Day 3: Work Values and Building Blocks

Daily Learning Contract

Topic: Career Assessment
Objective: Students will analyze and discuss the initial results of career assessments and explore and describe the CTE career clusters using evidence from Career Assessment.
TEKS: d(1)(A), d(1)(B)
Demonstration of Learning: Top work values saved in H&L, at least three Building Blocks with skills recorded on FYF pp. 9-11 and saved to the Climber Profile, plus one private value-to-experience-to-cluster connection.

Teacher presentation: PowerPoint file (IISD sign-in) · Make a Google Slides copy (IISD sign-in)

Why this lesson comes here

Yesterday's core personality result is one input, not a final answer. Today students add what they want from work and what they already do. H&L uses these inputs to begin suggesting clusters. Tomorrow students use the evidence in one My Career Journey synthesis.

Keep one response home for each job:

H&L: work-value result, saved Building Blocks, and cluster recommendations
FYF pp. 9-11: the Building Blocks inventory and skills
Private CCE notebook: one short connection the app and workbook do not ask students to make

Do not require students to copy all three outputs into all three places.

Before students arrive

Open the Day 3 presentation and Student Guide. The presentation includes the required Exploring Your Work Values frames; do not open a second Climber Notes deck.
Verify the teacher H&L route and keep the six starter values visible.
Set one Find Your Future workbook to pp. 9-11 at each seat; one workbook per student.
Open the Day 3 Student Guide and launch deck.
Prepare the optional Building Blocks word bank and bilingual support for students who need idea retrieval; default copies: 0.
Students need the private CCE Work page or physical equivalent named Work Values + Building Blocks -- Day 3.

Complete model

H&L work value: Relationships
FYF Building Block: I help my younger cousin with homework.
Skill it builds: Explaining clearly and patience.
Possible cluster connection: Education & Training, because those careers use clear explanations and patience.

Non-model: "I play games. It builds gaming. Any cluster." Ask students to name what they actually do while gaming and what skill is visible: planning, teamwork, spatial reasoning, persistence, communication, or another supported skill.

Fifty-minute flow

1. Work-value opener -- 5 minutes

Students choose privately: higher pay while working alone, or lower pay with a team they enjoy? Ask two students to share and name the value inside each reason. A seated/private response is equal to standing or sharing aloud.

2. Discover Your Work Values -- 15 minutes

Use the Climber Notes hook and six starter words embedded in the Day 3 presentation. Keep the explanation to four minutes, then direct students to Profile > Discover Your Work Values. Verify this path in Student View before class. Students complete the activity, leave the result open, and privately note:

My top work values are _. I expected / was surprised by _ because ____.

This uses Jenna Hainlen's teacher-created private-think → partner-discuss → whole-group-share rhythm without adding an AVID activity or another worksheet.

Minute 20 look-for: every student is in the correct activity or has the fixed value list and a provisional choice. Never enter personal results in another student's account.

3. FYF Building Blocks -- 17 minutes

Open FYF pp. 9-11. Explain that experience is broader than paid work. Use the complete model, then give one minute of private think time. Students record at least three real experiences and name a visible skill each one builds.

Use these point-of-use prompts before handing out another sheet:

School: class project, club, team, performance, helping a classmate
Home: cooking, chores, caring for family, fixing, organizing
Community: volunteering, faith/cultural group, neighborhood event
Interests: gaming, drawing, writing, building, coding, music

Partner A shares one Building Block for 30 seconds; Partner B names the skill they hear. Switch. Students may use a private teacher check or written self-check instead of sharing.

Minute 37 look-for: every student has three experiences and a skill beside each. If one third of the class is blank, pause and model one more ordinary experience rather than distributing another packet to everyone.

4. Save profile inputs and locate recommendations -- 8 minutes

Students return to H&L, save at least three Building Blocks, and locate any initial cluster recommendations. Frame recommendations as starting suggestions. If H&L does not yet show recommendations, students do not invent them; they will retrieve them tomorrow or during Friday catch-up.

5. One connection and cleanup -- 5 minutes

In the private notebook page, students complete one synthesis:

One value I care about is _. One Building Block that shows a related skill is . A cluster I may investigate is _ because .

If recommendations are unavailable, students write cluster pending and complete the reason after access is restored. This connection is today's exit evidence; no separate exit-ticket worksheet is required.

Monitoring, pivot, trim

Lap 1: correct work-value activity; students read rather than rapid-click.
Lap 2: three ordinary experiences on FYF pp. 9-11; no pressure to disclose private family details.
Lap 3: skills are actions students can explain, not only vague traits.
Pivot: if H&L consumes more than 20 minutes, finish the fixed FYF inventory and notebook connection; move app saves/recommendations to Friday.
Protected trim: reduce partner share to one round and defer recommendations. Do not cut the three Building Blocks or the final connection.

Recovery

H&L unavailable: use the fixed six-value list for a provisional choice, complete FYF pp. 9-11, and mark app saves/recommendations for Friday.
No workbook: use a single paper or notebook page with the four FYF categories; provide the workbook when available and accept the original page without recopying.
Absent: complete FYF pp. 9-11 and the fixed-value provisional reflection, then finish H&L during Friday catch-up.
Private-content boundary: students may use a school, hobby, or fictional example. Do not require family, health, financial, immigration, or caregiving disclosure.

Source notes

Climber Notes, Exploring Your Work Values -- H&L work-values instruction and platform task.
Find Your Future pp. 9-11, My Building Blocks -- the primary student response surface.
Jenna Hainlen Week 1 routines -- private think, structured partner talk, whole-group share, and notes used for a clear later purpose.