[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-281211-105":53,"doc-detail-281211-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","activities-for-student-pipeline-presentations-engage-with-long-term-services-and-supports-ltss","Activities for Student Pipeline Presentations - Engage with Long-Term Services and Supports (LTSS)","","Activities for student pipeline presentations focus on helping high school learners connect with the LTSS sector and strengthen the workforce pipeline from schools to careers. The materials recommend varied engagement strategies inspired by meaningful learning environments, including social experience, student-led learning, and real-world context. It provides hands-on empathy and simulation activities, structured diagram and script exercises, guided discussion questions, panel discussion prompts, pen pal letter ideas, and care-plan planning for resident-centered support.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/activities-for-student-pipeline-presentations-engage-with-long-term-services-and-supports-ltss/281211/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/activities-for-student-pipeline-presentations-engage-with-long-term-services-and-supports-ltss/281211.png","ImageObject",442,249,{"name":88,"@type":89},"Margaret","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-11-03","2026-09-16",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",20,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What are the recommended tactics for creating meaningful learning environments in the LTSS context?","Question",{"text":109,"@type":110},"The document recommends Social Experience (social and collaborative exercises), Student Led (students help guide learning), and Context (connect lessons to the real world).","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How does the Empathy Exercise work for older-adult simulation?",{"text":114,"@type":110},"Students complete a People/Things/Fun/Food diagram, then imagine aging through stages of health decline while crossing off items they can no longer have or do. Students then answer questions about what remains and what help caregivers could provide.",{"name":116,"@type":107,"acceptedAnswer":117},"What discussion and interaction activities are suggested beyond the empathy exercise?",{"text":118,"@type":110},"The document suggests hosting a panel with caregivers and/or residents/family members, writing pen pal letters to older adults, and using a care planning introduction video to connect person-centered care to students’ own organizations.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},281211,1791647099,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":79,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":73},137451207643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","HELP STUDENTS ENGAGE WITH LONG-TERM SERVICES AND SUPPORTS  \nIt is important to help students connect with the LTSS sector as we work to strengthen the workforce pipeline from schools to careers in our field. There are several types of student engagement, and it is important to incorporate a varied approach to create a meaningful learning environment. The LTSS sector is built upon relationships and connection – and those are two elements that resonate with high school learners as well!  \nXQ Institute is a national organization that helps school systems become more rigorous, equitable, and innovative. In their article titled,“3 Common Elements of Meaningful Learning Environments,” the XQ Institute recommends three tactics to make learning meaningful:  \nSocial Experience: Cultivate learning through social and collaborative exercises  \nStudent Led: Let the students help guide their learning experience  \nContext: Connect the lesson to the real world  \nConsider building these social and collaborative exercises into your time with students as you help to educate about career opportunities within LTSS.  \nENGAGEMENT IDEAS  \nSIMULATION SUIT  \nRent an aging simulation suit to help students build empathy for working with older adults. Have students wear the suit and complete simple activities, such as writing a short letter, putting on a jacket and shoes, or make a sandwich. You could even consider a short ‘obstacle course’ of simple activities of daily living and time it to see who can complete it fastest!  \nEMPATHY EXERCISE  \nThe intent of the exercise below is to provide an opportunity for students to empathize with the experience of an older adult, and to see the important role caregivers play in helping older adults live fulfilling, meaningful lives.  \nPART ONE: Students complete the diagram below.  \n\n| PEOPLE: List three people who are important to you | THINGS: List three things that are important to you |\n| --- | --- |\n| FUN: List three things you like to do for fun | FOOD: List your three favorite foods |\n\nPART TWO: Use the script and follow-up questions below.  \nImagine that you are 85 years old and have just had a health crisis while living in your home. A family member moves in to take care of you. Take a look at your list of people, things, fun, and foods you love and cross off everything that you cannot have or do as a result of your current situation.  \nAfter one month, it is becoming difficult for you to remain at home and for your family to care for your needs. You need more help so you move into [list your organization name here – nursing home, assisted living, homecare organization, hospice, etc]. Now look at your list and cross off everything that you cannot have or do as a result of your current situation.  \nAfter another month, you have a stroke that has made your care needs more intense. Your speech has been affected to the point where you cannot communicate your needs. You understand what your caregivers are telling you, but you cannot respond. You are dependent on care staff to feed you and provide all of your daily needs. Your depression and anxiety increases due to your physical health decline. Once again, take a look at your list and cross off everything that you cannot have or do as a result of your current situation.  \nASK:  \nIs there anything left on your list?  \nWhat kind of help do you need to accomplish the things you love to do?  \nHow do you think a caregiver (or nurse, or culinary staff, or housekeeper, or other positions in your organization) could help an older adult feel valued and fulfilled?  \nThink about what just happened. You were a healthy, happy person enjoying your family, friends, food, and hobbies. A series of health events changed your life and you had very little control over the situation in this exercise.  \nAs you crossed items off your list as your health deteriorated, how did you feel? Did you find yourself scared of what might happen next?  \nWhat items were left on your list at the en","cbCaihTYOAeVHKQO","https://ap.wps.com/l/cbCaihTYOAeVHKQO","pdf",526997,"English","# Engagement Ideas\n## Simulation Suit\n## Empathy Exercise\n## Panel Discussion\n## Pen Pals\n## Write Your Care Plan","[{\"question\":\"What are the recommended tactics for creating meaningful learning environments in the LTSS context?\",\"answer\":\"The document recommends Social Experience (social and collaborative exercises), Student Led (students help guide learning), and Context (connect lessons to the real world).\"},{\"question\":\"How does the Empathy Exercise work for older-adult simulation?\",\"answer\":\"Students complete a People/Things/Fun/Food diagram, then imagine aging through stages of health decline while crossing off items they can no longer have or do. Students then answer questions about what remains and what help caregivers could provide.\"},{\"question\":\"What discussion and interaction activities are suggested beyond the empathy exercise?\",\"answer\":\"The document suggests hosting a panel with caregivers and/or residents/family members, writing pen pal letters to older adults, and using a care planning introduction video to connect person-centered care to students’ own organizations.\"}]","Activities for Student Pipeline Presentations - Engage with Long-Term Services and Supports (LTSS) | PDF",1789564919]