ILCTE Lesson Mock Interviews

Illinois CTE Endorsement Area: Business, Marketing, and Computer Education

Lesson Title: Mock Interviews

Lesson Author: Mitchell Means

ILCTE Leader and Lesson Consultant: Betsy Westergreen

Lesson Created: June 2020

Download Word/Google Document:

Download as Google Doc or Word Doc. When open, click “open with” Google Docs. If you want in a Word Doc: click “file”, “download”, Microsoft Word and you will have in original PDF format. Lesson Overview: Students will learn professionalism and preparedness to prepare them for a mock interview.

Responding to the immediate need of online resources, the ILCTE Innovative Curriculum Resources Project conducted a series of Professional Learning experiences. We wish to express our appreciation to the teachers for creating and sharing a lesson. This lesson is provided as a guide for online teaching. Click here to provide feedback on your implementation of this lesson.

Lesson: Mock Interviews (MODIFIED online version at the bottom)

Objective: As a result of today’s lesson, students will be able to demonstrate professionalism and preparedness during a formal mock interview demonstrated by quality responses, professional demeanor, and effective communication. Standards: I. Self-Awareness: Assess personal skills, abilities, and aptitudes and personal strengths and weaknesses as they relate to career exploration and development. I. Foundations of Communication: Communicate in a clear, complete, concise, correct, and courteous manner on personal and professional levels. II. Career Research: Utilize career resources to develop a career information database that includes international career opportunities. Student Objectives: • Students will demonstrate proper interview etiquette and preparedness during the mock interview. • Students will demonstrate the ability to communicate on a professional level in a formal interview situation. • Students will reflect on their performance which will result in self-awareness and will better highlight areas of weaknesses or concern. Anticipatory Set: Students have fully prepared for the interview by this point, so a quick discussion of what a “successful” interview looks like will take place. The teacher will guide the class with questions pertaining directly to the mock interview rubric. (example: “What should the interviewee do when first entering the room?”) Lesson: Students will conduct a mock interview in front of the class. There will be 2 chairs and a desk in the front of the classroom. Each group contains 2 students unless the class total is an odd number, resulting in one group of 3. Each group member will have the opportunity to play the role of the interviewee as well as the interviewer. A resume, which was made days prior, must be presented during the interview. The interview is extremely formal and a set number of questions is required for this lesson. All students are required to assess the performance of their peers using a sheet handed out in class. * All materials for this lesson are provided as a link at the bottom of this document. The interviewer may have the questions in front of him or her, but the interviewee cannot. Once the interview is conducted, each group member will have the opportunity to vocally reflect on their performance. This is not mandatory. Classmates can add positive reflection at this time as well. The teacher will facilitate the transition between groups, ensuring focus is not lost during the transition. Closing: With 5 minutes left in class, we will discuss all of the things that went well today. It is important that the class does not focus on what could be improved upon (this is what the peer assessment sheet is for). The students will then finish with a “ticket out of class”. The question varies each year, but will relate to the interviews in one way or another.

*Documents needed for this lesson:

Interview Slides (needed prior to this lesson) Partner Preparation Sheet (used prior to class to prepare for the interview) Peer Review Sheet

Teacher Rubric Example 1 Teacher Rubric Example 2 Personal Reflection Sheet (completed after the lesson)

Online modifications :

Version 1.

Students can make a video of their interview with a relative or a peer using WeVideo or any other platform that is uploadable. The student is still responsible for not only playing the role of the interviewee, but also the interviewer. All of the requirements on the rubric hold true for the online interview. The video is then posted on Google Classroom and the other classmates must watch the video and use the peer review sheet to assess the performance. The video watching can be done live during a class Zoom session or on the students’ own time, given as an additional assignment. Discussion about the interviews can be held after the interview videos are watched by all students.

Version 2.

Students may conduct the interview live on Zoom with their partner (each from their own home). All other students must mute their microphones. Students need to be held accountable for their performance as an audience member. The rubric may be modified to include audience participation points as well as other changes that are deemed important for online interviews (ex: non-verbal communication). All other assessment tools should hold consistent with the original rubric. Additional time can be given to students to work with their partner via email, Google Docs, or Zoom. The groups can complete the partner participation sheet together prior to the interview. Peer review sheets are completed by all students as they watch the live interviews take place.