NARRATIVE REPORT OF CAREER GUIDANCE AND COUNSELING

Title: Module 1 - “Road to the Right Choice”

Date of activity: June 4, 2018
Venue: 4th Floor STEM Building (Stem-B room)
Number of participants: 41 Students (Grade 11 STEM B)

I. OBJECTIVES

At the end of this module, the learners are expected to:

1. enumerate the different professions and life choices;
2. explain the different factors affecting the choices in life and profession; and
3. appreciate the factors in choosing a profession.

II. MOTIVATION

In the motivational part of this module, using the given set of materials, the students designed a simple
costume representing the cluster of profession/vocation assigned to their group. Then a representative have
modeled the costume, introduced the track, and cited other professions related to the track of his/her group is
representing. The student were able to answer all the guide questions.

III. DESCRIPTION OF METHODOLOGY

In the main part activity of module 1, the learners have read a story about “Sikreto sa tagumpay ni Selina” and
allowed them to reflect about the story read and to accomplish the activity sheet. The Lecturette part of this
module tackled the “Factors Affecting Career and Life Options” such as Personal Factors (Skills and Abilities,
Interest and Personality Types, Life Roles, Previous Experiences, Childhood Fantasies), Family Factors (Parental
Influence, Financial Resources, Family Beliefs and Traditions), and Social Factors (Influence of
Media/Technology, Influence of Friends and Peers, Industry Demands and Expectations). The students also
gained information regarding the Senior High School Curriculum Exits program that awaits them.

IV. DESCRIPTION OF ACTIVITY WITH PICTURE ATTACHMENTS

This career guidance program module 1 entitled ““Road to the Right Choice” covers different professions and
life choices for Grade 11 learners. It provides information on the different senior high school curriculum exits
and regulated professions that will facilitate their career decision making as they pursue college. This module
also tackles the different factors affecting learners’ life and career choices considering that deciding for career
and life is not an easy task for Grade 11 learners. The students shared their reflections in the Application part of
the module about the reasons behind their choices.

V. ANALYSIS AND EVALUATION OF THE ACTIVITY/PROGRAM

The learners identified and lead them to appreciate the factors that affect their choices of profession. At the
end, in the evaluation part, they answered activity sheet on knowing the right choice and have identified three
professions/careers that they would possibly pursue, had enumerated the factors affecting their choices, and
written insights about their choices.
MODULE 1 PICTURE ATTACHMENTS:
 NARRATIVE REPORT OF CAREER GUIDANCE AND COUNSELING

Title: Module 2 - “The Star Power Within”

Date of activity: June 5, 2018
Venue: 4th Floor STEM Building (Stem-B room)
Number of participants: 41 Students (Grade 11 STEM B)

I. OBJECTIVES

At the end of this module, the learners are expected to:

1. identify the knowledge and skills needed in the different professions and life choices;
2. identify the knowledge and skills needed in the preferred profession; and
3. value the importance of knowledge and skills required in the profession.

II. MOTIVATION

We had shown a video presentation in the motivational part of the program (Star Qualities) about the different
professions/jobs. The students reminded that their knowledge about a certain profession is necessary to be
able to perform the job. As a facilitator of the program, I asked volunteer students to show their talent/skill in
front of the class. There were two volunteer students who presented through the art of dancing. For them for
an individual to be able to perform the tasks for each profession or job, it requires interest, motivation, skills,
patience, diligence, determination, and prayer.

III. DESCRIPTION OF METHODOLOGY

In the main activity (Shooting Stars), the students form into groups then providing with paper strips of different
skills of a particular profession. They paste it on the board under the assigned profession. This activity helped
them to realized and identify the skills needed to a particular profession. The lecturettes in module 2 have
made the discussion more interesting and livelier through students’ active participation. It helped the students
gained more in-depth knowledge about the importance of interests and skills in choosing a kind of
career/profession they want to pursue. We discussed the category of skills and the difference between
knowledge and skills. According to the module, the following skills should be developed among the students:
people skills, personal development, presentation skills, leadership skills, number skills and information
technology skills.

IV. DESCRIPTION OF ACTIVITY WITH PICTURE ATTACHMENTS

The grade 11 Career Guidance Program of the Module 2 entitled “The Star Power Within” is practically about
unleashing the knowledge and skills of every learner that needed in the different professions and life choices
wherein students had focused on their innate talents, interests, skills and abilities that help them identify their
potentials by conducting different activities and opportunities of learning capsulized in the program. The
learners value the importance of knowledge and skills required in the profession. They were encouraged to
explore possibilities of knowing their skills and abilities and manifest these in related activities as applied in the
workplace and in given situations. In the application part (Star Power), the students presented, portrayed and
identified a kind of profession. The groups effectively shown the knowledge and skills of the professionals they
were portrayed. After that we had done brainstorming of the challenges that they experienced while
portraying the character or profession. The students wrote an essay (Reach for a Star) in their journal about
how to achieve successfully a profession they dream, skills needed, and the steps they should have done in
order to achieve their goal.

V. ANALYSIS AND EVALUATION OF THE ACTIVITY/PROGRAM

In the evaluation part, the students had chosen their star qualities. They consolidated and summarized their
answers by listing down their particular skills attribute. In conclusion, it is recommended that as learners go
through this module, the conduct and the use of the module in the career guidance program were very useful
and helpful not only to the students but also to the teacher/facilitator. It gave them more knowledge and skills
to the students that they can use in fulfilling their interests. The module has helped a lot in the enlightenment
of the SHS students in choosing the right track/strand. The objectives and contents of each module were
specific, achievable and relevant. The parents and significant others should give their support and words of
encouragement so that students will be able to realize their goal of becoming a career professional.
MODULE 2 PICTURE ATTACHMENTS:
 NARRATIVE REPORT OF CAREER GUIDANCE AND COUNSELING

Title: Module 3 - “Reaffirming the Chosen Track”

Date of activity: June 5, 2018
Venue: 4th Floor STEM Building (Stem-B room)
Number of participants: 41 Students (Grade 11 STEM B)

I. OBJECTIVES

At the end of this module, the learners are expected to:

1. determine the different sources of information relevant to curriculum exits;
2. evaluate the different sources of information relevant to their preferred curriculum exit;
3. match the knowledge and skills to the job market demands and possible curriculum exits;
4. value the importance of the chosen track/strand.

II. MOTIVATION

The students have watched a motivational video presentation on Finding a Job. The video tells about the
importance of acquiring information before making a decision.

III. DESCRIPTION OF METHODOLOGY

In the main activity about “Completing the Puzzle” the learners have completed the picture puzzle and allowed
them to read the infographic contained on it. They also shared their opinions about the data on employment,
underemployment, and unemployment in the country. They also give insights from the sources of information
in the infographic. The students answered activity on Career Linking and had given an overview of each source
of information relevant to the curriculum exits. As a facilitator of this module I had done lectures on different
Sources of Information such as Schools’ Guidance Office, Department of Education, Department of Labor and
Employment, Bureau of Local Employment, Programs/Projects of the Bureau, Labor Market Information,
Bureau of Labor Relations, Bureau of Workers with Special Concerns, Bureau of Working Conditions,
International Labor Affairs Bureau, Regional Offices, Philippine Overseas Labor Offices, Employees’
Compensation Commission, National Conciliation and Mediation Board, Overseas Workers’ Welfare
Administration, Philippine Overseas Employment Administration, National Labor Relations Commission,
National Wages and Productivity Commission, Professional Regulation Commission, Technical Education and
Skills Development Authority, Government Service, Local Government Unit Level, Higher Education, Business
and Enterprise.

IV. DESCRIPTION OF ACTIVITY WITH PICTURE ATTACHMENTS

In this module 3 entitled “Reaffirming the Chosen Track” presents several sources of information about career
choices that could influence or modify the decisions we make for our future. As what had mentioned in the
module, information is essential in every decision making and this usually gathered from various sources to give
a better picture of what we want to know and on what bases we are making such a decision. The information
really helps the students a lot in setting curriculum exit in many ways. In the application activity, the students
cut out and dressed a doll based on their preferred curriculum exit (e.g., Kolehiyo – Teacher). They also
included tools of profession or curriculum exits.

V. ANALYSIS AND EVALUATION OF THE ACTIVITY/PROGRAM

At the end of this module, the learners had determined the different sources of information relevant to
curriculum exits, evaluated the different sources of information relevant to their preferred curriculum exit,
matched the knowledge and skills to the job market demands and possible curriculum exits, and valued the
importance of the chosen track/strand. There are still skills needed to develop more to pursue the students’
curriculum exit.
MODULE 3 PICTURE ATTACHMENTS:
 NARRATIVE REPORT OF CAREER GUIDANCE AND COUNSELING

Title: Module 4 - “Fit Me Right”

Date of activity: June 6, 2018
Venue: 4th Floor STEM Building (Stem-B room)
Number of participants: 41 Students (Grade 11 STEM B)

I. OBJECTIVES

At the end of this module, the students are expected to:

1. discuss the role of parents, guardians, and significant others in pursuing the learners’
preferred profession or career;
2. evaluate the abilities, skills, role of parents, guardians, and significant others in deciding
for a profession and vocation; and
3. express commitment to pursue the chosen track/strand.

II. MOTIVATION

Using the different statements which are answerable by yes or no in the motivational part of this module, the
students had able to tell about their choice for a career. The statements proved beneficial for them. The
activity made them feel and realized the important role of parents and other support system in guiding and
decision making.

III. DESCRIPTION OF METHODOLOGY

In the Main Activity entitled “Fit Me Right” the students and parents will answer the questions in the feet
graphic organizer provided in appendix 1 as Activity Sheet 4.1. The Students were given the activity sheet for
their parents to answer during the previous module. The students compared their answers with those of their
parents. They also answered the guide questions in the activity. In the lecturette part of this module, a short
video was shown about “Estudyante, nalilito sa pipiliing kurso sa kolehiyo.” A PowerPoint presentation
accompanies this part for more convenient discussion of the important concepts. Many of them really relate
with the video presentation and valued the roles of parents/guardians in the pursuit of their career choice. I
also discussed the role of parents in helping their children choose a career using the statements under “Mga
Gampanin ng Magulang sa Pagpili ng Anak ng Kaniyang Karera.” I also emphasized them that other than the
roles of parents they have identified, experts say that there are other roles that their parents can do in support
of their career choice. The learners provided with a copy of Activity Sheet No. 4.3: Career Choice and Career
Support Checklist found in the appendix section and Let them accomplished the questionnaire.

IV. DESCRIPTION OF ACTIVITY WITH PICTURE ATTACHMENTS

In this module 4 entitled “Fit Me Right” have made the learners realized that as they go along the way, they will
find out that they do not have to make the decision alone. They have to make them aware that there will
always be people who would help them out. The role of parents and other support system is given emphasis in
this module. Being a teacher, I have helped and guided my students in finding the right career path for them to
trudge when they pursue higher studies. In the application part, the students had prepared a creative
presentation for the following situations wherein it could be in a form of role play, poster, interpretative dance,
or a song. The learners were grouped according to their interest or create a way to come up with several
groupings of learners depending on their interests and strengths. They presented their number at the shortest
possible time.

V. ANALYSIS AND EVALUATION OF THE ACTIVITY/PROGRAM

At the end of this module, the students were able to discuss the role of parents, guardians, and significant
others in pursuing the learners’ preferred profession or career; evaluated the abilities, skills, role of parents,
guardians, and significant others in deciding for a profession and vocation; and the students expressed
commitment to pursue the chosen track/strand.
MODULE 4 PICTURE ATTACHMENTS:
 NARRATIVE REPORT OF CAREER GUIDANCE AND COUNSELING

Title: Module 5 - “Rising Toward the Reality of My Dreams”

Date of activity: June 6, 2018
Venue: 4th Floor STEM Building (Stem-B room)
Number of participants: 41 Students (Grade 11 STEM B)

I. OBJECTIVES

At the end of this module, the learners are expected to:

1. identify the qualifications, abilities, and skills necessary in the preferred profession, and
vocation.
2. make a decision about the preferred career.
3. share insights and experiences on the process of choosing the preferred
profession/career.

II. MOTIVATION

The activity in the motivational part of the module really made the students enjoyable, wherein one learner in
the class was assigned to act as the “It.” All learners have formed one big circle including the It. The “It” hold
the box containing the list of skills. Then, asked a learner from the circle to pick a paper from the box. The “It”
had read the skill on the paper and asked the learner if he/she possesses such skill. The game had helped the
learners determined the skills that they need in their preferred profession, vocation, and in the future
workplace. They also had shared their own insights.

III. DESCRIPTION OF METHODOLOGY

In the main activity there were copies of the Career Progression sheets that distributed to the group of
students with the same field/cluster preferences. The students were assured that they are on the right track
toward attaining their dream careers but that they need to understand the skills and qualifications required.
The leader of each cluster had read the content of the Career Progression Sheet to their group members. After
the discussion, the secretary has read to the class the list of strengths, skills, and abilities mentioned in the
sharing through insights or realizations about the activity. The lecture part of the module has discussed or
presented some scenarios that support the trend that employers prefer to hire applicants primarily based on
attitude rather than aptitude. Many industries, employers, and human resource managers share the same
perspective in hiring new employees. It also showed that technical skills are essential in operating a business. It
was also emphasized the importance of being aware about the totality of persons as future workers in different
industries and other workplaces, including the skills that possess―those that need to be developed and those
that need to be improved. There were two major classifications of skills highlighted in the discussion ―hard
skills and soft skills.

IV. DESCRIPTION OF ACTIVITY WITH PICTURE ATTACHMENTS

The module 5 of the career guidance program entitled “Rising Toward the Reality of My Dreams” is about
helping the learners identify the skills and abilities that will help them in determining the most realistic
profession and career for them. Through the learners’ knowledge of their skills and abilities had enabled them
to easily make career decisions that matched their potentials and expertise. By Facilitating the learners’ skills
assessment enabled them to be aided in making career choices that empowered them to maximize the
available local and foreign opportunities after they exit from the senior high school curriculum. In the
application part of the module, the students answered the “Self-Assessment Skills Inventory” sheets. They have
written the hard and soft skills that they possess, including their interests and qualifications.

V. ANALYSIS AND EVALUATION OF THE ACTIVITY/PROGRAM

The module discussed briefly the importance and the parts of a skills-based resume and gave them a sample
copy of a resume as their guide. The students were guided in making their own Resumes. Finally the students
were able to identify the qualifications, abilities, and skills necessary in the preferred profession, and vocation;
make a decision about the preferred career; and share insights and experiences on the process of choosing the
preferred profession/career.
MODULE 5 PICTURE ATTACHMENTS:
 NARRATIVE REPORT OF CAREER GUIDANCE AND COUNSELING

Title: Module 6 - “Up, Up in the Ladder of My Career”

Date of activity: June 7, 2018
Venue: 4th Floor STEM Building (Stem-B room)
Number of participants: 41 Students (Grade 11 STEM B)

I. OBJECTIVES

At the end of this module, the learners are expected to:

1. name the pros and cons of the decision made for life and career; and
2. formulate ways of addressing the possible challenges and areas for enrichment.

II. MOTIVATION

The activity in the motivational part of the module has made the learners became aware about factors that
lead them to the decision of choosing a particular track/strand, including the barriers that they have to deal
with at present. This activity has helped the learners create strategies in order to deal with these barriers. They
prepared their own answers to the checklist and had given this as sample when needed.
In the activity sheet entitled “My Priorities” the students have chosen three challenges or concerns from the list
that relate to what they are presently experiencing in their chosen career and ranked them one to three with 1
as the topmost challenge and 3 as the lowest.

III. DESCRIPTION OF METHODOLOGY

During the main activity, the learners were instructed to answer the activity sheet (Factors to consider in
choosing a career) by writing in the column the advantages or disadvantages of the factor on the left. They
were able to answer the guide questions and have identified at once if the factors are advantageous for their
chosen career. The students’ answers were all reflected the way they planned to implement their career path.
In the lecturette activity, I discussed the concepts about goal, need, and value.

IV. DESCRIPTION OF ACTIVITY WITH PICTURE ATTACHMENTS

The module 6 entitled “Up, Up in the Ladder of My Career” have guided the learners in applying their abilities
and maximizing their resources in deciding for their career. It also made them realized that there are many
factors that affect and in a way, strengthen their decision making for a career choice. There are many career
options to choose from, so senior high school students must learn to manage their choice of career or life goal.
In the activity sheet (I create my own ladder of success) in the application part, the learners had drawn an
illustration of a ladder with four steps showing their journey in reaching their career and life goals through the
career decision they made.

V. ANALYSIS AND EVALUATION OF THE ACTIVITY/PROGRAM

From a rating of 1 to 10 with 10 as the highest, they had assessed their present level of determination to
achieve their career/life goals. The students have reflected through sharing of insights and realizations with
their group mates about the activities they conducted. In the evaluation, they were provided with Activity
Sheet (My Action Plans). At the end of module 6, the learners were able to name the pros and cons of the
decision made for life and career; and formulate ways of addressing the possible challenges and areas for
enrichment.
MODULE 6 PICTURE ATTACHMENTS:
 NARRATIVE REPORT OF CAREER GUIDANCE AND COUNSELING

Title: Module 7 - “Beginning the Journey Where I Am”

Date of activity: June 7, 2018
Venue: 4th Floor STEM Building (Stem-B room)
Number of participants: 41 Students ( Grade 11 STEM B)

I. OBJECTIVES

At the end of this session, the learners are expected to:

1. discuss their present situation in relation to their status in life and profession;
2. enumerate the different areas to be considered in planning for life and profession; and
3. evaluate the relevance of their current situation in planning for life and profession.

II. MOTIVATION

In the motivational part, the students performed a profession rap by introducing their own name and chosen
profession while those groups of students that seated had affirmed the profession stated, also through a rap.
The students were all very energetic and joyful while rapping their name and chosen profession. They also
explained their thoughts on what have made them to choose that profession.

III. DESCRIPTION OF METHODOLOGY

The main activity of this module was based on the motivational activity and a revisit of Session 6 activity where
the learners identified their current situation in relation to their life and profession. The learners were provided
with SWOT analysis activity sheet, the learners have introduced to SWOT analysis as an understanding of their
strengths, weaknesses, opportunities, threats, and lead them to take action if necessary, about their future
career. The SWOT analysis was also helped the learner and their parents to narrow down a chosen career with
understanding and acceptance based on the family’s socio-economic situation. After the learners have filled
out the worksheet, the students were group together by playing “The boat is sinking.” Afterwards, the learners
shared thoughts on their strengths and weaknesses, how to cope with the treats in pursuing their career goal
and their most priority in order to attain their goal.
The lecturette part discussed the concept on Career Development as a lifelong process that includes physical,
cognitive, and emotional development. Others that also had been discussed in the lecturette were the SWOT
(Strengths, Weaknesses, Opportunities, Threats) framework, and Self-efficacy which means the belief in one’s
capabilities to organize and execute the courses of action required to produce given attainments. This is
constructed on the basis of thefollowing: Personal Performance, Vicarious Experience, Verbal Persuasion, and
Perceptions.

IV. DESCRIPTION OF ACTIVITY WITH PICTURE ATTACHMENTS

The grade 11 Career Guidance Program of the Module 7 entitled “Beginning the Journey Where I Am” is about
the process towards strategic implementation leading to the realization of the learner’s chosen profession or
more career goal. This module had helped learners learned more about their interests, values, and skills in
relation to their current situation which is vital to their profession in the future. It also guided learners in
exploring occupations that are applicable to them and in learning to decide on the best choice. In the
application activity, the students revisited module 6, activity 2. In this activity, the learners have structured the
“Ladder of Success” in relation to their Senior High School career choice then they answered the worksheet
(My ladder to success!). As facilitator of the module, I also discussed and played the lyrics of the song “The
Journey” wherein the song is about the crossroads that the traveler (learner) encounters in life as he/she
journeys into his/her career, the song puts importance on the values of patience, courage, perseverance, and
safeguarding principles. It highlights one’s awareness about the realities of life and profession and the
continuous struggle to survive whatever career path the traveler (learner) may take.

V. ANALYSIS AND EVALUATION OF THE ACTIVITY/PROGRAM

The learners were able to discuss their present situation in relation to their status in life and profession;
enumerated the different areas to be considered in planning for life and profession; and evaluated the
relevance of their current situation in planning for life and profession.
MODULE 7 PICTURE ATTACHMENTS:
 NARRATIVE REPORT OF CAREER GUIDANCE AND COUNSELING

Title: Module 8 - “I Plan to Succeed”

Date of activity: June 8, 2018
Venue: 4th Floor STEM Building (Stem-B room)
Number of participants: 41 Students ( Grade 11 STEM B)

I. OBJECTIVES

At the end of this module, the students are expected to:

1. determine the steps in achieving goals;
2. develop plans for the chosen profession, vocation, and future;
3. implement strategies based on the plans; and
4. show commitment in achieving life goals.

II. MOTIVATION

An animation video entitled “Dexter’s Goal” was shown to the students as a motivation. After watching the
video clip, the learners were tasked to answer the guide questions and have related the activity to their life and
career plans.

III. DESCRIPTION OF METHODOLOGY

During the main activity, the learners were asked to draw a poster of a community where people live
comfortably and to plan for the community where their professions will be utilized. The activity helped them
plan and set goals based on real life-career goals. They also understand the wide range of profession and
vocation available that they may not have considered before. The learners really find the activity so interesting.
They realized that planning or setting goals relate to the activity. Part of the module was the lecturrete wherein
I discussed on “Achieving Life Goals.” According to Ellis (2011), writing our goals exponentially increases the
chances of meeting them. Goals must be SMART, meaning specific, measurable, achievable, relevant, and time-
bound. The STAR method may be used to complement your SMART goals. STAR stands for specific, time, areas,
and reflect. Career planning was also included in the discussion. Career planning is a continuous process of
learning and developing in the chosen field. Career planning has four steps: Knowing yourself, Finding out,
Making decisions, and Taking actions.

IV. DESCRIPTION OF ACTIVITY WITH PICTURE ATTACHMENTS

In module 8 entitled “I Plan to Succeed”, the students learned the step by step procedure in making plans
depending on their timeframe. This assured the learners of a more structured and reliable implementation of
plans that will lead to achieving goals. Finally, the session enabled the learners to focus their talents, skills, and
values to the career and life plans that they dream of. As an application since the learners have a thorough
understanding of their own knowledge and skills, personal attributes, and work values. They have also explored
available work opportunities, job requirements, and narrowed down their career options into a clear career
choice. For the application activity, the learners have started working on their Career Development Plan. The
students were given a copy of the Career Development Plan Worksheet. They have chosen one most important
long-term goal in their life and career. The learners analyzed their list and have chosen the most important
three that they want to accomplish. From the list of mid-term goals, the learners chose their considered most
important one. They also listed down possible short-term goals and analyzed their list and chose the most
important three that they want to accomplish. As a reflection the learners had created their timeline by filling
in the blanks using a pencil. Instructed them to post it on a place where they will see it often. They should have
update the timeline each year to reflect on what they have achieved so far and what they want to accomplish
within the year.

V. ANALYSIS AND EVALUATION OF THE ACTIVITY/PROGRAM

For the evaluation, the learners created a bio-poem by answering the questions in each line of “The Future Me
Bio-Poem” while playing “The Journey” by Lea Salonga as background music. I have explained and discussed
how to create the bio-poem through an example. The activity evaluated the learners’ understanding of the
interrelated factors that make up their future career and life goals.
In conclusion, the students were able to determine the steps in achieving goals; developed plans for the chosen
profession, vocation, and future; implemented strategies based on the plans; and showed commitment in
achieving life goals.

MODULE 8 PICTURE ATTACHMENTS:

SUBMITTED BY:
MR. JOSE REU A. RAMOS
Adviser, Grade 11 STEM B