Students consider questions such as: how personality differences affect career choices, what the different temperament and character types are, and how understanding your personality type assists you in interpersonal relationships, career choices, and interest and hobby decisions. The learning experience helps 7th graders meet career curriculum needs.
Learning Experience
Who Am I; And Why Do I Do What I Do?
7th Grade, Careers
Submitted by: Joyce C. Duignan, cohort team 5
Notre Dame Junior Senior High
2 Notre Dame Lane
Utica, New York 13502
Learning Context
Students will be directed to draw upon the knowledge learned in earlier sections of the personal exploration unit, including: work values, hobbies, interests, skills, aptitudes, and the definition of personality.
The will consider the following essential questions:
- How do personality differences affect career choices?
- What are the four basic temperaments and 16 character types (Keirsey Temperament Sorter?)
- How does understanding your personality type assist you in different interpersonal relationships, career choices, and interest and hobby decisions.
This learning experience will help meet 7th grade career curriculum needs, and offer us the opportunity to tie personal discovery to an interdisciplinary study in 7th grade careers and computers. The teacher will explain the origins of the Meyers-Briggs Personality Survey beginning with its roots in ancient Greece through to the present.
Additionally, the students will be told the purpose of the survey and its many uses in the work world. However they will be advised that even though the survey is normally intended for adults, we will do our best to understand the questions and interpret them correctly. Also students will be told that the results will be based on the answers they give today and perhaps on another day their answers might change seriously altering the outcomes. Therefore this should be considered more entertainment and less science, but can still be an important tool for personal exploration.
3 Days
Students will complete the Meyers-Briggs Survey over 3 class periods. Students will answer the questions on paper. Forms and surveys are hardcopy printouts from the Apple lle version of the survey. In the past students each took the survey at the computer, but most of our Apple lles have been retired and that option is only available to students with learning disabilities or those who were absent at the time of the original administering of the survey.
While administering the survey, the teacher will carefully explain the meanings of the terms used. All questions will be answered in order to insure the most accurate results.
1 Day
Answer sheets will be scored together and students will record their personal 4 letter personality type in their notebooks.
2-3 Days
The following week students will be sorted and divided into groups with other students who share the same personality type. They will be handed copied of computerized analyses of their specific personality in terms of the 4 basic temperaments and 16 character types. They will be directed to openly discuss the information and to take notes from the sheets and from their discussions. They will be told that they need to keep in mind areas where they agree with the assessment and others where they might disagree. (An essay will be assigned at the end of the experience. Students will not have copies of the computer generated information. They will only have their own notes. They will be told the theme of the upcoming assignment.)
Students will consider the connections between career options, interests, skills, abilities, and hobbies.
This exercise will be used to motivate and focus student attention and effort and will be used to provide data for site-based management.
Career Dev Standard 1-1.2*
Career Dev Standard 1-1.3*
Career Dev Standard 1-1.5*
Career Dev Standard 3a-4.1*
Career Dev Standard 3a-4.1*
Career Dev Standard 3a-4.1*
Career Dev Standard 3a-3.1*
Culminating Performance
3-4 Days
The culminating activity will be the completion of an essay created by the use of a word processing program.
The theme is: Explain and describe your specific personality type as determined by the Meyers-Briggs Survey. Give and explain 2 examples from your life where you agree with the assessment and 2 examples where you disagree. If you totally agree, give 4 examples of agreement. If you totally disagree, give 4 examples of disagreement.
Students will learn to appreciate differences among people. They will learn to value those differences. They will determine whether they think knowing a person’s personality type enables one to understand and predict behavior.
Through the use of the word processing tool, students will be expected to follow the standards for writing. They will be instructed on how to check and edit their text for corrections in punctuation, capitalization, spelling, and grammar. They will read their essays to the class. Questions will be encouraged.
The purpose for this exercise is to provide practice applying knowledge and skills. Students will be evaluated on both the written presentation and the content.
Tech. Standard 2-1.1
ELA Standard 1-4.5*
ELA Standard 1-4.6+
Career Dev Standard 1-1.1*
Career Dev Standard 1-1.2*
Career Dev Standard 1-1.3*
Career Dev Standard 3a-2.1*
Instructional / Environmental Modifications
During the survey, questions will be read and re-read as needed. Terms will be defined and explained with examples given. When taking notes the desks will be arranged in order to accommodate small groups who will share information.
If students are absent or in need of extra time to take the survey, a computerized form of the survey will be available.
MATERIALS & SUPPLIES
Questionnaire, answer sheets, pens.
Notebooks, computer generated personality descriptions with information on career choices, midlife, mate selection, etc.
Apple lle computers with Meyers-Briggs software.
Computers, printers, word-processing software.
ASSESSMENT TOOLS & TECHNIQUES
This is a pass/fail course. Students understand that:
P++ is equivalent to the traditional 100
P+ ” ” 90 – 99
P ” ” 70 – 89
P- ” ” 65 – 69
F ” ” Below 65
Students are graded both on content (first grade) and on mechanics (second grade); example: P+/P.
RUBRIC: ESSAY – CONTENT
P++
Outstanding work, extraordinary effort and accomplishment. Reserved for the perfect work containing no errors in details or mechanics.
The essay is extremely appropriate and communicates full understanding, knowledge, and investigation into the topic. It is very clearly presented with high quality, shows much creativity, and an abundance of support and examples from the student’s personal experience.
P+
The essay is very appropriate for topic and communicates superior knowledge and investigation into the topic. It is very clearly presented with high quality and shows much creativity.
P
The essay is appropriate for topic and communicates knowledge and investigation into the topic. It is presented with good quality and shows some creativity.
P-
The essay is not appropriate for topic and may be incomplete. It communicates little knowledge of topic. Unclear or poor quality; shows little creativity.
F
The essay is too short or not completed and is not appropriate for topic. Shows no knowledge of topic and no creativity. Quality is very poor and reflects little or no effort.
RUBRIC: WORK PROCESSING – MECHANICS
P+
Headers, margins and tabs were all used successfully. The material was spell-checked and edited. There were no mistakes in punctuation, capitalization, spelling, and grammar.
P
Headers, margins and tabs were used successfully. The material was spell-checked and edited. There were very few mistakes in punctuation, capitalization, spelling, and grammar.
P-
Below average standards regarding headers, margins and tabs. The material was poorly spell-checked and edited. There were several mistakes in punctuation, capitalization, spelling, and grammar.
F
Word processing skills are not executed appropriately.
Learning Experiences Extending and Refining
| What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of… | What reasoning process will they be using? | Describe what will be done. |
| Different personality traitsDifferent personalities and corresponding career optionsDetermining whether they agree or not with the assessmentsGiving examples of agreement or disagreement | ComparingClassifyingAnalyzing PerspectivesConstructing Support | Notes and discussionReading, notes, and discussionWriting essayWriting essay and presenting orally |
Time Required
Planning: 1 day
Implementation: 10 days
Assessment: 2 days
Student Work
Attached
Below please find 2 samples of student work. The names have been omitted in order to preserve anonymity
My Personality (example 1)
There are a lot of wonderful people out there in the world, and each one of them has a different, but little the same – so that we can relate to. There are 16 different categories in the Meyers-Briggs Test, and each person in the world can be put in them, each different, but the same in a lot of ways. During that test, I learned more about myself, others, my personality, and how it effects my life every day. Your personality is a mysterious thing, that effects everybody around you, and other people’s personalities effect you in a certain way.
After taking the test, and grading it, the world of differences opened up to each one of the students. We looked at everybody in the class, as different, but with the same roots and some like personalities. I was grouped in the “INFJ”, and there were only two people in my group, my best friend, _____________. Before the test, and the new experience, we looked at each other as friends, with similar personalities, but never thought that we would be grouped in the same category.
I am grouped into the category of an “INFJ”, which stands for (introvert, intuitive, feeler, and judges). These categories are a little different for each person, but by looking into them, you understand yourself better, your decisions, reactions, and others better.
The “I” in the category, stands for introvert. I am categorized in that group because, I am a person that likes to be around a group of people, but enjoys their time being alone. I sometimes go into myself, cause I am scared getting my feelings hurt or being unnoticed, but that does not mean that I don’t enjoy working, meeting, or being friends with other people. I enjoy helping others, I can see that in my life through what I do during my spare time (cooking and setting up for the dinners, working at the booths, helping elders with their chores, and directing the young alter servers in my parish). I enjoy having friends around me that care, respect, and understand me. I also enjoy reading and reciting poetry, writing stories, and reading books that can take me places of great imaginations (the test said that the INFJ’s have the ability to compose: music, poetry, novels, and are very good in math-I hope that this will be true, because I would like to be a writer or a journalist when I finish school). Through writing, the INFJ’s can help others to feel and to understand the world better through their writing. They best write to inform or from the truth (their or others experiences). In the explanation of the personality there was a line that I disagree with, “… an INFJ have an easy time deciding on decisions.” I am a person who takes a good 5 minutes to decide on what kind of ice cream should I have for desert, chocolate or strawberry. These people also, if are going into one field, they try their hardest and succeed in it.
Initiatives (the N in “INFJ’s) makes up the 25% of the worlds population. These people love to daydream and to let their imagination take them to the world of unknown and are creative. I can see why I am in this group, because I can sit for hours daydreaming of some imaginary world and I do enjoy reading or reciting poetry. I always think that there is always a chance for improvement and to do better, from sports to education to social life. They say these people plan everything. That is 100% true with me. I have to have it on paper, all scratched out one or two days before. This can go with every day life or for next summer vacations (my brain already is thinking of what to do). These people are very organized and always (pretty much are or try to be on time), I am like that, there can’t be one thing out of order and always I have to be in one place 15 minutes early.
The F in INFJ’s stand for feeler. I am that person. I go with what my heart says. I am concerned for others, sympathetic, sensitive, and have warm feelings for all. I do look at facts, but when I see a person in need, even if they might be my enemy, I put my anger aside and try to help. I do follow what my heart says, I know that this might hurt me sometimes, but I think that if you can be happy for someone, when then you are happy, you feel twice as good. I enjoy helping others and working with all kinds of people.
I am a judge (the J in INFJ’s). these people are very organized, plan ahead, work to dead-lines, put work before play, and focus on possibilities. I can see why I am in this group. I can’t fall asleep if something is not in order in my room or in my book-bag. I am a person that also focuses on possibilities, that means that if I see something that I can’t achieve, I will work more on something that I could, and make that better, but I will still work on what is hard to make it better. These people, want peace and harmony in friendship and family.
I believe that each person is very special, and through the test and research, I see myself and the world with the eyes of tolerance, understanding, and willingness.
Personality Essay (example 2)
The Personality of an ISTJ is very unique. The letters stand for Introvert, Sensate, Thinker, and Judges. We make up six percent of the entire population. We are on time and able to make good and quick decisions. ISTJ’s are dependable, quiet, and serious. One example of the fact that we are so dependable is we do anything we say. We are very worried about possible tragedies that could happen such as another world war. An ISTJ would find dishonoring a contract appalling. We are very conservative of resources. An ISTJ is able to see problems and do things with out showing off.
The career choice of an ISTJ would most likely have to do with thoroughness, details, and justice. Some jobs that an ISTJ may have are being a bank examiner, auditors, accountants, a tax examiner, funeral director, legal secretary, and a reach. An ISTJ could also be a high school teacher of business, home economics, and gym. An ISTJ would most likely hold security investments. We hardly ever take chances with money or anything else. We can handle difficult and detailed problems which would make us excellent supervisors. I will admit that an ISTJ can be mad when criticized. We are patient with work producers but not with individual personalities. To make us happy everything has to be in order and in on time.
In the home of an ISTJ it is neat, orderly, and easy to function in. If you take close notice of our furniture it should be able to tell it is more durable that it is in style. When visiting us you should be able to tell we don’t like fancy speech, dress, or homes in general. ISTJ’s are usually never in style either; again their selection of clothes is based on durability. When we cook they are very simple meals, nothing exotic. If you visit the home of an ISTJ, this is what you might expect to see.
Dependable, that is the word for me, I am very dependable. Ask any one who really knows me. When I say I will do something I do it. Whether it be my homework or helping to do something I do it. Just for example my aunt asked to find out what Maronite churches are in Virginia. The next morning the information was there for her including the pastor; now there were other things I could have done and was almost late for church but the information was there. When I went to North Carolina one morning we had to get up at five o’clock in the morning and I went to bed late the night before. At one point that morning I said “Forget it I am to tired and won’t go”. Once I thought about it I changed my mind and said “Well I told them I will be there and I have to go”.
Another reason I agree with this is that I do very much worry about things that could happen but have not yet. I guess it is my personality that make s me worry about these things. For example now with this Kosovo Crisis. I am now worried about war with Yugoslavia. It has not happened yet but it is possible. That is just one example about how I worry about things.
This is not always a good trait but I will to it I am able to see mistakes and problems in things. For example when we went out to a restaurant everyone said the food was good. But I was able to say that something was wrong. They all said “____,-can’t you appreciate. Yes I said but I can’t help the fact that I am able to see problems with things.” That is one example of how I am able to find problems with things.
I don’t take chances with money. I never ever borrow money because I am afraid I will lose it or get robbed. I also don’t take chances with other peoples things either. For example I never ever bet or gamble in any shape or form. If I do it is not for much. These are some ways that I do not take risks.
I feel I have learned a lot from this entire personality thing. It has helped me to know more about myself and why I am the way I am. It also gave me a way to figure out why some people are different. I agree with just about everything this survey said.
Reflection
There are no right or wrong answers to the questions on the survey. Each student is successful. Their answers help show how they like to look at things and how they go about deciding things. They discover that knowing their own preferences and learning about other people’s can help you understand where your special strengths are, what kind of work you might enjoy and be successful doing, and how people with different preferences can relate to each other and be valuable to society.
This experience reflects exemplary classroom practices and assessments.
Sources
“Microsoft Works 3.0, Macintosh.” Disks. Bothell, Washington: Microsoft, 1990-1994. An integrated software program for the Mac; Including: word processing, spreadsheet, database, Communications, and draw tools. Briggs, Katharine C., and Isabel Briggs Meyers. “Meyers-Briggs Type Indicator.” Consulting Psychologists Press, Inc., Palo Alto, California, 1977-1988.
A preference and personality survey in book and computer program form. Computer program in Apple lle platform.
Technology Standard 2: Information Systems
Students will access, generate, process, and transfer information using appropriate technologies.
Information Systems
- Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
- Students know different types of equipment and software used to create audio, video, graphic, and text-based presentations (word processing software).
ELA Standard 1: Language for Information and Understanding
Students will read, write, listen, and speak for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.
SPEAKING AND WRITING
- Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one’s own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly.
5* Students use a variety of prewriting strategies (brainstorm, build background knowledge)
5* Students use a variety of strategies to edit and publish written work (e.g., edit for grammar, punctuation, capitalization, and spelling at a developmentally appropriate level; proofread using reference materials, word processor, and other resources; edit for clarity, word choice, and language usage; use a word processor to publish written work).
6+ Students use style and structure appropriate for specific audiences and purposes.
Careers Standard 1: Career Development
Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions.
- Students will learn about the changing nature of the workplace, the value of work to society, and the connection of work to the achievement of personal goals.
2* Students identify careers that are related to personal interests, skills and abilities.
3* Students understand that choosing jobs or careers related to personal interests, skills, and abilities usually leads to successful employment.
5* Students understand that personal choices affect career decisions.
Careers Standard 3a: Universal Foundation Skills
Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.
- Thinking skills lead to problem solving, experimenting, and focused observation and allow the application of knowledge to new and unfamiliar situations.
1* Students make decisions based on the evaluation of data obtained and the criteria identified.
3* Personal qualities generally include competence in self-management and the ability to plan, organize, and take independent action.
1* Students understand that an individual’s personal qualities and behaviors are influenced by the society they grew up in.
- Positive interpersonal qualities lead to teamwork and cooperation in large and small groups in family, social, and work situations.
1* Students present facts that support arguments in a manner that does not irritate others.
1* Students listen to dissenting points of view and react the ideas rather than the person presenting the ideas.
1* Students make a shared decision.
Further reading: How to Write a Lesson Plan: 7 Steps