The following are some examples of tools and resources that may be useful to you while providing LBS training. This is not intended as an exhaustive list, and we encourage you to explore the resources available on the Internet or through Copian’s download library at http://en.copian.ca. Copian (formerly known as the National Adult Literacy Database or NALD) is the home of the country’s largest online digital Literacy and Essential Skills (LES) library, and the go-to place for LES information.
An Information and Referral Guide for Ontario’s Online e-Channel Program (http://alphaplus.ca/images/stories/PDF/e-channel%20information%20%20referral%20guide–english.pdf). This guide contains the information you may need to refer learners to the various e-Channel programs and to help learners with blended learning. The contents include:
- Overview and Background of e-Channel
- Funded e-Channel Service Delivery Organizations
- Glossary of Terms and Definitions
- E-Channel Delivery Organization Information and Referral Chart
- E-Channel Referral Protocol
- Frequently Asked Questions (FAQ)
- Individual e-Channel Service Delivery Organization Information and Referral Charts
- E-Channel Technology and Training Resources
The LBS Practitioner Training website www.lbspractitionertraining.com offers professional support for practitioners who work with adult learners in LBS. There are free professional development courses for LBS managers and practitioners, video presentations and resources to support the new Ontario Adult Literacy Curriculum Framework, downloadable curriculum materials and resources, and links to key LBS websites. Some sections particularly relevant to the Training service are:
- 4.2 Goal-Directed Program Planning
- 4.3 Why Task-Based Programming?
- 4.4 Learner-Centred Programming
- 4.5 Transition-Oriented Assessment
- Module 5 Program Delivery
The LBS Practitioner Training site also hosts ESKARGO (Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario) and the OALCF Implementation Strategy Resource, which highlights a number of OALCF tools and resources that provide practitioners with practical guidance on how to develop goal-directed programming that will help LBS learners to transition to their goals. http://lbspractitionertraining.com/component/content/article/349-eskargo-and-oalcf-implementation-strategy-resource. ESKARGO, the ISR and the LBS Practitioner Training website were developed by CESBA, the Ontario Association of Adult and Continuing Education School Board Administrators (www.cesba.com).
Teach in Ontario, Instructional Strategies www.teachinontario.ca/employment/En/3b_strategies.html This website was developed for teachers new to Ontario; however, the information about instructional strategies is equally relevant to adult LBS learners.
New Brunswick Aboriginal Workplace Essential Skills Project http://library.copian.ca/learning/browse/author?name=New+Brunswick+Aboriginal+Workplace+Essential+Skills+(NBAWES)+project This resource is made up of 20 components on a variety of topics. Although they were developed for Aboriginal learners preparing for work, most of the material is appropriate for any learner and for a wider range of goal paths. Modules range from a couple of pages to many pages, with some containing outlines and some containing actual course content. Some examples of modules are:
• Learning and Life • Reading Text
• Understanding Documents • Writing Basics
• Writing at Work • Computers
• Personal Wellness • Money Math
• Working Math • Targeted Resumes
• Exploring a Post-Secondary Institution
Employment Ontario has a number of tools that support the Training service and OALCF. These can all be found at www.tcu.gov.on.ca/eng/eopg/programs/lbs_oalcf_overview.html
- Practitioner Guide to Task-Based Programming (March 2011) is a practical tool for practitioners to understand the elements of task-based programming: goal setting; requirements of the goal; balance of skill development and literacy use; creation or selection of appropriate tasks, levelling a task and developing learning activities to prepare for doing a task.
- The Supplemental Tasks for Practitioners (March 2011) guide provides more examples of tasks, but they represent what a learner can do within a level and are organized by streams. Included in this listing of tasks are notes on the cultural considerations a practitioner must keep in mind when working with learners who are Anglophone, Deaf, Aboriginal or Francophone.
- Integrated Tasks by Goal Path (March 2011) describes an integrated task developed for each of the five goal paths to serve as an example for practitioners. Integrated tasks are complex asks and include at least two or more competencies that are often at varying levels of complexity. Each integrated task includes a number of suggested learning activities that illustrate how a practitioner would prepare a learner for the task.
- The following five Selected Lists of Learning Materials provide practitioners with examples of familiar materials for use with the OALCF. The learning materials in each list are categorized by competency and have been selected by service providers from each of the four cultural streams:
- The Checklist for Evaluating Learning Materials (March 2011) is a template that practitioners can use to evaluate their own program’s collection of resources to better understand how they fit with the competency-based approach of the Curriculum Framework. The checklist includes 13 questions to ask when evaluating a resource to assess its appropriateness for particular learners. A practical guide, How to use the “Checklist for Evaluating Learning Materials“ (March 2011), has been developed to walk practitioners through an example of a resource to demonstrate how the checklist would be used to evaluate a resource.
- Foundations of Learning Materials defines what learning materials are, discusses learning materials in the context of the OALCF, talks about assigning levels to learning materials and describes how practitioners should select learning materials to use in their programs. (www.tcu.gov.on.ca/eng/eopg/publications/OALCF_Foundations_of_Learning_Materials_March_2011.pdf).
Moving Forward Curricula and Resources for Learners on the Independence Goal Path This resource from Community Literacy of Ontario is an OALCF competency-based learning curricula that can be used with learners on the Independence goal path. Moving Forward includes information sheets, activity sheets and practitioner information within five modules:
- Food and Nutrition
- Household Dangers
- Managing Your Money
- Time Management and Organization
Moving Forward also has a listing of 49 additional resources. Available from CLO in print on a cost-recovery basis plus postage or for free download on CLO’s website at www.communityliteracyofontario.ca/resource/Moving_Forward_HI_RES_01.pdf.
Popular Resources Supporting the Transitioning of Adult Learners with Independence or Employment Goals This bibliography can help practitioners find resources that suit the learner’s needs and goals. For each item, it includes a brief annotation, web contact and purchase information. The resources are grouped into sections for the Ontario Adult Literacy Curriculum Framework (OALCF) competency each best reflects. This resource is available for free download from CLO’s website at www.communityliteracyofontario.ca/resources/publications or from the Copian library http://en.copian.ca.