Session 1:
1. In small groups,
students to answer the following anticipatory questions:
- Why do people design
new things?
- Why would something need
to be redesigned?
2. Discuss the
groups’ ideas in a class discussion and agree upon the meanings and purposes of
the concepts of design and redesign.
3. In those same
small groups, students to brainstorm what they know about resumés (purpose,
information included, etc.) and share ideas during a class discussion.
4. After clarifying
their general uses, introduce students to the idea of designing a resumé that
they could use when applying to high school.
5. Assign students to
work in teams of three to four students and have them brainstorm for what kinds
of things high schools need to know about students who are applying for
admission.
6. At this time,
introduce the idea of the client in relationship to a resumé so that students
understand that the client is the admissions director at the high school in the
same way that the manager/human resources director/company owner is the client
in a business. The resumé provides the client with relevant information about
he prospective employee/student.
7. Teams should
record the ideas generated for use later in the process.
Session 2:
1. In the computer
lab, students should pair up with their team members so that they can work
together to view sample resumés using those found at https://www.resume-resource.com. The
goal of each team is to view and note characteristics of a variety of resumés.
2. By the end of
their research, teams should have recorded a list of the kinds of information
commonly found on traditional resumés.
Session 3:
1. Teams should work
together to note the similarities and differences in the kinds of information
found in actual resumés, and the kind of information high schools would need
about potential students.
2. As teacher
circulates to assist and guide teams, he or she should inform students that in
this stage of the process, they are defining the problem.
3. Then each team is
to design a format for a student resumé that incorporates relevant information
needed for high school application and also maintains the recognized features
of resumés.
4. Again, as teacher
circulates to assist and guide teams, he or she should inform students that in
this stage of the process, they are generating solutions.
Sessions 4 & 5:
1. Back in the
computer lab, students to work in teams to produce their team’s redesigned
resumé using desktop publishing/word processing software and to prepare a brief
PowerPoint presentation that will document the investigation process and their
findings, their redesigned resumé, and the rational for its design.
Session 6:
1. Allow for one
class period for students to finalize the slides, rehearse the presentations,
and revise/edit their resumés.
Session 7:
1. Teams to give
their PowerPoint presentations while other students take notes on the strengths
of each redesigned resumé.
2. Then each student
in the class is to select one of the resumés to complete.