166 87 i

AUTHORTrm:

INSTITUTIONSPONS'AGENCI

BUREAU NOB DATE

NOT N,N

ED BS .PR ICEDESCRIPTORS

IDENTIFIERS

ABSTRACT

lin SEMI

EC 113

Emerson, Debby R.; And CthersProlect S.P.I.C.E.: Special Partnership in CareerEducation. Self-Awareness Teaching Mcdule.Volusia County Schools, Daytona Beach, Fla.Office of Career Education (DRES/OE), WashingtonD. C.'

554AH70701Sep 78G0077C0050340.; For the final report,and other modules', see EC 113 3 1 -368

he implementation guide,

MP-$0.83 HC -$2.06 Plus Postage.Activity Units; *Career Awareness; *Career Education:

N*Educable Mentally Handicapped; Resource Eaterials;Secondary Education; *Self concept; TeachingMethods

'

*protect SPICE; *special Partnersihip in CarverEducation

The self awareness teaching module is one of a s,

of Mix Modules prepared by PrOject SPICE (Special Partnership inCareer Education) as a means ;ti providing career awareness,infOrmation to educable -mentally handicapped students (agei11-to-11years). After an overview, a.iodule profile is provided, which charts,the'units,' the activities in'Sach,unit, and the resources or.materials needed for the unit. The units included in the iodule are"Me and My Family"i'Alde and My Ability", "Me and My Interests", "Meand My Values", and "Me and My Looks". Student resource- materials forthe module are appended (PUB)

*************** *

ions supplied by Efrom the ,or

**************

**************r be made

II

PROJECT S.P.I.C.E.

SPECIAL PARTNERSHIP IN CAREER EDUCATION

SELF-AWARENESS

TEACHING MODULE

SEPTEMBER, 1978

U.S DEPARTMENT OP HEALY!".EDUCATION A WE IAIRENATIONAL INETITuti OP

EDUCATION

THIS DOCUMENT HAS BEEN NEPoo.oucE0 EXACTLY Ai NECEiyro FROMTHE PE RSCN OR COGAN'EATION OR ;DIN.ATING IT POINIS VIEW DR OPINIONSSTATED Do Not NECEtSARILY NEFEB.SENT OFFICIAL HATiONAL INSTITUTE OFEDUCATION posiTinN OR PODGY

THE SCHOOL BOARD OF VOLUSIA COUNTY FLORIDA

Clinton M. Rouse

CAREER EDUCATION COORDINATOR and PROJECT S.P.I.C.E. DIRECTOR

Debby H. Emerson

PROJECT S.P.I.C.E. COORDINATOR

4

Frank S. Elliott

PROJECT S.P.I.C.E. RESOURCE TEACHER

Dr. Jo E. Halley, III

PROJECT S.F. .C.E. EVALUATOR

Dr. Marcell a Kysilka

-TECHNICALASSISTANT

"PERM' SIN TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

Clinton M. Rouse

TO THE EDUCATIONAL RESOuRckaINFORMATION CENTER (ERICi ANDUSERS OF THE ERIC SYSTEM."

ACKNOWLE

Many individuals contributed, either directly or indirectly, to theplanning, development, i lementation and evaluation of Project S.P.I.C.E.In u project of.such large magnitude and short duration, it is seldompossible to acknowledge the efforts of all the persons who contributedto the project's success. Nonetheless, it'is only appropriate to mentionthose whose efforts were essential to the project.

The administration and staff of the two pilot schools were extremelycooperative and helpful. Special appreciation is extended to Ms. ElinorDanglise, Ms. Linda Shelton and Mrs. Ruth Clifton, teachers of the projectstudents, and to Mr. Henry M.Whites,Sr., Principal of Edith T. StarkeElementary School in Deland and Mr. Robert A. Smith, Principal of GeorgeMarks Elementary School, also in Deland.

Westside Elementary School in Daytona Beach was the comparison schoolfor the project. Mt. John P. Vodenicker, Principal, an" Mrs. Joyce Gettel,

e Hawthorne, Mrs. Vivian Watson, Mrs. Patricia Pensak and Mr. BenBroxton, teachers of comparison students, made many valuable contributionsto the project.

Throughout the project, Mr. Gerald W. Elbers of the U. S. Office ofCareer Education provided timely advice and assistance. He was particu-larly helpful to the project staff in refining the primary and subordi-nate objectives for the project, and in developing a strategy for reporting project results. Most importantly, perhaps, he believed in the project.

Special appreciation is also acknowledged to the State of rida,Department of Education, Mr. Ralph D. Turlington, Commissioner, granting Permission to reprint selected pages from the lorbility SkillsSeries. These materials were developed by the Career E cation ZWi7s7ofriotida State University and dished by the Division of Vocational Edu-cation, Joe D. Mills, Director.

And, finally, none of the foregoing could: have been brought tofruition without the tirelosseffortsjif MrsSusanlradley who typedthe original drafts of the Finalitetiat,theGuidoto,:program 1

Cation and:the six Teachin-Walesiles.Carole-Keough who typedfiiiii-driats,-and Ma usanHorioath, Career EdtCatiOn Specialist wiVolusia County Schools, -who spent many:: 0Urs readingiand editing the finalcopy.A1s6,-.0.-special: thank you to Mrs. Barbara Renner, Staff Assistantfor VolusWCounty Schools, who always found the answers to our mostdifficult problems.

Civil Right* Act of 1,64 states: he United States shell, an the ground of race,oral origin. be excluded frees participet an in. he denied the benefits of, or be subjected to

any ragtime or activity receiving Federal financial assistance. Title it of the Education1 Public La.. 92.311. states: "No person in the United States shall. an the heels of sea be

am cipation in, tr aenisd the bwiefits of or be subjected to discrimination under any educationreceiving federal financial assistance." Therefore, career education projects supported underof test Educative Asnedeente of 1974.-like every limns or activity receiving financial SfiSit

of Hestds Education, and Welfare, must .be operated in compliant, eith.these lets.

Tiee's:terial 1a this reilication an _meted iersuast to a !rent from the Office of Edocatioa.-U.SWealth, Educutlen, and Welfare. it _ow, peiats,of elm or WOOS expressed &loot necessarily repronent policies

-A- , A

of Use Effice.of EduceA....

U.

TABLE OF CONTENTS

INTRODUCTION 40444066 404 494

OVERVIEW . . . . . . . . . . 444644.4444 1

Module Objective . . . . . . ., . ... . . . . # . . 1

Student Performance Objectives . 44464,444 1

Module Organization. . 66446464 44

Module Utilization . . 444640444 2

Assessing Student A v . 40. ... 3

MODULE PROFILE . . . . . ........ . . .. ... 4

LEARNING ACTIVITIES. 4644684444404 9

Unit 1 - Ma and My Pam ly. 4404404 . 9

Unit 2 - Me and My Ability . 40 10

Unit 3 - Me and My Interests 4 4440 11

Unit 4 - Me and My Values. 4644 4444 12

Unit S - Me and My Looks . ........ 13

Concluding Module Activity . . 9944 %III 14

APPENDIX - STUDENT RESOURCE MATERI

Remembering and Wishing

Dedicated To Me

Test Administration

Judge Instruction Sheets

0 ON

Project S.P.I.C.E. (Ipecial Partnership In Career Education)

as conaived as a means of providing career awareness information

to intermediate aged educable mentally handicapped students.

modules have been developed for the Project S.P.I.C.E. curriculum.

These six modules are designed to meet the following elements of

the National Standard Career Education Model:

1. Career Awareness

2. Educational Awareness

3. Economic Awareness

4. Beginning Competency

S. Decision Making

6. Employability Skills

7. Self Awareness

8. Attitudes and A ciations

The six modules are entitled:

1. Self Awareness (Standard 7)

2. Career/Educational Awareness (Standards 1

3. Decision Making (S andards 4, S)

The overview includes: Module objective; Student Performance

Objectives; Module Organization Module Utilization; Assessing

Student Activities.

Following the overview are the activities for the module.

The directions in the overview inform you of any necessary,

additional materials needed for the completion of the module.

Also, estimated time spans are included to help you decide how

the materials "ould be used in the classroom.

The modules are not intended to be strict rules for imp

menting a program, rather they are to be considered as guide-

lines and suggestions. You should feel free to alter, add,

exclude, or ignore any of the activities included in the modules.

Materials for the Project S.P.I.C.E. Curriculum include:

1. Original materials designed by Project S.P.I.C.E.

personnel and teachers.

2. Materials adapted from The Valuing

Career Education,3-S Series, published by

Education Achievement Corporation.

Materials from the State of Florida, Department

of Education, Division of Vocational Education,

Employability Skills Series.

Commercially produced materials from:

Walt Disney Productions

Society for Visual Education

McDonald's Corporation

The career awarenesb program you establiah for your students

must meet their needs, just as Project S.P.I.C.E. It the needs of

our students. Remember, Project S.P.I.C.E. is not a curriculum

you introduce in place of an existing program, but more importantly

an integration into your on-going curriculum.

Welcome to Project S.P.I.C.S. We hope you find it as exciting

and successful as we have.

fI 0

OVERVIEW

The student grill identify and be able to d+rafonstrats aof five chute

STUD PSRPORNANCS OBJECT

The student will be able to:

t self.

1. Name one characteristic self in a familial orsocial context.

2. Name one characteristic

3. Name one activity in which

4. Name one thing he values.

S. Name one physical characteristic of self.

sabiparticil

TICK

is desisd to help s

ves. The nodtl

activities.

Students are introduced to a sss of self andfamily, With emphasis on gaining knowledge aboutself via how others see him.

Students are introduced to awareness of theirabilities by identifying and demonstrating theirabilities.

2

V. s are introduced to awareness of heir1 characteristics.

the course of this module, peer TS

career consultants, classroom instruction and parental Involvement

should be used to facilitate learning. The Valuta, Aporoachto.

ducation,34 Series, published by education Achievement Corporation

used as a guide in the development of the ideas, activities and

in this module. Many ideas and materials included in

adapted for use by Dill students.

TI

in this module may be t any order. The units can

be taught in as few as 6 weeks or they can be extended throughout the

program. The latter procedure is highly recommended. Mich of the

emphasis in this module is related to concepts in Nodule_ 3 Decision

Maki Winning Competency.

module requires additi

Iva self-awareness unit. Some activity sheets are provided in

; however, you will need to provide the following materials for

this module:

(bit I: "About Me" Polders

Unit II: "I Can.. Sheets

Unit III: Picture Cards

Unit IV: Role-playing rations

t s suggested for use in this module are excellent

availablec_athers nay be substitut

discussed on separate days

lish this task--plan ahead.

read in two s: (A) by 'valuating

quality of each student's participation in the activities of the

and (I) by administering the test at the end of this module.

(A) Students participate in a variety o ming activities all

of which are intended to help this a eve one or sore objectives.

you may establish performance criteria for each activity and evaluate

student achievement based upon their participation in the learning

activities.

(I) Student attai n of

be measured in part by a writ

i

Directions for administration of such an activity are included at the

end of the module, as well as directions for judging and scoring

student's descriptions.

TIC

WIT 1: He and My Faily

ACTIVITY Filmstrips/ StoryWriting

ACT1V I "About Ni" holders

itumlk -

Introduce during Lapp Arts by

viewing the filmstrip series, Om

An Vat

Prior to each filastrip usign'twos the task of writing a story

concerning the title of the file.

strip for the day, (View the film.

strips on separate days),

If willing, hays students share their

cosplitid stories with others in the

After wilting a filmstrip, discuss ii

portent inforaticit gainid free the

brad studat stories

and discuss possible chaps they

tight ids in their stories. Discuss

what inforation the students hoe

lista(' about thistelves

Ask the stu isms to discuss each

topic isod in the filmstripwith the families, Rao the studist

rewrite their stories ari place this

in an "About WV' folder

AISOUSCISINATIDIALI

Filmstrip aerial Ito Are You?

by Troll Associates

tapir and pencil

Stmt nodes

Pqa ad pencil

Nails 'About Ni" folder for

each swim

if .

''' -10DULEPROFILE-tCONT1

s- ,)11

LEARNING ACTIVITIES

Plan time when students can share

their feelings about, each othq1

Hae students el.ett one or two

stUdeniS:to betpotlighted" for

each interaction

.1,

assmates should emphasizeltrong

A student should be "spot-

' lighied" on on e durin; the

program.'

ACTIVITY IV: Social Studies

10110

Discuss the fimily unit through your

'social studies activities, using any

available materials.

,==.,

RESOURCS/HATERIALS

)

Avaiiablolocial studies materials

relating to family unit:

UNIT II; and My Ability

ACTIVITY I: "I Can..." Sheets Instruct the students tlist afl

the4hinis they can do on, the, "I

Can;.." Sheet; Have parents help in

preparing this, list and evaluating

it 1periodial1y.)

*ostudentsjefer to "ILCan..

Sheets hroughoui Your program. ':Ask

them,tOtite and deion tiate4xamples

of anOorthelfabilitiies to the

class, , teacher or parent.

"I Can..." Sheets

AWMFlutoot .0

IDPIC LEARNING ACTIVITIES RESOURCES/MATE RIALS

ACTIVITY. I: (cont'd) From the "I Can..." Sheet make

several Checklists: school, home,

peer interaction. Assign tasks re-

lating to the use of abilities

associated with the checklists.

After the students have completed their

tasks, ask, them to add or delete

abilities from their "I Can...."

Sheets according to whether or not

they can accomplish the assigned

task

In discussions with unitycareer

consultants have students compare

their "I Can .. Sheets with the,

skills and ties ecessary ttor an

occupation.

UNITIII:.- 1e and My Inter

ACTIVITY -I: Hobby Day Introducelhe nceptefi hobby.'

Allo!ti,ejoritOdehtsbto)ring.in"._..

to : sharehobbiessamples of, their

with their .classmates, of allow

7thitIO:'bria.fi!:400Cribathcit:

hobby.

ACTIVITY II: Do You

I Seat

Wh t Give each student a picture card ,

Have "the student study his picture

tardi-lban4rite statemintitiout

Teach r.prepared checklist

Picture Cards

114 In:. 5

TO IC. LEARNING ACTIVITIES RE OURCES/MATERIALS

ACTIVITY (cont' d)

ACTIVITY III: Dedicated To Me

UNIT IV: Me And,My Values

ACTIVITY I. "Remembering and

Wishin-"

4

What he sees in the picture.

Collect the cards and redistribute

them, giving the same instructions'.

No students viewing sage card read

their statements and discuss.

Discuss,the statements with the

entire class, stressing likenesses

and differences among students.

Famiiiaritelhe students with the

terv"statue."

Distribute theyorksheet,PDedicated

Nave the students. hare.:

eogpleted worksheets:and,discuss

their statues.,

Provide a "warm-up" activity where

students are asked to 0/0 responses

to prepared statements.

Discuss likenesses and differences

aging' student responses

Students complete "Remembering and

Wishing" activity sheet. Have students,

share their responses on the

activity sheet in small groups.

"Dedicated To Me" Aitiv tySheet

Statement - Response Sheets

,

"Remembering and Wishing"

Activity sheet

141

Jr

_r

EPIC

MODULE PROFILE (coNT

LEARNING ACTIVITIES RESOURCES/MATERIALS

ACTIVITY II: What Do You 'Mink? Discuss the meaning of values.

View and discuss the filmitrip series

"shat Do You.Thini?",

Design a:mork situationt which stud ts

'can-roleplay for each topic pre-

sented in the sales.

Discuss the outcome of the work

situation.

ACTIVITY III: Student Projects

WIT V: Me And My Loo4

1LIIVITY I: Learning Ab.ou Me

As the students present their pro.'

jects from on -site' visitations,

have them discuss how .their values

relate to or are in, conflict with

that particular job opportunity,

Any social atudiestr health activity.'

whichiouldielthe student identify, .

his physitaileinV

Careettoisultonts .on-sitt and _n-

cnoptis: an'disensiphysical

characteristics of ciployees.4', ''

Pilistriiilhat Do You Think'

by Troll Asso4stos

Wtieffe -

Student on-site visitation

projects.

Social studies, science, or

health activity dealing w!th

physical characteristics,of self.

Comity Career Consultants

NG ACTIVITIES

'

-1-Activity Polders

&melons

Social studiei_set vitips discuss,the fatilyr unit.lished vith-thir,materiele you have available they unit, thi4tudent1 can

6

begin to `focus on themselves

MC231

-1;1 7^.

_

7, ,

APPENDIX STUDENT SO MATERIAL'S

..

REMEMBERING kOHING

Here are things that 1 will always remember, and other things that I wish for

1 The patent t that eve homed re 9. I like t ny

time,

Th e first best friend I e v e r had l e s r i m e d 10. &frothing I'd like to do or have ifI had lots

of avey

3, A pleas I visited t h a t I w i l l always n- ,41, Sudsy I'd t like to be like.

II 1a is

I loved mat.

I used to like to

no of the pet

bet mw I'm too. old for than

will &hays raster Vim my its

(neap a perm

12. Ity d brim li.xuld have lots of

a I idsh

I could

14. I wish

could

were...Years Id , becalm then

years old, use then I

I Till always mister the sky I 15. I've always

14

DEDICATED TO ME

The people of our city want to dedicate a statue, t9 you in the

park. What words do you want them to say about you on your

statue for the people of the futu're to know? Write the words

in the triangle below and draw yourself as a statue in the city

park.

Test n stration

Pre -Test

By giving the student the opportunity to "Tell AbouQ4iosebefore using any activities in this module, you will have informationconcerning the student's present knowledge of self.

The test may be given as an oral assignment, showing students.minutes in which to write or tell you about himself. Do not give

any information other than "In the next five (5) minutes please tellabout yourself." If the child is orally presenting the information,have a.tape recorder present so that you will not have to write dawnall that he says. The recording then can be transcribed.

ffl

Post-Test---

The post -test should be given at the conclusion of theThe post-test'is identical to the pre-test. Directions foradministering the post-test-are the same-es for_the pre-test.

General - Your task is to read student's descriptions of themselvesand thin determine which category each description falls into.

Instructions

1. Read over the student's description c

2. Circle each word or group of words that is a sdescription of that person. There may be two oper sentence.

Put the category number that best fits the descriptionby the circletUword or group of words.

Use the category uidedoes not fit any of thdescription Might fitthe one that:seems most

Categories

1. Abilities --is die-to do.

only whet*the descriptionble categories. Where the

gnt:than e category, choosegrist°. '

Aiescrib something that the studenr instan -"I-can do- math_wellfT

that the studentIc to play blike. asebal

Values - words describing somethinglikesor wants For instance,

Activities - words describingdoes-. -Tor instance, "t cleanIf the student-likes or wantsa value-not an activity.

Context describing stand7faiilial context. Fchild,in!iy faiily."

king that the studentm every day." Note:he activity, it' is

d

0

2.

Final Judge Instructions

General Your task is to rev:.ew and tabulate the results preparedVihriwo previous judges. Where they agree on the category intowhich a description fits, you simply tabulate their results. Wherethey disagree, you select the better of the two choices and enterthe results.

Instructions

Compare the categories chosen for the student's descriptionsof themselves by the previous judges.

2. Where those descriptions agree, enter the number of eachtype of description indicated for the student on the tabulationsheet and the total number of descriptive commehis.

Where the previous judges have disagreed on the categoryfor a descriptive comment, select the better of the twopoisibilities. NOTE: Even if you think that a thirdalternative would be better than either of the possibilitieschosen by the previous judges, do not use Select.thebetter of the two possibilities provided by the previousjudges.

Judge

2:

When entering comments on which therecircle the comment's tabulation.

Student 00

aareemen

SO

SO

StudentID Number

001

002

003

XIDPLUICIN-PerCat eitory

I'

Z

Tool

6

5

Self- Awareness Measurement Procedure

General - The-proce4ure requires three people. Two of the peopleserve as initial judges. Their task is to read the studentsdescriptive comments and assign them one of six possible categories.Comments 4n be included in only one category. The final judgeresolves conflicts between the initial judges and tabulates thescores.

Procedures -

1. Each judge should do all of.If for any rruon, the task is dividone set of judges, the treatment groups should,be randomlydivided Amon? judges. In no case ihould one set ofjudges get all the project students while another setgets the non-project students.

Studei.t.: names should be removed ranscriptsprovided the judges. Students should be assigneddifferent numbers for their pre and post comments.,There should be no way for the judge te discover thatthe same-atedents have been tested, twice. They shouldnot be informed of this feet.

es d informed of= the; of thequestions,of interest. they express

:hey Can be told' der thaTihaWe e0uPlatedThey mike no alterations to their

or they are aware ef the Prejeet'aJudges should; not he familiar with the estate

h' the. staff