Envisioning Your Vision
Weeks 6
ActivitiesThings That Fly
Vision+Energy=Success Envisioning Your Future Success is... CTE Career Exploration Standards1.0 Evaluate Individual
Strengths, Values, and Personality Traits
1.1 Evaluate the importance of a positive self concept 4.0 Demonstrate Career Planning Skills 4.4 Develop maintain, and update a career portfolio |
Document FilesCurriculum Document
Chapter 1- Envisioning Your Future Packet
ActivitiesHookHave students make a list of "Things That Fly" for two minutes. Share as a whole class student's lists.
Read the following handout explaining the importance of why you are having them write down this list. Focus on the Direct Flight vs. Indirect Flight Getting to your career quickly or slower (Jet vs. Butterfly) A different gamut of possible careers (different ideas of flying) |
Vision + Energy = Success
Learning Objective:
To help students realize that success does not come just rom daydreaming, but from combining a vision with appropriate and necessary actions.
Discussion:
Discuss the difference between daydreaming and working towards a vision.
Emphasize that daydreaming is an important first step, but that it must be followed by action if dreams are to become reality.
Can students think about a time that they daydreamed but did not work to realize it? Di the daydreams come true?
Pair Discussions:
Page 10-13 in the packet
I Do: Do the first prompt together with the students for Michael Jordan.
We Do: Pair Students to do Sally Ride and Oprah
You Do: Have students do George W. and one for themselves.
To help students realize that success does not come just rom daydreaming, but from combining a vision with appropriate and necessary actions.
Discussion:
Discuss the difference between daydreaming and working towards a vision.
Emphasize that daydreaming is an important first step, but that it must be followed by action if dreams are to become reality.
Can students think about a time that they daydreamed but did not work to realize it? Di the daydreams come true?
Pair Discussions:
Page 10-13 in the packet
I Do: Do the first prompt together with the students for Michael Jordan.
We Do: Pair Students to do Sally Ride and Oprah
You Do: Have students do George W. and one for themselves.
Secret Life of Walter Mitty
by James Thurber
If anyone is going into town it would be great to get the video to watch. It just came out and is available.
If anyone is going into town it would be great to get the video to watch. It just came out and is available.
Envisioning Your Future
Learning Objective:
To have students begin imagining the kind of future they would find most satisfying. This provides the instructor with a pre-assessment survey and establishes baseline information that can be used to measure growth and learning. Career Choices Packet Page 14 Have students close their eyes and imagine their ideal future lives. Allow several minutes for their vision to appear, then have students write about what they imagined. You may have students share their visions as a way of getting to know each other better. You should ask to see everyone's description, whether it is hared with the class or not. This will help you gauge how much progress individuals are making as they proceed through the class. Emphasize again that energy must match vision in order to achieve success. You may assist those that are auditory learners, to play "We Shall Be Free" by Garth Brooks or Martin Luther Kings "I have a dream". |
Defining Success
Learning Objective:
To help students see that individuals have personal definitions of success and that the only one they need to meet is their own.
In American Society, Success is seen in terms of money, power, or material possessions. Assure students that these may make them feel successful to the rest of the world but they hardly guarantee a life of contentment. Everyone must define success personally. It's only living up to that definition that people feel truly successful.
Have students read the statements on the chart and mark whether they strongly agree, agree, are not sure, disagree, or strongly disagree with each definition. The point is to have students wort out their own feelings on the topic.
They should write their own definition of success and sign it. Allow time for students to think about the quotations. In your discussion emphasize that their own definitions are likely to change, depending on what's going on in their life. A new parent who formerly defined success as getting ahead at work may decide that raising a healthy, happy child is far more important. Someone taken seriously ill might redefine success as getting and staying well.
Have students create their quotation to make a poster and design a nice border using felt pens, or water colors, tissue paper collage, or even color pictures from magazines.
To help students see that individuals have personal definitions of success and that the only one they need to meet is their own.
In American Society, Success is seen in terms of money, power, or material possessions. Assure students that these may make them feel successful to the rest of the world but they hardly guarantee a life of contentment. Everyone must define success personally. It's only living up to that definition that people feel truly successful.
Have students read the statements on the chart and mark whether they strongly agree, agree, are not sure, disagree, or strongly disagree with each definition. The point is to have students wort out their own feelings on the topic.
They should write their own definition of success and sign it. Allow time for students to think about the quotations. In your discussion emphasize that their own definitions are likely to change, depending on what's going on in their life. A new parent who formerly defined success as getting ahead at work may decide that raising a healthy, happy child is far more important. Someone taken seriously ill might redefine success as getting and staying well.
Have students create their quotation to make a poster and design a nice border using felt pens, or water colors, tissue paper collage, or even color pictures from magazines.
Richard Cory
by Edwin Arling