Helping students imagine the
Future they want to construct
Helping students imagine the
future they want to construct
New Work Dynamic
o Redefinition of jobs and work: 12-25 jobs, 5 or
more occupations, 3 or more industries
o The goal is no longer the perfect lifelong job,
it’s the best possible life
o Make the most of every job. School is a job.
Helping students imagine the
future they want to construct
Career Development
Paradigm Shift
Choosing
Learning
Helping students imagine the
future they want to construct
Career Development
Paradigm Shift
Occupatio
n
Skills &
Character
Helping students imagine the
future they want to construct
Career Development
Paradigm Shift
Work
Life
Helping students imagine the
future they want to construct
Career Development
Paradigm Shift
Information
Left brain
Imagination
Right brain
Helping students imagine the
future they want to construct
Paradigm Shift
OLD: Choose a DESTINATION
• What will you be when ... ?
NEW: Follow your HEART
• Who are you now?
• Why are you here (purpose)?
• What are your special skills, abilities,
talents, gifts (assets)?
• Where/when are you in your zone?
• Who needs what you love to do?
• What will you do next (stepping stones)?
• What competencies will you work on?
• What does your future look and feel like?
Helping students imagine the
future they want to construct
The High Five
1 Know yourself, believe in yourself, and
follow your heart
2 Focus on the journey, not the destination
- become a good traveler
(Stepping Stones)
3 Change is constant, and always brings
new opportunities
4 Access your allies, and be a good ally
5 Learning is lifelong
Helping students imagine the
future they want to construct
Blueprint Competencies
Domain A Personal Management
1 Build/maintain a positive self-concept
2 Interact effectively with others
3 Change and grow throughout life
Domain B Learning and Work Exploration
4 Engage in lifelong learning
5 Locate and use information
6 Understand work/society relationship
Domain C Career Management
7 Secure/create and maintain work
8 Make life/work decisions
9 Maintain balanced life/work roles
10 Understand nature of life/work roles
11 Manage one’s career building process
Helping students imagine the
future they want to construct
Domain A Personal Management
1 Build/maintain a positive self-concept
2 Interact effectively with others
3 Change and grow throughout life
Character
Respect
Responsibility
Honesty
Integrity
Empathy
Fairness
Initiative
Perseverance
Courage
Optimism
Helping students imagine the
future they want to construct
7 Habits of Highly Effective People
1.Be proactive – You’re in charge
2.Begin with the end in mind - Have a plan
3.Put first things first – Work first, then play
4.Think win-win - Everyone can win
5.Seek first to understand, then to be understood Listen before you talk
6.Synergize – Together is better
7.Sharpen the saw – Balance feels best
Dr. Stephen R. Covey, The 7 Habits of Highly Effective People
Helping students imagine the
future they want to construct
Essential Skills
1.
2.
3.
4.
5.
6.
7.
8.
9.
Reading
Document Use
Numeracy
Writing
Oral Communication
Working with Others
Continuous Learning
Thinking Skills
Computer Use
Helping students imagine the
future they want to construct
Learning Competencies
“Soft Skills:” attitudes, character, emotional intelligence
•
•
•
Learning must be experiential
Simulations - Serious Games
Learning from the future
"Education is what survives when what has been
learned has been forgotten.”
B.F. Skinner
Helping students imagine the
future they want to construct
Imagination
Where Everything Starts
• If you can see it clearly enough, and want it
badly enough, unforeseen forces start to
conspire - Heliotropic effect
• Intent, purpose
• Personal, relevant, motivational, invokes passion
Helping students imagine the
future they want to construct
The Power of Imagination
How do you know what you want to be when you
grow up, when you’ve never been there?
You imagine it happening.
Helping students imagine the
future they want to construct
The Power of Imagination
How do you know what you want to be when you
grow up, when you’ve never been there?
You imagine it happening.
The Real Game, like no other educational
experience I’m aware of, offers this opportunity.
H B Gelatt
H B currently concentrates his writing on the Process of Illumination. His POI
articles can be found at www.gelattpartners.com
Helping students imagine the
future they want to construct
2008 STUDENTS
What did you learn from The Real Game?
o “If you don't try your hardest and you don't care about
school or grades you are going to end up in a bad situation.”
o “I learned what life is like in adult shoes. Our parents go
through this every single month.”
o “I’m am in charge of my life and what I want to do with it”.
o “I learned to achieve what I want to do in life so I don't get
stuck with the job I got in this game.”
o “Your salary isn't what makes you happy with your job.”
o “I learned how much a big income is actually worth after
bills, clothing, food, shelter and taxes”.
o “Doing bad in school won't get me where I want to go.”
o “I need to try harder in school so I can have a good future.”
o “Now I have something to work for not just graduating.”
Helping students imagine the
future they want to construct
The Real Game™ 2.1
www.realgameonline.ca
Toll-free: 1 888 533-5683
Email: [email protected]
Helping students imagine the
future they want to construct