Introduction
The audience for this WebQuest is high school graduates who have the opportunity to continue their education or start a career of their interest. I start the class with a small scene or performance (it can be a video as well). That is, it is reflected that some of high school students search for employment every day. They are searching for jobs using a variety of techniques, including the Internet, employment agencies, and the newspaper. The applicant must complete an application to describe themselves, indicate their expectations, and state the type of employment they are seeking for. And after some time they are shown to have found employment through various sources. It also shows which type of job search is more effectiveThe audience for this WebQuest is high school graduates who have the opportunity to continue their education or start a career of their interest. I start the class with a small scene or performance (it can be a video as well). That is, it is reflected that some of high school students search for employment every day. They are searching for jobs using a variety of techniques, including the Internet, employment agencies, and the newspaper. The applicant must complete an application to describe themselves, indicate their expectations, and state the type of employment they are seeking for. And after some time they are shown to have found employment through various sources. It also shows which type of job search is more effectiveThe audience for this WebQuest is high school graduates who have the opportunity to continue their education or start a career of their interest. I start the class with a small scene or performance (it can be a video as well). That is, it is reflected that some of high school students search for employment every day. They are searching for jobs using a variety of techniques, including the Internet, employment agencies, and the newspaper. The applicant must complete an application to describe themselves, indicate their expectations, and state the type of employment they are seeking for. And after some time they are shown to have found employment through various sources. It also shows which type of job search is more effective.
Task
Following the performance, students are separated into groups of three to four and asked to create a map that illustrates job seeking—the steps taken to get a job—as well as how the position does not suit the applicant and the problems that result.
The second aim is to create a set of actions that must particularly be completed in Uzbekistan to facilitate job seeking and job posting. The tasks of this WebQuest will help students to learn to work collaboratively, and to be thinkers, communicators, to be knowledgeable, and inquirers.
Process
The WebQuest is held weekly, which means 3 lessons, and the final result will be released in the next (4th) lesson. Each lesson lasts 1 hour, begins with a review of the previous material and continues with a new lesson.
Lesson 1. Why should people have careers and why is it important to get a job? Students watch the video and then answer the following questions with the teacher:
1. Who is the job candidate?
2. What is a job interview and why do we need it? After watching the video, students divide into groups, answer the questions and present their answers in a picture or written form:
3. How inconsistent bias affects your chances of getting a job? in which students create a diagram according to the brainstorm method, which can be done on a simple paper or whiteboard, or on online platforms such as Canva or Miro.
When creating diagrams, students are not restricted to using only technology. The first diagram should show a number of necessary steps, including how important it is to find a job, how to list as many job opportunities as you can, key elements of finding a good job, how people typically find jobs based on salary and income and are unconcerned with advancement, and what outcomes each of these stages produces.
Lesson 2. The lesson takes place in the form of a debate. For this lesson, the teacher invites several strangers from different professions and fields, and each of them tells a story about their profession, how they got into this field, and about the light and difficult aspects of their profession. . students can ask their questions to the visitors and get answers from them. in the next step, students are divided into 2 groups by choosing random cards that are placed upside down according to red and yellow colors. After that, the red group thinks about the good aspects of teaching, doctor and pilot professions and draws a mind map for the given paper, while the yellow group researches about the difficulties of these same professions. Students are given a link to a web page to read the article to get the material and get a general idea. Then, divided into groups, students give reasons for "for" and "against".
Lesson 3.
Going deeper into the unit, students read an article about online job seeking and face-to-face job seeking and discuss the questions in class:
a) What should the average salary be?
b) What qualities are required of a candidate for employment?
c) What should the profession and workplace culture be like?
d) Do you think a high salary or promotion is important? which one would you choose?
Which professions in your country earn the highest salary and which profession has the highest growth and development opportunities and vice versa?
How each person may quickly and accurately identify their dream employment must necessarily be covered in these answers. Or, how the nation can go about creating jobs, what sectors it will impact, and what needs to change to make this happen.
Evaluation
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Depending on how vivid and vibrant the schemes came out, the assignment will be assessed. Consequently, there isn't much text in them. how each group member conveys the information. Creativity. the collaborative efforts of pupils.
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Conclusion
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In conclusion, I must say that working and working, looking for and choosing a job is an integral part of humanity and life is in his hands, you decide to love your work, enjoy it, change your life for the better and enjoy with your job! Ultimately, this WebQuest will influence students' perceptions and feelings about job hunting and career choices, showing the importance of self-confidence and self-esteem. What did they discover? After this lecture, they will want to make some changes in their life in terms of job search or have their own goals.
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Credits
References:
Dunn E. (2023) What is a good salary and how do you compare? Online article. https://www.creditkarma.com/income/i/what-is-a-good-salary
Percy B. and Eichenbaum L. (2017). “Your Right Career: How to Make the Right Choice for Your Education and Career Path Paperback”. Amazon.com
https://www.amazon.com/Your-Right-Career-Choice-Education/dp/1546876782
Pace Green A. (2021). “You Deserve To Love Your Job: How to find your purpose & enjoy your life Paperback”. Conqueror Publishing & Consultation.
Lore N. (2012). The Pathfinder: How to Choose or Change Your Career for a Lifetime of Satisfaction and Success.
YouTube video: https://www.indeed.com/career-advice/finding-a-job/where-to-look-for-a-job
Online article: https://youngfullyemployed.com/career/why-having-a-jobcareer-is-so-important/
YouTube video: https://www.indeed.com/career-advice/finding-a-job/what-to-look-for-in-a-job
Teacher Page
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Since the subject is broad, every educator can contribute something unique. The most important thing is that students come to understand during the work that looking for a job is one of life's major activities, and that one of today's most significant duties is to find a job that fits a person's interests, beliefs, and other unique qualities. It is crucial for society's well-being as well as that of the individual.
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Knowledge Constructor: In order to build their knowledge of job searching, students should be able to critically assess and compile information from a variety of sources. They must show that they can successfully organize and deliver their findings during the group presentation and that they can obtain trustworthy information using digital tools and resources.
Empowered learners: Students should be empowered learners who take responsibility for their education and use technology to research and learn about different professions. In the course of conducting their research, they ought to exhibit curiosity, initiative, and self-direction.
Global Partner: To connect and interact with other professions and their expression, students must use digital tools and resources. They must also have the capacity to collaborate well with others both in person and virtually.
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