Irving Independent School District Smart Solutions

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Facilitator Guide: Career Fair Setup — Build a Career Starting Pool

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Unpublished

TEACHER ONLY · LESSON GUIDE

Career Fair Setup — Build a Career Starting Pool

Run the current student lesson with its existing evidence, resources, and submission route.

Daily Learning Contract

Topic: Career search strategy

Objective: Students will apply purposeful keywords and filters to build a varied starting pool of careers before choosing a research focus.

TEKS:
  • §126.19(c)(5)(B) — apply appropriate search strategies, including keywords, Boolean operators, and limiters, to achieve a specified outcome that includes a variety of file formats.

Demonstration of learning: Saved career starting pool plus a short search log naming the keywords or filters that produced at least three viable options.

Use what is already in Canvas

Student-facing task: OPTIONAL SETUP · Xello Career Starting Pool. Keep the current student page, requirements, points, and rubric as the source of truth.

  • Xello via ClassLink
  • Career Fair guide
  • current assignment

Before students begin

  • Open the student task in Student View and test the exact sign-in, link, file, or submission path students will use.
  • Prepare only the listed existing materials; do not require a personal account or a new unlisted product.
  • Keep the current student page available as the accessible and absence route.

Lesson flow

  1. 1. Launch: Put the purpose in front of students: Students will save possible careers before committing to one for research.
  2. 2. Model: Use one current example, tool, or teacher resource before students begin research launch.
  3. 3. Guide: Complete the first decision or step together; conference before students commit to a direction.
  4. 4. Build: Students complete the existing Canvas task. Do not add a second product or change the current rubric.
  5. 5. Check + next step: Verify this evidence before students leave: Current Xello starting-pool completion/saved careers.

Scaffolds and teacher decisions

Keep the student lesson's bilingual tabs, word bank, models, and current support route in view while students work. Reduce the number of examples or provide a partially completed planning frame before reducing the evidence. If a student needs an alternate format, preserve the same named evidence and use the current rubric or teacher judgment rather than adding a hidden requirement.

Close the loop

Use the current Canvas submission for grading. Record the specific misconception, access issue, or revision need you observed; use it to choose the next lesson's launch rather than creating a duplicate exit assignment.