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Work Immersion for SHS Students: Sharing my story!

work immersion journey

Whether you like it or not, you will need to survive that SHS work immersion. For every student, it can be considered as the much-awaited activity before graduation.

It could be exciting YET frustrating at the same time. At least in my experience, that’s what happened. I’d like to share with you what exactly happened during this phase.

If you want to set your expectations, you’re on the right page!

What is work immersion?

Work Immersion is similar to what college students experience during their On-the-Job Training (OJT). In this experience, you will be hired as an actual employee with different tasks to accomplish.

You will not just discover new skills but most importantly, you will learn new social skills. You have to cooperate with your co-workers and adapt to  the new environment. In short, it will let you experience what a real job feels like.

Furthermore, this is a very crucial requirement for every graduating student of senior high. So, you are expected to experience a tiring and fun chapter of your life.

Explore Articles: Colleges and Universities

How did I start my work immersion?

I must admit that the first step, or finding a vacant position, could be the hardest stage of work immersion.

During the 1st week of March, I spent looking for companies that would accept SHS students. It was a mess! We didn’t know where to start, and HOW we would do it. Our professor came to the rescue and provided us options for the work immersion.

Our school offered us to handle everything for us. From documentation to hiring to finding the right company, they would do it. The second was to teach us independence by coordinating with everything. I wanted to challenge myself so I chose the latter.

So, I did team up with my other classmates who also chose the same option and started applying nonstop. It was very exhausting. We attended several interviews with the hopes of getting tired. Exhausted, hungry, and body fatigue, you name it!

As much as we wanted to continue with our choice, we then asked help for our school to find the best OJT place.

Shared File: Job Interview Course

Which organization accepted me for my work immersion?

My beloved alma mater! 🙂

Fast forward, I was able to enter Philippine School of Social Work (PSSW) and University Community Outreach Program (UNICORP) . The same group handled both departments so we served for the two organizations.

If you’re curious on what I did, here were the tasks:

  • Date encoding. Lots of them!
  • Sorting files. Get your organization skills keep going.
  • Arranging exclusive books.
  • Other admin tasks!

Yep! Obviously, your boss will not give your tasks involving technical work. You won’t need to solve problems or attend serious meetings.

Forget about big projects because you need to learn the foundation of working. During your work immersion, your tasks will start from what new hires do.

SHS Work Immersion Experience at PWU

Here’s what I missed the most during this unforgettable experience…

The big bosses! 

I missed how they took care of us with love and care. During breaktime, they treated us with food. I didn’t feel like someone who just got hired for a short time.

They even advised us and shared a little secret about social work. Don’t you know social work profession really pays well? This is most applicable even when you work abroad. However, I’m not going to tell you how much their salary is.

Work Immersion with other employees

If you’re a future social worker, you have to discover it yourself!

Unfortunately, the pandemic cut short our experience. It was supposed to be for the whole month, but lockdown happened. You see, I still feel VERY lucky to have experienced it.

I wonder how they do work immersion right now that work from home is prevalent. But, for sure, you will learn so much!

Watch these related videos on YouTube!

10 Tips for Work Immersion! (SHS)

Work Immersion

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I love writing articles as well as doing photography. As an aspiring journalist, I have a strong passion for these activities!

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Student’s work immersion: A journey through S&T

  • BusinessMirror
  • March 11, 2018
  • 4 minute read

Work immersion sounds stressful for senior high-school students. Yet, as part of the K to 12 curriculum, we science, technology, engineering and mathematics (Stem) students were required to gain relevant learning experiences through actual work. We were assigned to specific partner institution, business organization or establishment parallel to our specializations in order to help us reinforce our knowledge from classrooms and enhance our skills.

For us, a group of six students, we were engaged with the Department of Science and Technology (DOST).

Foremost, we learned that the DOST is the premiere science and technology (S&T) body in the country, in charge with the mandate of providing central direction, leadership and coordination of all scientific and technological activities, and of formulating policies, programs and projects to support national development.

DOST Biliran, officially called Biliran Provincial Science and Technology Center (DOST Biliran-PSTC), is one of the six provincial centers of the DOST-Eastern Visayas located inside the campus of Naval State University.

As we commence the work immersion on February 6, little did we know that an exciting adventure was about to begin. A journey that would make us realize that science is not a mere concept taught inside a classroom and make us gaze in amazement how these scientific concepts are applied in the world.

Initially, we were oriented with the nature and mandate of the institution, as well as the staff who would function as our advisers and supervisors as we initiated our training.

Furthermore, our work environment had become comfortable with the friendly, approachable and cheerful nature of the staff which was essential for us to effectively absorb all the knowledge and acquaint ourselves with the work of DOST personnel.

As we progressed and became acquainted with the work and processes in the DOST, we were assigned to make a variety of reports, such as Technology Needs Assessment (TNA), Yolanda Recovery and Rehabilitation Program (YRRP) Monitoring and even a Small Enterprise Technology Upgrading Program (Setup) Project Proposal.

But the most exciting part of our work immersion was the “travels.”  Going to different towns and barangays around Biliran was a delightful experience for us not just because we saw the beauty of this island dubbed as “Undiscovered Paradise,” but also since we have learned new techniques on how to handle businesses and technologies that are being used to help local enterprises grow.

We were introduced to new experiences and tried new products from DOST -assisted projects.

We have also learned about the concept of Project Deployment of Early Warning System for Disaster-Prone Areas. The project is undertaken in cooperation with the Advanced Science and Technology Institute; the Philippine Atmospheric, Geophysical and Astronomical Services Administration; and the DOST regional offices, and its role in mitigating the impacts of disasters in the province.

We visited the different installation of hydro-meteorological devices, such as the automated rain gauge (ARG) in Barangay Talustusan, Naval, Biliran.

ARG is an instrument used by meteorologists to gather and measure the amount of liquid precipitation over a set period of time.

We have also visited the Water Level Monitoring System (WLMS) installed at Pitogohan Bridge in Almeria. The instrument is essential in monitoring the rate of change of water level of the river where it is installed.

Moreover, we have also visited the early warning device installed in Barangay Santo Niño in Naval, which functions as a receiver of data from the WLMS on Caraycaray Bridge. It issues a particular warning level to alert all nearby areas in cases of an impending flood.

In Barangay Villaconsuelo in Naval, we were introduced to a YRRP Project, the Coconut Sugar Processing Facility.

The primary raw material of making this coconut sugar is the collected coconut sap, which is heated and stirred continuously until it solidifies and powdered. This is considered a healthy sugar because it has low glycemic index and is preferable for persons with diabetes.

One of our most challenging travel was when we held a TNA of the Eces Compunix Center in Biliran town.

We were assigned to interview the supervisor of the business and gather the information to accomplish the specific task assigned to us: to contribute in formulating a Setup project proposal.  Setup is DOST’s program that helps micro, small and medium enterprises to adopt technology innovations to improve their business.

Another travel engagement brought us to Culaba town to visit another YRRP Project, the Fish Processing Facility.

We have found out that the area designated for the installation of the fish dryer that is part of the facility to be established must be cleared as soon as possible because the project is among those YRRP projects scheduled for assessment by the National Economic Development Authority regional inspection group.

Though the travels are sometimes exhausting, we really enjoyed them along with DOST personnel.

We have learned how technological and scientific concepts are applied in the real world—all for the convenience of humankind. As the quote says: “Experience is the best teacher”, and nothing compares to the knowledge that it gave us.

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work immersion journey

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work immersion journey

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By Miles Vincent Garrido and Aura Gahera / DOST-Easter Visayas S&T Media Service Business Mirror

Work immersion sounds stressful for senior high-school students. Yet, as part of the K to 12 curriculum, we science, technology, engineering and mathematics (Stem) students were required to gain relevant learning experiences through actual work. We were assigned to specific partner institution, business organization or establishment parallel to our specializations in order to help us reinforce our knowledge from classrooms and enhance our skills.

For us, a group of six students, we were engaged with the Department of Science and Technology (DOST).

Foremost, we learned that the DOST is the premiere science and technology (S&T) body in the country, in charge with the mandate of providing central direction, leadership and coordination of all scientific and technological activities, and of formulating policies, programs and projects to support national development.

DOST Biliran, officially called Biliran Provincial Science and Technology Center (DOST Biliran-PSTC), is one of the six provincial centers of the DOST-Eastern Visayas located inside the campus of Naval State University.

As we commence the work immersion on February 6, little did we know that an exciting adventure was about to begin. A journey that would make us realize that science is not a mere concept taught inside a classroom and make us gaze in amazement how these scientific concepts are applied in the world.

Initially, we were oriented with the nature and mandate of the institution, as well as the staff who would function as our advisers and supervisors as we initiated our training.

Furthermore, our work environment had become comfortable with the friendly, approachable and cheerful nature of the staff which was essential for us to effectively absorb all the knowledge and acquaint ourselves with the work of DOST personnel.

As we progressed and became acquainted with the work and processes in the DOST, we were assigned to make a variety of reports, such as Technology Needs Assessment (TNA), Yolanda Recovery and Rehabilitation Program (YRRP) Monitoring and even a Small Enterprise Technology Upgrading Program (Setup) Project Proposal.

But the most exciting part of our work immersion was the “travels.” Going to different towns and barangays around Biliran was a delightful experience for us not just because we saw the beauty of this island dubbed as “Undiscovered Paradise,” but also since we have learned new techniques on how to handle businesses and technologies that are being used to help local enterprises grow.

We were introduced to new experiences and tried new products from DOST -assisted projects.

We have also learned about the concept of Project Deployment of Early Warning System for Disaster-Prone Areas. The project is undertaken in cooperation with the Advanced Science and Technology Institute; the Philippine Atmospheric, Geophysical and Astronomical Services Administration; and the DOST regional offices, and its role in mitigating the impacts of disasters in the province.

We visited the different installation of hydro-meteorological devices, such as the automated rain gauge (ARG) in Barangay Talustusan, Naval, Biliran.

ARG is an instrument used by meteorologists to gather and measure the amount of liquid precipitation over a set period of time.

We have also visited the Water Level Monitoring System (WLMS) installed at Pitogohan Bridge in Almeria. The instrument is essential in monitoring the rate of change of water level of the river where it is installed.

Moreover, we have also visited the early warning device installed in Barangay Santo Niño in Naval, which functions as a receiver of data from the WLMS on Caraycaray Bridge. It issues a particular warning level to alert all nearby areas in cases of an impending flood.

In Barangay Villaconsuelo in Naval, we were introduced to a YRRP Project, the Coconut Sugar Processing Facility.

The primary raw material of making this coconut sugar is the collected coconut sap, which is heated and stirred continuously until it solidifies and powdered. This is considered a healthy sugar because it has low glycemic index and is preferable for persons with diabetes.

One of our most challenging travel was when we held a TNA of the Eces Compunix Center in Biliran town.

We were assigned to interview the supervisor of the business and gather the information to accomplish the specific task assigned to us: to contribute in formulating a Setup project proposal. Setup is DOST’s program that helps micro, small and medium enterprises to adopt technology innovations to improve their business.

Another travel engagement brought us to Culaba town to visit another YRRP Project, the Fish Processing Facility.

We have found out that the area designated for the installation of the fish dryer that is part of the facility to be established must be cleared as soon as possible because the project is among those YRRP projects scheduled for assessment by the National Economic Development Authority regional inspection group.

Though the travels are sometimes exhausting, we really enjoyed them along with DOST personnel.

We have learned how technological and scientific concepts are applied in the real world—all for the convenience of humankind. As the quote says: “Experience is the best teacher”, and nothing compares to the knowledge that it gave us.

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AP PGECET

Work Immersion: Exploring Important Points for a Meaningful Experience

  • by Lindsey Smith
  • October 22, 2023

Work immersion is an invaluable part of any individual’s education and career journey. Through immersive experiences, such as internships, on-the-job training, and job-shadowing programs, students and professionals alike have the opportunity to gain hands-on experience , develop essential skills, and gain a deeper understanding of their chosen fields. In this blog post, we will delve into the important points of work immersion, its objectives, the significance of rules and regulations, and what to expect during this transformative experience.

As we embark on this exploration, we will address key questions such as: What is the purpose of work immersion? How do rules and regulations contribute to a meaningful work immersion experience? We will also discuss the objectives of work immersion and shed light on the crucial elements that make it a rewarding and impactful endeavor. So whether you are a student preparing for your first work immersion or a professional seeking new opportunities to grow, this blog post will provide you with essential insights and guidance to make the most of your work immersion journey.

So, let’s dive in and discover the important aspects and expectations surrounding work immersion, as we navigate the ever-evolving landscape of education and career development in the year 2023.

What are important points in work immersion?

What are the Key Elements of a Work Immersion Experience

In today’s fast-paced world, work immersion has become an integral part of education, providing students with real-world experiences and valuable skills. Whether it’s through internships, apprenticeships, or on-the-job training, work immersion allows students to explore their interests, gain practical knowledge, and develop crucial skills for their future careers. In this subsection, we will delve into the important points that make work immersion an enriching and worthwhile experience.

1. Hands-on Learning

Work immersion is all about getting your hands dirty – metaphorically speaking, of course. It provides students with the opportunity to apply their classroom knowledge in real-world situations and gain practical experience that cannot be replicated in a simulated environment. From shadowing professionals to actively participating in projects, work immersion allows students to see the ins and outs of their chosen field and develop a deeper understanding of the industry.

2. Networking Opportunities

One valuable aspect of work immersion is the chance to build connections and network with industry professionals. Remember, it’s not just about what you know but also who you know. By immersing yourself in a real work environment , you’ll have the opportunity to meet and interact with people who can offer valuable insights, guidance, and potentially even job opportunities in the future.

3. Skill Development

Work immersion is like a workshop where students can sharpen their skills and acquire new ones. Apart from gaining technical skills specific to their field, such as coding or designing, work immersion also helps develop transferable skills like teamwork, communication, problem-solving, and adaptability. These skills are highly sought after by employers and will give you a competitive edge in the job market.

4. Discovering Career Paths

Another crucial point of work immersion is the chance to explore different career paths. Often, students have a vague idea of what they want to do in the future but lack clarity. Work immersion allows you to dip your toes into different industries and roles, helping you discover your true passion and align your career goals accordingly. It’s like a buffet of opportunities, giving you a taste of various professions before committing to one.

5. Building Confidence

Stepping out of your comfort zone and immersing yourself in a work environment can do wonders for your confidence. Work immersion pushes you to interact with professionals, take on responsibilities, and make decisions, helping you develop self-assurance in your abilities. As you tackle challenges and overcome obstacles, you’ll grow more self-assured, ready to take on the professional world with confidence.

6. Resume Boosting

Let’s face it – job hunting is no easy feat, especially for fresh graduates. Work immersion provides you with experience to put on your resume, making you stand out from the crowd of equally qualified applicants . Employers value work immersion experiences as they demonstrate your initiative, work ethic, and ability to adapt to real-world scenarios. So, seize the opportunity to impress future employers by leveraging your work immersion experience to its fullest potential.

7. Personal Growth

Work immersion is not just about career development; it also facilitates personal growth. Experiencing the challenges and rewards of the workplace can foster independence, responsibility, and maturity. You’ll learn to manage your time effectively, handle work-related pressures, and navigate professional dynamics – essential skills that will shape you into a well-rounded individual.

In conclusion, work immersion offers a multitude of important points that make it a valuable educational experience. From hands-on learning and networking opportunities to skill development and personal growth, work immersion equips students with the tools they need to thrive in their future careers. So, embrace the opportunity, step outside your comfort zone, and immerse yourself in the exciting world of work!

What are important points in work immersion?

FAQ: Important Points in Work Immersion

What is the objective of work immersion.

The objective of work immersion is to provide students with a real-life experience in a professional setting. It aims to enhance their understanding of the work environment and prepare them for future career opportunities. During work immersion, students can gain valuable knowledge and skills that will help them navigate the professional world with confidence.

What is the purpose of rules and regulations in work immersion

Rules and regulations play a vital role in work immersion by creating a structured and safe learning environment. They ensure that students adhere to professional standards and ethics, promoting discipline and responsibility. By following these rules, students can cultivate a sense of professionalism and develop good work habits that will be beneficial in their future careers.

What is the purpose of immersion

The purpose of immersion is to provide students with a deep and immersive experience in a particular field of study or industry. It allows them to fully immerse themselves in the practical aspects of their chosen profession, enabling a better understanding of the challenges and opportunities that exist in that field. Immersion provides a unique opportunity to bridge the gap between theoretical knowledge and real-world application.

What are important points in work immersion

There are several important points to consider in work immersion:

Hands-on Experience: Work immersion provides students with the opportunity to engage in practical tasks and gain hands-on experience in their chosen profession. This experience can greatly enhance their understanding and skills within the field.

Observation and Learning: Students can observe professionals in their work environment, allowing them to learn firsthand about work processes, problem-solving techniques, and industry best practices. This observation enables students to gain a deeper understanding of the profession beyond what can be taught in a classroom.

Networking: Work immersion provides an excellent chance for students to network and build connections with professionals in their field of interest. These connections can be valuable for future job opportunities, mentorship, and industry insights.

Skill Development: Work immersion allows students to develop various skills such as communication, problem-solving, teamwork, and time management. These skills are essential for success in any professional setting and can significantly boost a student’s employability.

What should you expect in work immersion

In work immersion, you can expect a dynamic and interactive learning experience. Here are a few things to anticipate:

Diverse Tasks: Work immersion often involves a variety of tasks and responsibilities, giving you exposure to different aspects of the profession. Embrace the opportunity to explore and learn new things!

Challenges and Rewards: Work immersion can present both challenges and rewards. You may encounter unfamiliar situations or tasks that require problem-solving skills. Overcoming these challenges can be immensely rewarding and contribute to personal growth.

Support and Guidance: Throughout the work immersion program, you can expect support and guidance from your mentors and supervisors. They are there to help you learn and provide valuable feedback to enhance your skills.

Fun and Memorable Experiences: Work immersion doesn’t have to be all work and no play! Embrace the experience, make connections, and create fun memories. Enjoy the journey and make the most out of this unique opportunity.

Remember, work immersion is not just about clocking in hours; it’s about immersing yourself in the profession, learning, growing, and preparing for your future career.

So, get ready for an exciting work immersion experience that will lay the foundation for your professional journey!

Disclaimer: The information provided in this FAQ section is for general informational purposes only and is not a substitute for professional guidance. The work immersion experience may vary depending on educational institutions and program specifics.

  • career development
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  • hands-on learning
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Academia Bees

Acknowledgement for Work Immersion (6 Samples)

September 26, 2023

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Photo of author

By Mohsin Khurshid

In the world of work immersion, expressing gratitude is essential. This article delves into six heartwarming examples of acknowledgments, providing you with inspiration and guidance. Dive into these acknowledgments and learn how to create your own.

Table of Contents

  • 1.1 Acknowledgement for Work Immersion
  • 1.2 Acknowledgement Work Immersion Portfolio
  • 1.3 Sample Acknowledgement of Work Immersion
  • 1.4 Acknowledgement in Work Immersion Portfolio
  • 1.5 Acknowledgement About Work Immersion
  • 1.6 Acknowledgement for Work Immersion Narrative Report
  • 3 Conclusion

Six Work Immersion Acknowledgement Samples

Explore these six work immersion acknowledgement samples for inspiration in expressing your gratitude during this invaluable journey.

Acknowledgement for Work Immersion

I extend my heartfelt appreciation for the incredible opportunity of work immersion. This experience has transcended my classroom learning, allowing me to delve into the practical world of work . My sincere thanks go to my mentors and colleagues who have been my guiding lights throughout this journey. Their wisdom and support have been paramount in my professional growth.

Moreover, I want to express gratitude to my institution for providing this valuable opportunity. It has broadened my horizons and given me a deeper understanding of my chosen field.

Acknowledgement Work Immersion Portfolio

I wish to convey my gratitude to everyone who contributed to the development of my work immersion portfolio. This project has been a significant part of my learning journey, and it wouldn’t have been possible without the support of my mentors, peers, and colleagues. Their insights and guidance have been invaluable.

I would also like to acknowledge my institution for organizing and facilitating the work immersion program. It is through this program that I had the chance to gain hands-on experience and enhance my skills.

This portfolio represents not only my efforts but also the collaborative spirit that thrives within our educational institution. Thank you to all who played a part in this endeavor.

Sample Acknowledgement of Work Immersion

I am immensely grateful for the opportunity of work immersion, which has been a pivotal experience in my academic journey. This program has allowed me to bridge the gap between classroom knowledge and real-world application.

I want to extend my heartfelt thanks to my mentors, colleagues, and everyone involved in making this experience possible. Their guidance, patience, and willingness to share their knowledge have been instrumental in my professional growth. This experience has undoubtedly prepared me for the challenges of the future.

I also want to acknowledge my institution for organizing and supporting work immersion programs. It is through such initiatives that students like me can gain invaluable insights and practical skills.

In conclusion, I express my deep appreciation to all who have contributed to this transformative journey.

Acknowledgement in Work Immersion Portfolio

I extend my heartfelt appreciation to all who supported and guided me during the completion of my Work Immersion Portfolio . Special thanks to my supervisor, [Supervisor’s Name], for your valuable insights and constant encouragement throughout the project.

Moreover, I am thankful to my parents, friends, and colleagues for their unwavering support and assistance during this endeavor. Your guidance has been invaluable in shaping my understanding of the work environment.

Acknowledgement About Work Immersion

I want to express my sincere gratitude to everyone who contributed to my Work Immersion experience. This opportunity has allowed me to gain valuable insights into the professional world.

I would like to acknowledge [Company/Organization Name] for hosting me and providing me with a conducive learning environment. Additionally, my heartfelt thanks go out to my mentor, [Mentor’s Name], for your continuous guidance and mentorship.

Lastly, I appreciate my family and friends for their encouragement and unwavering belief in my abilities.

Acknowledgement About Work Immersion

Acknowledgement for Work Immersion Narrative Report

I am deeply thankful for the support and guidance that made the completion of my Work Immersion Narrative Report possible. My heartfelt gratitude goes to my mentor, [Mentor’s Name], for your patience, expertise, and unwavering support throughout this journey.

I would also like to extend my appreciation to my family for their encouragement and understanding during this endeavor. Your belief in me kept me motivated.

Moreover, I want to acknowledge my friends and colleagues who shared their insights, making this report more comprehensive and insightful.

Check more Narrative Report Acknowledgement Samples

What is the purpose of an acknowledgement in a Work Immersion report?

The acknowledgement section in a Work Immersion report serves to express gratitude to individuals and organizations that have contributed to the successful completion of the work immersion experience. It is a way to recognize and appreciate their support and guidance.

Whom should I include in the acknowledgement for my Work Immersion project?

Your Work Immersion acknowledgement should include key individuals and entities that played a significant role in your experience. This typically includes your mentor or supervisor, the organization where you completed your immersion, and anyone who provided guidance or support during the process. You can also acknowledge friends and family members who encouraged you.

Is there a specific format or structure for writing an acknowledgement in a Work Immersion report?

While there is no strict format, an acknowledgement in a Work Immersion report is usually a brief section near the beginning of the report. It begins with a general expression of gratitude and then lists the names and roles of individuals and organizations you want to acknowledge. It should be written in a respectful and appreciative tone.

Crafting an acknowledgment letter for work immersion holds paramount importance. It embodies your appreciation and sets a positive tone. We hope these samples have been valuable, aiding you in expressing gratitude during your work immersion journey.

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WORK IMMERSION EXPERIENCES OF THE SENIOR HIGH SCHOOL STUDENTS: AN IMPLICATIONS TO PROGRAM ENHANCEMENT

Profile image of IOER International Multidisciplinary Research Journal ( IIMRJ)

2019, IIMRJ

Work Immersion Program gives an avenue for the Technical-Vocational and Livelihood Track Students to bridge the gap between the theories and concepts and enrich the competencies that were being taught inside the classroom into the actual workplace setting. Anchored on Vygotsky's Socio-Cultural Theory and Bandura's Social Learning Theory, this qualitative research utilizing the narratology approach is intended to explore the problems encountered by the Grade 12-TVL students during their immersion along with their major learnings, concerns, and recommendations. A purposive and convenience sampling technique of 22 TVL-Electrical Installation and Maintenance (EIM) and Electronic Products Assembly and Servicing (EPAS) students of Concepcion L. Cazeñas Memorial School were covered by the study. Data were gathered through documentary analysis, narrative inquiry, and interviews. The study revealed that TVL students have encountered problems before, during and after their immersion. Principles and practical concepts that were taught on their major subjects were all applied. Their skills were enhanced. Their major concerns include limited designated tasks and no variation in the equipment to be repaired that will help them acquire the necessary skills and competencies. It was concluded that schools must look for more immersion partner institutions, strengthen their field monitoring and evaluation, and institutionalize their documentation practices in the preparation of immersion reports.

Related Papers

Jomarie P Salvador

The Work Immersion program of the Department of Education, under the newly established educational curriculum – K to 12, is one of the key features of this educational innovation. The researcher of this study would like to evaluate the effectiveness and its impacts to the students of John J. Russell Memorial High School, Sibul Springs, San Miguel, Bulacan. The study used the semi-structured interviews with the help of the researcher-made instrument. The said instrument is merely made by open-ended questions; this type of questions will open a wider space for the students to express their feelings and to voice out their insights regarding the problem. Researcher-made instruments were given to the chosen respondents by means of random sampling under the probability or unbiased category. This kind of sampling procedure is one of the simplest form of collecting data. The researcher used thematic analysis as a means to gain insight and knowledge from data gathered. The method enables the researcher to develop a deeper appreciation for the group or situation he is researching. Thus, the conclusion made by means of this analysis offered a wider, specific, attainable and reasonable recommendations.

work immersion journey

Journal of World Englishes and Educational Practices

Sean Catelo

The researcher proposed intervention plan that will provide specific program that will address the problems in Work Immersion Delivery Model and to improve and provide step by step procedure to fill the needs found on the assessment of the work immersion program. It is in this context, the researcher assessed the work immersion program with corresponding variables and proposed intervention program that aims to cater teacher, industry partners and students in the Division of Pasay City to enhanced the better implementation of the work immersion program.

Psychology and Education: A Multidisciplinary Journal

Psychology and Education

The study aimed to evaluate the skills of grade 12 Technical-Vocational-Livelihood Students of Santa Cruz North Cluster in work immersion during pandemic. The performance of work immersion students was assessed in terms of technical skills, interpersonal skills, entrepreneurial skills, and behavioral skills. The study also determined problems encountered by the work immersion students regarding resources needed, workplace, and execution of skills. An investigation of the relationship between work immersion performance and problems faced by students during work immersion was also included. The TVL teachers and a team of specialists in the skills were among those who responded. In addition, there were fifty-four (54) Grade 12 work immersion students who acted as study participants. The study revealed that the work immersion program is effective, showing that students gained good performance ratings in technical, interpersonal, behavioral, and entrepreneurial skills. Hence, communication skills and entrepreneurial skills are the least mastered skills among students. The study also found that students encountered problems in the workplace, resource requirements, and skill execution. There was no significant association between skills and challenges in work immersion during the pandemic, according to data obtained by the computed p-value. As a result, the researcher did not reject the null hypothesis. Thus, there are still skills to be developed and challenges to be solved. The objective of education is to prepare graduates for the tasks they will perform on the job. These findings will eventually teach the curious minds of work immersion students what kind of workplace they expect after graduation.

This study aims to determine the implementation of the Technical Vocational Livelihood (TVL) Work Immersion Program of senior high schools in the Divisions of Marikina City, Pasig City, and Makati City during the school year 2022-2023 as correlate of students' employability competencies and satisfaction. The method of research used was the descriptive correlational type with the survey questionnaire as the data gathering instrument. The respondents of the study included 44 work immersion teachers, 327 students, and 57 industry partners. The statistical tools used to treat the data were the percentage, weighted mean, one-way ANOVA, z-test, Pearson r, correlated t-test, and Tukey pairwise comparison. Based on the statistical analysis, the study found out that there were no significant differences in the perceptions of the students, teachers and industry partner respondents on the implementation of the TVL work immersion program as evidenced by the computed F values of 3.00, 1.19, 2.25 and 2.87, respectively, but there were significant differences in the perceptions of the three groups of respondents on the implementation of the TVL work immersion program with regard to students' progress and performance and work immersion supervision as revealed by the computed F values of 7.39 and 6.85. Thus, there was no significant difference between the perceptions of the two groups of respondents on the level of employability competencies of the students pertaining to basic and common competencies as evidenced by the computed Z value of 0.45 and 0.93, respectively but there was a significant difference between the perceptions of the teachers and the industry partners as evidenced by the computed Z value of 4.15 and 3.81, respectively, which are higher than the critical z value of 1.96. Hence, there was a moderate significant relationship between the extent of work immersion implementation, however, there was a high significant relationship between the extent of work immersion implementation and the administrative concerns on the basic employability competencies as shown by its Pearson r of 0.7 with computed t value of 11.34; for the core employability competencies of the two subjects, Bread and Pastry Production and Food and Beverage Services, there was a weak significant relationship in terms of objectives, curriculum implementation, delivery process, students' progress and performance, and work immersion supervision as reflected by their Pearson r's from 2.27 to 3.36 and computed t values from 2.80 to 3.86; for Food and Beverage and Services competencies, there was a moderate significant relationship on delivery process, students' progress and performance, and work immersion supervision as shown by the Pearson r's, 0.40 to 4.9 and computed t values from 5.18 to 5. 77, higher than the critical t value of 1.98; for Bread and Pastry Production and Food and Beverage Services, there was a Very Low Correlation or almost negligible relationship, hence, a nonsignificant relationship exists as evidenced by the Pearson r's of 0.10 to 0.01 and computed t value of 0.10 and 1.01; the level of students' satisfaction has a moderate relationship with the extent of implementation of the TVL work immersion in terms of objectives, curriculum implementation and compliance, delivery process, students' progress and performance, work immersion supervision, and administrative concerns as evidenced by their Pearson r's from 0.42 to 0.59 and the computed t values from 8.34 to 13.17. The study suggested Work Immersion Implementation Exemplars to further enhance the implementation of the TVL Work Immersion Program.

Psychology and Education , JEFFRY M O R I L L A SARO

Education is a valuable possession in the society that people live in today, and many strive hard to acquire it. Education is essential for everyone to lead fulfilled lives. This study aimed to assess and investigate the perceptions and lived experiences of Grade 12 TVL strand students from San Luis National High School, particularly in the Senior High School Department, during the school years 2021 to 2022 of the new normal education system. The study used a qualitative type of research design, particularly a phenomenological study method approach to analyze and questions were defined by the researchers from a phenomenological standpoint in the TVL strand. The Grade 12 TV students are currently dealing with a variety of obstacles brought on by the pandemic. The viral threat is not the only problem the students are facing; they're also having academic difficulties. Based on their personal experiences, the participants turn to their fellow students to help them overcome obstacles in the new normal education system. Due to the nature of the learning environment, the students develop their support network digitally, allowing them to interact socially. On the basis of the respondents' responses, it is possible to surmise that there is a difference in the student's performance and experiences when participating in traditional learning and new normal learning. According to their responses, it may be inferred that the students preferred the traditional educational setting.

Zenodo (CERN European Organization for Nuclear Research)

Jover jabagat

PSU Multidisciplinary Research Journal

Dr. Liza L. Quimson PSU

The URSP Research Journal

Jerwin M . Mahaguay

This paper aims to determine the difficulties encountered by the students in their work immersion concerning family support, supervisory support, work habit, and competence. The research was conducted during the academic year 2018-2019 in Vicente Madrigal National High School. Descriptive research is employed since its purpose is to determine the difficulties encountered by the students in their work immersion. The study employed the learning theory of Thorndike on the Law of Exercise and Law of Effects. There are 50 respondents further, questionnaire checklist is the instrument used while data were treated using percentage, rank, weighted mean, and two-way ANOVA. The study revealed that the difficulties encountered by work immersion students with work immersion supervisors have no relationship with their sex, while work habit and competence were significant. In terms of monthly family income, there was no significant difference in the different aspects. The study concluded that the majority of the respondents were male and belonged to 9,000-below family income. Work immersion students received financial and emotional support from the family; work immersion supervisors guided the students in accomplishing tasks. However, visitation on the venue is limited and tasks given were not all strand related. The value of volunteerism is not very evident from the respondents as well as the knowledge on basic troubleshooting of hardware and software, monthly family income and sex were not a determining factor of difficulties.

Asian Journal on Perspectives in Education

Donnie Marc Louie Roble

A huge number of high school and college graduates lack the important knowledge and skills to be effective members of the workforce. This study aimed to describe the socio-demographic profile of TVL (Technicalvocational and livelihood) Senior High School students in a private school in the Philippines-their competency level, work immersion performance, and expectations of employers in terms of the competencies set by regulators. A descriptive correlational method of research was used to get the responses of 18 employers and 84 TVL students. Results suggest that there is no significant difference between the students' competency level and their employers' expected competencies in terms of collaboration, critical thinking, entrepreneurship, environmental literacy, information technology, learning and innovation, lifelong learning, and occupational health. In contrast, a significant difference exists between the two groups in terms of communication and occupational health. No significant difference was found in their work immersion performance when grouped according to sex and socioeconomic classification, but a significant difference was found when grouped according to strand and specialization. The result of this study provides valuable insights for educational institutions, policymakers, and business owners in the Philippines on bridging the gap between the vocational training offered in schools and the needed competencies in the industry.

This study analysed on Internal Stakeholders' Involvement in Senior High School Work Immersion Program of private secondary education institution. Specifically, the study focused on internal stakeholders' parental involvement as characterized by parenting, communicating, volunteering, learning at home, decision making and collaborating with the community; and internal stakeholders' involvement in the senior high school work immersion program. This study utilized the descriptive research design employing mixed methods of research. The descriptive model involves collection of data in order to test hypothesis. It includes survey approach and focus group discussion (FGD). Utilizing the data, the study revealed that teachers manifest high involvement in facilitating parental involvement in learning at home and school, parents are moderately involved in the practices while school administrators showed high involvement in facilitating parental involvement. The data collected also revealed that the school administrators, teachers, students and parents were adversely involved in the work immersion program. The school administrators work conscientiously in providing the much needed support during the pre-immersion, immersion and post-immersion stage.

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Work Immersion Journals: The Republic Act of Ambition

Story By Marifel June Alfaro

Photos By HUMSS Grade 12 Students

It was the 9th of December, 2019, the first day of our Work Immersion Journey. I was assigned to the Legal Office at the San Carlos City Hall together with my two so called work buddies.

Before I stepped inside the office, my heart was beating loudly, I could hear it in my head but I didn’t let that stop me. I shook my trembling hands as if by doing so that nerves would fly away into the air and I maintained my rim rod posture as I exhaled a deep breath. Then, I told myself, “You can do this, Fel! You can!”

I proceeded to the office and saw that my two work buddies were nervous as well. The nerves were pretty normal because we were expecting a real lawyer to come in and orient us. Moments later, Attorney came in and the voices in my head were panicking and in a heartbeat, a slight thud was heard from the table in front of us. We looked at each other with wide eyes as we turned our heads back to the table. It was a huge and thick law book. As if that was not bad enough, we were told to study it for an oral exam later in that afternoon.

I, of course, was aghast. I couldn’t even move nor could I believe anything of the attorney’s words. I wanted to break the tension but there was this aura of Attorney that made me feel like I’ve done something wrong even though I knew I was innocent. Thus, I decided to just follow what he told us instead of cracking jokes. My buddies couldn’t believe it our quicksand. I knew they were skilled but I also knew that they were skittish. That time, we helped each other through reading and memorizing the texts together because we knew that each of us would have different questions and we came up with an idea of memorizing everything to really prepare ourselves.

work immersion journey

Whew! It was truly a tough first day and I spent my entire lunch break reading a thick book the words of which seem to not stay in my brain but it was really worth my sweat. Our classmates who also had their immersion at the City Hall teased us about our choice of assignment at the City Legal Office. They all saw it as a pain instead of fun. But I stood my ground and told them that I didn’t really regret choosing this track because I believe that if we really want to excel and reach our goals then we have to sacrifice for it. Perhaps eventually the road will be smooth after the sticks and bums but still it is the same road we will encounter just to arrive at the goal.

The books became more intriguing as I turned the pages. The oral exam didn’t take place though, much to our joy and relief but we all reflected about that unnerving first day. I remembered the wisdom that Attorney gave us. He told us that being a lawyer is not just about defending those who are abused but, being a lawyer is about understanding the needs of the people for justice. It is also about erasing prejudice which is prevalent in this time and age.

That day ended and I went home with a clear vision in mind. Just one day of Work Immersion Program at the City Legal Office served me a philosophy that I can definitely apply when I go out to the real world. That day I learnt that there are no short-cuts to realizing my dream. If I want it, I have to earn it. That’s exactly what the Work Immersion Program is for—to “immerse” students into their future careers.

It was an eye-opener, harsh but effective. It has impact on my drive to finish my studies and be in the running for achieving my dream. It might have looked like a bad day, but it served me inspiration for the many days ahead.

Mr Greg's English Cloud

Acknowledgement For Work Immersion

Work immersion programs provide students with the opportunity to gain practical experience and exposure to real-world work environments. These programs require the collaboration and support of various individuals and organizations. Acknowledgments in work immersion reports or articles serve as a way to express gratitude and recognize the contributions of those who have facilitated and enriched the immersion experience. In this article, we will explore the significance of acknowledgments in work immersion and provide guidance on how to acknowledge the different individuals and entities involved in the program.

Table of Contents

Host Organization and Supervisors

The host organization and supervisors play a pivotal role in work immersion programs. They provide the necessary resources, guidance, and mentorship to ensure a valuable learning experience for the students. Acknowledging the host organization and supervisors demonstrates appreciation for their support and willingness to share their expertise. For example:

“We express our sincere gratitude to [Name of Host Organization] for providing us with the opportunity to participate in their work immersion program. We are especially thankful for the guidance and mentorship provided by our supervisors, [Names], whose expertise and support greatly enhanced our learning experience.”

Co-workers and Colleagues

During work immersion, students often collaborate with co-workers and colleagues within the host organization. These individuals contribute to the students’ learning by sharing their knowledge, experiences, and insights. Acknowledging the co-workers and colleagues recognizes their impact and contributions to the work immersion experience. It is important to mention specific individuals and their roles to highlight their influence. For example:

“We would like to extend our appreciation to our co-workers and colleagues at [Name of Host Organization]. Their willingness to share their expertise, answer our questions, and involve us in meaningful projects greatly contributed to our understanding of the industry and enhanced our skills. We are grateful for their support and camaraderie throughout the work immersion.”

Academic Mentors and Advisors

Work immersion programs often involve the guidance and support of academic mentors or advisors. These individuals provide direction, feedback, and academic oversight throughout the immersion experience. Acknowledging their contributions demonstrates gratitude for their guidance and expertise. For example:

“We would like to acknowledge the guidance and support of our academic mentors, [Names], who provided valuable insights and advice throughout our work immersion journey. Their expertise and encouragement were instrumental in shaping our understanding and maximizing the learning opportunities during this program.”

Educational Institution

Work immersion programs are typically facilitated by educational institutions. These institutions coordinate and organize the program, ensuring its alignment with curricular objectives. Acknowledging the educational institution showcases the importance of their support and highlights the collaborative effort in providing work immersion opportunities. For example:

“We acknowledge [Name of Educational Institution] for their commitment to fostering practical learning experiences and for organizing the work immersion program. We are grateful for their support and dedication to enhancing our education through real-world exposure.”

Family and Supporters

Work immersion programs often require the understanding and support of family members and loved ones. Acknowledging their support recognizes the sacrifices made and the encouragement provided throughout the work immersion journey. For example:

“We would like to express our heartfelt gratitude to our families and loved ones for their unwavering support during our work immersion program. Their understanding, encouragement, and belief in our abilities were essential in making this experience a success. We are deeply grateful for their constant support.”

Final Thoughts

Acknowledgments in work immersion reports or articles provide an opportunity to express gratitude and recognize the contributions of individuals and organizations involved in the program. By acknowledging the host organization, supervisors, co-workers, academic mentors, educational institution, and family, students demonstrate their appreciation for the collaborative efforts and support that have enriched their work immersion experience. The acknowledgments section not only serves as a gesture of gratitude but also highlights the collective effort and impact of those involved in facilitating meaningful work-based learning opportunities for students.

About Mr. Greg

Mr. Greg is an English teacher from Edinburgh, Scotland, currently based in Hong Kong. He has over 5 years teaching experience and recently completed his PGCE at the University of Essex Online. In 2013, he graduated from Edinburgh Napier University with a BEng(Hons) in Computing, with a focus on social media.

Mr. Greg’s English Cloud was created in 2020 during the pandemic, aiming to provide students and parents with resources to help facilitate their learning at home.

Whatsapp: +85259609792

[email protected]

work immersion journey

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Brain surgery training from an avatar

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Benjamin Warf, weaering VR goggles, stands amid light stands, cameras, a laptop, and other equipment.

Previous image Next image

Benjamin Warf, a renowned neurosurgeon at Boston Children’s Hospital, stands in the MIT.nano Immersion Lab. More than 3,000 miles away, his virtual avatar stands next to Matheus Vasconcelos in Brazil as the resident practices delicate surgery on a doll-like model of a baby’s brain.

With a pair of virtual-reality goggles, Vasconcelos is able to watch Warf’s avatar demonstrate a brain surgery procedure before replicating the technique himself and while asking questions of Warf’s digital twin.

“It’s an almost out-of-body experience,” Warf says of watching his avatar interact with the residents. “Maybe it’s how it feels to have an identical twin?”

And that’s the goal: Warf’s digital twin bridged the distance, allowing him to be functionally in two places at once. “It was my first training using this model, and it had excellent performance,” says Vasconcelos, a neurosurgery resident at Santa Casa de São Paulo School of Medical Sciences in São Paulo, Brazil. “As a resident, I now feel more confident and comfortable applying the technique in a real patient under the guidance of a professor.”

Warf’s avatar arrived via a new project launched by medical simulator and augmented reality (AR) company EDUCSIM . The company is part of the 2023 cohort of START.nano , MIT.nano’s deep-tech accelerator that offers early-stage startups discounted access to MIT.nano’s laboratories.

In March 2023, Giselle Coelho, EDUCSIM’s scientific director and a pediatric neurosurgeon at Santa Casa de São Paulo and Sabará Children’s Hospital, began working with technical staff in the MIT.nano Immersion Lab to create Warf’s avatar. By November, the avatar was training future surgeons like Vasconcelos.

“I had this idea to create the avatar of Dr. Warf as a proof of concept, and asked, ‘What would be the place in the world where they are working on technologies like that?’” Coelho says. “Then I found MIT.nano.”

Capturing a Surgeon

As a neurosurgery resident, Coelho was so frustrated by the lack of practical training options for complex surgeries that she built her own model of a baby brain. The physical model contains all the structures of the brain and can even bleed, “simulating all the steps of a surgery, from incision to skin closure,” she says.

She soon found that simulators and virtual reality (VR) demonstrations reduced the learning curve for her own residents. Coelho launched EDUCSIM in 2017 to expand the variety and reach of the training for residents and experts looking to learn new techniques.

Those techniques include a procedure to treat infant hydrocephalus that was pioneered by Warf, the director of neonatal and congenital neurosurgery at Boston Children’s Hospital. Coelho had learned the technique directly from Warf and thought his avatar might be the way for surgeons who couldn’t travel to Boston to benefit from his expertise.

To create the avatar, Coelho worked with Talis Reks, the AR/VR/gaming/big data IT technologist in the Immersion Lab.

“A lot of technology and hardware can be very expensive for startups to access as they start their company journey,” Reks explains. “START.nano is one way of enabling them to utilize and afford the tools and technologies we have at MIT.nano’s Immersion Lab.”

Coelho and her colleagues needed high-fidelity and high-resolution motion-capture technology, volumetric video capture, and a range of other VR/AR technologies to capture Warf’s dexterous finger motions and facial expressions. Warf visited MIT.nano on several occasions to be digitally “captured,” including performing an operation on the physical baby model while wearing special gloves and clothing embedded with sensors.

“These technologies have mostly been used for entertainment or VFX [visual effects] or CGI [computer-generated imagery],” says Reks, “But this is a unique project, because we’re applying it now for real medical practice and real learning.”

One of the biggest challenges, Reks says, was helping to develop what Coelho calls “holoportation”— transmitting the 3D, volumetric video capture of Warf in real-time over the internet so that his avatar can appear in transcontinental medical training.

The Warf avatar has synchronous and asynchronous modes. The training that Vasconcelos received was in the asynchronous mode, where residents can observe the avatar’s demonstrations and ask it questions. The answers, delivered in a variety of languages, come from AI algorithms that draw from previous research and an extensive bank of questions and answers provided by Warf.

In the synchronous mode, Warf operates his avatar from a distance in real time, Coelho says. “He could walk around the room, he could talk to me, he could orient me. It’s amazing.”

Coelho, Warf, Reks, and other team members demonstrated a combination of the modes in a second session in late December. This demo consisted of volumetric live video capture between the Immersion Lab and Brazil, spatialized and visible in real-time through AR headsets. It significantly expanded upon the previous demo, which had only streamed volumetric data in one direction through a two-dimensional display.

Powerful impacts

Warf has a long history of training desperately needed pediatric neurosurgeons around the world, most recently through his nonprofit Neurokids . Remote and simulated training has been an increasingly large part of training since the pandemic, he says, although he doesn’t feel it will ever completely replace personal hands-on instruction and collaboration.

“But if in fact one day we could have avatars, like this one from Giselle, in remote places showing people how to do things and answering questions for them, without the cost of travel, without the time cost and so forth, I think it could be really powerful,” Warf says.

The avatar project is especially important for surgeons serving remote and underserved areas like the Amazon region of Brazil, Coelho says. “This is a way to give them the same level of education that they would get in other places, and the same opportunity to be in touch with Dr. Warf.”

One baby treated for hydrocephalus at a recent Amazon clinic had traveled by boat 30 hours for the surgery, according to Coelho.

Training surgeons with the avatar, she says, “can change reality for this baby and can change the future.”

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'They can come out of school with this gift': Utah educator makes waves in language immersion

work immersion journey

Jill Landes-Lee is one of the nominees for USA TODAY’s Women of the Year program, a recognition of women who have made a significant impact in their communities and across the country. The program launched in  2022  as a continuation of  Women of the Century , which commemorated the 100th anniversary of women gaining the right to vote. Meet this year’s honorees at  womenoftheyear.usatoday.com .

It is becoming more common for U.S. public schools to offer language immersion classes in which the regular school curriculum and literacy are taught in English and a second language.

For example, students at Utah's Aspen Elementary School can apply to spend half of each school day in English, and the other half in Chinese. Nearby Cherry Hill Elementary offers the same programming in English and Spanish.

Usually, that education ends after elementary school, or with an Advanced Placement test in high school.

But the statewide program that Jill Landes-Lee oversees, called the “Utah Bridge Program,” offers advanced college-level coursework for students after they’ve passed the AP Language test. Utah's language-learning program, unique in the country, gives students a leg up if they choose to go to college, or allows them to start their career professionally bilingual.

Utah's public school system has immersion programs in six languages: Chinese, French, German, Portuguese, Russian and Spanish.

As director of the Bridge Program at the University of Utah for more than 10 years, Landes-Lee has made it her mission to rethink how early college programs attract and support students, particularly those from historically underrepresented backgrounds.

“Sometimes we need to disrupt or rethink the way things are done,” she said. 

Her team’s work has paid off. Data across the state of Utah shows that students are learning course content on par, or slightly better, when they learn through the immersion model. The Bridge Program has also boosted enrollment in early college programs among historically underrepresented student groups.

Landes-Lee credits that success to the hard work of multiple teams of experts, teachers, and immersion education specialists.

“It’s an extensive team effort,” Landes-Lee said, adding that “we just wouldn't be where we are at the high school and college level without this amazing work that's happening in elementary and middle school with our state team. ”

Hearing success stories from language immersion students is a highlight of her work.

“When we’ve interviewed students, they’ve said it was so much of a challenge that they had to pay attention, and they felt really engaged,” she said. “That’s a really great thing to hear from a kid. … And then they can come out of school with this gift.

"It's a badge of honor for our system of higher education, and I would say thank you to all of the departments in our state for jumping in and making a real program that's K-16."

The program also appears to help students appreciate linguistic diversity. That can be particularly impactful for students who speak a second language at home, Landes-Lee said, causing them to view it as a strength and an opportunity.

"Being part of this seems to change students' perception of what's normal. Being multilingual, bilingual, or more allows students to feel like switching between languages, groups, or cultures, is just normal," she said. "It also supports their home culture for some kids. ... Who they are at home is a precious power."

Heartened by the program's results, she encourages other school systems to reach out if they are interested in drawing on Utah's research and methodology "to learn from our successes and our struggles."

This conversation below has been edited for length and clarity.

Who paved the way for you?

Number one is my parents. They always encouraged me to learn for the sake of learning. That was a gift because just following my passions, and not worrying about where I would end up, was an amazing journey. 

It's also my fellow teachers and leaders. I've learned so much from colleagues as a teacher. I would never be a successful teacher without all of the staff, the teachers, and the administrators who work together as a team and support each other. 

What is your proudest moment?

Hearing students tell teachers about what the program meant to them. When they come back and say, 'You know what I did after I left?' or 'This is what the program meant to me.’

I know a student who wanted to become a plumber. He said he is able to interact with language communities that he never would have been able to do business with if he didn't know his second language. I know of another student whose dream was to be a chef. She moved to France and sent us back a video of her being a dual immersion student in French, and now living in France, and realizing her dream career.

It’s everything. Whatever it sets students up for next in their lives. That’s why we’re here.

What is your definition of courage?

Sometimes, new ways of educating students, or a major shift in policy, is seen as inconvenient, or difficult, or disruptive, or too expensive. I think courage means we need to work with people who have different perspectives. 

Having courage is being willing to keep working to disrupt something that needs change, and to hopefully find common ground so that we can come out the other end benefiting kids.

How have you overcome adversity throughout your career?

Focus. Determination. Not quitting. Having a clear purpose. I know what matters to students, and to our education system. Just keeping that focus. 

What advice would you give to your younger self?

Keep reading. Keep listening. And listen more than you speak.

IMAGES

  1. WORK IMMERSION- JOURNEY by Joyce Caringal

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  2. My Work Immersion Journey

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  3. SOLUTION: Work Immersion understanding work immersion ppt

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  4. Reflection Work Immersion In House Keeping : Lavex Lodging Hotel

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  5. WORK IMMERSION: PRE-IMMERSION ORIENTATION

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  6. Work immersion orientation.pptx

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VIDEO

  1. MY WORK IMMERSION JOURNEY!!

  2. work immersion day 😊

  3. Work Immersion

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COMMENTS

  1. My 10-Day Work Immerssion Sample Journal

    My 10-Day Work Immerssion Sample Journal | PDF. My 10-Day Work Immerssion sample journal - Read online for free.

  2. Work Immersion for SHS Students: Sharing my story!

    Work Immersion is similar to what college students experience during their On-the-Job Training (OJT). In this experience, you will be hired as an actual employee with different tasks to accomplish. You will not just discover new skills but most importantly, you will learn new social skills. You have to cooperate with your co-workers and adapt ...

  3. The Power of Cultural Immersion: Exploring Work Exchanges Abroad

    Consider work exchanges as a catalyst for personal and professional growth. Expand your horizons, nurture intercultural skills, and build a global network that will enhance your career trajectory ...

  4. Student's work immersion: A journey through S&T

    In Photo: The students in work immersion in one of the Department of Science and Technology projects. Work immersion sounds stressful for senior high-school students. Yet, as part of the K to 12 ...

  5. Work Immersion Journals: Ten Days with My Dream Job

    All in a day's work. Six ABM Thomasians experienced what it's like to work in the bank for 10 precious days. Some of them, already old and grey, travelled from distant places like Canlaon City, Calatrava or even from Cebu towns for the ACOP. Part of my fulfillment from the Immersion Program was that I know I have at least assisted them.

  6. DepEd Guidelines for Senior High School Work Immersion

    The Work Immersion Teacher and the Work Immersion Partner Institution Supervisor will jointly assess the learners' performance following the DepEd Order No. 8, s. 2015 (Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program). The Work Immersion Teacher shall then issue the Final Grade. Monitoring and Evaluation

  7. SENIOR HIGH SCHOOL WORK IMMERSION PIONEERS: A ...

    The "Enhanced Basic Education Act of 2013" offer subjects that are new to the education curriculum. One of the subjects of Senior High School is the implementation of Work Immersion which is a ...

  8. Work Immersion: Impact on Students Career Path

    The work immersion program gives students "real workplace" experience while also providing them with a set of technical-vocational and livelihood skills that can help them more informed on career choices and improve their employment prospects. It is a training ground for students to apply the skills they learned in school and to enrich them ...

  9. An Insightful Journey Through Work Immersion: A Narrative ...

    Narrative_Report_Of_Work_Immersion - Read online for free.

  10. Student's work immersion: A journey through S&T

    Student's work immersion: A journey through S&T. Work immersion sounds stressful for senior high-school students. Yet, as part of the K to 12 curriculum, we science, technology, engineering and mathematics (Stem) students were required to gain relevant learning experiences through actual work. We were assigned to specific partner institution ...

  11. (PDF) WORK IMMERSION PERFORMANCE, ALIGNMENT, AND ...

    PDF | On May 31, 2020, Arlene M. Garcia and others published WORK IMMERSION PERFORMANCE, ALIGNMENT, AND EMPLOYABILITY AMONG SENIOR HIGH SCHOOL GRADUATES | Find, read and cite all the research you ...

  12. Work Immersion: Exploring Important Points for a Meaningful Experience

    Work immersion is an invaluable part of any individual's education and career journey. Through immersive experiences, such as internships, on-the-job training, and job-shadowing programs, students and professionals alike have the opportunity to gain hands-on experience, develop essential skills, and gain a deeper understanding of their chosen fields.

  13. Acknowledgement for Work Immersion (6 Samples)

    Sample Acknowledgement of Work Immersion. I am immensely grateful for the opportunity of work immersion, which has been a pivotal experience in my academic journey. This program has allowed me to bridge the gap between classroom knowledge and real-world application. I want to extend my heartfelt thanks to my mentors, colleagues, and everyone ...

  14. Work Immersion Experiences of The Senior High School Students: an

    Work Immersion Program gives an avenue for the Technical-Vocational and Livelihood Track Students to bridge the gap between the theories and concepts and enrich the competencies that were being taught inside the classroom into the actual workplace setting. Anchored on Vygotsky's Socio-Cultural Theory and Bandura's Social Learning Theory, this ...

  15. Work immersion in DOST: A journey through science and technology

    WORK immersion sounds stressful for senior high school students. Yet, as part of the K-12 curriculum, we, STEM students are required to gain relevant learning experience­s through actual work. ... 2018, little did we know that an exciting adventure awaited us. A journey that would make us realize that science is not a mere concept taught ...

  16. Work Immersion Journals: The Republic Act of Ambition

    It was the 9th of December, 2019, the first day of our Work Immersion Journey. I was assigned to the Legal Office at the San Carlos City Hall together with my two so called work buddies. ... Just one day of Work Immersion Program at the City Legal Office served me a philosophy that I can definitely apply when I go out to the real world. That ...

  17. Acknowledgement For Work Immersion

    Work immersion programs provide students with the opportunity to gain practical experience and exposure to real-world work environments. These programs require the collaboration and support of various individuals and organizations. ... [Names], who provided valuable insights and advice throughout our work immersion journey. Their expertise and ...

  18. My Work Immersion Journey

    My Work Immersion Journey - Free download as Word Doc (.doc), PDF File (.pdf), Text File (.txt) or read online for free. Work Immersion

  19. Narrative Report

    Our final stop was at the docks. The picturesque view of the shimmering water and docked boats created a serene ambiance. Posing for group photos against the backdrop of the scenic surroundings was a moment of reflection and gratitude as we realized how far we had come during our work immersion journey.

  20. WORK Immersion Reflection

    WORK IMMERSION REFLECTION. Work immersion honed my skills in my chosen filled of expertise though work immersion I was able to explore interact with people of various personality, get to know the ideal of my future career and most importantly, I get to develop my skills in my chosen field with the hustle, fun and learning that I've had in my work immersion I also get to know myself I ...

  21. my work immersion journey

    October 21, 2018. Hard work is a way of doing everything by putting a lot of effort and care into work. Challenging ourselves with hard work builds discipline and character which are invaluable traits to have. Challenging oneself can help not to be lazy in life. Hard work also teaches everyone to be persistent.

  22. Work Immersion Journal

    I arrived in school at 8:00 am, I go first to Principal Helen Magno's Office. And there I saw all the Grade 12 students from different strand who will also have work immersion. I'm so excited because this is my first day in work immersion and at the same time nervous because I'm thinking what if I cannot do the job well.

  23. Brain surgery training from an avatar

    Benjamin Warf, a renowned neurosurgeon at Boston Children's Hospital, stands in the MIT.nano Immersion Lab. More than 3,000 miles away, his virtual avatar stands next to Matheus Vasconcelos in Brazil as the resident practices delicate surgery on a doll-like model of a baby's brain. With a pair of virtual-reality goggles, Vasconcelos is able ...

  24. Work Immersion

    Hello Guys! This is my Work Immersion. It includes here my resume, academic journey, skills that I improved, and my daily life routine since then. Enjoy watc...

  25. Shifting Perspectives: How Automation And AI Are Shaping Our ...

    Perry's own journey of "Perspective Agents" began in 2019, amidst a landscape rife with media turbulence and societal disarray. His collaboration on a project with the Institute for the Future led ...

  26. Utah educator Jill Landes-Lee makes waves in language immersion

    Landes-Lee credits that success to the hard work of multiple teams of experts, teachers, and immersion education specialists. "It's an extensive team effort," Landes-Lee said, adding that ...