Help Wanted: Writing Professional Resumes
Review Publish Date: 2021-03-25 12:06:05
Reviewer: INFOhio Reviewer
Rubric Version: Reviews Review Rubric Version 0.92
Endorsements
Flexible Learning Endorsement |
Summary:
Usability
Meets
Expectations
Flexibility and Adaptability
Meets
Expectations
Inclusive Teaching
Does not Meet
Expectations
Research-Based Strategies
Does not Meet
Expectations
Usability : 3/6 Top
a. Materials follow Web Content Accessibility Guidelines.
b. Material(s) are not overly resource intense that would require consistent high-speed internet access, such as large video files and multiple high-resolution photos.
Reviewer Notes: Read Write Think Notetaker requires FLASH and student application doesn't load. Try utilizing another resource for this lesson that would promote hybrid learning opportunities for your students. c. The visual design of materials is clean and coherent, lending itself to ease of learning.
Flexibility and Adaptability: 3/6 Top
d. Materials are flexible to allow students to access and complete work online or offline as needed.
e. Materials can support and/or facilitate learning in hybrid and/or online delivery methods.
f. Teacher supports, documentation, and/or guides for effective use are present.
Reviewer Notes: Creating a resume is one of the first steps students take to prepare them for their future roles as professionals who know how to communicate in multiple contexts. The process of creating a resume asks students to begin envisioning themselves as professionals and calls upon them to understand a new audience for their writing: employers and other business professionals (see Dean 55-61). In her book Genre Theory: Teaching, Writing, Being, NCTE author and consultant Deborah Dean notes the need for educators to help students "understand the need to adapt writing to situations," and the complex tasks involved in responding to a job posting with a professional resume provide such a teaching and learning opportunity (5). As they learn about the dimensions of resumes, including their purpose, format, and language, students gain greater insight into the social dimensions of writing and have the opportunity to explore the "implications of choosing to follow or resist the expectations associated with [various] situations" (7). Inclusive Teaching: 2/6 Top
g. Content is presented with an objective view on topic and is free of bias.
h. Content creates student experiences that enable all children to reach empowering and rigorous learning outcomes regardless of their race or income.
i. Content cultivates an awareness and acceptance of a variety of ages, cultures, races, religions, and gender roles and identities.
Research-Based Strategies: 2/14 Top
j. Content builds on prior learning
k. Content leads to further learning by gradually removing supports and requiring advanced skills and concepts.
l. Content provides for authentic learning, application of literacy skills, student-directed inquiry, analysis, evaluation and/or reflection.
m. Content engages students through discussion questions and other supports that build toward independence.
n. Uses technology and media to deepen learning and engage students.
o. Content includes options for differentiation to meet needs of all learners.
p. Instructional approaches used are reflective of best practices and research on what works in education.
Reviewer Notes: Common Core Standards are noted and:
NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS
1.
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
3.
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4.
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5.
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
6.
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
7.
Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
8.
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
9.
Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
11.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12.
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
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Usability
Flexibility and Adaptability
Inclusive Teaching
Research-Based Strategies
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Endorsements
The Accelerating Learning endorsement indicates that the material meets or exceeds expectations for both the Standards Alignment and Research-Based Strategies indicators.