties in school may be sophisticated in their understanding of school procedures and resistant to efforts to help.
§ Grade 10 students often have a clearer sense of identity than they have had in previous years and are capable of being more reflective and self-aware.