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Workplace Essential Skills Training Module

Model #1: WES as a Periodic Supplement to an Established Curriculum

BACKGROUND

The following background information describes Model #1 in general terms.

In Practice

In this model, teachers use specific WES resources periodically (once or twice a month) to:

• introduce new or illustrate familiar concepts and themes,
• spark discussion or activity around a particular topic, and/or
• provide students with additional practice in a subject area.

This implementation model is well-suited to teachers who want to enliven their practice with multimedia/different technologies. Teachers can mine the WES products, extract useful tidbits, and use these pieces to illustrate or explore key topics with students.

Common Issues

• In order to select appropriate clips and activities, teachers must get to know WES video, online, and print resources. Deciding how these resources can enhance established lessons takes time.
• Because WES is such a comprehensive resource, every clip, workbook activity, and online resource is linked to complementary materials. Using a WES item apart from its related resources can be challenging because teachers must situate it in a meaningful learning context.

Tips

If you are interested in trying this implementation model, the following tips might help you get started.

• Review Workplace Essential Skills Resources in this training module. This list will give you a sense of the scope of WES products.
• You might want to integrate video (as opposed to workbook or online materials) into your lessons first because it:
  • generally does not require a lot of detailed introduction/explanation;
  • is an engaging medium and will probably appeal to your students;
  • naturally provokes discussion and activity;
  • allows you a lot of freedom to design your own supporting materials/lessons;
  • does not require you to teach a specific set of skills (like technology competencies) before using it.
• You might want to develop a running list of WES resources that you've tried and note their usefulness in particular kinds of lessons (for future reference). This list could be the beginning of a program-wide guide to using WES as a periodic supplement to instruction.

EXAMPLE

We provide this example to help you visualize how to incorporate an individual WES lesson into your own curriculum.

Lesson Title

"Pitching" Your Skills on Paper

Level/Learner Group

• GED class at a community learning center (11 students - 5 "regulars")
• Most students have a job (or two) - all have expressed an interest in finding higher-paying positions with better benefits.

Subject(s)

• Job Preparation
• Reading/Writing
• Critical Thinking

Duration/Materials

1-2 hours (part of an ongoing unit on employability)

• Workplace Essential Skills video - Program 3: "Applying for Jobs"
• Workplace Essential Skills online (LiteracyLink website - http://www.pbs.org/literacy) - Employment Strategies, Unit 3: Applying for Jobs
• Flip chart, notebook paper, pens

Goals

Learners will:

• discuss "skills," "special skills," and "work experience"
• identify the skills they currently have
• learn how to present these skills to potential employers

Procedure

1. Write "skills," "special skills," and "work experience" on flip chart - discuss the differences/similarities as a prelude to the video. Record learners' ideas about each item.
2. Give learners some basic background information about the video clip. Show the video.
3. Discuss what Sheryl does everyday - do these activities qualify as "skills"?
4. Ask learners to complete a short writing activity.
   • Think about what you do everyday. What skills do you use to get these things done?
   • Think about the different jobs you've had - what kinds of tasks have you had to do? What skills and knowledge have you gained?
5. Ask learners to briefly share their answers with the class.
6. Give learners a scenario. (Tell them that a job has opened in a particular company. Provide a few details. Tell learners that they need to send in an application. Ask them to revise their original lists to meet the needs of this particular job. What skills should they highlight? What skills could they include that they forgot to mention the first time around?)
7. Ask learners to report back to the class. Discuss strategies for tailoring applications and resumes.

Products & Assessment

• Learners will walk away with a list of their marketable skills and an example (for future reference) of how to present these skills in a particular context.
• There really isn't an assessment associated with this activity, beyond basic completion of the steps listed above. (The teacher can conduct a more formal evaluation when students finish a first draft of their resume.)