Lynn Allen
  This is the first lesson in a four-part project consisting of:
(1) Brainstorming job ideas
(2) Job research for a job pamphlet
(3) Writing a job pamphlet
(4) Typing, reproducing, and distributing the job pamphlet

  General education development (GED), Employability

Learner Level:
  This activity is planned for intermediate to advanced GED students.

Time Frame:
  30-45 minutes

Learner Grouping:
  Individual, Small group, Whole class

  This activity was done in a GED class that meets daily at an Adult Learning Center. Although this can be a group lesson, I am doing this lesson individually as new students come to the class. Any student who is studying for the Writing Skills section of the GED is encouraged to create her/his own pamphlet.

  Not available

  Bryan Adult Learning Center

Type of Program:

Student Population Served:
  Basic skills (grade levels 5-8.9)

Brainstorming Job Ideas

As a class, learners will brainstorm ideas for different kinds of jobs. From this list of ideas, each learner will choose one job or career to research further. __________________________________________________________

Learning Objective:
Learners will expand their conception of their own job possibilities. Learners will recognize their use of the GED skills of writing, spelling, using written resources, reading a variety of texts, working together, and organizing as they work together and make individual decisions.

Primary Skill:

Secondary Skills:
Convey ideas in writing, Cooperate with others

Learner Needs & Goals:
Learners often talk about needing a job or looking for a better job, yet they are unaware of the jobs that are available. Even learners who obtain their GEDs return to the same low-paying jobs because they do not realize what jobs are available for their qualifications. Learners need general information about jobs as well as specific information about local job opportunities.

Learning Activity Description:
(1) Take approximately 10 minutes to introduce the idea of creating a pamphlet that will provide information on local companies and job opportunities. Tell learners that they will need to research, write and produce a booklet that they can take with them and use. This is the time to really "sell" the idea of project-based learning and that it is learning that will help them write, organize, read, and spell. If the learners are very GED oriented, explain that those are GED skills. Explain to learners that at the end of the project they will have a product that will help them to make career decisions in the future.

(2) Brainstorm jobs by asking learners the following questions:

  • What are some jobs or careers that sound interesting to you and that you may want to do after receiving the GED?
  • How do you know of these jobs? Does a relative or friend have a similar job?
  • What do you need to get this job?
  • Will you need a GED or a college degree?
  • Are there jobs like this in our town?

(3) Have learners brainstorm all the jobs they can think of. Write each idea onto strips of paper approximately 3" x 11". Ask learners to check the spelling of some of these words in the dictionary. Lay the ideas out on a table or tape them onto the wall where learners can see them.

(4) After brainstorming, have the class decide which job titles are duplicated and remove the duplicates.

(5) Have learners consult other resources such as the phone book, career books, or in order to find additional job titles and descriptions. Encourage learners to look for jobs that they had not at first considered.

(6) When the learners feel that they have enough ideas, have them add strips of paper with the job titles or ideas to the brainstormed ideas displayed in the front of the class. The job title strips can remain on display for use with other classes.

(7) Have each learner choose one job to research. Write the names of the learners next to the job titles they are researching.

Materials and Resources:


For this exercise, have the learners orally identify the skills they used. This includes writing, spelling, using written resources, reading a variety of texts, working together, and organizing. Explain that these are all GED skills and that brainstorming is especially important for the writing process.

The first time I did this activity, we took too long to organize the job ideas. This lesson reflects a shorter activity.


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