“I share because the learning I create and the experiences I have help others. I share to push my own thinking and to make an impact on learners, both young and old, all over the world.” from The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity by George Couros
I confess. I struggle to see that my voice matters. All my life, I’ve been told that it’s better to be humble. Be quiet, because speaking up is arrogant, and arrogance is wrong. So every time I publish a post, every time I share an idea, I am pushing back against that narrative. Everybody’s voice matters. In the spirit of sharing, here goes:
Every year, I walk into my room and try something different. Often it is a result of something I’ve read, some experience I’ve had, from going to an EdCamp in West Virginia and seeing their flexible seating, to hearing a keynote at a district PD and seeking to read more about it. Last year, my catalyst was two-fold. First, I heard Dr. Corey Seemiller speak about Generation Z, and I checked out her book, Generation Z Goes to College. Then I attend Inspire 2017, where I learned about LRNG. That’s when I knew that 2017-18 was going to be different.
Because I teach dual-enrollment courses, I knew I was working within the constraints of my approved college syllabus. That being said, I wanted to make the experience more meaningful to my Gen Z students. This first blog post will describe how I transformed their interview analysis paper into a meaningful case study of a professional. Subsequent posts will detail how I transformed their research papers, persuasive projects, and final exams.
As with every school year, step one required me to do some deep diving into who they were as people.
To get to know the students, and for them to get to know themselves, I asked students to take the Holland Code profile test. I grouped students together, based on their Holland code profile. The Holland code is one way to determine which profession is a best fit, and it is one way to explore life after high school.
In groups based on class period and interest, students determined which profession most interested them to interview. They completed this badge on interviewing professionals and went as a group to interview an expert. This interview became the primary source document for their case study paper. Although each group member had the same audio, the papers were very different, based on the student’s own context. This part was successful.
Here’s what went wrong: some students were badly placed with professionals. Others had trouble getting their professional to follow through. Some found that they could not get detailed answers from their interviewee. Some found the whole experience not as meaningful as I would like. So here’s how it’s going to go differently, next year.
The first problem was the way students determined their future professional interests. Instead of asking students to take the ONET Holland Code test, I might have students try the Ohio Means Jobs Career Cluster profile, so they could work towards the OhioMeansJobs-Readiness Seal. In this way, they are not only preparing for the future, they are hopefully getting a more accurate description of what they want to be when they leave high school.
The second problem was the meaningful connection to area professionals. Luckily, one of my colleagues is looking at having a Career Fair in the fall, and she wants students to be able to job shadow a professional for a day. If my students coupled job shadowing with interviews, then they would have much more meaningful case study papers.
If you would like copies of any of my materials, from the question template I provided to the reflection I had students write about the interview process, please contact me in the comments below.
“From the darkness comes a train, cutting through the myst” by Stefan Insam is shared under a CC by SA 2.0 license