The Be Real Game Introduction

The Play Real Game Implementation Kit

2002 TABLE OF CONTENTS

Introduction 3

Notes to Trainers 5

Sample Agenda 6

Training Tips 7

Sample Training Time 9

Subject Crosswalk 10

Training Materials Checklist 12

Program Summary 14

Implementation Guide 16

Attachments 33

TPRG Implementation Kit 2 INTRODUCTION

The way people prepare for a career and navigate transitions throughout their career is changing. Individuals must begin to see themselves as the host of a range of in-demand skills, and be willing to accept shorter-term commitments from potential employers and more flexible employment arrangements. As a result of the changing labour market, the goals of career information delivery and career and employment counselling also must change. Individuals need to be taught life/work skills that empower them to locate and process information, and to make good choices. The focus must shift from helping people decide what they want to be to helping people learn the skills they need to become healthy, self-reliant citizens, able to cope effectively with the many work and other transitions they will encounter in their lives, and to maintain balance between work and life roles in rapidly changing labour markets.

The life/work skills necessary are identified in the Blueprint for Life/Work Designs which specifies eleven core skills, or competencies, sorted into three areas (A. Personal Management; B. Learning and Work Exploration; and C. Life/Work Building) with nearly 500 performance indicators. Canada’s Real Game Series has been designed to help learners at all levels master the Blueprint skills. The results are such that the Departments of Education in the United States, the United Kingdom, France and Australia have become partners with Canada in its development and implementation.

The Real Game Series includes six programs, as follows:  The Play Real Game Ages 6-8 Grades 3 / 4  The Make It Real Game Ages 8-10 Grade 5 / 6  The Real Game Ages 11-13 Grades 7 / 8  The Be Real Game Ages 14-15 Grades 9/10  The Get Real Game Ages 16-18 Grades 11 / 12  Real Times, Real Life Adults Post-secondary to Retirement

All programs in the series are experiential, involving role-playing, and are set in participants’ futures. They include detailed lesson plans created and tested by over 3,000 students and teachers (each program), and masters of all teacher and student materials and consumable, which may be locally reproduced. Realistic scenarios, based on contemporary labour market realities, are created which engage participants in activities they enjoy without actually realizing they are learning essential life/work building competencies. They establish lifestyles, budget time and money, transition through job-loss and acquisition scenarios, plan business trips and vacations, balance family and work, engage in community activities, etc., all in safe roles that allow them to experiment in a risk-free environment. They also clearly see the relevance of the subject they are learning in school within the context of the future scenarios they are experiencing and “….students who believe that high school education has relevance for their future success are strongly and significantly more likely to work hard in school, even after parent, peer, school, and psychological variables are controlled” (Rosenbaum & Nelson, 1994)* A real bonus is that teachers learn almost as much as students in this context, and both teachers and students have fun together!

TPRG Implementation Kit 3 The Play Real Game introduces Grades 3 and 4 students to basic life/work concepts and vocabulary as they play the roles of adults who create neighbourhoods, find jobs for themselves and others, and work together as town citizens to accomplish a worthwhile goal. While having fun with maps and role- playing, students learn the value of community, the joys and responsibilities of teamwork, the importance of essential employability skills and how education can relate to occupational choices.

TPRG Implementation Kit 4 NOTES TO TRAINERS

 The Real Game Series is designed to bolster the self-esteem of participants by allowing them to experience success throughout the various activities. There are no such things as “being wrong” or errors in the games. Facilitators are encouraged to provide positive support and ensure participants’ sense of self-worth is not negatively affected.

 The Implementation Guides, PowerPoint presentations and additional support resources are located on The Real Game Series website www.realgame.com.

 Participants will require a copy of the Facilitator’s Guide for training purposes. Trainers can borrow the appropriate number of guides from the National Life/Work Centre by calling 1- 888-533-5683.

 The games in The Real Game Series are designed to be flexible. Trainers are encouraged to allow for sharing of ideas, invite suggestions and emphasize that each game is adaptable re culture issues, time constraints, age, skill and interest levels of students, and curriculum.

 Trainers are encouraged to monitor the “pulse” of the group by doing the following exercise on flip chart paper at midday:

I like: Do less of:

Do more of: I wish:

The use of a “parking lot” with Post-It Notes is an effective method to deal with issues at the end of the day.

 Support Resources: www.realgame.com www.lifework.ca www.blueprint4life.ca

TPRG Implementation Kit 5 THE PLAY REAL GAME

Implementation Workshop Sample Agenda

8:30 a.m. Introductions Information about changes in the world of work Information about The Real Game Series Intro on content of Facilitator’s Kit and Student Kit Intro material from Play Real Facilitator’s Guide Program summary

9:00 a.m. Session One: Playing a Role Session Two: Playing Real Session Three: Real Skills

10:15 a.m. Break

10:30 a.m. Session Four: Real Town Services and Businesses

12:00 p.m. Lunch

1:00 p.m. Session Five: Real Hiring Session Six: Putting a Town Together Session Seven: Working World

2:35 Break

2:50 Session Eight: Real Needs, Real Solutions Session Nine: Real Rehearsal . Session Ten: Real Play Appendices, conclusion, evaluation, certificates

4:00 p.m. Adjourn

TPRG Implementation Kit 6 TRAINING TIPS

Note: Please notify the National Life/Work Centre (NLWC) of upcoming training sessions ([email protected])

Logistics  Recommended maximum number of trainees per session = 25; minimum = 10 (2 groups of 5)  Room set-up: round tables of 5, table for handouts, table for overhead and trainer use, registration table, if needed.  Arrive early to ensure that the room arrangements are correct and to set up material.  Preparation: attach the High Five Poster and the Town Map to the wall.

Trainer Materials  Trainers will need one kit to use in training.  Trainees must have access to a Facilitator’s Guide. Guides are available from the NLWC at 1- 888-533-5683.  Where more than one person will be using the same guide during training, trainers will need to photocopy the handouts from the Reproducible Masters that are referenced in the training.  Have the trainees use their Facilitator’s guides during the training, but ask that they put the rest of the game materials away after looking at them during the introduction.  Make transparencies of handouts so that the participants are focused on what you are explaining rather than paging through papers.  Advise trainees not to write on their reproducible masters nor to use them as handouts. Strongly suggest that they make a copy of all reproducible masters and store the originals.  If you are training outside of your district or area, send ahead a list of copies to be printed to save shipping and transportation.  Have handouts in stacks or folders to be handed out as you go through the training. Avoid giving the participants all of the handouts at the beginning since their attention will be diverted from the information you are presenting.  The Introductory materials provide background information to trainers. As you train facilitators, you will make appropriate modifications. Local labour market information can be used and linkages to provincial standards should be presented.  It is helpful to have the Town Map laminated, as students will be taping items on it. It is also helpful to laminate the back of the High Five poster as it is put up and taken down, the back wears thin.

TPRG Implementation Kit 7 Presentation Tips  Provide tips on implementation and adaptations, based on experience or prior knowledge, as you proceed through the training.

 Frequently ask participants if they have questions as you move from session to session.

 Be aware of and practice good communication skills when presenting: - eye contact with all participants - clear enunciation of words - conversational rate of speech - inflection to add variety to your voice - comfortable movements and gestures - use of pauses for think (processing) time

 Be aware of your audience to detect lack of understanding or loss of interest.

 Hold extraneous conversations to a minimum while you are presenting. Use wait time to gather the attention back to you.

 Remind facilitators that pagers and cellular phones are disruptive to the other trainees. Any calls must be made or taken during the breaks and outside the training room.

 Keep your detailed agenda handy and refer to the schedule in order to keep the training moving on schedule. Avoid digressing into extraneous discussions. Identify those sessions on the agenda that could provide opportunities for catch-up time.

 Always start on time: at the beginning, after breaks, and after lunch. Always end on time.

 Provide a participant list with all contact information to each trainee so that they can network with each other.

 Provide participants with your name, address and email address so that they can contact you if they have questions.

TPRG Implementation Kit 8 SAMPLE TRAINING TIME - THE PLAY REAL GAME

90 minutes Introduction of participants Information about changes in world of work Information about The Real Game Series Introductory material from The Play Real Facilitator’s Kit and from the Facilitator’s Guide

15 minutes Break

15 minutes Session One: Playing a Role

30 minutes Session Two: Playing Real

30 minutes Session Three: Real Skills

60 minutes Lunch

40 minutes Session Four: Real Town Services and Businesses

40 minutes Session Five: Real Hiring

15 minutes Session Six: Putting a Town Together

15 minutes Break

40 minutes Session Seven: Working World

20 minutes Session Eight: Real Needs, Real Solutions

15 minutes Session Nine: Real Rehearsal

15 minutes Session Ten: Real Play

20 minutes Wrap-up – conclusion Glossary Blueprint Guidelines Provincial Guidelines Curriculum Connections Certificates Evaluation

TPRG Implementation Kit 9 THE PLAY REAL GAME Subject crosswalk 10 sessions 10-11 hours SUGGESTED ACTIVITY TIME SUBJECT AREA

Session One: Playing a Role 60 minutes Personal Career Social Studies Math Language Arts

Session Two: Playing Real 60 minutes Language Arts Social Studies Math Arts Personal Career

Session Three: Real Skills 60 minutes Personal Career Language Arts Social Studies

Session Four: Real Town Services and 60 minutes Language Arts Businesses Math Social Studies Arts

Session Five: Real Hiring 60 minutes Personal Career Language Arts Social Studies

Session Six: Putting a Town Together 60 minutes Social Studies Language Arts Math Arts

Session Seven: Working World 60 minutes Personal Career Social Studies Language Arts Math Arts Technology

Session Eight: Real Needs, Real Solutions 60 minutes Social Studies Language Arts Personal Career

TPRG Implementation Kit 10 Session Nine: Real Rehearsal 60 minutes Social Studies Language Arts Personal Career

Session Ten: Real Play 60 minutes Social Studies Language Arts Math Personal Career

TPRG Implementation Kit 11 TRAINING MATERIALS CHECKLIST

Materials will be found in the Facilitator’s Kit unless otherwise noted. The number of photocopies needed is one per participant unless noted.

General materials: Easel and flip chart Transparency pens Tape: masking and transparent Name tags Overhead projector and screen Blank transparencies Scissors Coloured Markers Glue sticks Sticky tack

THE PLAY REAL INTRODUCTION Transparencies Photocopies Other Sample session (FK 61-62) Agenda (IK) High Five Poster Introductory materials (IK) Introductory materials (IK) ”Parking Lot” Program Summary (IK) TRGS Brochure Blueprint Brochure

TIP: Consider making file folders for each session. Use different colour folders and paper or mark materials with different colours of magic markers to facilitate getting the materials back into the appropriate folder.

Session One: Playing a Role Transparencies Photocopies Other Sample Role Profile (FK) Role Profiles, one copy of each Neighbourhood maps (FK) High Five Poster (FK)

Session Two: Playing Real Transparencies Photocopies Other Lifestyle Choices Handouts Scissors Neighbourhoods Name Template

Session Three: Real Skills Transparencies Photocopies Other Skills (FK) Skills Match Handout Skills Match Skills Search Handout

Session Four: Real Town Services and Businesses Transparencies Photocopies Other None Town Services Jumbles Scissors Town Service Cut-outs Business Signs Business Cut-outs

TPRG Implementation Kit 12 Session Five: Real Hiring Transparencies Photocopies Other Occupations Handout Occupations Handout Hiring Process (FK)

Session Six: Putting a Town Together Transparencies Photocopies Other None None

Session Seven: Working World Transparencies Photocopies Other None None Map Employment opportunities Sign Pushpins or adhesive Coloured string

Session Eight: Real Needs, Real Solutions Transparencies Photocopies Other Neighbourhood Response Neighbourhood Response None Worksheet (FK) Worksheets

Session Nine: Real Rehearsal Transparencies Photocopies Other None Real Rehearsal Questions None Company Representatives Questions

Session Ten: Real Play Transparencies Photocopies Other Town Skills Questionnaire None None

CONCLUSION WRAP-UP Transparencies Photocopies Other None Certificates of completion signed Evaluation form

APPENDIX: Transparencies Photocopies Other None None None

TPRG Implementation Kit 13 The Play Real Game

Program Summary

Session One: Playing a Role (60 minutes) Students are introduced to The Play Real Game and to the life/work roles they will assume and explore throughout the program.

Session Two: Playing Real (60 minutes) Students practice map skills, make housing, transportation and other lifestyle choices; create and name their neighbourhoods.

Session Three: Real Skills (60 minutes) Using their Role Profiles, students work together to identify and define the skills contained in their roles, and to locate ten key skills in their neighbourhoods and other towns.

Session Four: Real Town Services and Business (60 minutes) Students discuss town services and businesses. They choose buildings to represent the services and businesses, colour and customize them, and place them on their neighbourhood maps.

Session Five: Real Hiring (60 minutes) Students locate the jobs connected to their twon services and businesses and list them on their neighbourhood maps. Then, through a simulated hiring process, all students find jobs.

Session Six: Putting a town together (60 minutes) Students combine their five neighbourhood maps with the Downtown map to create a complete town. They decide on a town name and create welcome signs for their town.

Session Seven: The Working World (60 minutes) Students explore different work search methods, and find the remaining Role Profiles for the workers needed in their neighbourhoods. They also locate the geographic areas from which the new workers come on a world/country/local map and connect these locations to their real-life towns.

Session Eight: Real Needs, Real Solutions (60 minutes) Students identify key attributes of their town services, businesses, recreation and entertainment in the form of a proposal to a company called Kids’ World Inc.

Session Nine: Real Rehearsal (60 minutes) Students prepare and rehearse responses to questions about services and businesses in their town and about the people who work in them. The facilitator, in the role of a representative of Kids’ World Inc., asks a series of questions about the kind of services, businesses and qualified workers available in town.

TPRG Implementation Kit 14 Session Ten: Real Play (60 minutes) Parents and guardians, teachers and invited guests from the community assume roles as executives of Kids’ World Inc. and question the town people (students) about the services, businesses and workers’ qualifications their town would be able to offer if Kids’ World Inc. were to establish a new facility there.

TPRG Implementation Kit 15 The Play Real Game Implementation Guide

TPRG Implementation Kit 16 THE PLAY REAL GAME INTRODUCTION TIP: Training overview: Recognize all • participate in introductions learners by checking • discuss changes in the world of work participants • receive information about The Real Game Series expectations for the • review content of The Play Real Facilitator’s Kit and Student Kit day, i.e. flip chart, • discuss introduction information in Facilitator’s Guide listing issues and priorities. Also, see Training Time: 90 minutes “Teacher Talk” in the Appendix. Training Materials and Preparation: Note: P = Print, T = Transparency, IK = Implementation Kit Agenda (located in TK) (one per participant) P/T Introductory Materials (located in IK) (one per participant) The High Five poster (located in Facilitator’s Kit) T sample session to explain structure, pp. 61-62 TIP: P Program Summary (located in IK) (one per participant) Post-it notes can be used to identify Training Activities: items in the 1. Distribute the agenda to each participant. Facilitator’s Guide during training. If 2. Introduction of participants. (use an ice-breaker activity. the Guides are to (See attached example in appendix.) be returned to the Trainer, participants 3. Use the PowerPoint presentation (or parts) to discuss the changing are encouraged to world of work. take the Post-it Notes with them 4. Discuss the information about The Real Game Series from the and place them in Introductory Materials. Use transparencies as each item is discussed. their own Guides. Program Features Collaborative development Purpose of The Real Game Series Benefits of The Real Game Series Accountability Outcomes Links to Present and Future The Real Game Series Alignment The High Five Web Sites The Real Game Series The Real Game Series Comparison Connections to Curriculum Policy

5. Explain contents of Facilitator’s Kit and Student Kit. Explain that Student Kits can be purchased or facilitators can design their own folders. Remind participants that the Facilitator’s Guide is copyrighted and that copies for use in the classroom are to be made from the Reproducible Masters only.

6. Discuss introductory material from Play Real Facilitator’s Guide: site license, About The Real Game Series, Training, Resources, Additional Information, The Game, The Goal, Role of the Facilitator, How it Works, The Sessions--use sample session (transparency) to show structure and objectives and indicators, The Real Game “High Five,” Learning Premises, Overview of Interdisciplinary Learning Objectives, Understanding the TPRG Implementation Kit 17 Terms, Adapting the Game, Linking with Other Exemplary Resources, Program Summary, Accountability, the Blueprint for Life/Work Designs Competencies Crosswalk, the Performance Review, and Pre-Preparation Notes.

7. Distribute a copy of the Program Summary of The Play Real Game, and discuss. You may wish to read the “overview introduction to The Play Real Game” attached in the appendix adjusting the final summary to your provincial policy.

Note: Brochures of The Real Game Series and of each of the games can be obtained free of charge from the National Life/Work Centre.

8. Explain the “parking lot”. If a question or concern comes up during the training, participants are asked to jot down the questions on the chart paper at the front. The trainer will make sure all issues are addressed before the end of the workshop.

TPRG Implementation Kit 18 Session One: Playing a Role

Training overview: • introduced to The Play Real Game • receive Role Profile • discuss The High Five

Training Time: 15 minutes

Training Materials and Preparation: Neighbourhood Maps (located in Facilitator’s Kit) The High Five Poster (located in Facilitator’s Kit) P Role Profiles (one copy of each) Sample Role Profile Transparency (located in Facilitator’s Kit)

Activity Steps (pp. 37-40):

Note: Remind the participants to laminate the Neighbourhood Maps and The High Five Poster, so that they will last longer at their training sessions. The Neighbourhood Maps and The High Five Poster can be mounted on the walls at this time or prior to the beginning of the training session.

1. Provide an overview of the program to the participants: Students will: --embark on a career exploration journey --will choose places to live and vehicles --will create a town and neighbourhoods

Explain that since the program relies heavily on cooperative small-group learning that as the teacher, you should know your students well and not begin too early in the school year.

2.3. Explain that the Student Kits are used to contain handouts and working materials.

4. Explain that the Glossary is available to provide expansion of student vocabulary.

5. Distribute the Role Profiles by placing the appropriate number (one per participant) face down on a table. Ask the participants to pick up one Role Profile per person. Discuss the merits of random distribution but also affirm that teachers know best if they must “set it up” to ensure that group dynamics will be successful (e.g. 5 different colours of paper).

6.7. Place the Sample Role Profile Transparency on the overhead, and review the contents. Ask participants to fill in the completion sections on their own Role Profiles.

8. Explain that discussion takes place to compare the similarities and differences in the students’ Role Profiles.

9. Explain that The High Five principles are explained to the students at this time. TPRG Implementation Kit 19 (The trainer should simulate these activities following the steps in the facilitator’s guide if time allows)

10.11. Explain that the students will find The High Five symbols on their Role Profiles and gives examples to the class of how The High Five pertain to their Role Profiles.

12. Explain that the students will glue their Role Profiles onto the back of their Student Kits.

13.14. Explain that students will be told that in the next sessions they will begin to create neighbourhoods.

Note: If Student Kits are not purchased, a folder should be used to hold the handouts and materials from the game. Since the Student Kits are copyrighted, the map inside of the Student Kit can not be copied.

Note: Point out the Letter to Parents/Guardians (p.41) that can be sent out prior to the beginning of The Play Real Game or can be given to students to take home.

Note: Point out the Neighbourhood Matrix and the copy of the Town Map on pp. 43-46.

TPRG Implementation Kit 20 Session Two: Playing Real

Training overview: • choose housing, transportation and lifestyle items • locate housing address on the map • create names and signs for the neighbourhoods

Training Time: 20-30 minutes TIP: Pre-cut the pictures of Training Materials and Preparation: houses to save time. P Lifestyle Choices Handouts (three pages, one per participant) P Neighbourhood Name Template (one copy)

Activity Steps (pp. 49-52): 1.3. Explain to the participants that the students will be selecting housing, transportation and lifestyle choices.

4.6. Ask participants to check their individual map coordinates on their Role Profiles and to locate on their Neighbourhoods Map where they will live.

7.12. Distribute Lifestyle Choices Handout-Housing, Transportation and other to the participants, and ask them to choose a house, means of transportation and other items and to colour and cut them out . Ask them to tape their housing and transportation choices to Neighbourhood Map in the correct coordinate space. Explain that the students will attach their “other” selections to a blank sheet of paper which will be kept in the Student Kits. Tell participants that they have been given sheets all at once. However, with students, it is important to do one at a time.

13. Rearrange the groups into neighbourhoods, depending upon the area of town in which they live. Explain that at this time the skills of cooperative learning should be discussed/taught/re- visited. (See example describing a safe and positive learning environment and Rubrics for Cooperation in the appendix). Lead a sharing session of “best” ideas. Suggest that parents can get involved. (See attached example of the appendix from the Career Parent web site: http://www.careerparent.com) Remind participants to jot down ideas in their guide or use post-it notes.

14-16. Review and share ideas for the roles of brainstorming and group decision-making, consensus- building. (See example in appendix). As each group to brainstorm neighbourhoods names and select one. Distribute a Neighbourhood Name Template to each group, ask each group to write the name of the neighbourhood, and attach it to the appropriate space on the map.

17-18. Explain that the students will write the five neighbourhood names in their Student Kits and will then visit the other neighbourhoods and introduce themselves as their role characters.

TPRG Implementation Kit 21 Session Three: Real Skills

Training overview: • define skills • identify skills contained in the Role Profiles • find other skills of other Role Profiles

Training Materials and Preparation: Skills Transparency (located in Facilitator’s Kit) P/T Skills Match Handout (one per participant) P Skills Search Handout (one per participant)

Activity Steps (p. 59-60): 1-2. Display the Skills Transparency on the overhead, and discuss the skills.

3. Distribute the Skills Match Handout to the participants, and ask them to match the definition to the skill.

4. Ask each participant to identify the skills described on the individual Role Profile.

5.6. Distribute the Skills Search Handout to each participant. Ask the participants to determine which of the ten skills they have in their neighbourhood and to complete Step One of the Skills Search.

Note: Explain that each neighbourhood may not have all ten of the skills represented. However, the town, as a whole, will have them.

7.8. Ask participants to complete Step Two of the Skills Search by visiting other neighbourhoods to discover which workers have the missing skills.

TPRG Implementation Kit 22 Session Four: Real Town Services and Businesses

Training overview: • identify town services and businesses for each neighbourhood • choose buildings to represent each of the services and businesses

Training Materials and Preparation: P Town Service Jumbles (five pages, one set only) P Town Service Cut-outs (two pages, one set per group) P Business Signs (five pages, one set only) P Business Cut-outs (one per group)

Activity Steps (pp. 66-68): 1.3. Attach the five Town Service Jumbles and the Business Signs to the walls.

Note: These items can be attached to the walls during the morning break or during the previous session while the participants are engaged in the Skills Search.

4. Explain the definitions of a business and of a town service.

5-7. Explain that there is a town service for each of the neighbourhoods. Ask participants to identify the coordinates of their neighbourhoods, to remove the Town Service Jumble for their neighbourhoods from the walls, and to write the name of the service at the bottom of the page.

8.9. Explain that there are four Business Signs for each neighbourhood. Ask the participants to locate the four businesses that contain the correct coordinates for their neighbourhood and to remove them from the walls. Suggest that to save photocopying, jumbles and business signs could be laminated.

10.13. Distribute the Town Service Cut-outs and the Business Cut-outs to each of the five groups. Ask each neighbourhood group to choose a building for its town service and four buildings for the businesses in the neighbourhood. Ask participants to colour, name, customize, and cut out the buildings; to write the coordinates on each building cut-out; and to attach them to the matching coordinates on the Neighbourhood Maps.

14-15. Explain that the students will then fill in the names of the town services and businesses for their neighbourhoods on their Student Kits and in the next session will be finding work in these services and businesses.

TPRG Implementation Kit 23 Session Five: Real Hiring

Training overview: • identify jobs connected to the town services and businesses • obtain a job

Training Materials and Preparation: P/T Occupations Handout (one per group) Hiring Process Transparency (located in Facilitator’s Kit)

Activity Steps (pp. 75-78): 1-2. Explain that each of the town services and businesses need workers, and define employment opportunity.

3. Distribute an Occupations Handout to each group, and define occupation. Explain that students will then be asked, “Who has an occupation?” so that they all understand that all of them have occupations.

4.6. Ask the participants, using the Occupations Handout, to identify the four employment opportunities offered by their Town Service and to write these occupational titles on their Neighbourhood Maps in the spaces provided on the Town Service Cut-outs.

Note: The Town Services and Businesses Template (p.81) can be used as an option if more space is needed to write the occupational titles. These are then attached near the Neighbourhood Maps.

7.9. Ask the participants, using the Occupational Handout, to identify one employment opportunity offered by each of their businesses and to write the occupational titles on their Neighbourhood Map in the spaces provided on the Business Cut-outs.

Note: The Town Services and Businesses Template can also be used for this step, if needed.

Note: The Occupation Matrix (p.79) lists all of the occupations and the services and businesses to which they belong.

10. Ask each group to create a list the occupational titles of the workers needed for its neighbourhood.

11. Display the Hiring Guidelines Transparency on the overhead. Review the qualifications and the process.

12.13. Ask participants to check if any of them can work in their own neighbourhoods, and, if so, they will write their names on the appropriate Town Service or Business Cut-outs.

14.16. Explain that the term job is defined for the students, and they are asked how many of them have jobs. The term job applicant is also defined.

17. Ask the participants who do not yet have jobs to go to the other

TPRG Implementation Kit 24 neighbourhoods and apply for jobs. Those participants who already have jobs in their own neighbourhoods can conduct the interviewing. Discuss and brainstorm with the participants basic interviewing skills such as a good handshake and clear voice. Explain that a class discussion should take place concerning interview skills and the teacher/facilitator should model the interviewing process prior to the students interview process.

18.19. Ask the neighbourhoods groups to fill in the names of the workers hired on their Town Service and Business Cut-outs. Remind participants to explain to students that many people live in one neighbourhood and work in another neighbourhood. Ask participants to fill in their work addresses on their Job Profiles.

TPRG Implementation Kit 25 Session Six: Putting a Town Together

Training overview: • combine neighbourhoods to create a town • select a town name

Training Materials and Preparation: None

Activity Steps (pp. 84-85): 1-5. Ask group as a whole to brainstorm and select a name for the town. Explain that each of the student groups will then create a welcoming sign for the town and will write the town name in their Student Kits.

6. Explain that each of the neighbourhood groups will remove its Neighbourhood Map from the wall and colour it.

7. Ask each group to take the Neighbourhood Maps and to arrange them in the appropriate position around the Downtown Map.

8-9. Explain that the welcome signs of each neighbourhood group are then placed around the Town Map, and the completed Town Map is then reviewed, pointing out all of the various services and businesses.

10. Explain that there are some employment opportunities remaining, and these will be filled in the next session.

TPRG Implementation Kit 26 Session Seven: Working World

Training overview: • explore different job search methods • select remaining workers • locate geographic origin of new workers

Training Materials and Preparation: Map (world, country, or state) Employment opportunity signs ( see Preparation p.87) Pushpins or adhesive Coloured string

Activity Steps (p. 87-89):

Note: Remind the participants to laminate the map, so that it will last longer, and mounted on the wall at this time or prior this session.

Note: The Preparation section (p. 87) explains the format for postings the remaining job opportunities. These postings need to be done prior to conducting this session.

1.3. Explain to the participants that four different types of employment opportunities have been posted: classified ads, Internet, employment agencies, and family and friends. Under each of the four headings are the Role Profiles of some potential workers.

4. Ask the participants to locate and to remove the Role Profiles of the workers that they need in their neighbourhoods.

5.6. Explain that the students will discuss the various methods of job searching that were portrayed and check the qualifications of the new workers.

7. Ask the participants to locate the coordinates where the new workers work and to write those coordinates on the workers’ Role Profiles. In addition, they will write the coordinate address where the workers live on the Role Profiles and make up a name for these new workers.

8.9. Explain that the students will discuss how people from different geographic areas move to another area to work. These students will identify the location of their town on the map. Place a pin at this spot.

10.11. Ask the participants to locate the geographic area on each of the Role Profiles of the new workers and to place string on the map, joining the original location to the current town, using the pushpins or adhesive.

12. Ask the participants to give the Role Profiles of the new workers to the groups who live in the same neighbourhoods as the new workers.

TPRG Implementation Kit 27 Session Eight: Real Needs, Real Solutions

Training overview: • identify key attributes of the town services, businesses, recreation and entertainment

Training Materials and Preparation: P/T Neighbourhood Response Worksheet (one per group) Kids’ World, Inc. Proposal Transparency (located in Facilitator’s Kit)

Activity Steps (pp. 91-92): 1.2. Explain that future employees will be looking for work in their town, and discuss the need for building a town’s economy.

3-5. Display the Kids’ World, Inc. Proposal Transparency on the overhead, and discuss. Point out the question at the bottom of the proposal.

6.7. Distribute the Neighbourhood Response Worksheet to each group, and ask the participants to complete it as a neighbourhood group.

8-9. Explain that the students will post these responses on the walls and will discuss the advantages that the town has to offer along with a discussion of the last question on the worksheet.

TPRG Implementation Kit 28 Session Nine: Real Rehearsal

Training overview: TIP: • prepare and rehearse responses to questions and the services and Reinforce with businesses and the workers in the town facilitators that it is important to celebrate Training Time: 15 minutes completion. Certificates of Completion are Training Materials and Preparation: important additions to P Real Rehearsal Questions (five pages, one set only) P Company Representative Questions (three pages, one set only) portfolios and can be used for parent/teacher Activity Steps (pp. 96-98 ): interviews.

Note: The Company Representative Questions and the Real Rehearsal Questions are the same questions, but the Company Representative Questions are ordered so that the neighbourhoods are questioned in turn.

1-2. Explain that representatives of Kids’ World, Inc. will be visiting in the next session to find out of the town has all of the services, businesses and qualified workers that the company needs.

3.4. Distribute the Real Rehearsal Questions to each of the groups. Ask participants to answer the questions, using the neighbourhood Role Profiles and the Town Map.

Note: Neighbourhoods may have to use all eight of the Role Profiles, so students will have to prepare answers for some of the “new” workers.

5. Explain that the facilitator, using the Company Representative Questions, will rehearse the students in their presentation as they answer the questions and point out the location on the map of the services and businesses.

6.8. Display the Skills Transparency, used in Session Three, on the overhead, and explain that the students will review the skills and definitions and review the skills on their Role Profiles.

TPRG Implementation Kit 29 Session Ten: Real Play

Training overview: • interview of the workers from the neighbourhoods

Training Materials and Preparation: T Town Skills Questionnaire

Activity Steps (pp. 104-105):

Note: The Kids’ World representative(s) need to be invited several days or a week prior to this session. Other guests, such as parents, can also be invited.

1.6. Role play the part of the Kids’ World Representative and ask at least one question of each group. As each person answers the questions, he/she should indicate the location of the services or businesses on the Town Map. As each service or business is identified, the workers from that entity will introduce themselves by name and give their job title and education.

7. Display the transparency of the Town Skills Questionnaire on the overhead, and ask participants who have a particular skill to raise their hands and name their occupations.

8. Explain that the Kids’ World Representative(s) will then decide if the town gets the new hi- tech facility.

9.10. Explain that students will receive a certificate of completion for The Play Real Game (p. 107).

TPRG Implementation Kit 30 APPENDICES

Training overview:  Glossary  Blueprint for Life/Work Designs Competencies  Acknowledgements  The Real Game Series Co-Ordinators  Pilot Sites  Complementary Career Resources

Training Materials and Preparation: Facilitator’s Guide

Activity Steps:

1. Talk the facilitator through the appendices

2. Inform the facilitator that updated information regarding the Blueprint for Life/Work Designs can be obtained from the web site www.blueprint4life.ca and that additional reference material regarding The Real Game Series can be obtained from www.realgame.ca

TPRG Implementation Kit 31 CONCLUSION

Training overview: TIP:  Allow for time for Questions and Answers Parchment Certificates of  Distribute Certificates of Completion Completion can be  Complete Evaluation Forms ordered from the National Life/Work Centre 1-888- Training time: 20 minutes 533-5683

Training Materials and Preparation: P One Certificate of completion for each facilitator Complete a Certificate of completion for each facilitator P One Evaluation form per facilitator (two options provided in attachments

Activity Steps

1. Allow time for questions and answers.

2. Distribute Certificates of completion

3. Have facilitators complete Evaluation forms

4. Thank facilitators for their time and interest and wish them well. Be sure to provide your contact information so they can check back with you later if they have questions or concerns.

TPRG Implementation Kit 32 ATTACHMENTS

1. Adult Learning Principles 2. The Play Real Game Overview Introduction 3. Establishing a Safe and Positive Learning Environment 4. Teacher Talk 5. Suggestions for Implementation 6. Evaluation Forms (two options available) 7. Order Form

TPRG Implementation Kit 33 ADULT LEARNING PRINCIPLES

 Convey enthusiasm and an interest in your subject area;  Establish an atmosphere of trust and respect;  Foster curiosity and interest among diverse participant groups;  Relate to participants with empathy, warmth, humour, openness, and encouragement.  Effective trainers are able to recognize and “draw out” the creativity and unique strengths of different learners;  Communicate high expectations and confidence in participants’ ability to learn;  Appeal to a variety of perceptual learning styles;  Be clear about instructional goals. As one researcher notes: “if you’re not sure where you are going, you’re likely to end up someplace else.”:  Demonstrate content expertise; effective trainers are able to focus on critical concepts and major ideas. Trainers can facilitate the organization of new material by providing an organizational structure;  Model expertise in communication skills  Vary methods of presentation and instructional strategies; effective trainers are able to adapt successfully to unusual and problematic situations of practice (spontaneity and “thinking one one’s feet”);  Understand the way in with participants try to interpret and understand concepts; effective trainers are also able to represent the subject matter in more diverse ways to participants with different levels of understanding. .  Help participants transfer learning to new contexts by giving them a wide range of application opportunities.  Relate subject material to the participants’ prior knowledge and to other subject areas;  Help participants “build bridges from existing knowledge to new knowledge.”  Use effective questioning strategies and encourage reflection and “problem finding”;  Help participants develop comprehensive perception strategies and give them opportunities to master them; learning is facilitated when learners are aware of their strategies and can monitor their use;  Be knowledgeable and creative in assessment and evaluation techniques/strategies;  Be willing to learn from participants; the trainer is a co-inquirer and co-learner. There is a recognition that teaching and learning are interdependent;  Be “reflective practitioners”. Develop a “philosophy” or critical rationale for training.

TPRG Implementation Kit 34 The Play Real Game Overview Introduction

Imagine you are a student in Grade 3 or 4. You have been given a role and an occupation. You are an airline pilot. You were born in 1972 and have to figure out how old you are. You know what education you have, what skills, your hobbies and community involvement. You live in a neighbourhood. One of your neighbours is a detective, another a lawyer, a bank teller, a school librarian, truck driver, air traffic controller, and carpenter.

In fact, there are 5 neighbourhoods in the classroom, all surrounding the downtown core and in each of these neighbourhoods are businesses and services. All the kids in the class have a job. In your neighbourhood called Happyville,( which, by the way, you and your friends had some trouble agreeing on), there is a transport company, a TV station, a construction company and a travel agency. The airport is located here. You’ve used map co-ordinates to locate all of these places on your big neighbourhood map and you’re getting pretty good at mapping skills.

You’ve chosen what type of accommodation you want…a modern bungalow, though your best friend decided she’d rather live in an apartment. And of course you have to get to and from work so your have a van. Your neighbour the bank teller has a TTC pass. Oh…and you own a dog.

You’re playing a game that your teacher has organized and you’re having fun! You know how to search for a job. You can either use the Internet, go to an employment agency, read classified ads in newspapers or talk to family and friends.

You know about the global economy because your teacher explained all about that. You know about employability skills and how different occupations require different skills. For example, because you are an airline pilot, you can use computers, telephones and other kinds of equipment. You learned this means you have good technology skills. Your good friend Joe can understand and give instructions and information. He has good communication skills. He is an ambulance driver.

One day the mayor, (really your teacher), visits with an exciting idea. Everyone in your neighbourhood Happyville works together to write a proposal to a company called Kids World Incorporated. You and your friends practise answering questions about services and businesses in your town and the people who work in them, what they can do and the skills they have to offer.

The day comes when people from the Kids World Company arrive. Those representatives are really invited guests …the principal and parents and even the man who is the manager of the MacDonalds you love to go to!

Mary, who is a lawyer, is wearing a business suit and Preshiel, the carpenter, brings tools from home and the bank teller, Marty, has monopoly money. Your mom has lent you an Air Canada flight bag. Everyone is sooooo excited!

The guests take turns asking questions like:

- What educational facilities do you have here in your town? Where are they located? - Our company is very hi-tech. If we established here, who can supply our computer equipment and servicing needs?

Then Emil’s father asks:

TPRG Implementation Kit 35 - Our company has facilities in other provinces and other countries. Who can provide us with quick and efficient transportation?

Yikes, it’s your turn to answer!

You put your hand up and tell them there is an airport in your neighbourhood and who you are and what you do. You also tell them that they will be safe because you cooperate with air traffic controllers and other pilots to fly safely. You feel so proud.

Gee, you are only 9 and..

- Know various job search methods - Understand basic labour market concepts such as worker mobility, supply and demand and worker recruitment - You have discovered how individual workers contribute to society and the economy - You have learned how to use map skills - Learned a whole bunch of new vocabulary - Practiced and demonstrated team work skills, communication skills, decision-making skills and problem-solving - You have applied effective work habits - You understand different occupations and what skills are needed - You know the relationship between work and learning and the importance of working together as a community - You practiced building a positive self-concept while discovering how important that is - You know now that each occupation or job is an essential part of a community no matter how big or small - You have discovered that change and growth are a part of life

Wow! It looks like you certainly are on the way to mastering all those competencies they talk about in Choices Into Action and the knowledge and skills of the Ontario curriculum!

What I have tried to do just now is take you through the experience of a Grade 3 or 4 student who has played the “Play Real Game”. There are 10 sessions to the program and it takes approximately 14 hours to complete.

Judy Ferguson

TPRG Implementation Kit 36 Establishing a Safe and Positive Learning Environment

It is important for students of any class to feel safe, secure and valued when working with other members of the class. This is particularly true when working with any of the games in the Real Game series, whereby students simulate a society and learn by experience.

It is very valuable, therefore, for the teacher/facilitator to establish early class agreements or norms to which students agree to adhere in order to create a safe and trusting environment. Students are more likely to adhere to agreements or norms if they have a voice in choosing them. The teacher/facilitator’s modeling of the agreements/norms is most essential.

The following is a suggested activity for establishing agreements/norms:

1. Discuss with the class the need for agreements/norms. 2. Brainstorm with the class suggestions or guidelines that can “make our classroom safe and trusting”. Record all suggestions on flipchart paper. 3. Help students reach a consensus on four suggestions they think are most important. (Research shows more than four agreements/norms are too many). 4. Write each of the four agreements at the top of a sheet of flip chart paper. Under each agreement make a grid divided into three sections. Label one section “Looks like….”, one “Sounds Like…. “ and one “Feels Like…”. Post them in the room 5. Ask students to call out what specific words or phrases describe how each agreement or norm might look, sound, or feel in the context of their class. 6. Post the agreements in a prominent place in the classroom for the rest of the year.

When learning the agreements or norms, the teacher should affirm the behaviors whenever he or she sees them occurring and encourage the class to do the same.

If students are experiencing difficulty adhering to the agreements, go back to your grid and ask students, “What is not happening?” (For example, “What should I be hearing?”)

TPRG Implementation Kit 37 TEACHER TALK

Teacher Talk is a strategy that is used after the completion of each unit in The Real Game Series. The facilitator has participants at table groupings discuss the following from a teacher’s point of view:

- What are the positive aspects of this unit? - Do you see any problem areas? - If so, how would you resolve the areas of concern?

This strategy allows participants throughout the training to consider classroom application and the belief that other participants have tremendous problem-solving expertise and knowledge. This strategy also fosters community building and networking. Generally, allow approximately 5-8 minutes for these mini discussions. However, be flexible depending on the needs of the group.

TPRG Implementation Kit 38 SUGGESTIONS FOR IMPLEMENTATION

 Can be team taught by several subject teachers.

 Lends itself to involvement of peer facilitators.

 Integrates readily with other subject areas, particularly language arts.

 Can be taught as a school initiated course.

 Can readily be linked to other exemplary career development and teaching resources.

 Can be taught as part of an existing personal/career development course.

TPRG Implementation Kit 39 THE PLAY REAL GAME Training Workshop Evaluation Location: Date:

I came expecting….. I got….

I value…. I would like….

TPRG Implementation Kit 40 The Play Real Game Implementation Workshop Evaluation Form ______

Fully Not at All To what extent were the workshop objectives met? 5 4 3 2 1 To what extent did this workshop meet your 5 4 3 2 1 expectations?

Indicate the level of your overall satisfaction with 5 4 3 2 1 this workshop.

Comments:

Workshop Leader: Excellent Poor

Was the workshop leader knowledgeable? 5 4 3 2 1

Was the workshop leader organized? 5 4 3 2 1

Was the content presented in a logical manner? 5 4 3 2 1

Comments:

Workshop Publicity and Registration Process: Excellent Poor

Did you receive adequate and timely information 5 4 3 2 1 about this workshop?

Was the registration/application process easy to 5 4 3 2 1 understand?

Did you receive adequate confirmation 5 4 3 2 1 information for this workshop?

How did you hear about this workshop? _____ Direct Mail _____ Co-Worker _____ Administration _____ Newsletter _____ Other ______

What suggestions do you have for improving this training?

How do you plan to use this program?

TPRG Implementation Kit 41 TPRG Implementation Kit 42 TPRG Implementation Kit 43 ACKNOWLEDGEMENTS

Appreciation to the National Training Support Centre (NTSC) and to Pat Hendrickson of the Chesterfield County School District for her leadership in developing the original training guide in the United States.

In Canada, this guide was developed under the leadership of Judy Ferguson (Ontario) who was ably assisted by Helen Hackett (Ontario), Rosa Militano (Ontario), Tonya Crowhurst (New Brunswick), Jean Loehr (Alberta) and Ken MacDonald (Nova Scotia).

TPRG Implementation Kit 44