For the most part, they break down the four main steps that help students learn more about the working world around them.
Before jumping right into these steps, it’s smart to start with a seed list of careers that are either common or popular in the world right now.
Careers like software developer, serial entrepreneur, social media strategist, and others are all great places to start for modern careers.
You can also use any number of more established or “traditional” careers, like accountant, psychiatrist, construction worker, clerk, and more.
Plus, you can always consider local or regional jobs that are on the rise. In many areas, that includeshealthcare careerslike certified nursing assistants, phlebotomists, or another area of expertise.
Now that you have your seed list of careers, you can dive into the steps of career exploration!
Each of these steps includes its own processes and procedures. We’ll take a look at each one in sequence so you can plan the best career exploration class possible!
To start, let’s talk aboutresearch.
Career Exploration Step 1: Research
The research step of career exploration introduces students to specific careers that they want to understand more.
This is where students take your seed list, choose a few careers that sound interesting, and learn more about them.
You have atonof different ways to do this.
The most popular way is to have students go online to school-sanctioned websites to learn more. Your school may even pay for career exploration software that’s specifically designed for students to learn more about the working world.
A third way is to network with professionals in your area and have them come discuss their career with your class.
This teaching method requires clearance from your school and some degree of coordination with individuals outside your school, which can get to be a lot of work on top of your regular teaching responsibilities.
But if students seem drawn to one career in particular, you have a perfect opportunity to contact someone who actually works in that field to speak to your class.
Regardless of how you teach the research phase of career exploration, you’ll have a perfect segue into the next step —evaluation.
Career Exploration Step 2: Evaluation
The evaluation step of career exploration empowers students to analyze the research they’ve conducted so they can get a deeper understanding of their favorite jobs.
Part of that understanding may be learning that a career simply isn’t a good fit for them at the moment.
That doesn’t mean that students will completely disregard a career, especially if they’re elementary- or middle-school aged students.
But itdoesmean that they can start looking into similar careers that may be more interesting to them.
The process tends to follow a similar pattern for any grade level in career exploration.
First, the students look at the career(s) that they chose to evaluate.
Then, they also look at the careers that support (or are supported by) their first career.
That lets students branch off from their initial career interest and learn more about a collection of careers instead of just one at a time.
This is especially useful for tech-oriented careers like a software developer. Yes, software developers are highly in-demand right now, but to succeed, they need to work with information technology professionals, business professionals, quality assurance, marketing teams, and more.
In other words, a student maystartthe evaluation process by looking at a career that they think is perfect.
By the time they’re done reading, they may have a different career aspiration, purely because they learned something new!
The important victory here is that you’ve expanded your students’ horizons so that they can understand the breadth of possibilities in their futures.
Once students have done that, they can share their findings with the class during thediscussionphase.
Career Exploration Step 3: Discussion
The discussion step of career exploration encourages students to talk about what they learned with their peers.
This lets students compare the careers they chose, why they liked those careers, and other offshoot careers that they discovered.
Students may also learn about new job tracks from their peers. The student from our previous example could tell their friends about IT and how interesting it is.
Likewise, two students may find out that they have a mutual career interest and hit it off talking about the requirements and possibilities of the job.
Students mayalsodisagree about which careers they like. This may sound like a problem on the surface, but it can actually lead to constructive and educational conversation.
You may have to mediate the conversation a little bit, but ideally, each student discusses what they liked about one career and didn’t like about another.
This helps students understand what interests can lead to other careers while providing them with a fresh perspective on careers in general.
The decision step of career exploration revolves around students deciding which career they’d like to pursue more.
Thisdoes notmean that a student is choosing the career they’ll be for their entire lives.
But — just like the first three steps of the career exploration process — it gives students a direction so they can follow their passion to a fulfilling career.
This phase is typically the fastest of the career exploration steps. You can set whatever requirements you’d like to help students move forward in their career curiosities. You could also leave it all up to them how they go after their dreams.
Regardless, these four steps are the basics of career exploration.
So why go through all of this, anyway?
After all, if your students are only with you for a semester or a quarter, can they really learn everything they need to improve their career outlooks?
The answer is yes!
3. Why Is Career Exploration Helpful?
First and most obviously, career exploration helps students discover the jobs that are available to them after they’ve graduated from school.
In addition, they also learn what level of education, work experience, and professionalism they need to succeed in their chosen career.
For example, someone who wants to go into marketing — a career available to individuals with or without a college education — requires significantly different requirements than someone who wants to pursue the decade of post-secondary education required to be a medical doctor.
Students also learn about the income they can expect from a career, how they can obtain that income, and how they can advance throughout the tiers of their career’s expertise.
In other words, students get a head start on their post-school lives by learning about the real world.
When you have someone from that career speak to the class about their experience, you increase that value exponentially as well.
That’s the final reason why career exploration is so helpful. With the right support and direction, students can actually start on their careerstoday.
They don’t have to wait to graduate.
They don’t have to wait until they have a full resume of experience.
They can get a head start on the job market when they’re 14, if they’d like.
But 14-year-olds aren’t the only students benefiting from career exploration.
In fact, some school districts may mandate that students take career exploration classes multiple times in their academic careers
4. How Often Should Students Participate in Career Exploration?
With the ever-increasing pace of technology, the American job market can change overnight.
That’s why it’s so crucial to take a look at career exploration opportunities for students throughout their academic careers — not just in one grade!
Major cities are especially sensitive to changes in economics or job distribution since so many professionals live within their borders.
Rural areas may be more insulated, especially in towns with more self-sufficient economies.
Either way, careers change!
They may change in terms of scope, requirements, tools, salaries, and — most importantly — availability, among other factors.
The best way to make sure students are ready for those changes is to keep them up to date! That way, they can successfully learn all of the new information that plays a role in the jobs of their dreams.
This lets your students answer questions about the class based on what they learned — not necessarily a right or wrong answer.
Instead, you get students to talk about what they learned in a class, why they liked something, why they disliked something, and what they want to do next.
The students who really get into your career exploration class will get into this assessment in no time! All they have to do is talk about what they liked and why they liked it, which is a fun and expressive activity for students of any age.
The students who aren’t quite feeling the career exploration class may have more difficulty. Again, this shows you that they didn’t quite engage with the curriculum as you might’ve wanted, which gives you the opportunity to circle back and engage these students in other ways.
With these two options, you’re all prepped and ready to run a career exploration class with a clear indicator of success!
So with everything said and done, let’s talk about one big question we haven’t answered yet.
How do you actually teach career exploration?
6. How Do You Teach Career Exploration?
When it comes to teaching a career exploration curriculum, there are hundreds of options available.