LBS Practitioner Training

Professional development support for Literacy and Basic Skills educators in Ontario

1.4 LBS Primary Documents

  • PDF

Over the years, a number of excellent program materials and resources have been produced for practitioners and learners as each year MTCU funds field development projects to build capacity and to enhance program delivery. Resources that are developed by the Ministry of Training Colleges and Universities, however, are considered core documents or primary texts because they most accurately reflect the Ministry’s perspective in particular program areas. The following list constitutes a collection of the most commonly used and most important Ministry-developed resources.

Core Ministry Documents

You can also download:

a one-page overview of OALCF tools and resources (PDF | 875 KB) organized by the five LBS Program services (pictured at left)


a complete list (PDF | 125 KB) of the resource descriptions found on this page, providing an overview of all the resources that MTCU has developed to support practitioners in implementing the OALCF

 

 

 

Additional resources:

Document

Location

LBS Program Guidelines 2013-2014

http://www.tcu.gov.on.ca/eng/eopg/publications/2013-2014_lbs_sd_guidelines.pdf

OALCF Core Documents

http://www.tcu.gov.on.ca/eng/eopg/oalcf/tools-and-resources.html

LBS Working with Learning Outcomes and Matrix

Not available online. Order from MTCU

The Level Descriptions Manual

http://www.nald.ca/fulltext/levels/cover.htm

Common Assessment in the Literacy and Basic Skills Program

http://www.tcu.gov.on.ca/eng/training/literacy/assessmt/assess.pdf

Adult Literacy in Ontario: the IALS Results

http://www.tcu.gov.on.ca/eng/training/literacy/internation/internat.pdf

 

 

 

 

 

 

 

 

JOURNAL REFLECTION: What do you think?

View the OALCF Supports and Resources PowerPoint Presentation located in the OALCF Presentations section of this website and list the documents you think will have the greatest value for you.

 

 

 

 

 

 

The OALCF Implementation Strategy Resource

While the OALCF documents in the above lists contain good information about the new curriculum, there has not been a lot developed for practitioners to date about how to get started - how to select initial tasks for learners to work on and how to bridge the gap between selecting tasks and identifying what to teach. To further support OALCF implementation, MTCU provided project funding for CESBA to develop a resource that shows

  • how to select appropriate tasks for learners to work on
  • how to sequence tasks appropriately
  • how to identify the embedded knowledge, skills and attitudes in particular tasks
  • how to determine what instructional content is necessary and identify the starting point for teaching and learning.

The OALCF Implementation Strategy Resource contains three main sections.

Part 1: Learner Orientation Package

The learner orientation package or Welcome Package provides introductory program information and meaningful learning activities for learners to work on during their first few days in the LBS program. There are three versions of the same welcome package to accommodate different levels of learner ability.

The Welcome Package:

  1. introduces learners to OALCF key concepts and language i.e., learner-centred, goal-directed, task-based and transition-oriented programming
  2. is appropriate to use with individual learners or with learners in groups
  3. guides learners in setting realistic, achievable goals
  4. provides content that agencies can use for an"Orientation to LBS" program

Part 2: Self-Assessment Package

The task-based self-assessment package for learners includes all the goal-path-specific tasks identified in the OALCF Curriculum Framework sample tasks and the Supplementary Tasks Lists.

There are two self-assessment packages:

  1. one to use with learners individually - based on all tasks related to his or her stated goal path (one self-assessment inventory is available for each of the five goal paths)
  2. one to use with learners in groups - based on tasks that are common across all 5 or at least four goal paths.

Both self-assessment packages...

  1. can demonstrate to learners the broad range of tasks they may encounter with a goal to Employment, Apprenticeship, Postsecondary, Adult SS Credit or Independence
  2. are appropriate for learners with capacity to work at OALCF task complexity levels 1, 2 or 3
  3. can provide a key component in learner orientation and initial assessment
  4. can assist with learner plan development - in selecting first tasks to work on and first milestones to target

Part 3: The Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario (ESKARGO)

The ESKARGO was developed based on the notion that tasks that are similarly situated within the curriculum framework - i.e., within a particular competency and particular task group and at the same level of complexity, will naturally draw upon similar and particular skills, knowledge and attitudes for successful task performance. The ESKARGO is a took that links particular skills, knowledge, and attitudes from the Level Descriptions Manual and the Working with Learning Outcomes Matrix with task and performance descriptors identified in the curriculum framework for each OALCF competency, task group and level. The purpose is to provide a quick and easy reference for practitioners, learners and other developers of task-based materials and resources when they want to identify embedded skills, knowledge and attitudes associated with particular tasks. As a further help, the ESKARGO recommends many field-identified, most effective materials and resources for the development of skills, knowledge and attitudes for each task group and level.

To summarize, the ESKARGO

  1. provides quick and easy access to appropriate and specific skills, knowledge and attitudes that support task performance for any task that has been situated within the Curriculum Framework
  2. can help practitioners work backwards from a learner's current LBS learning outcomes and levels to identify appropriate OALCF competencies, task groups and task complexity levels in order to select relevant tasks
  3. can be attached to any task bank as an accompanying resource to inform instruction and learning
  4. contains lists of field-identified, most effective materials and resources that support the development of skills, knowledge and attitudes for each task group and level.

More about the OALCF Implementation Strategy Resource and how to use it is provided in Courses #4 and 5: Planning the LBS Program and Effective Program Delivery.

To see the resource in its entirety, go to: The ISR and ESKARGO


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