Explo Activities

• Activities are targeted, purposeful teaching and learning moments.
• Activities usually lead into or are timely to where students are in an exploration process or in a project.
• Activities can be completed in a short period of time.
• Activities should not stand alone, in that the activity completed should be put into context of student work.
• Activities target specific key features, program content.
• Activities target one phase predominantly of the learning and evaluation process but may touch on other phases.
• Activities are context independent, context is provided by student explorations and/or projects.
• Activities often leave traces of learning, or student work, which facilitate the evaluation process.
• Activities build competency.
• To ensure a balanced competency approach in the classroom, activities are developed for each of the phases of KEP ¹.

Activities		Artifact Produced
	Building a Personal Profile	Reflection Personal Profile	PDF
	Personal Profile Collage	Reflection Collage	PDF
	Planning for Job-Shadowing - Building Criteria	Graphic Organizer	PDF
	Discovering Trades and Occupations Involved in Household Items	Flow Chart Graphic Organizer	PDF
	Validating Resources in the Explo Classroom	Resource List	PDF
	Breaking Down Gender Myths	Reflection Reproducible	PDF
	Determining Vocational Training Programs to Explore	Reflection Graphic Organizer	PDF

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¹ KEP is an acronym and in no way replaces the language used in the Explo program. For instance, Explore is referred to as exploring and experimenting; Ponder is referred to as reflection in the program. The KEP acronym is meant to facilitate the recall of such program terms, and not replace them.