LBS Practitioner Training

Professional development support for Literacy and Basic Skills educators in Ontario

4. Planning the LBS Program

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“Literacy practitioners today are required to have two sets of skills:
the ability to design and create a literacy program,
and the ability to teach/deliver training effectively.”

(Bob Smith, LBS, Sir Sanford Fleming College)

Introduction

Curriculum development is an essential part of the job for practitioners who work in adult literacy programs in Ontario. This course provides training on how to design and create day-to-day programming that 1) is based on the Ontario Adult Literacy Curriculum Framework (OALCF), 2) meets the needs of individual learners and 3) works well in a classroom setting.

Designing a quality LBS program begins with a good understanding of the particular approach to adult education and literacy training that is unique to LBS. The Ontario Adult Literacy Curriculum Framework describes LBS as:

  1. Transition-oriented
  2. Goal-directed
  3. Task-based
  4. Learner-centred

Every aspect of the LBS program is influenced in some way by these four important and interconnecting principles. If we could disengage them and look at each one by itself, we might explain the terms this way:

  1. Transition-oriented describes how the learner's particular goal and appropriate end point of the learner's program shape both content and program delivery. Transition-oriented programming helps ensure that learners at exit are fully equipped to achieve success at their next step.
  2. Goal-directed describes how the learner's particular purpose for learning determines the path the learner will take, and becomes the focus of the learner's program.
  3. Task-based describes an approach to training that focuses first and foremost on those tasks that are part of the particular activities, duties and responsibilities the are related to the learner's particular goal.
  4. Learner-centred describes how each learner's program, and any additional services and supports the learner receives, are designed to meet the particular, individual needs of the learner, and contextualized to meet the learner's unique cultural and linguistic requirements.

It is essential that practitioners understand how these four concepts affect program planning because they are prescriptive as well as descriptive.  To that end, this course:

  • explores transition-oriented, task-based, goal-directed, and learner-centred program planning
  • describes an approach to program planning for individual learners and for learners in groups
  • recommends some key resources and supports for program planning

Planning the LBS Program has the following 5 sections plus a final assignment:

  1. Laying the Foundation
  2. Goal-Directed Program Planning
  3. Task-Based Program Planning
  4. Learner-Centred Programming
  5. Transition-Oriented Assessment


COURSE OUTLINE

4.1 Laying the Foundation

  • Introduction to Transition-Oriented Programming
  • Goal-Directed Assessment Process
  • A Task-Based Approach
  • Learner-Centred Programming
  • Transition-Oriented Assessment

4.2 Goal-Directed Program Planning

  • Goals and Goal Paths
  • 5-Step Goal-Directed Assessment Process
  • Program Planning for Different Goal Paths

4.3 Why Task-Based Programming?

  • What is Task-Based Programming?
  • Introducing Learners to Task-Based Programming
  • The Interplay of Task-Based and Skill-Based Programming
  • Selecting Appropriate Tasks for Learners
  • Selecting Appropriate Resources

4.4 Learner-Centred Programming

  • Individualized Service Plans
  • Linguistic and Cultural Contextualization
  • Coordinated Learner Supports
  • Successful Transitions

4.5 Transition-Oriented Assessment

  • Tracking Learner Progress
  • Working with Milestones and Culminating Tasks
  • Developing an Overall Assessment Strategy
  • Tools and Resources

4. FINAL ASSIGNMENT


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4.1 Laying the Foundation


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