Facilitator Workshop – A.M.

1. Facilitator Workshop – A.M.

2. Workshop Overview • Background • Series • Benefits • Websites • Training • Facilitator’s Kit • Facilitator’s Guide

3. Background • The Real Game was created in 1994 • Canadian + USA collaboration • Australia was next to launch a national adaptation • DEST coordinates The Real Game in Australia • 2006 - 2nd Australian edition

4. Background What if we could give young people a practice run at being an adult while they’re still in school – something that feels like the real world they’ll soon be part of? Bill Barry Originator and writer of The Real Game Series

5. The Real Game Series • A paper based career and life skills program • A suite of six developmentally sequenced career education and life skills experiential games

6. The Real Game Series

7. Why Use? The Real Game incorporates interactive learning strategies that enhance and accelerate the acquisition of knowledge and skills. The program modality brings fun, stimulation and excitement to career development activities that have previously been didactic, tedious, and at times depressing. A learning environment is mutually created between facilitator and participant that enables learning to become a thoroughly enjoyable experience. This approach allows both brain hemispheres, multiple intelligences and the conscious/subconscious to be activated, and enhances the absorption, involvement and commitment of both facilitator and participant in the learning process. Phil Jarvis, The Real Game Series Coordinator National Life/Work Centre, Canada

8. Benefits for Students • Build and reinforce positive self concept • Relate school experience to career choice • Practice teamwork, decision making, problem solving and communication skills • Learn to make informed learning and life choices • Understand the concept of lifelong learning • Discover personal skills and talents • Relate learning to earning • Understand how a local community fits into a global community • Explore satisfaction received from diverse work, community and personal roles • Explore the relationship between work and broader life roles

9. Benefits for Teachers • Support and enhance practical aspects of academic learning in subject areas such as English, career planning, SOSE, arts, maths, science, technology, economics and geography • Utilise a ready made set of career development activities requiring little preparation • Participate in team teaching • Promote interaction among teachers, students, parents and community • Tailor curricula to local settings, interests & needs

10. Benefits for Parents & Employers Parents • Opportunities to share directly in their child's education & career development Employers • Opportunities to share in the education of their future employee pool

11. Websites • Australian website www.realgame.gov.au • International website www.realgame.com

12. Ordering TRG Materials • Facilitator’s Kit $225.00 • Students Folders (10) $18.00 • Student Handout Pads (10) $20.00 • Real Game Poster $0.20 • High Five Poster $0.20 • Order form available at www.realgame.gov.au/orderforms/TRG-Kits.pdf

13. Site Licence The purchase of the Facilitator’s Kit grants to schools an automatic licence to reproduce the components of TRG in accordance with the Site Licence Agreement

14. The Real Exchange • The Real Exchange is an online forum for licensed users of The Real Game • You can learn from other users in Australia by sharing tips about delivering TRG • www.realgame.gov.au/gateway.htm

15. Facilitator’s Kit • Facilitator’s Guide • Real Game Poster • Reproducible Masters • High Five Poster • Key Words Chart • Spin Game • Q & A Cards • Job Profiles • Chance Cards

16. Facilitator’s Guide • Introduction – The Real Game Series • Unit One: Learning a Living • Unit Two: Making a Living • Unit Three: Quality of Life • Unit Four: Changes and Choices • Unit Five: The Personal Journey • Appendices

17. Facilitator’s Guide Introduction • Overview of the Game • Goal • Role of the Facilitator • How It Works • Session Outline • The High Five Principles • Learning Premises

18. Facilitator’s Guide Introduction • Interdisciplinary Learning • Terms • Adapting the Game • Linking with Other Resources • Unit Summary • Pre-Preparation Notes • Performance Review

19. Overview of The Real Game • Built on the premise that in the 21st century how we work will change constantly • TRG Response: • Career exploration • Life/work exploration

20. Synopsis of The Real Game At the beginning of The Real Game students create wish lists of things they would like as adults. After assuming randomly assigned life/work roles, they experience a “reality check” as they balance their monthly budgets, cope with unexpected chance events, and explore the balance between work and the rest of their lives. They create an imaginary community, and plan group holidays taking into account individual budgets and work schedules. As their role characters are made redundant, they learn how to adapt to change and unexpected situations, and use their transferable skills to enable them to create new work opportunities. Finally, students leave their roles behind and imagine themselves in the future, developing their own personal life/work profiles.

21. Goal of The Real Game • Purpose - to demonstrate to students the real life relevance of their school experience • Goal - to help students gain age appropriate competencies in the broad areas of: • Self knowledge and awareness • Work and learning exploration • Life and career planning

22. Objectives of The Real Game • Discover unique personal skills and talents with respect to life/work roles and interact positively and effectively with others • Build, reinforce and maintain a positive self concept • See how schooling (all subjects) and extracurricular interests are directly related to future life and work roles, and how furthering knowledge and skills opens doors to new opportunities • Explore financial management and budgeting, and realise there is a link between education and training, income and lifestyle aspects such as time available for family, community and leisure • Explore a range of teamwork, problem-solving, decision-making and communication skills, and develop effective work habits in multiple life/work roles

23. Objectives of The Real Game • Explore diverse work and community roles, and discover what aspects of these roles are most satisfying and fulfilling for themselves • Explore links and balance between work and broader life roles, including the dynamics of building, living in and contributing to a family and community • Explore the impact of chance events and learn how it feels to lose a job through no fault of one’s own and how to convert adversity to opportunity • Explore work search/creation skills as well as effective personal marketing and time management • Make judicious choices regarding school and other aspects of life, feel more in control of decisions and move positively and with enthusiasm towards personal futures

24. How The Real Game Works • 5 units that build sequentially • Unit = sessions = activities + discussion • Flexibility – teachers use their creativity and experience to address the needs of students • Opportunities to evaluate students’ progress – group projects, worksheets and presentations

25. Overview Synopsis Time Learning Objectives Performance Indicators Materials – boldedresources are essential Preparation Activity Steps Discussion Points Optional Activities Margin Notes Session Outline

26. The High Five Principles of Career Development • Change is constant • Learning is ongoing • Focus on the journey • Follow your heart • Access your allies

27. Mapping TRG against ABCD Area A: Personal Management

28. Mapping TRG against ABCD Area B: Learning and Work Exploration

29. Mapping TRG against ABCD Area C: Career Building

30. Learning Premises • Vicarious Learning – simulated society • Sociological Learning – drawing on own experiences, knowledge and dreams • Cooperative Learning – peer tutoring • Experiential Learning – transferable skills • Auditory, visual and tactile learning styles catered for

31. Interdisciplinary Learning

32. Understanding the Terms • Job – regular work at one place for which you receive payment. Jobs may be full time, part time or casual. More and more, people are working full time by holding two or more part time jobs with different employers • Occupation – a broad category of jobs with common characteristics that people do in many different places • Career – the combined total of all the events in your life, including education or training, work, family, leisure and more

33. Adapting the Game • Class size – 20 or 40 • Reflect regional economic and industry characteristics • Build in local entrepreneurial activity • Reflect Indigenous economies • Link to a local Careers Day

34. Linking with Other Resources Refer to: • Australian Website www.realgame.gov.au • Appendix C of the Facilitator’s Guide

35. Pre-Preparation Notes • Read the Facilitator’s Kit • Sample letter for parents/guardians • Student Kits – optional • The High Five Poster • The Key Words Chart • What I Know about the World of Work Survey - optional

36. Pre-Preparation Notes • Job Profiles and Distribution • Guest Speakers • Team Teaching • Planning for Core & Optional Activities • Tips and Suggestions icons • Materials -  - must be photocopied prior to lesson

37. Performance Review • Session by session checklist of students’ participation and performance • Unnecessary – especially if you intend to adapt TRG to suit your students’ needs

38. Appendices • Appendix A: Job Profiles • Collation order • Breakdown by education, income, work style, and job loss cause • Appendix B: Glossary • Appendix C: • Acknowledgements • Complementary Career Resources

39. Role of the Facilitator • Teacher’s role – guide, coach or facilitator • Teacher’s tasks – preparation and set up, explanation, activity coordination, and follow up • Team teaching – TRG benefits from the involvement of other subject teachers and career counsellors

40. Facilitator Training • Although lesson plans are provided for teachers in the Facilitator’s Guide, training is strongly recommended • Both students and teachers benefit more when the teacher has attended a one day training session

41. Training Other Facilitators 1. Give teachers an overview of TRG – what activities are essential and what can be left out + timing of activities • Have the teachers play through the core activities – Units 1.1 and 2.1-3.2 – ESSENTIAL • Guide teachers through the Facilitator’s Kit as they play • Make teachers aware of TRG materials and how to purchase them • Set up a local network of TRG providers who support each other & share good practice ideas • If using a cross-curricula approach, ensure that teachers from other subject areas are aware of TRG Have a go! You’ll discover The Real Game is not difficult to use and everyone has fun, including the teacher.

42. Questions 