Students should be at the center of the Work-Based Learning experience.

magnifying glass with people inside $LaTeX: \triangleright$ What enhancements can be made to the experience to capitalize on student strengths, skills, knowledge, interests, culture, and needs?

$LaTeX: \triangleright$ Are there additional supports or design considerations that might help students meet the outcomes; particularly students of color, students with disabilities, emerging bilingual students, and students navigating poverty, homelessness, and foster care?

$LaTeX: \triangleright$ Can additional checkpoints be included to provide formal and informal opportunities for the student to receive regular feedback from the teacher and partner as well as for students to give feedback or make decisions on assigned tasks, progress, learning, planned evidence, and assessments?

$LaTeX: \triangleright$ Is there an option to involve partners of the same race, ethnicity, gender, or lived experience based on student needs, experiences, and preferences?

Please select each tab below to see an example and an activity to help you center students in your workplace simulation or click the next button at the bottom of the screen to move to the next topic.

Example
Activity

How can students be placed at the center of the marketing packaging design experience?

Invite students to redesign a package for sale in an international market after determining the differing client needs.
Have students work together in small groups to create graphic organizers that relate each function of packaging to real examples from their own experiences.
Ask students to track questions that arise throughout the process and provide regular opportunities for them to review, reflect, and improve their packaging design as questions are answered.
If students redesign a package for international sale, locate partners whose operations represent work for similar international clients or partners who might be able to deepen student understanding of the culture and business operations of an international client.
Provide all needed craft/design supplies for building prototypes.

Revisit your paper or planning template and note additional supports or enhancement that may help to center students in your workplace simulation.

Return to the student that you have struggled to engage with and the description you wrote about this student’s needs, experiences, strengths, skills, knowledge, interests, culture, etc. in the Module Overview activity.

person with check marks Pair-Share the questions below with a colleague if you are working through this module together.

- - - - How can you enhance your planned WBL experience to help engage this student?
      - What would it take to connect the least engaged student in your class and support them toward success?
      - Where are there opportunities to better center the needs of learners throughout the experience?

Return to your paper or planning template and note all final enhancements to your workplace simulation. We hope you are ready to provide students an opportunity to apply classroom learning to real-world situations, similar to what they would experience in the career field, and empower them to take on new roles and responsibilities via a workplace simulation.

We are working to create a collection of Work-Based Learning experiences taking place across all career areas. If you are willing to share your workplace simulation with others, please reach out or visit the Work-Based Learning Criteria and Examples Module.

Please click the next button at the bottom of the screen to wrap-up this Module.