 |
  |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
|
||||||
| Learning Context | ||||||
| The purpose, objective, or focus of the learning experience: | ||||||
|
 |
|
||||
Purpose
Many times adult learners are asked to develop written goals concerning their future employment, education, and personal life styles. It is sometimes difficult for them to identify these goals let alone work toward them. Their thoughts are often rooted in the past and their energy directed toward daily living. This learning experience is designed to help each adult learner develop a framework in which to identify and set concrete goals in order to design a well thought-out action plan for their future. Each adult learner is guided from a "fantasy" mode of thinking to goal setting and developing an individual career plan.
Standards and Performance Indicators
Career Development and Occupational Studies
Standard 1, Career Development, Elementary Level
- Begin a career plan that would assist in the transition from school to eventual entry into a career option
- Demonstrate an awareness of their interests, aptitudes and abilities
Standard 3a, Universal Foundation Skills (Elementary Level)
- (Basic Skills): Listen to and read the ideas of others and express themselves both orally and in writing
- (Thinking Skills): Use ideas and information to make decisions and solve problems related to accomplishing a task
Connection of Activity to Curriculum
Goal setting is a vital learning component in working with the adult learner and is a part of the overall program expectations of helping adults to acquire credentials that will increase employability, direct placement on a job, and job retention.
What Learners Need to Know before Beginning the Activity
This lesson should be used with a group that is already bonded. Otherwise, it will be necessary to conduct "ice-breaking" work before starting this lesson.
 |