Interviewing Etiquette
                                                                 By:  Christine Tease

Project at a Glance :

This project is for 9th - 12th grade students in a Study Skills / Seminar class to gain knowledge of the interviewing process and become better interviewers in order to get the job they are seeking.
       
Driving Question:

How can we gain confidence and the skills necessary to interview well in order to get the job that suits us?            

Standards:

• Common Career Technical Core
• Labor Market Info (MI Dept of Ed Website)
• Career Ready Practices

Team / Culture Building:

• The Truth (related to employability facts)
•  Golden Circle - focusing on WHY gaining knowledge in the area of  employability and interviewing is important.​

Entry Event:

• Invite  DECA members and/or our high school business teachers into class to conduct individual interviews with students. (no prior discussion about dress, handshakes, introductions, answering and asking questions, etc.  After, provide an example of a GREAT interview to identify (personally) what was done well and what areas need improvement.​

Stakeholders:

• Interviewer  
• Interviewee
• Interviewee's Family (income + benefits)
• Stakeholder Map entries​​

Empathy Building:

• Pains and Gains Map

Inquiry / Need to Knows:

• Invite various Employment Agency  and/or Business Professionals  to discuss the importance of being prepared for an interview. Also, have this person discuss how to prepare for the interview.
• Observe both good and bad interviews. 
• Mini lessons on soft skills
• Research Common Interview Questions + Personal Responses (assess)

Incubation:

•  Students will interview experts to gain insights and develop solution ideas.
• Share personal experiences and engage in online inquiry
• Watch related Ted Talks
• Discuss topic with parents and older siblings who have gone through this process and bring info back to the class to share.
• Interview DECA Students and Business Teachers

Checking in:

• Think Pair Share activity
• Talking Chip protocol to share ideas and gain feedback.

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Solution Building:

• Develop multiple responses for an interview question, including what is essential for an interview question response.
• Critical Friends: using peers within the classroom, student may discuss potential responses to most common interview questions with the peer providing warm and cool feedback. 
• Seeking a Skeptic: students could sit with guidance counselors and discuss potential responses to most common interview questions.

Critique and Revision: 

•  Critical Friends and Seeking a Skeptic

Authentic Audience:

• Interviewer  
• Interviewee
• Stakeholder Map entries

Final Presentation:

•  Students will record a mock interview to share during their final presentation.  Their interview will include five questions with solid responses.

Click here for teacher's full plan.

​Reflection and Feedback:

• Final Rubric Form / List of Pluses and Deltas observed while interviewing
• Final Rubric Form / Recording and Viewing Interviews + Discussion​

Click here for the teacher's Journey through PBL on Padlet . . .

Meet the Educator:
​
Christine Tease teaches English 9 & 10 and works with At Risk students at Jenison High School.  

     "I am passionate about the PBL process because it brings real life application to students who sometimes do not feel the relevance of academics.”