In Primera we borrow the approach to employability development by The University of Queensland:
- Awareness: understanding employability as both educational knowledge and the attributes that guide workplace performance
- Experiences: engaging with a range of experiences to develop the skills and the attributes for employability
- Learning: using self-reflection to translate experiences into employability development
- Transfer: communication employability effectively in the recruitment process and transferring learning into workplace performance
- Situation: what was the new experience or challenge you faced and what happened to you?
- Effect: what impact did it have on you, what were the consequences of this impacts?
- Action: what action did you take to deal with the new situation and any challenges, and why did you do this?
- Learning: what did you learn from the experience and how will you apply this in the future?
This method is based on experiential learning. Indeed we believe that LEARNING COMES FROM REFLECTING ON EXPERIENCES. According to philosopher and educational reformer John Dewey, “We do not learn from experience … we learn from reflecting on experience.”
- Teacher can support students in understanding the deep meaning of “employability”: let’s invite an HR responsible and an employer in the classroom and ask them what they look for when they need to hire someone coming from the school. Let them talk about what they check in a candidate, what knowledge, competences, attitudes and skills should have the perfect candidate. In a simple sentence: what they expect from him.
- Teacher can support students in understanding the importance of doing experience and acquire new skills and knowledge by going out from the comfort zone; let’s invite some of your former students in the classroom and ask them to illustrate their most challenging experience they have done (studying abroad for one year; volunteer experience in an NGO dealing with disadvantages people; summer job far away from family-home for the first time). Focus the dialogue on how they felt in doing that, how much it was difficult at the beginning, how they tackle coming problems. And now ask to your hosts how much these challenging experiences were important for the job that they are doing now. Let them speak about the importance of these experiences in their personal and professional growth.
- Teacher can supports students in learning what they have experienced by the process of self-reflection; now it’s time to let talk your students. Use the SEAL model for doing that by supporting them in every single step: hear carefully their experiences; help them in well clarify impacts of these experiences; observe how they acted in dealing with these experiences and ask them why they had these reactions; support them in understand what they have learnt from these experiences, what are the final results and what they would do in case of similar situations in the future. And now, let’s do the most important task: help them to identify what skills they have developed as result of their experiences and self-reflection on them.
- Learning comes from reflecting on experiences
- The role of a teacher is supporting students in their learning/transformative process