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Employment Employability Skills (In class - Teaching Methodologies November 4th 2016)

From PFP101 course outline, Canadian Criminal Justice System this semester
1. Take responsibility for one's own actions, decisions, and consequences
2. Analyze, evaluate, and apply relevant information from a variety of sources.
The learning activity that I have used this semester, that incorporated the above mentioned EES, are
case studies. Students in PFP101, have received various case studies, and they need to analyze, apply
relevant legislation, and then evaluate the outcomes. The students have used various sources, in the
forms of legislation (i.e., the Criminal Code) and precedents.
For the winter semester, I am using, PFP215 Politics and Public Administration:
1. Communicate clearly, concisely and correctly in the written, spoken, and visual form that fulfills
the purpose and meets the needs of the audience.
The activity I have includes a research assessment. Students have the first 6 weeks to research,
evaluate, and analyze a particular research question relevant to politics. The students will have to
communicate in a written manner, that incorporates research.

TEME 1100 Employment Employability Skills Assignment November 6th 2016


The Essential Employability Skills for PFP 215 Politics and Public Administration, second year Protection,
Security and Investigations students

1. Evaluate, and apply relevant information from a variety of sources.


2. Show respect for the diverse opinions, values, belief systems, and contribution of others.
Activity
The learning activity I have put together includes mini presentations, along the lines of think, pair, share.
I have groups of students select one news item (related to the US presidential election), currently being
discussed in the media. The news item is focused on the American system of government and political
systems. The groups then go off to research what different sources of media outlets are saying about
that particular story, related to the US election. These groups consist of usually 4 to 5 students, and
they select one student to be the presenter. Therefore, EES #1 is identified in this learning activity. In
addition, EES#2 is also incorporated. Students learn that they are all entitled to opinions, as long as
there is sufficient evidence. The opinions and beliefs of each individual student will be respected in the
realm of the classroom. This EES also helps to maintain a safe classroom environment.
The return and present their findings to the class. To keep their motivation, the group presentations
count towards in process marks.

Reflection
Context of learning activities
Unit: Public Administration, understanding how government operates and functions
Topic: United States system of government and politics
Activity: Focus on the United States Presidential election, using Buzz Groups
The learning activity for this week is for students to engage with various media outlets reporting on the
US election. I am hoping that students will be able to make connections with the impact on Canadian
politics, economics, and other areas of policy. In addition, the additional goal is for students to
understand how the American political and government system functions. They can make comparisons
with the Canadian governmental system. The Essential Employability skills is for students to evaluate,
and apply relevant information (in this case, the US election) from a variety of sources. Some of the
sources that I have included for students include:

Various news agencies, American-based, i.e., CNN, Fox News, MSNBC, ABC, CBS, New York
Times, The Boston Globe, The Wall Street Journal, The Washington Post, Vox, even BuzzFeed
Canadian based CBC, Globe and Mail, National Post, Toronto Star, CTV, CityNews, Global
News, Macleans magazine
International based BBC, The Guardian, The Telegraph, The Times of India, China Daily, The
Sydney Morning Herald, The Asahi Shimbun
Social Media - Students can also analyze what they read on the various social media platforms,
i.e., Twitter, Snapchat, Instagram, and Facebook

After spending time analyzing the media outlets (approximately, 30 minutes will be given) and what is
being said about the American elections, students should be presenting mini presentations to the class.
Moreover, I find that the only currency I have with students is grades. If I can motivate them through in
process grades, the learning activities are successful, and find that students gain from them. In addition,
what they learn through this process, they will be able to apply to subsequent assessments.
The second Essential Employability Skill is having respect for the diverse opinions, values, belief systems,
and contribution of others. In my Politics class, this is a paramount. Politics can bring out real issues and
opinions amongst people. Therefore, when I start my classes, I always explain that opinions and
thoughts are welcomed, they might be challenged (by me!) but this should be a safe space for students
to discuss and opinions are encouraged.
Essentially, these are the skills that get employers to notice. When I receive calls for recommendation,
potential employers are always asking about the students skills, understanding of key concepts, and
questions around their personal attributes. When students have these skills, they are more likely to be
successful in their chosen profession. (Yorke, 2004) When these skills are utilized in the classroom, the
willingness and self-motivation for students to learn is there, and these skills are present in the
activities. In the real world, students are going to have to deal with current trends and issues, and I

hope that the skills that are learned in classes through assessments and group activities, will help them
to become successful in their chosen careers.
An additional reason why I decided to incorporate this activity into class was to show students that in
the real world, they will not always be have ample time to complete work. They will have to collaborate
with others consistently, and make do with the resources they have, and sometimes, time constraints
are real issues. By providing students with limited time, they have to be quick and be able to think on
heir feet.

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