{"results":"
\n\n
\n
\n
\n
PPT
\n
\n
\n
\n\"Field\n\n
\n
\n
\n
\nCurated OER\n
\n

\nField Research: Conducting an Interview\n

\n
\n\nFor Teachers\n\n11th - Higher Ed\n
\n
\n
\nGo through the steps of conducting an interview for field research with your class. Each slide covers setting up the interview, preparing for it, meeting with the interviewee, and following up. Help learners have successful interviews...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"Job\n\n
\n
\n
\n
\nCurated OER\n
\n

\nJob Interview Worksheets\n

\n
\n\nFor Students\n\n10th - Higher Ed\n
\n
\n
\nProvide your pupils with the necessary tools and practice so that they will be well prepared for a job interview. Included in the packet are job objective, education, and cover letter worksheets. In addition, there are sample...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Website
\n
\n
\n
\n\"Curricula\n\n
\n
\n
\n
\nUniversity of North Carolina\n
\n

\nCurricula Vitae (CVs) versus Resumes\n

\n
\n\nFor Students\n\n9th - Higher Ed\n\nStandards\n
\n
\n
\nThe term curricula vitae might sound more sophisticated than the term resumes, but that doesn't mean it's the preferred document to send to potential employers. As explained in a handout on curricula vitae (CV) versus resumes, part of a...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Interviewing\n\n
\n
\n
\n
\nCurated OER\n
\n

\nInterviewing Skills\n

\n
\n\nFor Teachers\n\n7th - Higher Ed\n
\n
\n
\nPrepare your pupils for the world of work and the dreaded interview by providing class members with a resource packet that includes handy tips. After examining the materials, pairs conduct mock interviews and reflect on the experience....\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
PPT
\n\n\n\n\n\n\n
2
\n\n\n\n\n\n\n\n2\n\n\n\n\n
\n
\n
\n\"Resume\n\n
\n
\n
\n
\nCurated OER\n
\n

\nResume Writing\n

\n
\n\nFor Teachers\n\n10th - Higher Ed\n
\n
\n
\nHaving a good resume is often times the first impression one makes on a new employer. Help the class discover their business skills by showing them how to prepare a great resume and cover letter. Each step along with concrete examples of...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Activity
\n
\n
\n
\n\"Oral\n\n
\n
\n
\n
\nTeaching Tolerance\n
\n

\nOral Interviews\n

\n
\n\nFor Teachers\n\nK - 2nd\n\nStandards\n
\n
\n
\nShow class members how personal history can be using an oral interview project. Even the youngest learners engage with history using a resource to create and execute interviews with members of their community. The activity walks a class...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Back\n\n
\n
\n
\n
\nPetite Lemon\n
\n

\nBack to School Interview\n

\n
\n\nFor Students\n\n1st - 6th\n
\n
\n
\nGather some information about your class with a quick interview page. Learners fill out responses to a list of prompts, such as favorite color and favorite snack. Individuals can fill out their own information or interview a partner.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Teaching\n\n
\n
\n
\n
\nNPR\n
\n

\nTeaching Podcasting: Interview Practice\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStep aside, Barbara Walters! Using an interesting resource, pupils practice interviewing one another about something they are most proud of. As individuals listen, they record their partners' responses and then upload them onto a computer.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video1:42
\n
\n
\n
\n\"Neil\n\n
\n
\n
\n
\nSesame Street\n
\n

\nNeil Patrick Harris Gets Interviewed by Elmo\n

\n
\n\nFor Students\n\nPre-K - K\n
\n
\n
\nWhen Elmo interviews Neil Patrick Harris, they talk about music, roller coasters, and their favorite snacks.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video11:31
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"How\n\n
\n
\n
\n
\nCrash Course\n
\n

\nHow to Ace the Interview: Crash Course Business - Soft Skills #6\n

\n
\n\nFor Students\n\n11th - Higher Ed\n\nStandards\n
\n
\n
\nInterviews are stressful, but they don't have to be. The sixth installment from the Crash Course Business Soft Skills series prepares job seekers for successful interviews. The video covers discussing personal weaknesses, having...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video11:24
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"How\n\n
\n
\n
\n
\nCrash Course\n
\n

\nHow to Make a Resume Stand Out: Crash Course Business - Soft Skills #5\n

\n
\n\nFor Students\n\n11th - Higher Ed\n\nStandards\n
\n
\n
\nWhat's the best way to make a resume stand out? Viewers discover how to land their dream jobs by making themselves stand out from the rest. Using a helpful video, they learn how to craft strong resumes that demonstrate their work history...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"An\n\n
\n
\n
\n
\nK12 Reader\n
\n

\nAn Interview with President Lincoln\n

\n
\n\nFor Students\n\n4th - 7th\n\nStandards\n
\n
\n
\nWhat would you ask Abraham Lincoln if you had the chance? Class members draft interview questions for the 16th U.S. President, and imagine what his responses would be.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nThe New York Times\n
\n

\nThe One-Question Interview\n

\n
\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
\n
\n
\nGenerate interest in current events, the theme of a new unit, or a research project. Individuals select a question from the list generated by the class, conduct one-on-one interviews, analyze the responses, draw conclusions based on...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
PPT
\n
\n
\n
\n\"Field\n\n
\n
\n
\n
\nCurated OER\n
\n

\nField Research: Conducting an Interview\n

\n
\n\nFor Teachers\n\n9th - Higher Ed\n
\n
\n
\nGo through the proper steps to setting up and conducting an interview as part of research. Slides detail preparation, materials you should have, and follow-up procedures. Specific questions for the interview are not suggested but the...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Activity
\n
\n
\n
\n\"Interviewing\n\n
\n
\n
\n
\nMichigan State University\n
\n

\nInterviewing\n

\n
\n\nFor Teachers\n\n4th - 6th\n\nStandards\n
\n
\n
\nDo you have pests at your school? Find out through a series of interviews with school personnel. Scholars visit a variety of knowledgable individuals to ask them questions, record their answers, and present their findings to their...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Show\n\n
\n
\n
\n
\nTexas Education Agency (TEA)\n
\n

\nShow Yourself Off - Write a Résumé!\n

\n
\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
\n
\n
\nChronological or functional? Class members learn about the different types of resumes and then use a template to complete a draft resume. Next, they create, save, and print a professional resume. \n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"How\n\n
\n
\n
\n
\nTexas Education Agency (TEA)\n
\n

\nHow to Market Yourself and Finding Employment\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nMarketing is not just important for products—it's for people, too! Using the informative resource, scholars learn about the various parts of a resume. Next, they use their newfound knowledge to create a resume to highlight their skills...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nTexas Education Agency (TEA)\n
\n

\nThe Job Interview\n

\n
\n\nFor Teachers\n\n7th - 8th\n
\n
\n
\nWhat makes for a successful job interview? Learners explore the topic by viewing a PowerPoint presentation, completing a KWL chart, and answering interview questions with a partner. Then, scholars participate in a mock job interview with...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Gaining\n\n
\n
\n
\n
\nCalifornia Department of Education\n
\n

\nGaining by Giving\n

\n
\n\nFor Teachers\n\n9th\n\nStandards\n
\n
\n
\nCommunity service is a win-win! Scholars discover how to gain valuable career skills through helping others using a lesson about volunteer work. Second in a six-part career and college readiness series, the activities focus on...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Podcast\n\n
\n
\n
\n
\nCurated OER\n
\n

\nPodcast Interviews\n

\n
\n\nFor Teachers\n\n4th\n
\n
\n
\nPairs of children work together in order to create an interview, conduct the interview, create a podcast for the interview, add pictures, then import the finished product to itunes. This multi-media lesson should go over quite well, as...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Interviewing\n\n
\n
\n
\n
\nEngageNY\n
\n

\nInterviewing Meg Lowman: What Does it Mean to be a Responsible Scientist? (Pages 37–39)\n

\n
\n\nFor Teachers\n\n5th\n\nStandards\n
\n
\n
\nCan I ask you something? Scholars read about the night walk on pages 37-39 of The Most Beautiful Roof in the World. After discussing the text with their group, they work together to create interview questions they would ask Meg...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Learn\n\n
\n
\n
\n
\nCalifornia Department of Education\n
\n

\nLearn to Reach Out\n

\n
\n\nFor Teachers\n\n12th\n\nStandards\n
\n
\n
\nHigh school seniors use the CareerOneStop website to research professional associations related to careers that interest them. They then develop interview questions and arrange an informational interview with someone in the field.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Intergenerational\n\n
\n
\n
\n
\nCurated OER\n
\n

\nIntergenerational Interviews\n

\n
\n\nFor Teachers\n\n4th - 12th\n
\n
\n
\nStudents develop questions to ask their famiy members to discover their family history. Individually, they conduct the interview and videotape if possible. To end the lesson, they draw a picture of the person they interviewed to...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Box\n\n
\n
\n
\n
\nNational Wildlife Federation\n
\n

\nBox Turtle Interview\n

\n
\n\nFor Teachers\n\n3rd - 8th\n
\n
\n
\nImagine life as a box turtle. Learners study the characteristics of box turtles and then assume the role in an interview. They show their understanding of how a box turtle lives by responding to a series of questions. \n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n
\n
\n"}