PAWS in Jobland

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WELCOME
to
PAWS in JOBLAND

Presented at WCPSS School Counselor
Celebration Feb. 26, 2007
Presented at WCPSS School Counselor
Celebration Feb. 26, 2007
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Activity 1 Get to Know PAWS
Below are the 4 main areas in PAWS that were
examined. What can students do in each area?
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Activity 1 Get to Know PAWS

• Characteristics of the four main areas of PAWS

• Students are asked questions about things they
  like, then job areas are suggested based on their
  answers.
• Students explore a city map and select areas to
  learn about jobs grouped together by that
  location.
• Students learn about jobs by selecting from an
  alphabetical list.
• Students answer questions to see how much they
  know about different jobs, and then try to solve
  a fun puzzle.

• ABCs
• Job Finder
• Jobland
• Quiz

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Activity 2 How Should PAWS Be Used?

• What are some reasons to support using
  the following strategies first?
• 1 - Have students use Job Finder to profile their
  interests and have job areas suggested by the
  program based on those interests. The students
  learn more about those suggested jobs.
• SUPPORTING
• REASONS
• 2 Have students learn about careers in general
  through Jobland and ABCs. Then, they reflect on
  what jobs they think they would like and why?

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Activity 3A - Example Student Activity

• Role Playing

• Login to PAWS and choose one job in ABCs or
  Jobland.
• Write down five activities you see for that job
  on your worksheet.
• Alone or with 2-3 other students act out the
  activities and have other class member guess the
  job.

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Activity 3B - Alternatives

• How can this activity be made more or less
  difficult to accommodate different grade levels?
• Younger grades
• Class knows what letter the job starts with, or
  what part of Jobland the job is from
• The list of possible jobs is on the board
• Provide all students with a list of questions
  about their job to help them act it out
• Ex. What actions do you do? What tools do you
  use? Do you work inside or outside? Etc.

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Activity 3B - Alternatives

• How can this activity be made more or less
  difficult to accommodate different grade levels?
• Younger grades
• Class knows what letter the job starts with, or
  what part of Jobland the job is from
• The list of possible jobs is on the board
• Provide all students with a list of questions
  about their job to help them act it out
• Ex. What actions do you do? What tools do you
  use? Do you work inside or outside? Etc.
• Older grades
• They are not allowed to use voice
• Students pair up and have to select two different
  jobs that would normally interact then act out
  a scene together and class has to guess both
  jobs.

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Activity 3B - Alternatives

• How can this activity be made more or less
  difficult to accommodate different grade levels?
• Younger grades
• Class knows what letter the job starts with, or
  what part of Jobland the job is from
• The list of possible jobs is on the board
• Provide all students with a list of questions
  about their job to help them act it out
• Ex. What actions do you do? What tools do you
  use? Do you work inside or outside? Etc.
• Older grades
• They are not allowed to use voice
• Students pair up and have to select two different
  jobs that would normally interact then act out
  a scene together and class has to guess both
  jobs.
• Variations
• Students study jobs in PAWS select one, then
  students take turns at front where they are asked
  yes or no questions by rest of class to
  figure out the job he/she selected. Like 20
  Questions
• Can vary the number of questions allowed to ask.
• Can provide a list of suggested questions for
  students to ask
• Class can create the list of questions together
  as a brainstorming session and discuss why some
  questions are better than others

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Valuable Resources

• Where can you find lesson plans and student
  activities?

PAWS in JOBLAND