CAREER MIND MAP
GOAL & METHOD
GOAL #2 PERSONALISED LEARNING APPROACHES
METHOD#2: reflection and goal setting
Advised Age Group
Learners supported by educators or support teachers
Mind maps (paper or online)
Provide the structure of the map
This activity involves working individually and then sharing the results with the group. Provide a copy to each learner with the structure of a career mind map. The career mind maps can be provided on worksheets or they can be shared via a map editor software online.
Essential areas of investigation
Explain to the learners the importance they need to give when choosing a career. At the centre of the map there can be the learner name, gender, age or even just “me”; then, there will be different branches that depart from the central concept (from me).
To have a successful career, they must identify six essential things.
1. What we know how to do: what skills do we have;
2. what we like to do: which are our interests and hobbies;
3. how we want to get what we want: this means, which are our moral values;
4. what we have learned so far: what education we have (type, degree);
5. what we have experienced so far: it means the extracurricular activities we have done;
6. where we want to reach: the goal that we have identified for our life.
Their intersection will result in what career they should choose.
Design and sharing of the map
The task: each learner has 15-20 minutes to make a mind map of his/her career, afterwards they share their findings with the group.
Deeper reflection and comparison
It is not easy for learners to choose a career that goes in parallel to what they have written in the six concepts of the map, because they might retain a previous idea different from that they have reflected upon by means of the map. Therefore, spend 10-15 minutes to explain how to reflect properly on these ideas and then ask the learners to repeat the career mind map. A final discussion on the differences between the two maps is suggested.
To have learners reflect on their goals is not important as much as the value they acknowledge to the learning processes and practices they are involved in.