Let the Electronic Portfolio Begin

This week, we will begin making our online portfolios.  After completing your intro videos and some interview videos last week, along with the work you've completed leading up to last week, we will have a good bit of work to be proud of.  If I can recall correctly, we have the following artifacts to include in our profiles:

1. Resume (functional)
2. Link to Blogger account
3. Intro Video
4. Interview Video

This is a good foundation to have as you start your electronic portfolio.  We will include some grade information or some solid essays you've already completed in your other classes in the coming weeks, and will add to the portfolio as we develop our YouTube channels and create some podcasts.  The more we work this year, the more we can separate ourselves from other students who are applying for colleges, scholarships, jobs, or any other type of opportunity.  

While the breakdown of our classwork this week is somewhat short, it definitely doesn't mean we will be doing very little.  Please see below for a breakdown of our week:

Monday:

Clear Target for the week: We can create an effective online portfolio

We will begin class by loading our videos to our Google Drive and then upload the videos to YouTube.  Once loaded, we will share our uploads with our classmates.  You will begin your YouTube journey with more subscribers than I already have, since we will all subscribe to each other's channels.  You should also feel free to leave comments/critiques on your classmates' videos, since we'll have some good things to work on for the future.

Here's a video to help you load your videos:

Tuesday: Complete interview videos (if needed) and load them to YouTube

Today we will finish up any incomplete interview videos if needed.  If anyone has not finished or wishes to re-do his/her interview video (remember, this is going on the internet), please feel free to do so in class today.  Once all are finished, we will load our videos to our YouTube Channel.  Please make sure you view your classmates' videos and leave comments/critiques where you see fit.  This will help you grow if you are willing to use the constructive criticism properly.  

Wednesday:

Today you will write a 250+ word blog entry in Blogger about our experience with YouTube.  In your blog, please include how you felt about your videos online.  Discuss what you think you did well in each video (intro and interview) and what feedback you received about things you could do differently.  Also talk about whether or not our friend in the video about creating a YouTube Channel (remember the guy with the English accent who told us how awful we'll think our videos look/sound when we first start out?) was correct in saying that we'll cringe at how some of the things we load look/sound.  

Please take this reflection seriously and make every effort to write an entertaining blog post.  Hopefully as the week goes on, you'll start to see how strong your online footprint is becoming.  This can serve you well when potential employers or colleges search your name and find great things you're doing.

Thursday and Friday:

On Thursday and Friday, you will load the aforementioned artifacts to your PortfolioGen website.  Don't have a PortfolioGen website?  Of course you don't.  That's what you're going to do on Thursday and Friday.  

Your assignment (assessment) is to use as many online resources as you need (YouTube, Google searches, the PortfolioGen website itself, etc.) to create your own electronic portfolio.  Make sure your site includes each of the following:

1. Resume (functional)
2. Link to Blogger account
3. Intro Video
4. Interview Video

I have not laid out any directions or assistance as far as getting your site up and running.  Having the resources available to you, you will do all the work for yourself.  This will help you think critically and problem-solve as needed.  This assignment is a good foray into what work is like when you get older.  How you handle your issues will determine how well your site looks, as well as how well you score on this assessment.

I look forward to seeing/hearing everything you finished last week and can't wait to see some of your online portfolios.  I appreciate all your hard work and am very anxious for class this week.  See you tomorrow!

Let's Talk... And Video Ourselves Talking

This week, we will assess our strengths and weaknesses to determine the best position suited to our current profile.  This means, we will work on finding a position that we could step into today and thrive in.  We will do this by learning what to do and what not to do with respect to job applications, introductions, and interviews.  Because I will be out of the building on Thursday and Friday, you will need to work as diligently and effectively as possible without my guidance.  I know you are very capable of this, and know you will complete everything.

Below you will find a breakdown of what we will do each day this week:

Monday: Job Application and an Introduction to Interviews

On Monday, we will review what to do and what not to do when applying for a job.  We will discuss the benefits of asking for an application in person vs. filling one out online, filling out an application in pen/pencil vs. filling one out on the computer, and the benefits of submitting a resume, even for a position at a fast food restaurant or grocery store.  We will also discuss the qualities employers look for when hiring high school students. 

In class, you will take notes on the most important aspects of our discussion.  Your grade will be based on your contributions (questions and comments) as well as your notes.

Remember, today’s lesson covers the job applicant on an “as is, where is” basis and not an application for a college or entry-level job after you’ve completed all your schooling.  We will cover those topics later this year.

Tuesday: Good Interview Practices and Common Interview Questions

On Tuesday, we will discuss a list of things you MUST do on an interview.  Topics include:

·      Be prompt

·      Dress well

·      Smell good – not too good

·      Practice your introduction and handshake

·      Know your resume inside out

·      ABC and ABP – Always be closing and always be positive

From here, we will cover the most common interview questions you will encounter as a high school student, such as:

·      Tell me about yourself

·      What kind of experience do you have with job-related tasks?

·      How well do you work with others?

·      Do you have transportation to/from this job?

·      Are you willing to pick up shifts on short notice or work late?

Again, your contributions to the discussion will dictate your grade for Tuesday.  I am eager to hear whether you know a lot or a little about this process, especially since many of you have jobs already.

Wednesday: Uncommon Interview Questions and an Intro Video Example

On Wednesday, we will review and discuss some uncommon interview questions that you MIGHT encounter.  I can honestly say that within the first few minutes of an interview, your potential boss will have made up his/her decision, but occasionally, you’ll hear some pretty off the wall questions.  Being prepared is always a good thing, so we’ll cover a few in class.

After this, I’m going to show you an intro video I created 3 years ago that you will use as a model for your own intro videos.  The video I made was done in only one take (brag) and has some good and bad qualities.  We will critique the video and then have a discussion of what you will include in your videos.  On Thursday, you will begin writing the script for your videos, but our discussion on Wednesday will help shape what you do and how you do it. 

Thursday and Friday: Create Your Intro Video, Complete Practice Interview (on camera), and Blog About Your Experience

On Thursday and Friday, you will create your intro video, complete a practice interview ON CAMERA, and blog about your week of tasks. 

The framework for your intro video can be found below:

·      Dress appropriately – this video will go on your portfoliogen website

·      Prepare your script in writing and read through it numerous times – You will need to try to complete your intro without a script in hand and will have to know what you plan to say.  If you deviate from what you’ve remembered, you’ll need to make sure you can roll with it.  If you are unprepared, your video will look and sound like you haven’t taken time to ready yourself for this task.

·      Tell me about yourself:

o   Your name

o   Where you go to school

o   What is your area of focus elective?

·      What class is this project for?

·      What are you doing in class to prepare for the workforce?

o   Let the employer know what skills you have and have learned in class that will make you an ideal candidate

o   What positions do you feel comfortable doing?

·      What do you plan to do in the future

o   Let the employer know that you will use your skills for something greater. 

o   Where do you see yourself after high school and college?

·      Thank the viewer for his time and let him/her know you appreciate being considered for the job.

After your video is complete, you will then complete a mock interview on camera.  You will answer all the common interview questions discussed above and make sure to demonstrate the proper etiquette for dress and behavior.  Both videos will be saved to the class camera and loaded to your computer.

If you have time in class, you will begin your blog entry about everything you’ve done this week.  Of course, if you run out of time on Friday, you should complete your blog entry over the weekend and share it with me.

That’s it for this week.  I look forward to reviewing the videos when we return to class on 9/28.

Be Mindful of Your Online Activity - Writing Prompt and Data Mining Issue

This week, we will be doing more formal classwork, requiring pencil and paper activities and completing a close read.  I have set up an Edmodo account for us to complete this week's work.  We will use Edmodo throughout the year, so it's a good idea to get acquainted with it in class Monday.  I'll walk you through getting in (should only take 5 minutes) and we'll be ready to go.

Because this week's work is more formal, this week's blog will read more like a teacher's lesson plan than an actual blog.

Monday - Edmodo and Social Media Article Close Read

B/R: In Edmodo, students opine as to whether private profiles on Facebook should be shared.  They then open an article about a teacher who was fired for inappropriate comments on Facebook.  C/T: We can formulate an opinion about online privacy.  After reviewing b/r, I will explain that in today's society, everything is scrutinized.  I will demo how to copy/paste an article to MS Word and walk students through close read procedures.  Together, we will close read the article, highlighting difficult vocabulary and words that are repeated.  We will also weigh the merits of whether the teacher in question should be fired or not (is it fair?).  For closure, students will provide their opinion and support their stance.

Tuesday - Merits of Both Sides of an Argument

B/R: Students open their close read from Monday and on paper list three reasons supporting their opinion from Monday's article.  C/T: We can formulate an opinion about online privacy.  After reviewing b/r, I will explain that in order for an argument to exist, there must be two sides to debate.  I will explain that in order for you to effectively argue, you must understand the merits of the other side of an argument.  We will discuss merits of each side of the argument in Monday's article and write them down on our paper.  This will work as our scaffold for tomorrow's essay outline.  For closure, students share out their opinion regarding whether a business should social media to select a job candidate and also acknowledge at least 1 merit of the opposing view.

Wednesday - Writing Prompt - Analyze and Outline

B/R: Students take out all notes from this week, open their close read document, and access the argumentative writing rubric and N1 Writing prompt online. C/T: We can formulate an opinion about online privacy.  I will explain our writing prompt (based on this week's article). I will demo rubric.  Students will create their own graphic organizer for the outline of their analytical essay based on my explanation of each element of the rubric.  Outline will include intro (explain topic in question and state opinion), supporting detals for opinion, understanding of counterclaim with supporting details, and conclusion (explanation of why your substantiation outweighs that of the counter-argument).  Outlines to be submitted to Edmodo.

Thursday - Writing Prompt Final Draft

B/R: Students will take out all notes and files from this week.  C/T: We can formulate an opinion about online privacy.  Students will have entire period to use their notes and outline to write their final draft for their N1 writing prompt.  I will circulate room to ensure students are on task and assist where needed.  This essay is the assessment and students will work independently.

Friday - Personal Data Mining - What is it?  Should it concern me?

B/R: In Edmodo, students share why they receive certain ads on Facebook or Google.  C/T: We can formulate an opinion about data mining.  After reviewing b/r, I will explain that my old company purchased lists with information about consumers and used it to target leads for mortgage sales.  We will then watch http://www.cbsnews.com/news/the-data-brokers-selling-your-personal-information/ and discuss whether data mining is fair, whether it is of concern to us as internet users, and how we can make the best decisions online to protect ourselves.  For closure, students complete an exit slip in Edmodo addressing these three topics.

Video Below:
http://www.cbsnews.com/news/the-data-brokers-selling-your-personal-information/

That's it for this week.  I'm excited to hear what you have to say about these issues and find out how they will help you in your journey.

A Picture is Worth a Thousand Words

We all have personal brands and most of us have already left a digital footprint, whether we like it or not. Proper social media use highlights your strengths that may not shine through in an interview or application and gives the world a broader view of who you are. Use it wisely.

Amy Jo Martin

Read more at http://www.brainyquote.com/quotes/quotes/a/amyjomarti529760.html#lWv1mEX1xo8zsWrl.99

 

I realize I've used this quote before, but I really want to emphasize this point as we complete this week's work.  After working through our standards, PLPs, and blogs, we should have an idea of the impact we are making with every click we make.  That said, I'm going to focus this week on how to create a positive digital footprint through some class discussion and a case study.  From there, we will work on our career navigation by logging into the Kuder Navigator and completing various assessments to determine how our interests, skills, and values tie into our future path.  Finally, we'll work on creating a resume that we will refine as the year goes on.  Each update we make to the resume will be saved, and the final draft will be used as we apply for jobs and college entrance.

 

Here's a breakdown of our work this week:

 

Tuesday:

We will log into the computer and open a blank Word document.  We will title the document "Online Footprint Reflection - Your Name."  We will then answer the following questions:

 

1. What  kinds  of  things  might  be  good  for   your  reputation  in  the  future  if  they     are  posted  online  now?  What  kinds  of   things  might  be  harmful?    
2. Do  you  ever  post  things  online  about     your  friends?  Do  you  comment  on  or     tag  their  posts  or  photos?  How  do  you   decide  what  is  okay?
3. What  if  your  own  judgment  about  a  post  is   different  from  a  friend’s?  For  example,   imagine  you’ve  posted  a  photo  of  a  group  of   friends.  One  friend  immediately  comments   that  she  loves  it,  but  another  complains  that   he  doesn’t  like  the  way  he  looks,  and  asks   that  you  to  take  it  down.  You  think  everyone   in  the  photo  looks  great.  What  do  you  do?

When finished with these answers (6 minutes), we will share out answers.  After this, we will read the following article together.  When finished, we will answer the following questions in small groups:

1. Do  you  think  Millersville  University  was   justified  in  disqualifying  Stacy  from   earning  her  teaching  degree  because  of  her   profile  page?  Why,  or  why  not?
2. How  would  the  situation  be  different  if  the   context  of  the  photo  were  taken  into   account?  For  instance:  What  if  the  caption   of  the  photo  was  not  “Drunken  Pirate,”  but   “Happy  Halloween”  or  “My  friend  forced   me  to  wear  this  pirate  hat”?  What  if  a  post   accompanying  the  photo  said  that  it  had   been  taken  at  a  child’s  birthday  party  and   Stacy  was  drinking  punch?
3. What  if  Stacy’s  friend  Joe  had  posted  the   picture  of  Stacy  without  her  knowing  it,   and  tagged  her  with  the  “Drunken  Pirate”   caption?  Does  the  fact  that  Joe  posted  the   picture  change  the  situation?  Why  or     why  not?
4. Does  Joe  have  a  responsibility  to  ask  Stacy   before  he  posts  (and  tags)  a  picture  of  her?   Do  other  people,  including  strangers  who   come  across  the  photo  online,  have  the   responsibility  to  check  with  Stacy  before   they  tag  or  repost  the  photo?  Why,  or     why  not?

This should take us to the end of the period.  Wednesday we will continue our analysis of this case.

 

Wednesday:

When we reconvene, we will answer the following questions on our Online Footprint Reflection file:

1. Do  you  ever  post  things  online  about     your  friends?  Do  you  comment  on  or     tag  their  posts  or  photos?  How  do  you   decide  what  is  okay?
2. What  if  your  own  judgment  about  a  post  is   different  from  a  friend’s?  For  example,   imagine  you’ve  posted  a  photo  of  a  group  of   friends.  One  friend  immediately  comments   that  she  loves  it,  but  another  complains  that   he  doesn’t  like  the  way  he  looks,  and  asks   that  you  to  take  it  down.  You  think  everyone   in  the  photo  looks  great.  What  do  you  do?  

Again we will share out answers when finished (6 minutes) and dedicate the remainder of our class period to contributing a solid blog post about how we can create a positive digital footprint.  You will analyze your answers to the aforementioned questions and share out about what you learned from this case study.  You may use portions of your answers to guide your writing or discuss your newly formulated understanding of the implications of online interactions.  Please share your posts with me or email me the link.  I look forward to what you write.

Thursday:

Hopefully by today I have received activation codes for us to complete an analysis of our desired career paths.  Our goals for Thursday are:

1. Log into Kuder Navigator
2. Complete:
1. Career Interests Assessment
2. Skills Confidence Assessment
3. Work Values Assessment
3. Share our results

By completing these assessments, we'll have a foundation for our knowledge, skills and abilities which we will highlight in our resumes we create on Friday.

Friday: 

Today we will create a functional resume, which will highlight our knowledge, skills, and abilities as they relate to our desired career path.  I will provide resources that will help you formulate a resume that contains:

1. Objective/Summary
2. Relevant Experience
3. Education
4. Awards
5. References

Student resumes from my Virtual Enterprise class, along with online search results will provide models for how to format and present our resumes.  Please feel free to utilize our VE students in class (Josh, Andrew, and Will) as mentors in completing your work.

That's pretty much it for this week.  I know it looks like a lot, but I know you'll do very well in completing these assignments.  See you in class!