Page 12 - CareerView_Health_Occupations_sample_pages_Neat

INTRODUCTION

the online activities in Parts A and C of the course and they prepare a media presentation. They might make
the Tech Tasks for each unit in Part B. The Tech Tasks screenshots of the steps and include them in a slide
create a seminar environment in the classroom as show, or they might video-record their demonstration on
students research, prepare, and present information a smartphone and play the video.
to each other. These activities are described in the
Appendix on pages 74–75. While it is preferable for Tech Task 3:
students to complete the tasks using computers, they If workplace locations in your area are willing to
should be able to accomplish most of them using participate, you can assign students an interview task to
smartphones. visit a workplace related to the unit, interview a worker
there about the person’s job, and report back to the class.
Tech Task 1: If students have permission from the workplace and the
After students have learned some basic vocabulary of worker, they might use a smartphone to video-record
the employment sector in the unit’s first three lessons, some or all of the interview and present it to the class.
they are tasked with researching and organizing (If students record interviews, encourage them to
information about an occupation in the unit in order stand close to the interviewee for better video and
to answer these questions:
audio quality, hold the smartphone horizontally
• Where does a person with this job work? instead of vertically in order to fill the screen, and
• What does this person do? hold it steady to avoid shaking or distortion. They
• What tools and equipment does this person use? should also record the video so that they can keep it
• What technology does this person use? or transfer it to a computer, rather than using one of
• What skills and abilities are important to do this the Stories apps in which videos disappear after 24
job well? hours. Some students may have video-editing skills
• What education is required? through their use of social media. Encourage them
• What is the salary and the job outlook? to use their skills and the simple video-editing apps
The Career Research lesson in each unit includes an available for smartphones or computers to create their
information chart showing the job zone education and presentations, and to help other students as well.)
skill requirements of each occupation. Students can use
the O*Net Career Exploration Tools as their information Tech Task 4:
source and record their information on the lesson page. As students are completing the unit’s Skills Check or
Then they prepare and give a short presentation to later activities, have them do an online search to find
the class about the occupation. If classroom resources a sector-related news story, prepare a summary, and
permit, it is strongly recommended that students use present it to the class. Motivating topics can include
presentation software to create a slide show for the an unusual occupation or workplace, a current safety
class. The website resources often include short videos issue, working conditions, employee rights, and
about jobs produced by One-Stop Career Centers. occupational outlooks.
These can be useful and motivating for students to
include in their presentations. Alternatively, students Tech Task 5:
can write a report about the occupation and give an oral As part of the lesson in Part C (page 68) about the
presentation to the class. importance of managing social media reputations,

Tech Task 2: students carefully prepare and deploy their own
The fifth lesson in each unit features four sets of LinkedIn profiles.
multistep activities that are common in the health The Audio Program App
employment sector, such as instructions for taking a
patient’s blood pressure and procedures for applying The CareerView Health Occupations audio program
a clean dressing to a wound. After students have offers listening and speaking practice with all
completed the lesson, they can use YouTube, WikiHow, vocabulary and dialogs in Lessons 1–6 of each unit
or another online source to search for a demonstration and audio for the listening comprehension activities
of how to do a procedure related to the unit. Students on each unit’s final page. For students’ personal
write out the instructions and, if resources permit, listening practice, the audio program is delivered
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