Each lesson and activity plan repeats processes and language throughout all modules.Based on this repetition, icons are placed throughout the program for student support as well as a visual cue for the facilitator.
Throughout this program, you will be speaking directly to the students, explaining to them how the tasks connect to the theme of the month, as well as how to complete each activity step by step. The scripts serve as guides on how to present the information. You can tailor them to the needs of your classroom and students. It is important to remember that whenever you see the speaking icon, enunciate the script loudly, clearly, and at a moderate pace so that each student understands what the task is at hand and what you expect of him or her.
Modeling is a crucial part of the success of this program. Many of the students participating in the prevocational tasks have never been exposed to the materials and multi-steps required; therefore, their observing each step presented at a moderate pace, with narration as support, enables each student to attain a sense of understanding of what the task at hand is as well as what they are being asked to do. When you see the modeling icon (insert modeling icon here), ensure that each student can see you clearly and hear what steps you are completing for the task at hand.
The "wait" icon (insert wait icon here) serves as a reminder for the facilitator presenting a lesson or an activity to pause and allow processing time for each student. After directing a question to the class, allow students to reread the information presented, raise their hands to answer, and complete the one-step direction given. It is important to remain aware of the pace of the lesson or activity as well as the opportunity given to each student to participate actively in the lesson or activity at hand.
Each student has a portfolio in which each lesson and activity completed in the pre-vocational training process is recorded. Students are exposed to many new materials, tasks, and ideas throughout the entire program. It is important to allot opportunities for the students to write down what job they completed as well as how many were completed correctly. Additionally, students have the opportunity to reflect on what they thought about the task. The portfolio piece is a wonderful tool for both the facilitator and the student. When you see the "recording" icon (insert recording icon here), clearly direct the students to obtain their portfolios and a writing tool; guide the steps for recording all information in the portfolio, which over time will become a clear, consistent routine, and students will gain independence in their work habits and completion. Finally, when the icon for "recording" is noted at the end of the lesson or activity, it is a reminder to you, the facilitator, to record important information, such as how many items the students completed, what adaptations, if any, they utilized, and any challenges you might have noted for each student in the observation table.
All four modules contain a variety of lessons and activities that require a range of materials. In order to reduce cost as well as waste, materials are donated, recycled, and reused. When the "save/store" icon (insert save icon here) is noted, please save all materials completed during the current task to use for the following task or at some other point in the prevocational program.
I Can Work! contains five modules, all with a prevocational focus. Each module consists of lesson and activity-based plans to facilitate vocational awareness and opportunities. Module 1 presents the first step to beginning this program. When your class completes Module 1, each student will have a foundation on which to build their vocational progress. After completing Module 1, decide which of the modules, two through five, you would like to begin. You may base your decision on the needs of the students, the availability of materials, budget, and/or space. Each module is designed to take five to seven weeks to complete, based on the recommended frequency of two forty-five-minute sessions per week, with the focus on one activity plan per week.
All classrooms feature a diverse range of student needs and learning styles requiring educators to spend hours reworking lessons. To alleviate the hours of research and modifications that educators might normally need to undertake, I have created two formats - a text-only version and a picture supported version - for each lesson and visual supports throughout the entire program. This allows the facilitator to implement the format that best meets the needs of their students while encouraging independent learning. Additionally, each activity plan has a visual support for acceptable versus unacceptable work, a visual supported word wall, and a bank of modifications and suggestions.
The Job Readiness Module presents the first step in a multi-layered process for introducing and educating young adults in the area of vocation. Module 1 will expose students to and teach them a range of vocation-related vocabulary, such as "time card," "professional," "co-worker," "supervisor," "uniform," and "job application." Based on the recommended frequency of two forty-five-minute sessions per week, the Job Readiness Module is designed to take three to five weeks to complete.
In addition to the exposure to vocational vocabulary, students will discuss and practice vocational related concepts through worksheet based lessons.
The Clerical Module is the first of four modules that contain hands-on, activity-based plans. It exposes students to and teaches them a range of concepts, vocabulary, and jobs, related to clerical tasks in the workplace. Examples include: Folding Paper in Thirds / Stuffing and Sealing Envelopes / Labeling Envelopes / Filing by Numbers / Collating Envelopes / Stapling Papers / Folding Papers in Half / Sealing Papers for Mailing / Filing by Words or Letters.
The Retail Module exposes students to and teaches them a range of concepts, vocabulary, and jobs related to retail tasks in the workplace, such as: Buttoning Shirts / Pairing and Boxing Shoes / Folding Towels / Hanging Shirts / Sorting Shirts by Size / Matching and Folding Socks / Folding Shirts / Sorting and Sizing Shoes / Sizing Shirts.
The Food Service Module exposes students to and teaches them a range of concepts, vocabulary, and jobs related to the food service tasks in the workplace.Activities include Folding and Bagging Rectangle Napkins / Sorting and Bagging Utensils / Sorting Place-Setting Materials / Setting a Table / Sorting Coins / Counting and Bagging Coins / Folding and Bagging Diamond Napkins.
The Grocery Module exposes students to and teaches them a range of concepts, vocabulary, and jobs related to the grocery tasks in the workplace. Examples include: Sorting Hard and Soft Grocery Items / Sorting Cold and Warm Grocery Items / Sorting Food and Cleaning Grocery Items / Stocking Grocery Store Items / Bagging Grocery Items.