4 Myself in Other’s Shoes

Module 4 Page
45
Introduction (5 minutes)

As the old-aged saying

connotes, your role as a teacher is to open
doors of possibilities for the learners under
your care. But you must also accept the fact
that you cannot let them trudge the path you
want them to take. You cannot decide on
their behalf. You cannot force them to chew
the chunks of information you served
them. Be as it may, you have a
crucial role in preparing your learners to
pack their individual bags and take their
own journey toward the realization of what
they envision to become.

This module will help you make your learners realize that their dreams in the future
could be achieved a step closer with the help of people who are in the profession or business
that they envision to be in the future. Your inputs through the different activities that they will
undergo will keep their enthusiasm burning to pursue their career choice.

Continue the learning journey through this module and help your learners affirm more
their desire of becoming who they want to be in the future.

Total Time Allotment: 120 minutes

Materials
 hard and soft copy of the PowerPoint presentation for the learners
 Activity Sheet No. 1: Informational Interview template
 Activity Sheet No. 2: Tracing the Trail
 Activity Sheet No. 3: Career Roadmap
 Activity Sheet No. 4: Fitting in Other’s Shoes
 Reflection notebook/paper
 manila paper and markers
 cut out pictures for the road map (optional)

I. Objectives
At the end of this module, the students are expected to:
1. analyze information gathered from people that will help affirm their decision
in choosing the career or curriculum exit;
2. evaluate the role of selected people with the chosen career or curriculum exit in
terms of their beliefs, attitude, and skills; and
3. make a career road map as an expression of commitment to one’s chosen career or
curriculum exit.

Module 4 Page 46
II. Motivation

Brisk Walk Down Memory Lane (5 minutes)

Where are your learners now in terms of achieving their dreams? What have they
already done? Are they already geared up to take a step farther upon completion of the
Grade 11 modules? Have your learners take a brisk walk down their memory lane.
Let them recall various milestones in their plan of action toward the realization of
their dreams. Here is a poem that will help them revisit their decisions. Afterwards, let
them reflect by answering the follow-up questions.

Chasing Dreams

You’ve come this

far,
Where else would you want to go?
You’ve reached this far, What
else would you want to do?

Chase your dreams.

Follow your heart.
Keep moving
forward. Always pray
hard.

Life offers a lot of

choices
But do not make a choice in
haste. Nothing is served in silver
platter Take your time, pray for it.

You’ve come this far,

But there’s more in store.
You’ve reached this far,
Move on…conquer… soar
high.

-jimmie-

Questions for Reflection (10 minutes)

1. What is the message of the poem?
2. Which line or lines in the poem do you like best? Why?
3. What does the poem want you to do with every milestone you achieve?

Module 4 Page 47
III. Main Activity

Activity 1: Packing Up for the Journey and Journeying Together (10

minutes) Group Activity
Materials Needed:
 data gathered from the informational interview
(Given as an assignment in Module 3)
 Worksheet 1 templates
 manila paper with marker

Directions:
1. Divide the class into small group of five based on the similarities of the profession
or job of the person they interviewed.
2. Provide manila paper and marker for each group.
3. Let the learners go over their individual findings gathered from the Informational
Interview. Allow them to share this with their group.
4. After the sharing, let each group identify the beliefs, attitude, and skills of
the professionals/businessmen they have interviewed.
5. Let them write their answers on the manila paper using the template below.

Here is an example.

Profession or Job of the Person Interviewed:

Beliefs Attitude Skills
Ex. Honest in reporting Ex. Careful in Ex. Good in computing
results accomplishing assigned or working with
task. numbers/data.

Processing Questions: (20 minutes)

1. What beliefs, values, and skills have you observed that are helpful in becoming
a successful professional or entrepreneur? Why do you say so?
2. Were there common characteristics of the people you interviewed in terms of
their beliefs, attitude, and skills? What are those characteristics?
3. Are there characteristics exclusively possessed by a certain person you interviewed?
What are those characteristics?
4. How did you feel while interviewing these people?
5. What characteristics do you have that you believe are similar to those
you interviewed? What do you plan to do about these characteristics?

Module 4 Page 48
IV. Lecturette

Info-Bits (15 minutes)

It has been said that first hand information can be a very rich source of
information for learners. These are the information (the beliefs, attitude, and skills) and
success stories that we get from people who inspire us and make us feel more
enthusiastic about pursuing our goals. This is also called observational learning.

Observational Learning happens when one learns by observing another person

perform a specific task. Observational Learning or the Social Learning theory focuses
on the social context of learning and proposes that we can learn from another by
observation, imitation, or by modeling. Albert Bandura (1977) endeavored to
understand the cognitive processes associated with people’s interaction with one
another. Social learning theorists say that learning can take place simply by observing
other actions and the subsequent outcomes of those actions.

It is from this context that the Grade 12 learners are given assignment to observe a
person with whom they want to emulate in the future using the informational interview
form (attached in the appendix). By shadowing the person or the “More
Knowledgeable Other” or MKO (Vygotsky, 2014) in his place of work and by asking
pertinent questions based on the observation tool that was crafted, it is believed that
these new information will help them in cementing their decisions to pursue their
chosen career.

Informational observation also strengthens the claim of the creative job hunting
principle (Woodcock, 2014) where it says that the best way to choose a career is to talk
to people doing the job and to try it out via work shadowing and experience. There is
a lot of truth in the statement that you don’t really know what it’s like until you have
been doing it for a while: at least shadowing gives you a good idea of what’s involved.

The idea of the observation is to promote a learning context where the

learners play an active role and become responsible for their own learning. The
role of the teacher therefore is to closely collaborate with learners to facilitate
meaningful learning experiences they acquired.

Choosing the right course is a big decision and it is

important to get it right, as it can impact future success.
Career awareness and self-awareness go hand-in-hand.
This is the other idea behind why learners need to have
enough information profile about the career they want to
undertake through the informational observation. In so
doing, the learners could be taken away from the
idea that luck, unpredictable social factor, chance,
beliefs, and environmental factors play a major role in
one’s success in life as suggested by the Happenstance
Theory (Krumboltz, 2008).

Module 4 Page 49
 As Stephen Covey says from his famous book The 7 Habits of Highly Effective
People, “Begin with the end in mind.” We encourage our learners to visualize what they
wanted to become and they are already on their first step of achieving their goals.

Relative to this, encourage them to craft their own career road map by taking into
consideration the information they gathered during their observation and the learning
they acquired through the different activities. While we encourage creativity, do bear in
mind that the content and direction of their career road map plays a more important
thing and the visual effect comes only secondary. Instructions on crafting the career
road map follow for a more specific guide as to how the learners will craft their outputs.

V. Application

Crafting a Career Road Map (5 minutes)

Having processed the different data gathered by the learners in the field during the
informational interview, by now they must be aware that there are attributes of a person
(in the same profession as their chosen curriculum exit) that needs to be learned in
school and there are attributes that could be learned outside the four walls of
the classroom. At this point, you can guide your learners to craft their own career road
map so that they will have a prepared future plan as to how they want to arrive at their
destinations – the fulfillment of their career goals.

According to an article by Cao (2013) a career road map outlines specific steps to
undertake for moving from one step to another in ways that will facilitate growth and
career advancement. This could be an illustration or diagram that could easily be
understood by the individual who crafted it.

Career road maps are flexible enough and could be revisited and revised over time
or as the circumstance warrants in order for the learner to keep track of his progress or
to address issues that hinder the achievement of the desired goal.

The career road map, upon accomplishing should be communicated by the

learners to their parents/guardians or significant people whom they think in one way or
the other will be involved in the attainment of the desired goal. The learners should
inform their parents/guardians or the people whom they identified of what specific help
or support they are expecting from them. It is also very important to remind the learners
that they should also communicate to their support group the specific steps they will
take and the projected time frame of its accomplishment. In so doing, the learners will
have an active support system that will help him out in achieving their career goals from
time to time.

Below is a sample template of a career road map. A separate worksheet is

attached in the appendix. However you can encourage the learners to come up with
their own designs.

Module 4 Page 50

Career Road Map (25 min.)
Plan of Action: Phase 1
Check your progress.
There might be
things that hinder LOADING STATION 3:
your progress and
need to be
addressed.
(Obstacles; if there
are no obstacles, skip
loading station
number 3 and
proceed to the last
station.)
Give three things that
attract you in your
chosen career, e.g.,
high salary, in-demand
job in line with my skills
Module 4
Describe what kind of
professional/businessman you
are. e. g., a world class owner of
a bakeshop/an in-demand civil
engineer both locally and
MILESTONE internationally.
What plans do
you have in
mind to remove
4
the obstacles if
there is any?
LOADING STATION 4:
LOADING STATION 2:
1.
2.
3.
Before going further, what do
you need in order to fulfill your
goals? List the resources you
will need to help you, e.g.,
money, support from people.
LOADING STATION 1:
1.
2.
3.
STARTING POINT
1. Now that you have chosen the
2. career you want to pursue, list
3.
three goals that you must do.
Page 51
Note: The learner may also choose to present the road map creatively. An example below
is suggested. However, the learner can still choose another way of presenting it.

Module 4 Page 52
VI. Reflection (10
minutes)

Reflection Trail

Let the learners recall the trail (activities) that they’ve been through in the
module. Let them reflect by accomplishing the following activity. (Provide a separate
sheet for the learners to accomplish.)

Directions: Write a 2-3 sentence reflection about your significant learnings in

the following activities.

Chasing
Dreams

Packing Up
for the
Journey

My Career
Road Map

Module 4 Page 53
VII. Evaluation (10 minutes)
Fitting in Other’s Shoes

Here is a concluding activity that will somehow encapsulate the concepts needed
to be learned by the learner and as a valuable take away when they proceed to the next
modules.

Let them accomplish the task and have a gallery of their outputs either by
hanging them as mobiles or posting them on the walls of the room as collage for
viewing.

The template is provided for this activity. Do not forget to process the different
outputs. The following reflection questions may help in processing and re-affirming
their decisions to keep on track in pursuing their career goals as they have mapped
out in their career road map. You can add more questions as you see it necessary.

1. What helped you decide about the visions you made for yourself 10 years from now?
2. How do you intend to surpass the different obstacles that you foresee?

The following questions/items should be accomplished by the learners. Let them

write their answer inside the shoes.

1. I want to be who is
(career choice) (goal)

2. What are the challenges that you foresee in achieving your career choice?

Note: When you prefer the outputs to be hung as mobiles, be ready with small clothespin
and strings to be used as clothesline inside the classroom. When you prefer it to be
posted as collage on the walls, assigned specific area in the classroom where the shoe
outlines will be placed.

Module 4 Page 54
VIII. Assignment (5 minutes)
VMCV of My Future Company
Do you ever know of a company or a business enterprise that never seems to
accomplish very much because of lack of a mission statement, goals, or core values? If
so, do you want to work in these companies or at least put one for yourself in the
future? Definitely, you do not want to end up in a mess because of lack of direction. A
company or an enterprise needs vision because it provides the destination of the
business or the enterprise; a mission statement which is the guiding light of the
destination, and so on.

From this standpoint, make a survey of the existing companies or enterprises

in your locality and ask for their own vision, mission, goals, and core values. You may
use the template below to accomplish the task.

Vision Mission Core Values

Company or Enterprise’s Name

Module 4 Page 55
Appendix 1
Informational Interview

What is an informational interview? Is there really a need to do it? What benefits can you
get from it? Read the following information.

An Informational Interview is an activity where you will make an appointment with

a person who has similar career or business that you desire when you finish Senior High
School. You will get information about the job or business including the company where
that person belongs. This is to have a better understanding about the job or business you are
interested to pursue. In the interview, you will be given the opportunity to seek information
from the person about the beliefs, attitude and skills needed related to his job or business. It
aims to make you become more informed about your career choice. You will need the
information you will get to compare and match it with your own interests, knowledge, and
skills. In this way, you can evaluate whether the job or business affirms to your career
choice.

To better understand the job or business, you will also include in the interview the
mission statement and core values of the company or business of the person you
interviewed.

In addition, this interview will also help you develop your communication skills and
confidence as well.

Preliminaries before conducting the informational interview:

1. Interview someone who has a similar job or business with your career choice. To
help you identify the person or business owner to interview, ask assistance from
your friends, neighbors, family, teachers, alumni, or your barangay officials. List
at least three persons as possible interviewees. The first one to be available will be
your final interviewee.
2. Contact your potential interviewee by letter, email, or phone. State your name and that
you are a Grade 12 learner. Tell him/her about your intention―why you are contacting
him/her and from whom you received his/her name. Specify that you will just
be asking for the opportunity to conduct an interview about his/her job or business as
a means of exploring on your dream job or business.
3. If he/she consents to be interviewed, ask for his/her most convenient time and manner
of interview (whether via phone or face-to-face). Request for 15-20 minutes for
a phone interview, or 20-30 minutes for a face-to-face interview. If possible, request
for a face-to-face interview.
4. Respect the interviewee’s time by staying within the time frame agreed upon.
5. Assure the interviewee that the information you have gathered from him/her will not
be used in other purposes, except for the assignment given. Express your words of
gratitude after the interview.

Module 4 Page 56
Activity Sheet No.
1 INFORMATIONAL INTERVIEW

INTERVIEWEE’S PERSONAL PROFILE:

Name: (optional)
Occupation/Business:
Highest Educational Attainment:
Name of Company (if employed):
No. of Years in the Job:
Type of Business (if there is any):
No. of Years in Business:

QUESTION
S

PART I.
1. What are your typical job or business duties and responsibilities?
[Ano-ano po ang inyong mga tipikal na tungkulin at responsibilidad sa trabaho
o negosyong inyong pinapasukan?]

2. What are the necessary skills for this type of job or business?
[Ano-ano ang mga kasanayan o skills na kinakailangan sa trabaho o negosyo ninyo?]

3. What is the most satisfying aspect of your job or business?

[Ano po ang nagbibigay-kasiyahan sa inyo sa trabaho o negosyong inyong pinapasukan?]

Module 4 Page 57
4. What is the most challenging aspect of your job or business?
[Ano naman po ang mga hamon o balakid na nakikita ninyo sa inyong trabaho o
negosyo?]

5. What are the personal characteristics, values, and attitude that are needed in your job
or business?
[Ano-ano po ang mga katangian, kahalagahan, at saloobin na kinakailangan sa
trabaho o negosyo ninyo?]

6. Do you also possess these characteristics, values, and attitudes?

If yes, what are those that you possess?
[Mayroon din po ba kayong ng mga katangian, kahalagahan, at saloobing ito?
Kung mayroon, ano-ano po ang mga ito?

PART II. Mission Statement, Guiding Principles, and Core Values

1. What are your guiding principles or beliefs that you are holding on to stay in your job
or business?
[Ano-ano pong mga prinsipyo at paniniwala ang inyong pinanghahawakan kung
bakit nananatili kayo sa inyong trabaho o negosyo?]

Module 4 Page 58
2. Does the company or business where you belong have a mission statement and core
values? If yes, what is the mission statement of your company? What are its core
values? [Ang kompanya o negosyong inyong pinapasukan ay may sinusunod bang
pahayag na misyon (mission statement) at mahahalagang pag-uugali (core values)?
Kung oo, ano ang pahayag na misyon ng inyong kumpanya o
negosyo? Ano-ano naman ang mahahalagang pag-uugali nito?

PART III. Advice and Suggestions

What is your advice for me as a Grade 12 learner who likes to enter in this same field
of work or business that you have or you are in ?
[Anong payo po ang maibibigay ninyo sa isang mag-aaral sa Grade 12 na katulad
ko na nagbabalak ding pasukin sa hinaharap ang trabaho o negosyong katulad ng sa
inyo?]

Module 4 Page 59
Activity Sheet No. 2 Tracing the Trail (Reflection)
Name: Section:

Directions: Write a 2-3 sentence reflection about your significant learnings in the
following activities.

Chasing
Dreams

Packing Up
for the
Journey

My Career
Road Map

Module 4 Page 60

Activity Sheet No. 3
Career Road Map
Plan of Action: Phase 1
Describe what kind of
professional/businessman you
are. e. g., a worl class owner of a
bakeshop/an in-demand civil
engineer both locally and
internationally.
MILESTONE

Check your progress.

There might be
What plans do
things tha hinder LOADING STATION 3: you have in
your progress and

4
mind to remove
need to be
the obstacles if
addressed.
there is any?
(Obstacles; if there
are no obstacles, skip
loading station LOADING STATION 4:
number 3 and
proceed to the last
station.)

Give three things that

attract you in your
chosen career, e.g.,
high salary, in-demand
job in line with my skills
LOADING STATION 2:
1.
2.
3.
Before going further, what
would you need in order to
fulfill your goals? List the
resources you will need to help
you, e.g., money, support from
people

LOADING STATION 1:
1.
2.
3.

STARTING POINT
1. Now that you have chosen the
2.
career you want to pursue, list
3.
three goals that you must do.

Module 4 Page 61
Activity Sheet No. 4. Fitting in Other’s Shoes

Directions:
1. Write your answer to the two items inside the shoe.
2. Cut out the outline and hang it as mobile or post it as part of the other shoe outline of
your classmates.

1. I want to be who is
(career choice) (goal/s)
2. What are the possible challenges you foresee
in achieving your career choice?

Note: This is for female learners only.

Module 4 Page 62
Appendix 2. Worksheet for Evaluation

Directions:
1. Write your answer to the two items inside the shoe.
2. Cut out the outline and hang it as mobile or post it as part of the other shoe outline of
your classmates.

1. I want to be who is
(career choice) (goal/s)
2. What are the possible challenges you foresee
in achieving your career choice?

Note: This is for male learners only.

Module 4 Page 63
References:

Bandura A. Social Learning Theory. Retrieved at

https://www.simplypsychology.org/bandura.html

Cao J.( 2013). When developing a career path, what are the key elements to include? Cornell
University, ILR. http://digitalcommons.ilr.cornell.edu/students/43

Covey S. (1989). The 7 Habits of Highly Effective People.

https://www.stephencovey.com/7habits/7habits-habit2.php

J L, Social Development Theory (Vygotsky),” in Learning Theories, July 23,

2014. https://www.learning-theories.com/vygotskys-social-learning-
theory.html

Image 1 (teachers open the door…)

https://s-media-cache-
ak0.pinimg.com/originals/e8/69/da/e869daf93678e9d9f7427fedfc3690ec.jpg

Image 2 (Begin with…) https://s-media-cache-

ak0.pinimg.com/originals/0f/85/06/0f85063269c28bcc5fa78ffd03b4b6b8.jpg

The Careers Toolbox for Undergraduate Physics Students – Version 1.1 © American Institute
of Physics 2014. Retrieved from
https://www.spsnational.org/sites/all/careerstoolbox/src/live/data/tools/CareersToolbo
x-Tool2.pdf

Toews, M, 'Planned Happenstance – Krumboltz: An Emerging Theory', accessed

December 2008, (www.cbe.ab.ca). retrieved at
https://www.careers.govt.nz/resources/career- practice/career-theory-
models/krumboltzs-theory/

Woodcock, B. (2014). B.E.Woodcock@kent.ac.uk retrieved

at https://www.kent.ac.uk/careers/sk/CJ.htm

Vision and Mission Statements – a Roadmap of Where You Want to Go and How to Get
There.
Retrieved at https://www.extension.iastate.edu/agdm/wholefarm/html/c5-09.htm

Module 4 Page 64