How It Works
The Be Real Game is
designed as a journey. Each session represents a step of the journey, and each
subsequent step builds on the previous one. The journey is divided into three
units: Brave new world of work; Agents of change; Exploring the future. Some
sessions are followed by optional activities and discussion segments.
BRAVE NEW WORLD OF WORK
There are nine core sessions in this unit which together take ten to twelve
hours to complete. Upon embarking on their career exploration journeys, students
immediately assume a unique and individual life/work role. In these roles,
students earn and spend money, participate in family and community life, make
many decisions that affect their characters' lives, both positively and
negatively, and experience good and bad chance situations. They even make
decisions on social issues that affect their own and their community's futures.
They learn that every decision is a career decision.
Students are assigned individual Role Histories (their characters),
randomly or through a pre-selection process, at the teacher's discretion. In
Unit One, each student uses his or her character's personal history of
education, work experience, family status, income, etc., to seek and find work.
Each character is successful in securing a work role (Job Profile) in which he
or she will make lifestyle choices (housing, transportation, leisure
activities), and create a budget based upon his or her income.
In this unit, students also complete a career pre-survey (which they will
revisit at the end of the program). They learn The High Five career building
principles, interview an influential adult in their lives, interview each other,
deal with chance situations in their characters' lives and in their community,
and enjoy playing The Brainstorm Spin Game.
AGENTS OF CHANGE
There are three core sessions in this unit, which together take four to five
hours. Here students encounter major economic forces that are agents of change
in today's changing work world. Students experience job loss and job change
through no fault of their own and learn that these are common realities in the
new economy that affect people, directly or indirectly, throughout their
careers. Students learn how to convert adversity at the personal, family and
community levels to opportunity by developing skills and attitudes that harness
these agents of change to work in their favor. They learn to identify and
exploit their transferable skills as tools for personal and community
development. They create resumes and job search strategies, and they succeed in
acquiring new jobs. They make new lifestyle choices and create new budgets in
their new roles. At the conclusion of Unit Two, students review their learning
by playing another round of The Brainstorm Spin Game.
EXPLORING THE FUTURE
Unit Three has five core sessions that together last seven to eight hours.
The role playing aspect of the game ends with Unit Two. From this point on,
through a series of exercises, students translate what they have experienced in
Units One and Two into a personal Exploration Chart and Action Plan. They
articulate what they liked and disliked about their fictional work environments
and roles through a series of career exploration tools and exercises that
includes an interest inventory, a work skills checklist, a learning styles
survey, etc. Students enjoy playing a final rousing round of The Brainstorm
Spin Game to review vocabulary, concepts and career building principles
imbedded throughout the game. The program ends with a celebration involving
students, school staff, parents/guardians and community members.