Portfolio Project

EDUC 765: Trends and Issues in Instructional Design

By: Christie Carter
Submitted 10/5/15

PROJECT PROPOSAL MODULE 2

Low Level Literacy/English Interview Workshop
Sponsoring Organization
The Milwaukee Area Technical College and Community Based Organization Partnerships like
Milwaukee Achiever Literacy Services
MATC is a technical college that provides numerous educational opportunities for students of all
backgrounds and needs. It has two year technical diploma programs, two year associate degree
programs, certificate programs, professional development courses, English Language/bilingual
instruction, Basic Skills instruction, an Adult High School and GED instruction. MATC along
with more than 35 organizations in the community, work together to help students in the citys
neighborhoods strengthen their skills, themselves and their communities.
The mission of the MATC Pre-College Education is to provide quality pre-program academic
and support services to prepare individuals for employment, occupational training, high school
completion, post-secondary education and personal growth.

Project Description
Job interviewing skills are very important to possess. They allow people the opportunity to
express their skills and experiences using the appropriate jargon for the field, compete in an everchanging/highly competitive job market, provide more opportunities to family-sustainable wage
jobs, and help increase the economy. A lack of, or poor interviewing skills, can lead directly to
no or little chance of advancement, low self-esteem, and a reliance on social programs. At many
times because of the volatile economy, all work-age family members in the household no matter
level of education, need to enter the workforce in order to ensure bills are paid and loved ones
are fed. Lack of resources for low-level literacy and English Language Learners (ELL), related
to the job-seeking process, along with the importance that everyone have the ability to compete
as effectively as possible in the job market, indicate the need for training in the following:
(orally, and in writing in home language as necessary)
Knowledge of important vocabulary in the interview process

Better understanding of interview process

Exposure to the different types interview questions
Correct articulation of interview question answers

Aim
Assist with the improvement of job-seeker confidence and skills through increased knowledge
and practice of job interviewing.

Target Audience

Job seekers who are 18+

Have low level literacy skills in the areas of reading, writing, listening, or numeracy
or
Have limited English skills (ELL)
Struggled in large group settings or classes (formal college classes)

Delivery Options
The instruction for this project will be delivered in a face-to-face manner. The reason for this is
many of the individuals that make up this population do not have access to technology like
computers and have no or very low computer literacy skills.

FRONT-END ANALYSIS: INSTRUCTIONAL NEED MODULE 3

Instructional Need
This front end analysis is being done to address an existing and ever present problem that exists
in the MATC and Community Based Organization Partnership. There is a gap between the
resources, (both materials and the staffing), necessary and available for Low Level
Literacy/English learners at community based organizations in the area of
employment and job training, and the number of learners who increase their
skills at high enough levels to obtain/retain a job before leaving the program.
This problem has affected MATCs upper management, who needs to keep track of, monitor, and
stimulate the number of employment, educational, and personal learner gains every semester in
order to keep receiving the highest level of state funding possible. It also has affected the
community based organization upper management who may not be able to serve as many
learners because the inclusion of larger group classes are directly related to the dwindling
funding and the failure and attainment of benchmarks related to grade level and employment
gains. It has a direct effect on the coordinators of the individual programs provided by the
organization. They no longer will be able to offer the widespread class offerings to learners. It
has its greatest effect on the learners who have decided to come to this program because of its
more individualized instruction, smaller class-sizes, and positive and uplifting
atmosphere/learning environment. Learners are coming to classes, but without the proper
employment workshops like Low Level Literacy/English Interviewing the probability of
increasing or stabilizing current programing and funding is grave.
Assisting learners in the improvement of confidence and skills through increased knowledge and
practice of job interviewing will enrich the Milwaukee Achiever program, strengthen the
relationship between MATC and the community based organization, help learners and their
families personally, and increase the knowledge and skill base of the Milwaukee workforce.
This problem can be solved by instructional intervention vs. a policy change or other solution. A
policy change like having all Low Level Literacy or English learners who want assistance in the
area of interviewing go to the Career Services Center at the college, could be very overwhelming
to an individual with anxiety and fear of failure or with no knowledge of the educational system
in the U.S.
Also, while federal job centers may have the appropriate job related materials and experts, they
may not have educators that understand the many complexities that come with working with
individuals of this target audience.

FRONT-END ANALYSIS: LEARNER CHARACTERISTICS

MODULE 3
Learner Analysis
Primary Audience (workshop will be mandatory for these learners)
All learners who register for the Community Based Organization
Partnership mini-lab classes Basic Skills or English who are referred
by federal or state employment programs
All learners who register for the Community Based Organization
Partnership mini-lab classes Basic Skills or English who come
independently for their own self-enrichment and have a goal of
increasing their current level of employment
Any learner who registers for any class at Milwaukee Achiever and
identifies the need to increase their current level of employment as
a primary goal
Secondary Audience (workshop will be voluntary for these learners)
All learners who register for the Community Based Organization
Partnership mini-lab classes Basic Skills or English who are not
currently in labor market because they are homemakers
All learners who register for the Community Based Organization
Partnership mini-lab classes Basic Skills or English who are not
currently in labor market because they are retired workers who may
want to re-enter the workforce in a part-time or volunteer capacity
Any learner who registers for any class at Milwaukee Achiever and
has a child who is graduating high school within the year or is over
18 and having difficulty entering into the workforce
General Learner Characteristics
Age: 18-75
Gender: Men and Women
Education: No formal education through associates degree (all read
at an 8th grade reading level or below in English)
Work Experience: 0 to 25+ years
Entry Characteristics
Most are familiar with the concepts of work job interview
interview questions and interview answers
Most understand that when going for a job they are the person
being interviewed
Most understand that the person or people asking questions at an
interview is/are known as the interviewer(s)

Most understand that there are appropriate and inappropriate ways

to answer a question asked by an interviewer

Contextual Analysis
Orienting Context
The learners want to better understand important vocabulary used in
interviews, a better understanding of the steps, knowledge of the types
of questions asked, and how to answer interview questions in a clear,
concise manner that is easily understood.
The learners perceived utility of instruction are that skills learned in
this class are ones that they can take with them and apply to every
future interview they go on. It will have a direct impact on their ability
to land, keep, move up, or expand, their current level of employment
The learners perception of accountability may be high for this
workshop because they need to rely on themselves much of the time
in order to get the most out of the workshop. If they do not
understand or get confused they must take responsibility for their own
learning and ask questions. They will be required to demonstrate their
skills in various controlled activities like oral exams, viewings of
interview scenarios, group discussions, and small presentations about
various topics about the interview process. They will receive a
certificate at the completion of the workshop that indicates skill
mastery.
The learners potential misconceptions towards the subject of the
instruction could be related to their prior experiences interviewing
(good/bad). This could affect their level of confidence. It also could be
related to cultural differences between interviewing in their home
country vs. the U.S. They also could feel there is no way to remember
all the different types of interview questions and the different English
expressions they contain.
Instructional Context
When addressing scheduling needs of Milwaukee Achiever and the Low
Level Literacy/English Interviewing Workshop, the different schedules of both the staff
and building as well as the students (ie. work, school, children, and families must be
strongly considered) Milwaukee Achiever is open September December with a month
break specifically for the mini lab classes. The center is open Monday and Tuesday
8:30a.m. -8:00p.m. Wednesday and Thursday 8:30a.m.-4:00p.m. The center is closed on
Fridays. The two largest learner groups are serviced in the mornings between 8:30a.m.
12:30p.m.and in the evenings between 4:00p.m. 8:00p.m .It would be beneficial to have
three, six week long two hour, once a week workshops (per 16 week semester) at both
morning and evening times to accommodate the learners and organization.

The lights within the two rooms used at Milwaukee Achiever for
instruction are easily controlled and accessible to turn off or dim when
showing PowerPoint Presentations, videos, or other media and
technology. The building has many large windows. Due to sun these
windows, even with blinds pulled, make it very difficult to see materials
on screens.
Milwaukee Achiever and many other community services are housed at
a convent. This makes for much action, noise and small distractions.
At many times there multiple events taking place at one time (ie.
funerals, childcare, and choir practice, and building maintenance), but
doors can be closed to decrease noise.
The temperature in all the rooms can be easily adjusted. When the
windows adversely affect the temperature on extremely sunny days,
fans can be turned on.
There are ample amount of seating and table options to accommodate
both the learners and the activities that will be done. There are eight
computers along the perimeter of one room that may slightly inhibit
the room from accommodating the learners at capacity.
All learners who are attending this workshop are from the Milwaukee
area; therefore, no hotel accommodations are necessary. For learners
who get hungry mid-day or evening, the convent does have a cafeteria
where anyone in the building can buy food or drink using cash. There
is also various restaurants nearby since the workshop is close to 27th
street.
Since this is a partnership between MATC and Milwaukee Achiever the
responsibility of getting the appropriate technology can be shared. For
this workshop a laptop with PowerPoint, internet access and the ability
to hook to a projector and screen is needed. Also, Milwaukee Achiever
only has two rooms to utilize for instruction. It may be necessary to
rent additional rooms for the workshops depending on the time it is
offered and the turnout. Other rooms can be utilized at the convent for
a fee.
Students and instructors have easy access to bus transportation if they
do not have access to a vehicle.

Transfer Context
The interviewing skills learned in this workshop relate to a real-life
experience, a job interview.
The learners will have the opportunity to use skills learned at the
workshop when preparing for and during a job interview.
The learners will have the continued support of their workshop
instructor, MATC instructors and their one on one tutors.

INSTRUCTIONAL IMPACT BASED UPON LEARNER

CHARACTERISTICS
Application of Learning Theories
When addressing the problem of this project I will specifically be looking at
these adult learning theories: Andragogy and The Dick and Carey Model.
I will make sure the workshop is systematically structured and objectives are
clearly and simply specified. I will make sure that real life application is both
thought-provoking and can be clearly identified. I will make sure that all
necessary material is covered so at the completion of the class, learners are
ready to successfully interview for a job of their choosing. I will create
activities that capitalize on learners experiences and backgrounds. Even
though the adults taking this workshop, are self-motivated and independent,
I must help the in the area of confidence. These students especially need
confidence and reassurance in the areas of their comprehension of the
material, the validity of their own experiences, and their English acquisition
skills.
I will make sure the specific tasks of a successful job interview are identified
so the learners can specifically track their own accomplishments. I will
check the students mastery of interviewing skills throughout the entire sixweek long workshop. I will choose specific and deliberate materials to
supplement instruction and also continually formatively evaluate their
effectiveness. I will make appropriate changes when necessary.
I will also recommend that a summative evaluation be completed at the
completion of the semester to evaluate the effectiveness of the workshop as
a whole, so that appropriate changes can be made.

Application of Motivational Theories

I will be applying the motivational theories of Malcom Knowles,
specifically Andragogy to all aspects of my portfolio project. Adults
need for self-direction in their learning experiences directly affects
the way I as an instructional designer must analyze need, develop
and create instruction to assist in the solving of a problem.
Throughout this entire process, I have kept Knowles ideals that
adult learners need to know why they are learning a specific thing,
they need to have opportunities to experiment and do, they learn
best by problem solving, and when they can see the immediate
value what they are learning to do will have on their daily lives.
The motivation they have to learn and use the material presented
in this workshop is directly related to intrinsic motivation or their
need, want, and desire to learn/learn how to use the material

presented to increase the economic self-sufficiency of their family.

When developing this project I specifically kept Kellers theory in
the back of my head. Like him, when developing the interview
workshop I focused on these four areas: arousing interest, creating
interest developing an expectancy for success, and producing
satisfaction through intrinsic/extrinsic rewards.
I subscribe to many learning theories and have found through this
development process and class I now subscribe to more than I
once did. I realized both in my teaching and for this workshop
because of my target audience, I use the Behaviorism Theory.
This workshop, like my teaching, will have a group of mixed ability
level learners with most being extremely low in literacy. In this
workshop I have created learning activities that are very pattern
based and rely on positive and negative reinforcement as is
suggested in behaviorism. I have also created activities
surrounding the Cognitive Theory where learners take the
information/knowledge learned and make something meaningful to
them. I have also employed parts of the Natural Learning Theory
into this workshop, specifically Principle #11. No matter how
much the learners know and understand, if the environment
changes ever so slightly it can adversely affect their ability to
demonstrate their knowledge. This seems to happen to a lot of
underprivileged/underrepresented groups like my target audience
for the workshop. No matter how much the learners know and
understand about the interview process, if the environment
changes ever so slightly it can adversely affect their ability to
demonstrate their knowledge effectively in an interview situation.
As an instructional designer it is my job to provide
experiences/tasks that will empower workshop learners and
disempower their fear of interviewing.
Depending on the learner characteristics of the workshop group
each time it is offered presented I, as the instructional designer
and the individual presenter/instructor, must be thinking about
and adjusting to the unique needs of the learners that day. If I do
not provide the workshop instructor with enough ways to
differentiate/grasp instruction the likelihood of learner overload will
be extremely high.

Impact of a Diverse Audience on Instruction

My primary audience for this workshop is very diverse in terms of age,
nationality, ethnicity, languages spoken, education, ability level, and
experience with technology and background knowledge. All of these factors
will have an impact on the instruction provided. I will have to make sure that
the steps and main points of job interviewing are provided in picture-formats,
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simple language, and first language formats. I must make sure that picture
formats are culture-sensitive. I will have to keep in mind the interview
practices of learners home countries and pasts. This will have a direct
correlation to how they interact in a job interview. I will have to make sure
that any videos I use have the ability to use subtitles in various languages or
see if the company that produced the videos, will add other languages. I will
have to keep in mind the work experience of my learners.
Due to the wide spectrum of low-level literacy/English learners my
technology inventory revealed that using technology like computers will not
be effective for this workshop. The reason for this is many of the individuals that make
up this population do not have access to technology like computers and have no or very low
computer literacy skills.

TASK/GOAL/PERFORMANCE ANALYSIS MODULE 5

I decided to conduct a procedural analysis for Low Level Literacy/English Interview Workshop
for the following reasons:
Did not want the instruction to produce information overload to the
target audience
There are specific procedures that occur during the interview process
There are specific question types that are asked during the interview
process
There are specific ways that the interviewee must interact with the
interviewer during the process
There are specific ways to answer interview questions successfully as
the interviewee

Task Analysis
As the instructional designer in charge of the project I reflected on the following questions as the
SME
1. What does the learner do?
Identify the action in each step the learner must perform
These actions are either physical e.g., (shaking the interviewers hand), nonverbal
e.g., (maintaining eye contact) or verbal e.g., (answering questions)
2. What does the learner need to know to do this step?
What knowledge (process, vocabulary related to interviewing, comparing and
contrasting, question/answer types) is necessary?
What does the learner need to know about the location or orientation of the
components that are a part of this step (e.g., how the interviewee should position
him/herself in relation to the interviewer)
3. What cues (visual, verbal, non-verbal etc.) inform the learner that there is a problem, the
step is done correctly, or a different step is needed (e.g., key words or phrases in
questions indicate the need for different types of responses)?
My analysis produced the following steps:
1. Review vocabulary (person/people) and their roles related to the interview process
a. Interviewee
b. Interviewer
2. Describe the beginning the interview process
a. Look at visuals and describe the beginning of the interview process
b. Read about the beginning of the interview process and describe it
3. Prepare self to act out appropriate skills during the beginning of the interview
a. Visual cue: Dress in business attire, clean, professional
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4.

5.

6.

7.

8.

9.

b. Verbal cue: Speak confidently, introduce yourself, make appropriate small talk
c. Non Verbal cue: Maintain eye contact, smile, firm handshake when initiated by
interviewer
Identify the 8 types of interview questions (Personal, Credential Verification, Experience
Verification, Behavior, Competency, Case, Strength and Weakness, and Brain Teaser)
a. Review the characteristics of each type
b. Listen actively to interview question
c. Analyze the key words of each of the following types
Prepare self to act out appropriate skills during the interview
a. Visual cue: Dress in business attire, clean, professional
b. Verbal cue: Speak clearly, directly, pause appropriately and when processing
time, or clarification is necessary
c. Non Verbal cue: Sit up straight, smile, maintain eye contact, engage with
interviewer
Practice the types of interview answers
a. Review the Dos of interview answers
b. Review the Donts of interview answers
c. Identify the Dos and Donts of interview answers
d. Analyze the Dos and Donts of interview answers
Prepare self to act out appropriate skills at the completion of the interview
a. Visual cue: Dress in business attire, clean, professional
b. Verbal cue: Ask interviewer questions about company/business, thank them for
the interview opportunity
c. Non Verbal cue: shake hands, send a thank you after the interview
Review the completion the interview process
a. Visual cue: Reflect on what was seen in different interview
scenarios
b. Verbal cue: Reflect on what was said in different interview
scenarios
c. Non Verbal cue: Reflect on the different attitudes of people in
interview scenarios
Reflect on the positive and negatives of the interview process
a. Visual cue: Interviewee reflect on what he/she sees in his/her
interview scenarios
b. Verbal cue: Interviewee reflects on what he/she said in his/her
interview scenarios
c. Non Verbal cue: Interviewee reflects on both his/her and the
interviewers attitude of the interview
d. Interviewee reflects on what went well at interview
e. Interviewee reflects on what could be improved upon for future
interview experiences

INSTRUCTIONAL OBJECTIVES MODULE 5

Project (Instructional) Goal

Increase your confidence and skills as a job-seeker so you are able to follow
the interview process, identify questions and articulate responses that will
allow you to have a competitive edge in todays job market

Terminal Objectives and Enabling Objectives

[Terminal Objective 1: Learners will be able to identify their role and plan their actions
for appropriate behavior in an interview.] Cognitive, Psychomotor, and Affective.
o [Enabling Objective 1a: Given a Venn diagram, a reading
describing the 2 Major Players in an interview, a definition sheet
containing the words compare/contrast including examples,
learners will compare and contrast the roles and corresponding
behaviors describing in writing at least eight roles and behaviors
for each Major Player]
o [Enabling Objective 1b: Given 8 interviewee interviewer
scenarios, learners will analyze, interpret, and classify the roles
and behavior of the 2 Major Players of an Interview answering
these 3 questions aloud 1) What are the roles and behaviors
being presented here, 2) are they appropriate or inappropriate,
3) How would you change them so all behavior and roles of the 2
Major Players are appropriate?]
o [Enabling Objective 1c Given both a partner and a rubric, create
a skit where one person is the interviewee and one is the
interviewer make sure to include at least 4 roles and behaviors
for each of the Major Players; skits must be 4 minutes long ]
[Terminal Objective 2: Learners will be able to explain in their own words the steps of
the interview process (beginning, during, and at the completion of.] Cognitive,
Psychomotor, and Affective.
o [Enabling Objective 2a] Using visual picture prompts, learners
will recite the steps of the interview process in the correct order
with 100% accuracy
o [Enabling Objective 2b] After viewing video scenarios of
interviews in mixed order, learners will classify whether the step
seen takes place in the beginning, during or at the completion of
the interview process
o [Enabling Objective 2c ] Given a role-play topic, a script, and a
partner, (both ineffective/effective interviews) learners will
kinesthetically demonstrate their understanding of the steps of
the interview process
o [Enabling Objective 2d ] Given an audience rubric, learners will
evaluate their classmates portrayal of both the
ineffective/effective steps in the interview process

o [Enabling Objective 2e] Given half a session, learners will provide

oral feedback for their classmates portrayal of both
ineffective/effective steps in the interview process

[Terminal Objective 3 :Learners will be able to employ appropriate

behavior (non-verbal/verbal) at the beginning, during, and completion
of the interview process] - Cognitive, Psychomotor, and Affective
o [Enabling Objective 3a] Given definitions of non-verbal and
verbal communication, and a chart, students will identify these
two forms of communication styles within written interview
scenarios with 90% accuracy
o [Enabling Objective 3b] After watching a video that includes both
verbal and nonverbal communication four times total, learners
will do a sort of communication cues The sort includes the
following 4 categories: Appropriate Non-Verbal Cues for the
Interviewee, Appropriate Verbal Cues for the Interviewee,
Appropriate Non-Verbal Cues for the Interviewer, Appropriate
Verbal Cues for the Interviewer, Inappropriate Non-Verbal Cues
by Both, Inappropriate Verbal Cues by Both
o [Enabling Objective 3c] After watching a (recorded) role-play
performed by two instructors, learners will reflect, in list form, on
three positives and three negatives of the non-verbal cues of
interview readiness (timeliness, interview attire, posture, eye
contact, handshakes, & follow-ups)
o [Enabling Objective 3d] After watching a (recorded) role-play
performed by two instructors, learners will be able to reflect, in
list form, on 3 positives & 3 negatives of the verbal cues of
interview readiness (succinct introductions, interview answers,
conclusions, appropriate volume, pace and pauses when
speaking)
o [Enabling Objective 3e] Given a random case study, (each group
of 3-4 learners will have a different one), learners will write 2
lists; one describing all the non-verbal cues and one describing
all the verbal cues they identify
o [Enabling Objective 3f] Given the same random case study,
(each group of 3-4 learners will have a different one), learners
will write a paragraph answering the following questions 1) What
did you learn about behavior from this case study? 2) What is
your opinion about the behavior presented there? 3) How can
these behaviors effect you and the interview process?

[Terminal Objective 4:] Learners will be able estimate, organize and

survey the questions within an interview] - Cognitive, Psychomotor,
and Affective

o [Enabling Objective 4a] Using a KWL Chart in a large group

setting, learners will review knowledge the 8 types of interview
questions each week of the class ]
o [Enabling Objective 4b] Using a video that includes information
about and scenarios portraying the 8 types of interview
questions, learners will answer these 3 questions and write them
on the video worksheet 1) What type of question is being shown
in each scenario? 2) What are the key words or phrases that
identify that question as such
o [Enabling Objective 4c] Using a phrase information sheet
provided by the instructor as a starting point, learners will
brainstorm with other learners about other phrases they have
heard in interviews or when talking about interviews, that cause
confusion or heighten nervousness and add them to the sheet
[Terminal Objective 5:Learners will be able to produce answers orally
to interview questions] - Cognitive, Psychomotor, and Affective
o [Enabling Objective 5a] After discussing the dos & donts of
answering interview questions, learners will be tested on them in
a multiple choice format test and must get at least a 90% or
higher before moving on
o [Enabling Objective 5b] After watching a video that includes dos
& donts of answering interview questions, students will
participate in a discussion to analyze the answers that were
given
[Terminal Objective 6: Learners will be able to reflect on the attitudes that arise and
change during the interview process.] Cognitive, Psychomotor, and Affective.
o [Enabling Objective 6a] Given a pre-interview workshop survey,
learners will indicate their knowledge about interviews prior to
taking the workshop, completed pre-surveys must be given to
instructor by the end of the first session
o [Enabling Objective 6b] Given 15 minutes each, at the mid-point
of the interview workshop, learners will verbally respond to
questions asked by the instructor about likes, dislikes, concerns
and suggestions they have about the class thus far
o [Enabling Objective 6c ] Given a post-interview workshop survey,
learners will indicate their knowledge-level about interviews after
taking the class, completed pre-surveys must be given to
instructor by the end of the final session

ENABLING OBJECTIVES MATRIX & SUPPORTING CONTENT

MODULE 6
Title of the unit/module: The interviewees role in the interview process
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Terminal Objective: Identify the role and plan the appropriate actions and
behaviors of the interviewee during the interview process
List Pre-instructional Strategy: Pre-Interview Workshop
Survey/Anticipation Guide (specifically related to roles and behavior
exhibited in an interview)
Enabling
Objective

Level on
Blooms
Taxonomy*

Fact,
concept,
principle,
rule,
procedure,
interperson
al, or
attitude?

Learner
Activity
(What would
learners do to
master this
objective?)

Delivery Method
(Group
presentation/lectu
re, self-paced, or
small group)

Learners
compare and
contrast the
roles, and
correspondin
g behaviors
of
interviewees
and
interviewers
during the
interview
process

Analyzing and
Evaluating

Concepts

In writing,
describe at
least eight
roles and
behaviors of
both
interviewees
and
interviewers

Readings, Venn
Diagrams,
Definitions with
Examples Sheet
(Individual
activities)

Learners
analyze,
interpret, and
classify the
roles and
behaviors of
interviewees
and
Interviewers
by answering
3 questions

Analyzing,
Evaluating,
and
Understandin
g

Interperson
al and
Attitude

Answer these
questions
aloud when
reflecting on
different
interview
scenarios:
1) What are
the roles and
behaviors
being
presented
2) Are they
appropriate

8 interviewee
interviewer
scenarios
(Individual/instruc
tor Activities and
large group
discussion)

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Learners
appropriately
depict the
roles and
behaviors of
both
interviewees
and
interviewers
during the
interview
process in a
skit they
create

Creating

Procedure
and
Interperson
al

or
inappropriate
3) How could
you change
them so the
behaviors
and roles
displayed by
both the
interviewees
and
interviewers
are
appropriate?
create a skit;
(interviewee/i
nterviewer)in
clude at least
4 roles and
behaviors for
each

A rubric (Partner
Activities

Pre-Interview
Workshop
Anticipation Guide

Name:_____________
How Do You Act?
Directions

Think about you and your daily interactions with people. What
do you do? How do interactions make you feel? What is important?
Put an X next to the sentences that are true.

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__

Making a good impression is very important to me.

__ I dont like to talk about myself and my accomplishments.

__

I wear professional clothing 3 out 5 days of the week.

__

I like talking to people I dont know.

__

It is okay for me to ask a person questions when I dont

understand something.
__

I am a good listener.

__

I like to greet people when I first meet them.

__

I talk a lot.

__

Being on time is important to me.

__

I must have an answer for everything.

__

I am nervous about getting a new job.

__

I feel like I cant make mistakes.

REFERENCES
Adapted from Judith Boettcher,(July 3,1998). Pedagogy and Learning
Strategies. Retrieved from
http://www2.uwstout.edu/content/profdev/idtren/four/id_comparison.htm
Ames, C. & Ames R. (1989). Research in Motivation in Education, Vol 3. San
Diego: Academic Press.
(June 1, 2011). Natural Learning: The Brain Based Principles. Retrieved from
http://www.funderstanding.com/educators/natural-learning-brain-principles/
(June 16, 2011). Natural Learning Principles Critical for Education. Retrieved
from http://www.funderstanding.com/educators/renates-blog-needs-name/
Keller, J. (1983). Motivational design of Instruction. In C. Riegeluth (ed.),
Instructional Design Theories and Models. Hillsdale, NJ;
Saul McLeod, (2007, updated 2013). Behaviorist Approach. Retrieved from
http://www.simplypsychology.org/behaviorism.html
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FINAL PROJECT RUBRIC

Please see the final project rubric at:
http://www2.uwstout.edu/content/profdev/idtrends/Portfolio-Rubric.pdf and the
reflection paper rubric at:
http://www2.uwstout.edu/content/profdev/idtrends/Portfolio-RubricReflection.doc

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