Essential Skills for Literacy Practitioners: A Guide and ...en. ?· Essential Skills and the Ontario…

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  • 1

  • Acknowledgements

    Researched and Written by: RobynCook-Ritchie

    KarenGeraci(inQuireConsulting)

    MarisaMazzulla(inQuireConsulting)

    Managed by: TamaraKaattari

    Independent Evaluator: NicoleKovacs

    Copy Editor: JetteCosburn

    Desktop Publisher: TracyBuchkowsky

    Published by: LiteracyLinkSouthCentral

    213ConsortiumCourt

    London,ONN6E2S8

    519-681-7307

    Fax:519-681-7310

    Website:www.llsc.on.ca

  • Table of Contents

    Introduction 4Purpose 4Project History 4

    Part 1: Essential Skills 6EssentialSkillsOverview 6

    WorkingwithLearnersWhoHaveLowerLevelSkills 11

    DefiningtheNineEssentialSkills 12

    ReadingText 12

    DocumentUse 13

    Numeracy 15

    Writing 17

    OralCommunication 18

    ThinkingSkills 20

    WorkingwithOthers 22

    ContinuousLearning 24

    ComputerUse 26

    Part 2: Essential Skills Profiles 27EssentialSkillsProfilesOverview 27

    HowanEssentialSkillsProfileIsDeveloped 29

    ProfileOutline 30

    EssentialSkillsandEssentialSkillsProfilesTimeline 31

  • Table of Contents

    Part 3: Case Studies 33CaseStudyA:DeliveringanEssentialSkills-BasedTrainingModule 33

    CaseStudyB:IntegratingEssentialSkillsintoAssessmentPractices 34

    CaseStudyC:IntegratingEssentialSkills-BasedCurriculum 36

    CaseStudyD:TrainingandDesignatinganEssentialSkillsExpert 37

    Endnotes 38

    Appendix A Workshop #1: ThePlainGoodsonEssentialSkills 40

    ThePlainGoodsonEssentialSkillsFacilitationGuide 40

    ThePlainGoodsonEssentialSkillsHandouts 45

    ThePlainGoodsonEssentialSkillsHandoutsAnswerKey 50

    ThePlainGoodsonEssentialSkillsPowerPointPresentation 55

    Appendix BWorkshop #2: IntegratingEssentialSkills 65

    IntegratingEssentialSkillsFacilitationGuide 65

    IntegratingEssentialSkillsHandouts 71

    IntegratingEssentialSkillsAnswerKey 76

    IntegratingEssentialSkillsPowerPointPresentation 81

    Appendix CWorkshop #3:EssentialSkillsandtheOntarioAdultLiteracyCurriculum 93

    EssentialSkillsandtheOntarioAdultLiteracyCurriculumFacilitationGuide 93

    EssentialSkillsandtheOntarioAdultLiteracyCurriculumHandouts 99

    EssentialSkillsandtheOntarioAdultLiteracyCurriculumHandoutsAnswerKey 103

    EssentialSkillsandtheOntarioAdultLiteracyCurriculumPowerPointPresentation 107

  • 5

    Introduction

    Purpose

    Thisguideprovidesafoundationforliteracypractitionerstolearnmoreaboutthenine

    EssentialSkillsandtheEssentialSkillsProfiles.Abriefhistoryofthedevelopmentofthe

    EssentialSkillsandtheEssentialSkillsProfilesthroughtheEssentialSkillsResearchProject

    hasbeenincluded.CurrentbestpracticesforintegratingtheEssentialSkillsintoLiteracyand

    BasicSkillsprogramminghavebeenidentifiedinthecasestudies.

    Project History

    Thisguidewasdevelopedaspartofaprojecttitled,The Meaning of Essential Skills for Literacy

    Practitioners,andwasfundedbytheMinistryofTraining,CollegesandUniversities.Literacy

    practitionersfromacrosstheprovinceweresurveyedtodeterminetheircurrentlevelof

    EssentialSkillsknowledgeandtogainanunderstandingofsupportsthatcouldbedeveloped

    tohelppractitionersunderstandtheroleoftheEssentialSkillsintask-basedtrainingdelivery.

    Forty-eightliteracypractitioners,representingcommunity-based,schoolboardandcollege

    LiteracyandBasicSkillsprograms,answeredthefollowingquestions:

    PleaserateyourunderstandingoftheEssentialSkillsastheyrelatetoLiteracyand

    BasicSkillsprogramming.

    HowwelldoyouthinkyouarecurrentlyintegratingtheEssentialSkillsinto

    programdelivery?

    InwhatwaysareyoucurrentlyintegratingtheEssentialSkillsintoyourprogram?

    Hasyourprogrambeendirectlyinvolvedinanyprojectsorinitiativesrelatedtothe

    EssentialSkills?

    WhatareyourtopfivechallengesrelatedtotheEssentialSkills?

    WhatemergingissuesrelatedtotheEssentialSkillsdoyouseeforservicedelivery

    andsupport?

  • 6

    WhatsupportsdoyouthinkyouneedinordertomorefullyintegratetheEssential

    Skillsintoyourprogram?

    PleaselistanyusefulresourcesrelatedtotheEssentialSkills(printoronline)that

    youareawareof.

    Pleaselistorganizationsorpeoplethatyouareawareofthathavedoneworkon

    someaspectoftheEssentialSkills(e.g.,assessment,curriculumdevelopment,

    learningresources,promotionalmaterials).

    Aspartofthisproject,onlineworkshopsalongwithPowerPointpresentationson

    theEssentialSkillswillbedeveloped.Pleaselisttopicsthatyoufeelwouldbe

    mosthelpful.

    Thedatacollectedthroughthissurveyinformedthedevelopmentofthisguideandthree

    workshops.

    Thethreeworkshopsweredevelopedtosupportpractitionerswiththeimplementationofthe

    EssentialSkillsintoLiteracyandBasicSkillsprogramming.Theworkshopsaretitled:

    ThePlainGoodsonEssentialSkills

    IntegratingEssentialSkills

    EssentialSkillsandtheOntarioAdultLiteracyCurriculum

    EachworkshopincludesaPowerPoint

    presentation,handoutsandafacilitationguide.

    Facilitatorsacrosstheprovincewillbeableto

    utilizethematerialsanddelivertheworkshops,

    asrequired.Theworkshopscanbedelivered

    face-to-faceoronline.Theworkshops,workshop

    facilitationguides,handoutsandhandoutanswer

    keyshavebeenappendedtothisguide.

  • 7

    Part 1: Essential Skills Essential Skills Overview

    EssentialSkillsaretheskillsneededforwork,learningandlife.Theyaretheskillspeople

    usetoperformawidevarietyoftasksintheworkplaceandineverydayactivities.Essential

    Skillsarefoundinalmostalloccupationsbuttheyarenotthetechnicalskillsrequiredby

    specificjobs.Instead,theyaretheunderlyingskillsthathaveapplicabilityacrossalmostall

    occupations.

    EssentialSkillsprovidethefoundationforemployabilitybuttheyarealsousedinthepursuit

    offurthereducationandtraining,andtoenhancepersonalindependence.Therearenine

    EssentialSkills:

    1.ReadingText

    2.DocumentUse

    3.Writing

    4.Numeracy

    5.OralCommunication

    6.ThinkingSkills

    7.WorkingwithOthers

    8.ComputerUse

    9.ContinuousLearning

    EssentialSkillsareenablingandtransferableskillsthathelppeopleperformthetasksrequired

    bytheirjobsandotheractivitiesintheirdailylives.EssentialSkillsalsoprovideafoundation

    forlearningotherskillsandtheyenhancetheabilityofpeopletoadapttochange.

    i

  • 8

    MostoftheEssentialSkillshaveauniquecomplexityratingscale.Four-levelorfive-level

    scalesareuseddependingontheEssentialSkill.ThecomplexityratingscalesforReadingText

    andDocumentUsearecompatiblewiththescalesusedintheInternationalAdultLiteracy

    Survey(IALS).ThecomplexityratingscaleforOralCommunicationiscompatiblewiththe

    CanadianLanguageBenchmarks.Thereisawiderangeofcomplexitywithineachleveland

    thisisparticularlyimportantforcomplexitylevel1.Thescopeoflevel1islarge,covering

    roughly50percentoftheentirescale.

    EssentialSkillscanhelpliteracypractitionersunderstandthecomplexityoftasksandhelp

    ensurethatlearnersarefocusedonusingtheirskillsinthewaysthattheywillneedtouse

    themoutsideofaliteracyprogramenvironment.EssentialSkillshelppractitionersand

    learnerstoseetheconnectionsbetweenthetasksthattheydoinaprogramandthetasksthat

    theydoatwork,homeorinthecommunity.

    TheEssentialSkillsprovide:

    Atransparentwaytounderstandtask

    complexity

    Adirectconnectiontocareersandeverydaylife

    Acommonlanguageamongstemployersand

    educators

    EssentialSkillsaredormantuntilthereisatask.Thekey

    tounderstandingtheEssentialSkillsistounderstandwhata

    taskis.

    A task is something individuals are likely to do outside the learning environment: at home, at work, or in the community.

    ii

    A task is something that a

    person does at home, at

    work or in the community.

    A task must employ a skill

    or set of skills, describe

    what is being produced or

    acted upon and include a

    purpose.

  • 9

    Ataskalways:

    Employsaskillorskills

    Describeswhatisbeingproducedoractedupon

    Includesapurpose

    Hereisanexampleofatask:Writesareporttosummarizearecentevent.Inthisexample,

    theskilliswrites.Itisareportthatisbeingproduced.Thepurposeistosummarizea

    recentevent.

    Thefollowingexamplesshowthedifferencebetweenanon-taskandatask:

    Measure. Measure ingredients to prepare a recipe.

    Read a novel.

    Read a novel to learn about a different

    culture.

    Count from 1 to 20.

    Count the number of bus stops between your

    home and a new destination.

    Non-Task Task

  • 10

    AnytaskthatcontainsallthreeelementscanbeassessedusingtheEssentialSkillscomplexity

    ratingscales.

    Aliteracypractitionercanaskthefollowingquestionstodetermineifsomethingisatask:

    1.Whatisthelearnerbeingaskedtodo?

    2.Whatisthepurposeoftheactivity?

    3.Isthissomethingindividualswoulddooutsideofaliteracyprogramenvironment?

    Tasksareimportantbecausetheycanberatedforcomplexity.Tasksareawayof

    understandingwhattheskillrequirementsare,regardlessofthecontext.Addressingtasksin

    literacyprogramsensuresthatwearehelpinglearnersbuildskillsinwaysthattheskillswill

    beusedoutsideoftheprogram.

    Tasksofferadultlearnersthesameskilldevelopmentopportunitiesbutinamoremeaningful

    way.Comparethetwoexamples,below.

    Learnersarebeingtaughttoconvertmeasurementsinbothexamples.However,inexample2,

    learnersarebeingtaughtinawaythatallowsthemtoseehowtheskillisusedoutsideofthe

    program.

    Tasksenablepractitionerstoconsidertheskillslearnersneedtouseandthepurposefor

    whichtheyusethem.Tasksoffermeaningfulwaystoteachskillsandprovideauthentic

    opportunitiestouseskills.Usingatask-basedapproachinaliteracyprogramhelpstomake

    learningactivitiesreal.EssentialSkillssupportskilltransferfromonejobtoanotherand

    fromonecontexttoanother.

    1. Complete a page of word problems to

    practice converting measurements.

    2. Convert measurements in a recipe

    to units you can measure

    using available tools.

  • 11

    Mosttaskshaveoneskillasthefocus,buttasksoftenrequirelearnerstouseskillsin

    combination,inordertocompletetasksastheywouldinreallife.Considerthetask

    re-decoratearoom.Severaldifferentskillsareinvolvedinthisoneintegratedtask:

    Measuretheroom(Numeracy)

    Choosematerialsfromacatalogue(DocumentUse)

    Purchasesupplies(Numeracy)

    Makedecisions(ThinkingSkills)

    Theintegrationofskillsthroughtaskshelpstomakeactivitiesintheprogrammorerealfor

    learners.However,skilldevelopmentisstillimportantbecauseskillsprovidethebuilding

    blocksfortasks.

    EssentialSkillsresearchhashelpedtoexplainhowskillsareusedinwork,learningand

    life.Weusedocumentsallthetimeandtheyarefoundatwork,inthehomeandinthe

    community.Whenweread,weusuallyskimandscantexttochooseonlytheinformation

    weneed,asopposedtoreadingentiretextsfromthetopofthefirstpagetothebottomofthe

    last.Theuseofnumeracyisalmostalwaysconnectedtodocuments.Itisunusualforusto

    performmathematicalfunctions(e.g.,workoutfractions)unlesstheyarespecificallylinkedto

    somethingelse.Veryfewpeople,outsideofacademicenvironments,havetowriteextended

    essay-liketexts.Thetasksweneedtodoatwork,athomeandinthecommunityusually

    requiretheintegrationofmorethanoneskill.Forexample,usingemailrequiresreading,

    documentuse,writing,computeruseandthinkingskills.Thepurposeisalwaysimportant

    whenweareusingourskills.Wealwaysuseourskillstoachieveourgoalortoaccomplisha

    task.

  • 12

    Learnerswhomayhavedifficultywithlevel1taskscanstillbenefitfromatask-based

    approachbecausethistypeofapproachallowsthemtoengageintasksthattheycanapply

    directlyintheirlives.Dependingonthelearner,he/shemayneedtotakemoretimeto

    developtheskillsnecessarytocompletethetasksindependently.

    Learnerswithlowerlevelsofskillcouldworkontaskssuchas:

    Signingformstoacceptagreements

    Discerninglettersforaneyeexam

    Readingtimetomonitorthelengthofabreakorlunchperiod

    Readingstreetsignstogettoanewdestination

    Working with Learners Who Have Lower Level Skills

  • 13

    Defining the Nine Essential Skills iii

    Reading Text referstoreadingandunderstandingmaterialthatisintheformofsentencesorparagraphs(e.g.,notes,letters,memos,manuals,specifications,regulations,books,reports,

    journals).

    ReadingTextincludes:

    formsandlabelsiftheycontainatleastone

    paragraph

    printandnon-printmedia(forexample,textson

    computerscreens)

    paragraph-lengthtextincharts,tablesand

    graphs

    ReadingTexthasafive-levelcomplexityscaleorganized

    bythetype of text and the purposes for reading.Thefivelevels

    ofthiscomplexityscalearecompatiblewiththescaleused

    intheInternationalAdultLiteracySurvey(IALS),except

    thatIALSLevel4hasbeenbrokendownintoLevels4and

    5intheEssentialSkillscomplexityscale.

    We use this skill when

    we read a text to scan

    for information, to locate

    information, to skim for

    overall meaning, to get the

    gist, to critique or evaluate

    what we read, and to

    integrate information from

    multiple sources.

    Workplace Task Examples Community Task Examples

    Read an employment contract to

    determine responsibilities.

    Scan a community newspaper to locate

    a volunteer opportunity.

  • 14

    Document Use referstotasksthatinvolveavarietyofinformationdisplaysinwhichwords,numbers,iconsandothervisualcharacteristics(e.g.,line,colour,shape)aregiven

    meaningbytheirspatialarrangement.

    Adocumentthatincludesatleastoneparagraphoftextis

    alsoclassifiedasReadingText.Ifcompletingadocument

    requirestheentryofwords,phrases,sentencesand

    paragraphs,itisalsoclassifiedasWriting.

    DocumentUseincludes:

    printandnon-printmedia(forexample,

    computerscreen,equipmentgauges,clocksand

    flags)

    reading/interpretingandwriting/completing/

    producingofdocuments-thesetwousesofdocumentsoftenoccursimultaneously

    aspartofthesametask,e.g.,completingaform,checkingoffitemsonalistoftasks,

    plottinginformationonagraph,andenteringinformationonanactivityschedule

    DocumentUsehasfivelevelsofcomplexity.Eachlevelofcomplexityisdeterminedbasedon

    threedifferentdimensionsofcomplexity.Thefirstdimensionisthestructureofthedocument,

    numberofdocumentsusedandthetypeofdocument.Theseconddimensionisrelatedto

    theinformationsearchandinformationentrythatneedstotakeplacetocompletethetask.

    Thefinaldimensioninvolvesthecontentknowledgerequiredtocompletethetaskandthe

    thinkingprocessinvolved.ThelevelsoftheDocumentUsecomplexityscalearecompatible

    withthoseusedintheInternationalAdultLiteracySurvey(IALS),exceptthatIALSLevel4has

    beenbrokendownintoLevels4and5intheEssentialSkillscomplexityscale.

    We use this skill when

    we read signs, labels, or

    lists, as well as when we

    interpret graphs, charts

    or drawings.

  • 15

    TheDocumentUsecomplexityratingscaleappliestotheinterpretationofdocumentsand

    theentryofinformationindocuments.Itdoesnotapplytothecreationofdocuments(e.g.,

    drawingarchitecturalplans).

    TounderstandthecomplexityofaDocumentUsetask,youcanaskyourselfsomequestions:

    Whatdoesthetaskrequirethedocumentusertodo?

    Howlongisthedocument?Whatistheformatofthedocument?

    Howfamiliaristhecontentandcontext?

    Isthedocumentuserrequiredtodrawonbackgroundknowledge?

    Workplace Task Examples Community Task Examples

    Locate the price of an item on a retail

    price list.

    Complete a vehicle circle safety check

    at the beginning of a shift.

    Locate a departure time on a bus

    schedule.

    Complete an online application for a

    replacement Social Insurance Number

    card.

  • 16

    Numeracy referstotheabilitytousenumbersandtherequirementtothinkinquantitativeterms.Numeracyinvolvesfourdifferentsettingswherecalculationstakeplace:

    moneymath;

    schedulingorbudgetingandaccountingmath;

    measurementandcalculationmath;and

    dataanalysis.

    Numeracyhastwocomplexityratingscales:Numerical

    CalculationandNumericalEstimation.TheNumerical

    Calculationcomplexityratingscalehasfivelevelsbased

    ontwodimensions.Thetwodimensionsareoperations

    requiredandtranslation.Operationsrequiredrefersto

    theactualmathoperationused(e.g.,addition,division).

    Translationreferstotheturningoftheproblemintoasetofoperationssothatthemathcanbe

    appliedtodeterminetheanswer.TheNumericalEstimationcomplexityratingscaleisafour-

    levelscalethatappliestoanytaskinvolvingestimationthatresultsinanumber.Therating

    scaleforNumericalEstimationinvolvesfivedimensions:

    whetherthereisasetprocedure;

    thenumberoffactorscomprisingtheitembeingestimated;

    theamountofinformationavailable;

    theconsequenceoferror;and

    thedegreeofprecisionrequired.

    Itisalsoimportanttonotethatthereisadifferencebetweensimplyusingnumbers(e.g.,

    recordinganumberonachart)andactuallyunderstandingtheunderlyingconcepts(e.g.,

    makingacalculation).Thedifferentdimensionsoftheratingscaleinnumeracyhelp

    distinguishthesedifferences.

    We use this skill when we

    estimate with numbers,

    use money, budget or

    schedule, measure things,

    or analyse data.

  • 17

    Tounderstandthecomplexityofanumeracytask,youcanaskyourselfsomequestions:

    Howmanyoperationsdoesthetaskrequire?

    Howcomplexaretherequiredoperations?

    Howmanystepsofcalculationarerequired?

    Workplace Task Examples Community Task Examples

    Count and record inventory at work.

    Estimate the amount of food

    needed for a company luncheon.

    Schedule employees based on

    production forecasts.

    Act as a scorekeeper at your childs

    soccer game.

    Calculate the amount of paint to

    buy for a home decorating project.

    Calculate deductions on a personal

    tax form.

  • 18

    Writingincludeswritingcontinuoustextandwritingindocuments,suchasfillinginforms.Italsoincludesnon-paperbasedwritingsuchastypingusingacomputer.

    Writingtasksareratedonafive-levelscaleofcomplexity.

    Thecomplexityofwritingisdeterminedbasedonthe

    lengthandpurpose;styleandstructure;andthecontent

    ofthewriting.

    Tounderstandthecomplexityofawritingtask,youcan

    askyourselfsomequestions:

    Whatdoesthetaskrequirethewritertodo?

    Howlongisthewrittentextexpectedtobe?

    Doesthewritinghavetofollowaformat?How

    formalisthewriting?

    Howfamiliaristhewritingcontentand

    context?

    We use this skill to

    organize, record, document

    and provide information.

    We also use it to provide

    information to persuade

    others, to request

    information and to present

    analyses or comparisons.

    Workplace Task Examples Community Task Examples

    Write a telephone message for a

    co-worker.

    Write a letter of introduction to a

    customer, explaining a new product

    Write a note to a teacher, explaining a

    childs absence from school.

    Write a letter to a friend inviting him/her

    to visit.

  • 19

    Oral Communicationistheabilitytousespeechtogiveorexchangethoughtsor information.

    OralCommunicationhasfourlevelsofcomplexitybased

    onfourdimensions:

    therangeandcomplexityofcommunication

    functions,i.e.,whyandhowonecommunicates;

    therangeandcomplexityoftheinformation

    aboutwhichonecommunicates;

    therangeandcomplexityofthecommunication

    context,i.e.,towhomandinwhatcircumstances

    onecommunicates;and

    therisklevelinfailingcommunicationintent,

    i.e.,howseriousaretheconsequencesif

    communicationfails.

    EachleveloftheOralCommunicationscaleincludesallfourdimensions.However,tasks

    thataremoredifficultononedimensionofthecomplexityratingscalemaybemoreorless

    difficultontheotherdimensions.Forexample,thecomplexityofrangeandcomplexityof

    informationmayfitinLevel2,whilethecomplexityofrisklevelsinfailingcommunication

    intentfitsinLevel3.Thecomplexityratingassignedtoataskisthebestsummarydescription

    ofitslevelofcomplexity.

    We use this skill when

    we greet people, take

    messages, reassure or

    comfort others, seek

    information from others,

    resolve conflicts or

    facilitate discussions.

  • 20

    ThelevelsoftheOralCommunicationscalearecompatiblewiththelevelsinCanadian

    Language Benchmarks, English as a Second Language for Adults, 1996.

    Workplace Task Examples Community Task Examples

    Ask a supervisor how to operate a

    piece of equipment.

    Greet customers when they walk in

    the front door.

    Make a presentation during a

    community planning meeting about a

    zoning change.

    Explain a food allergy to a server in a

    restaurant.

  • 21

    Thinking istheabilitytoengageintheprocessofevaluatingideasorinformationtoreacharationaldecision.TheThinkingSkillsarecurrentlybrokendownintofivedifferentcognitive

    skills.However,alloftheThinkingSkillsareinterconnected.

    Problem Solving involvesproblemsthat

    requiresolutions.Mostproblemsconcern

    mechanicalchallenges,peopleorsituations.

    Complexityisratedonafour-levelscale

    basedonfourdimensions:

    othecomplexityoftheproblem;

    othecomplexityofidentifyingthe

    problem;

    othecomplexityofidentifyingthe

    solutionsteps;and

    othecomplexityofassessingthesolution.

    Decision Making referstomakingachoiceamongoptions.Problemsolvingtasks

    usuallyincludesomedecisionmaking,butnotalldecisionmakingispartof

    problemsolving.Complexityisrangedonafour-levelscalebasedonsix

    dimensions:

    otheconsequenceoferror;

    othereversibilityofthedecision;

    otheadequacyoftheinformationavailable;

    owhetherthereisasetprocedureordecisiontreetofollow;

    owhetherthereisabodyofsimilar,pastdecisionstocompareto;and

    otheextenttowhichjudgmentisrequiredtomakeanappropriatedecision.

    We use these skills when

    we solve problems,

    make decisions, plan

    and organize tasks,

    memorize information,

    find information and think

    critically.

  • 22

    Job Task Planning and Organizing referstowhatextentworkersarerequiredto

    planandorganizetheirjobtasks.Complexityisratedonafour-levelscalebasedon

    sevendimensions:

    otheextentofvarietyinworkactivities;

    owhetherthetasksequenceisprovidedtotheworkerordeterminedbythe

    worker;

    owhetherprioritiesareprovidedtotheworkerordeterminedbytheworker;

    otheextenttowhichthedaysworkplanisdisrupted;

    otheextenttowhichtheworkersownworkplanmustbeintegratedwiththe

    workplansofothers;

    othenumberofsourcesforworkassignments;and

    otheextenttowhichtheorderofthosetaskssequencedbytheworkermakesa

    differencetototalefficiency.

    Significant Use of Memoryincludesanysignificantorunusualuseofmemory

    forworkersinaspecificoccupationalgroup.Itdoesnotincludenormalmemory

    thatisarequirementofeveryoccupation.Thereisnocomplexityratingscalefor

    SignificantUseofMemory.

    Finding Informationinvolvesusinganyvarietyofsourcesincludingtext,people

    orcomputerizeddatabasesorinformationsystems.Complexityisratedona

    four-levelscalebasedontwodimensions:

    othecomplexityoflocatingthedesiredinformation;and

    othecomplexityofextractingandprocessingtheinformation.

    Workplace Task Examples Community Task Examples

    Start a medical intervention based

    on data in a chart and observations.

    Research and select a recreational

    program that is appropriate for your child.

  • 23

    Working with Others referstotheabilitytoworkwithotherstocarryouttasks.Itincludestheabilitytowork

    cooperativelywithothersandhavingtheself-disciplineto

    meetworktargetswhileworkingalone.Itincludesboth

    directinteractions(e.g.,face-to-face,voice)andindirector

    delayedinteractions(e.g.,emails,memos,phonemessages)

    withpeople.

    Thereisnoformalcomplexityratingscaleavailablefor

    WorkingwithOthers.Insteadtheskillisdescribedintwo

    parts:

    DescriptionofWorkContext

    SupervisoryorLeadershipActivities

    Thedescriptionofworkcontextdescribesfourdifferentcontexts:whetherworkerswork

    alone,independently,withpartners,orasteammembers.Thesupervisoryorleadership

    activitiessectionliststenactivitieswheretheskillofworkingwithotherswouldbeutilized.

    Theactivitiesare:

    participateinformaldiscussionsaboutworkprocessesorproductimprovement;

    haveopportunitiestomakesuggestionsonimprovingworkprocesses;

    monitortheworkperformanceofothers;

    informotherworkersordemonstratetothemhowtasksaretobeperformed;

    orientnewemployees;

    makehiringrecommendations;

    makehiringdecisions;

    selectcontractorsandsuppliers;

    assignroutinetaskstootherworkers;and

    assignneworunusualtaskstootherworkers.

    We use this skill when

    we work with a partner,

    as a member of a team,

    or when we act as a

    supervisor or leader.

  • 24

    Workplace Task Examples Community Task Examples

    Work with a group of co-workers to

    develop a project plan.

    Explain to a co-worker what tasks

    have been assigned for the shift.

    Work with other members from a

    school parent council to plan a fun fair.

  • 25

    Continuous Learning istheabilitytoparticipateinanongoingprocessofacquiringskillsandknowledge.ContinuousLearningteststhehypothesisthatmoreandmorejobsrequire

    continuousupgrading,andthatallworkersmustcontinuetolearninordertokeeportogrow

    withtheirjobs.ContinuousLearninginvolves:

    knowinghowtolearn;

    understandingonesownlearningstyle;and

    knowinghowtogainaccesstoavarietyofmaterials,

    resourcesandlearningopportunities.

    Thereisnoformalcomplexityratingscaleavailablefor

    ContinuousLearning.Insteadtheskillisdescribedintwomain

    categories:

    1.DescriptionofLearning

    2.HowLearningOccurs

    TheDescriptionofLearningoutlinesthetypeofcontinuous

    learningthatmightberequiredforaparticularoccupationalgroup.HowLearningOccurs

    includesfivedifferentsettingswherethelearningmighttakeplace:

    aspartofregularworkactivity;

    fromco-workers;

    throughtrainingofferedintheworkplace;

    throughreadingorotherformsofself-study;and:

    throughoff-sitetraining.

    We use this skill when we

    learn as part of regular

    work activity, learn from

    co-workers or access other

    training opportunities.

    These opportunities may

    take place in the workplace

    or elsewhere.

  • 26

    Attend a workplace Health and

    Safety Workshop.

    Use a guide to understand how to use

    a new software program at work.

    Workplace Task Examples Community Task Examples

    Take a first aid course at your local

    community centre.

    Attend a product demonstration for a

    new appliance you have purchased.

  • 27

    Computer Usereferstotheuseofcomputersandotherformsoftechnology.ComputerUseisratedonafive-levelscaleofcomplexity.Inaddition,thereisalistofnine

    differentapplicationsthatrelatetoComputerUse.Theapplicationsare:

    usewordprocessing;

    usegraphicssoftware;

    useadatabase;

    useaspreadsheet;

    usefinancialsoftware;

    usestatisticalanalysissoftware;

    doprogrammingandsystemsandsoftwaredesign;

    usecomputer-assisteddesign,manufacturingand

    machining;and:

    usecommunicationssoftware

    We use this skill when

    we operate electronic

    equipment such as

    cash registers, and use

    computer software to do

    a variety of tasks.

    Workplace Task Examples Community Task Examples

    Scan an online database for

    customer contact information.

    Forward an attachment to a

    co-worker using a Smartphone.

    Set up an online video conference.

    Deposit a pay cheque at an

    automatic teller (ATM).

    Use a GPS to find a store.

    Watch a television show on the

    Internet.

  • 28

    Part 2: Essential Skills Profiles

    Essential Skills Profiles Overview

    EssentialSkillsProfilesareadatabaseofoccupationalrequirements.Theprofilesdescribe

    requirementsfortheEssentialSkillsonanoccupation-by-occupationbasis.Theysharethe

    samecodingsystemastheNationalOccupationalClassification(NOC)andreflecttheoverall

    requirementsassociatedwiththebroadNOCcategory.EssentialSkillsProfilesarecompanion

    piecesandcomplementtheNOCdata.TofullyinterpretanEssentialSkillsProfile,the

    complementaryNOCdescriptionshouldbereviewed.

    EssentialSkillsProfilesidentifytheEssentialSkillsthatworkersrequiretoperformsuccessfully

    attheirjob.AnEssentialSkillsProfilemayneedtobecustomizedbasedonthelevelof

    technologyused,sizeofafirm,andmanagementpracticesinaparticularworkplace.Essential

    Skillsarealwaysusedtodosomethingthatis,toperformatask.InEssentialSkillsProfiles,

    themaindutiesofajobprovidethecontextforsubsequentanalysesonhowEssentialSkills

    areusedtoperformtasksonthejob.Theuseofthecomplexityratingscalesisthedefining

    featureofthismethodology.Thecomplexityratingscalesareusedtoidentifytheoccupational

    requirementsinsteadofthelevelofeducationrequiredforajob.AnEssentialSkillsProfile

    includesinformationtoillustratehowallnineEssentialSkillsareusedinanoccupation.

    TheEssentialSkillsProfilesrepresentthemasterylevelofanoccupation.Therefore,they

    describetheskillsstandardsrequiredbyworkerswhodemonstratesatisfactoryperformance

    andwhohavehadtheopportunitytoexperiencethefullrangeofrequiredjobtasks.

    ForeachEssentialSkill,aProfilegenerallycontains:

    complexityratingsthatindicatethelevelofdifficultyofthetasksrelatedtothat

    skill;

    examplesthatillustratehowthatskillisactuallyused;

    astandardizeddescriptionofhowthatskillisusedsocomparisonscanbemade

    betweenoracrossoccupations;and

    informationpresentedinastandardformattomaketheinformationeasytofind.

  • 29

    AlthoughtasksthatareassociatedwiththeEssentialSkillsProfilesareconnectedtothe

    workplace,taskscanbeperformedinmanydifferentcontexts.Forexample:

    Work Home Community

    Read a notice from the

    payroll department to

    learn about changes to

    deductions.

    Read a notice from a

    utilities provider to identify

    upcoming rate changes.

    Read a notice from the

    school principal to learn

    about changes to staffing

    for following year.

    Inallthreeexamples,thetaskissimilar.However,thecontextisdifferent.EssentialSkills

    applytoallaspectsoflife,andtasksoftenhaveapplicabilityinmorethanonecontext.

    Calculatingtheamountofpaintrequiredforaprojectcouldhaveapplicabilityinbothawork

    contextandahomecontext.Someotherexamplesinclude:

    Performingasearchusingadatabasetolocateabook.

    Writinginstructionstoexplainwhatsomeoneshoulddoinyourabsence.

    Schedulingtwoappointmentsandensuringthereisenoughtimetoattendeach

    one.

    Sendingandreceivingemailmessagestoarrangeameeting.

  • 30

    How an Essential Skills Profile Is Developed:iv

    Step 1: A business is contacted

    Consentforresearchisobtained

    Employeeswhoarecompetentintheirjobsareidentified

    Step 2: Workers are interviewed

    Foreachjob,twodifferentresearcherseachinterviewthreeworkersintwo-hour

    interviews

    Authenticworkplacematerialsarecollected

    Theinterviewersusethedatacollectedtowriteexampletasksandassign

    complexityratings

    Step 3: An Essential Skills Profile is prepared

    Qualitycontrolreviewofinterviewdataisconducted

    Theprofilewriterconductsthreeadditionalinterviews

    Profileiswritten

    Step 4: Essential Skills Profile is validated

    Anindustryexpertreviewsprofile

    Theprofileiseditedandtranslated

    Step 5: Essential Skills Profile is posted on the website:

    www.rhdcc-hrsdc.gc.ca/eng/workplaceskills/essential_skills/general/home.shtml

  • 31

    Profile Outline

    1.Occupationaltitle

    2.NationalOccupationalClassification(NOC)code

    3.OccupationaldescriptionfromNOC

    4.Threeskillsconsideredcriticaltocarryingouttasksinthisoccupation

    5.TaskexamplesfornineEssentialSkills

    6.Verbthatdenotesskill

    7.Whatisbeingactedupon

    8.Examples

    9.Purposeforcarryingouttask

    10.EssentialSkillscomplexitylevel

    Source:LanguageforWork:CLBandEssentialSkillsforJobAnalysts,CentreforCanadianLanguage

    Benchmarks,2009.http://itsessential.ca/itsessential/display_page.asp?page_id=411 24

    ProfileOutline

    1. Occupationaltitle2. NationalOccupationalClassification(NOC)code3. OccupationaldescriptionfromNOC4. Threeskillsconsideredcriticaltocarryingouttasksinthisoccupation5. TaskexamplesfornineEssentialSkills6. Verbthatdenotesskill7. Whatisbeingactedupon8. Examples9. Purposeforcarryingouttask10. EssentialSkillscomplexitylevel

    Source:LanguageforWork:CLBandEssentialSkillsforJobAnalysts,CentreforCanadianLanguageBenchmarks,2009.http://itsessential.ca/itsessential/display_page.asp?page_id=411

  • 32

    Essential Skills and Essential Skills Profiles Timeline

    1970s: ArthurdeW.Smithworkedextensivelyonidentifyinggenericskillsrelatedto

    occupationaltraining.ThisworkwasdocumentedinGenericSkillsforOccupationalTraining.

    1971-1993: TheCanadianClassificationandDictionaryofOccupations(CCDO)was

    developedandusedinCanada.

    1990s: Agrowingbodyofinternationalresearchlinkedlabourmarketsuccesstoasetof

    teachable,transferableandmeasurableskills.

    1993: TheNationalOccupationalClassification(NOC)replacedtheCCDO.TheNOCisa

    systemfordescribingtheoccupationsofCanadians.Itisatoolthatclassifiesoccupationsby

    SkillTypeandSkillLevel.

    1993-1994: TheGovernmentofCanadafundedandlaunchedtheEssentialSkillsResearch

    Project(ESRP).TheinitialgoaloftheEssentialSkillsResearchProjectwastosupport

    curriculumdevelopmentandtrainingforthecurrentworkforceinoccupationsintheNational

    OccupationalCodeandtodevelopamethodologytoupdatethiswork.Thefirststepwas

    todraftamethodologicalframework.ThisincludedthelistofnineEssentialSkills(reading

    text,documentuse,numeracy,writing,oralcommunication,workingwithothers,thinking

    skills,computeruseandcontinuouslearning),ComplexityRatingScales,andtheapproach

    todatacollection.SmithsworkonGenericSkillswasusedasastartingpoint.Anextensive

    literaturereviewinvolvedprojectsandpublicationsfromaroundtheworld.Integrationwith

    theInternationalAdultLiteracySurveywasalsobuiltintothework.

    1994: Anadvisorycommitteeofexperts,workplaceliteracypractitionersandpotentialend

    usersoftheEssentialSkillsinformationwasconsultedtoprovidefeedbackonthedraft.

    v

    vi

    vii

  • 33

    1995: Fiveregionalpilotstudieswereconductedthatinvolved800interviewswithjob

    incumbents.Firmswithseasonedpractitionersinthefieldweregivenresearchcontractsand

    actedastheadvisorycommittee.Areliabilitystudywasalsoconducted.Theinformationand

    feedbackgatheredinthiseffortwasusedtorefinethemethodologypriortoitbeingused.

    1996-1997: MaindatacollectionperiodforoccupationsatNOCSkillLevelsCandD.This

    involvedinterviewswith3,000workers.Note:TheprocesstocollectdatatowriteanEssential

    SkillsProfileinvolvesopeninterviewsconductedwithworkerstogatherinformationonhow

    theyuseEssentialSkillsonthejob.Atleastnineworkersinanoccupationareinterviewedto

    provideasamplerepresentingdifferentindustries,occupationalspecializations,businesssizes

    andgeographiclocations.Researchersthenanalysethedatatoidentifycommontasksandrate

    theircomplexity.

    1998: ThewritingofEssentialSkillsProfilescommenced.

    1999: ConsultationstookplacewithMinistriesofEducationacrossCanadatodetermine

    needsrelatedtoanEssentialSkillsdatabase.InJanuary1999,theEssentialSkillsProduct

    DevelopmentCommitteewasformedandfocusedonthedevelopmentoftoolsandresources.

    April 2003: HumanResourcesandSkillsDevelopmentCanadalaunchedtheEssentialSkills

    andWorkplaceLiteracyInitiativethiswasthefirstdedicatedbudgettomovetheresearchinto

    practice.

    1997-2005: TheEssentialSkillsResearchProjectusedadynamicmodelofcontinuous

    improvement.ChangesthatoccurredincludedaddingCriticalThinkingtothelistofThinking

    Skills,updatingthecomplexityratingscalesforDocumentUse,WritingandComputerUse,

    anddevelopingnewscalesforOralCommunication,WorkingwithOthersandContinuous

    Learning.

    Currently: Datacollectionfortechnicalandprofessionaloccupationswithprioritygivento

    occupationsinhighdemand,suchasengineers,doctors,nurses,pilots,techniciansandskilled

    trades.

    viii

  • 34

    Part 3: Case Studies

    Case Study A: Delivering an Essential Skills-Based Training Module

    Agency Profile

    AgencyAisacommunity-basedprogramthathasbeenfundedfor15yearstodeliverLiteracy

    andBasicSkillsprogramming.AgencyAhasonefull-timeexecutivedirectorandtwo

    part-timesmallgroupinstructors.Theclientbasehasdoubledinthepastyearandtheagency

    currentlyserves120clients.Mostofthenewclients(approximately60)haverecentlybeenlaid

    offfromlong-termmanufacturingpositionsandtheywanttoupgradetheirskillstoseekre-

    employment.TheagencyhasdevelopedapartnershipwiththelocalActionCentretosupport

    thedeliveryoftrainingtothenewgroupofclients.

    Practices that Support the Integration of Essential Skills

    TheprogramusestheEssentialSkills-basedEmploymentTrackExpress

    curriculumtodelivermodulartrainingtothenewclientswhohaveemployment

    goals.

    TrainingisdeliveredatthelocalActionCentrebyapractitionerfromAgency

    A.Thisenvironmentiscomfortableforclientsandtheyareabletoaccessa

    varietyofadditionalemploymentrelatedservicesthere.

    The60-hourEmploymentTrackExpresscourseisdeliveredover4weeks.This

    allowsclientstoaccesstheupgradingtheyneedandstillhavetimetoparticipatein

    otherjobsearchrelatedactivities.

    ThecoursehelpsclientsunderstandWorkplaceEssentialSkills,learnmoreabout

    thelabourmarket,identifyoccupationalareasofinterest,assessskillsgaps,

    andimprovecomputerskills.

    ix

  • 35

    Case Study B:

    Agency Profile

    AgencyBisacommunity-basedliteracyprogramthathasbeenfundedfor12yearstodeliver

    LiteracyandBasicSkillsprogramming.AgencyBhasonefull-timeinstructorwhoconducts

    assessments,anddeliverssmallgroupprogramming.Inaddition,theagencyhasavolunteer

    co-ordinatorwhomanagesagroupofvolunteertutors.AgencyBcurrentlyserves60clients.

    Twentyclientsaccesssmall-groupinstruction.Theremaining40clientsreceiveone-on-one

    programmingwithvolunteertutors.

    Theclientbaseisvaried.Approximatelyhalfoftheclientsareseekingemployment.One

    quarteroftheclientsareupgradingtomoveontofurthereducationortrainingopportunities.

    Theremainingclientshaveenhancedpersonalindependencegoals.

    Practices that Support the Integration of the Essential Skills

    Whenclientsentertheprogram,theinitialassessmentinvolvestheintroductionof

    theEssentialSkillsviatheuseofthethreeIndicatortoolsdevelopedbyHuman

    ResourcesandSkillsDevelopmentCanada(HRSDC).Theindicatorsusedare:

    oTheReadingIndicator

    oDocumentUseIndicator

    oNumeracyIndicator

    AnintegratedEssentialSkillssectionhasbeenaddedtothelearnertrainingplans.

    ThissectiondocumentstheresultsoftheEssentialSkillsIndicatortoolsusedat

    assessment.

    AlltutorsreceivetrainingtoincreasetheirknowledgeoftheEssentialSkillsand

    howtointegratethemintotrainingdelivery.

    Ifaclienthasaspecificemploymentgoal,theEssentialSkillsProfileisdownloaded

    anddiscussedwiththeclient.TherequiredEssentialSkilllevelsindicatedinthe

    particularjobprofileareincorporatedintothelearnertrainingplan.

    Integrating Essential Skills into Assessment Practices

  • 36

    ClientswhohavegoalsinotherpathwaysdiscusstherelationshipoftheEssential

    Skillstotheirpathwaywiththeinstructorortutor.

    ProgramdeliverymakesongoingconnectionstothenineEssentialSkills.

    Alllearnerdemonstrationsofprogressarecross-referencedtothenineEssential

    Skills.

    Clientsareintroducedtotheself-assessmenttoolsavailableintheHRSDCtoolkit.

    Clientsareencouragedtousethesetoolsasappropriatetotheirgoals.

    Clientscompletethethreeindicatorsagain,eitheratapointwheretheinstructor/

    tutorandclientfeeltheyhavemadeasignificantamountofprogressoratexit.

  • 37

    Agency Profile

    AgencyCisaschoolboardprogramthathasbeenfundedfor10yearstodeliverLiteracy

    andBasicSkillsprogramming.AgencyChasonepart-timeprogrammanager,onefull-

    timeinstructorandonepart-timeinstructor.Theagencycurrentlyserves85clients.Halfof

    theclientsarepreparingtomovetocreditprogramming.Theremainingclientsareevenly

    distributedontheemploymentandindependencepathways.Mostoftheclientsattendthe

    programonapart-timebasis(10-20hoursperweek).

    Practices that Support the Integration of the Essential Skills

    TheagencyhasdedicatedtimetoresearchingandevaluatingtheEssentialSkills-

    basedcurriculumresources(bothprovincialandfederal)thathavebeendeveloped

    overthepastfiveyears.Resourcesthathavebeendeemedvaluabletotheclient

    basehavebeenacquired.

    Anin-housedatabaseoftheresourceshasbeendevelopedsothatpractitionerscan

    accessthemeasily.

    Clientgoalsarematchedtotheavailableresourcesandtheresourcesarethenused

    tohelpsupporttheintegrationofEssentialSkillsintothetrainingdelivery.

    Inaddition,monthlyone-dayworkshopsonEssentialSkillshavebeenintroduced,

    andareofferedtoallclientsattendingtheprogram.

    Case Study C: Integrating Essential Skills-Based Curriculum

  • 38

    Case Study D: Training and Designating an Essential Skills Expert Expert

    Agency Profile

    AgencyDisacollegeprogramthathasbeenfundedforthepast15yearstodeliverLiteracy

    andBasicSkillsprogramming.AgencyDhasapart-timeprogrammanager,twofull-time

    instructorsandapart-timeassessor.Theagencycurrentlyserves150clients.Mostoftheclients

    arepreparingtomovetopost-secondaryprogramming.

    Practices that Support the Integration of the Essential Skills

    Overthepastfewyears,theprogrammanagerhasresearchedavailableworkshops

    onEssentialSkills.Whenpossible,staffhavebeenreleasedtoparticipateinthese

    workshopstohelpincreasetheirunderstandingandknowledgeofthe

    EssentialSkills.

    OnestaffmemberhasbeendesignatedastheEssentialSkillssubjectmatterexpert.

    ThisstaffmemberhastakentheEssentialSkillsanalystcourseandaccessesasmuch

    ongoingtrainingaspossible.Thispersonisthego-topersonforEssentialSkills

    questionsandissues.

    Theagencyhasstartedtomodifyaspectsofthein-housecommunications

    curriculumtobemoreEssentialSkillsoriented.

    Theagencyhasalsodevelopedaself-pacedEssentialSkillsintroductoryunit

    (includingaself-assessment)foritscontinuousintakeprogram.

  • 39

    Source:www.rhdcc-hrsdc.gc.ca/eng/workplaceskills/essential_skills/general/readers_

    guide_whole.shtmlLastaccessedAugust20,2010.

    Source:C.McLeodPresentation

    Source:alldefinitionsfromwww.hrsdc.gc.ca/eng/workplaceskills/essential_skills/

    general/readers_guide_whole.shtml,lastaccessedAugust20,2010.

    Source:WhatistheEssentialSkillsResearchProject?HumanResourcesandSkills

    DevelopmentCanada(HIP-025-11-04)

    Source:C.McLeodPresentation

    ArthurdeW.Smith(1973)GenericSkillsforOccupationalTraining.PrinceAlbert,SK:

    SaskatchewanNewStartfortheTrainingResearchandDevelopmentStation,Departmentof

    ManpowerandImmigration.

    Source:WhatistheEssentialSkillsResearchProject?HumanResourcesandSkills

    DevelopmentCanada(HIP-025-11-04)

    Source:WhatistheEssentialSkillsResearchProject?HumanResourcesandSkills

    DevelopmentCanada(HIP-025-11-04)

    Source:www.collegeupgradingon.ca/employmenton/ete/studentmanual/

    etestudentmanual.pdf,lastaccessedOctober18,2010

    i

    ii

    iii

    iv

    v

    vi

    vii

    viii

    ix

    Endnotes

    www.rhdcc-hrsdc.gc.ca/eng/workplaceskills/essential_skills/general/readers_guide_whole.shtmlwww.rhdcc-hrsdc.gc.ca/eng/workplaceskills/essential_skills/general/readers_guide_whole.shtmlwww.hrsdc.gc.ca/eng/workplaceskills/essential_skills/general/readers_guide_whole.shtmlwww.hrsdc.gc.ca/eng/workplaceskills/essential_skills/general/readers_guide_whole.shtmlwww.collegeupgradingon.ca/employmenton/ete/studentmanual/etestudentmanual.pdfwww.collegeupgradingon.ca/employmenton/ete/studentmanual/etestudentmanual.pdf

  • 40

    Appendix A

    Workshop #1: The Plain Goods on Essential Skills The Plain Goods on Essential Skills Facilitation Guide

    The Plain Goods on Essential Skills Handouts

    The Plain Goods on Essential Skills Handouts Answer Key

    The Plain Goods on Essential Skills Power Point Presentation

    The Plain Goods on Essential Skills

  • 41

    LLSC ES Workshop 1 Facilitation Guide The Plain Goods on Essential Skills

    1.ToprovideanoverviewoftheES

    2.TocommunicatetherelevanceofEStoadultliteracypractitioners,regardlessof

    theirlearnersgoals(i.e.independence,employment,furthereducation/training)

    3.TofamiliarizeparticipantswithEStoolsandresources

    The Plain Goods on Essential Skills

  • 42

    LLSCESWorkshop1ThePlainGoodsonEssentialSkillsPresentersNotes Page1of4

    Topic PresentersNotes Materialsneeded

    PART1(6075minutes)

    Workshopintroduction

    Communicatelearningobjectives PPTslides13

    WhatsessentialaboutES

    ExplainthatthereismoretoESthanthelistofnineskills

    OutlinekeyactivitiesandoutcomesofHRSDCsESresearchproject

    DescribewhatwecanlearnfromESPs(anatomyofanESP;complexityratings;differencesandsimilaritiesbetweenjobs)

    PPTslides46

    GoingbeyondtheESPexamples

    OutlinedistinctionbetweenESPsandES(ESPsareresearchproductswithspecificgoals,ESaretransferableskills)

    ExplainwhyESshouldmattertoliteracypractitioners(e.g.,canhelpusunderstandthecomplexityoftasks,canhelpusmakesureweareteachinglearnerstousetheirskillsinthewaysinwhichtheywillneedtousethem)

    PPTslides710

    Unlockingtheessentials

    PointoutthatthekeytounlockingtheessentialsfromESPsistasks

    Explainwhatataskis

    Describehowapractitionerfiguresoutwhetheranactivityisatask

    Presentfourtasks.Workasagrouptodeterminewhicharetasksandwhicharenottasks:

    A:task B:Notatask C:Task D:Notatask

    Activity1Taskornot?

    Providelistofactivitiesandhaveparticipantsdeterminewhetherornottheyaretasks.Correctanswersareindicatedingrey.

    Debriefbydiscussing:

    Whicharetasksandwhicharentusingthecriteriapresentedearlierinthesession

    PPTslides1117

    Activity#1handout

    PART 1 (60-75 minutes)

  • 43

    LLSCESWorkshop1ThePlainGoodsonEssentialSkillsPresentersNotes Page2of4

    Whydotasksmatter?

    ExplainthattasksmatterforthesamereasonsthatESmatters(taskshelpusmakesureweareteachinglearnerstousetheirskillsinthewaysinwhichtheywillneedtousethem)

    Activity2Whatdifferencedotasksmake?

    Provideexamplesofnontaskstransformedintotasks.Haveparticipantsanswerquestionsaboutthetransformedtaskstoillustratethevalueofataskbasedapproachforlearners.Correctanswersareindicatedingrey.

    Debriefbyasking:

    Whichcolumnliststasks? Arelearnersmorelikelytoseetherelevanceof

    tasksornontasks?

    Pointoutthatusingtasksoffersthesameskilldevelopmentopportunitiesbutinamoremeaningfulwayforlearners

    PPTslides1819

    Activity#2handout

    ContextofEStasks ExplainthatalthoughESPsonlyincludeexamplesofthewaysworkersuseESatwork,ESapplyequallyoutsideofwork

    Activity3NamethatEStaskandcontext!

    Provideexamplesoftasksmostofwhichapplytoworkandoutsidework.Haveparticipantsidentifytheskilldomainandidentifythecontexttowhichthetaskapplies.Correctanswersareindicatedingrey.

    Debriefbyasking:

    Whichtasksappliedtomorethanonecontext? Whichtasksonlyappliedtoonecontext?Ofthese

    tasks,identifyasimilartaskthatappliestoanothercontext.

    PointoutthatwhenyoulookcloselyatEStasks,youwillseethatmanyapplytodifferentcontexts.

    Showexamplesofthetasksfromwork,homeandschooltoillustratetherelevanceoftasksacrosscontexts

    PPTslides2025

    Activity#3handout

  • 44

    LLSCESWorkshop1ThePlainGoodsonEssentialSkillsPresentersNotes Page3of4

    PART2(60minutes)

    ExploringEStools&resources

    ExplainthattherearefreetoolsonlinetoprovideanoverviewofES;resourcesthatcanbeusedtohelplearnersdevelopES;andresourcesthatcanhelppractitionersassessES.

    Pointoutthatonlyafewwebsiteswillbeexploredinthisworkshop.Additionalsitesareexploredinworkshops2and3.

    IntroduceparticipantstoHRSDCwebsitetoshowESPsandtools.

    DirectthemtothelistofESPs.(Note:Ifthisisnotavailable,showparticipantshowtoaccessthesameinformationonOSPsite).

    Pointouthowtoaccessselfassessments,indicatorsandcheckliststhatcanbeusedasinformalassessments.

    Activity4aESPWebSafari

    NavigatetheHRSDCwebsitetoanswerthequestions.

    Debriefbydiscussing:

    Thewaysinwhichthetoolsfoundonthewebsitecouldbeusedtoplanordeliverupgrading.

    DirectparticipantstotheNOCwebsite.

    Showthemhowtofindoutaboutdifferentoccupations.

    ShowhowtheNOCcodesorganizeoccupationsbyeducationalrequirements,whichcanbeusefultoknowforcareerplanningandjobsearch.

    PointoutthatESPsareorganizedbyNOC,soitshelpfultounderstandtheNOC.

    DirectparticipantstotoolsonOSPsite.

    PointoutthelinkstoCheckupTools(selfassessmentsonESandWorkHabits);OSPCheckupTools(workplaceactivitysetstodevelopES);OSPCheckInTool(informalassessmentofESandworkhabits);OSPwork,learningandlifedatabase(fortasksateachESlevelfordifferentcontexts)

    PPTslides2635

    Activity#4handout

    PART 2 (60 minutes)

  • 45

    LLSCESWorkshop1ThePlainGoodsonEssentialSkillsPresentersNotes Page4of4

    Activity4bOSPWebSafari

    SearchtheOSPwork,learningandlifedatabaseforlifetasksattherangeoflevelsinresponsetoaseriesofquestions.

    Debriefbydiscussing:

    Examplesoftasksidentifiedfromthelearningcontextthatareapplicabletowork

    Examplesoftasksfromtheeverydaylifecontextthatareapplicabletoworkorlearningsettings

    IntroduceparticipantstotheMeasureupwebsitetoshowthemhowtoaccesstheskillbuildingactivities,assessmentandotherresourcessuchastipsfordevelopinglearningactivities.

    Navigatethroughthesitetoshowexamplesofthetypesofactivitiesthatcanbedownloadedandprintedforclassroomuse.

    Orientparticipantstotheinformationinthecomparativeframework.

    ShowthemhowtheCanadianLanguageBenchmarksandtheEssentialSkillslevelscanbeunderstoodinrelationtoeachother.

    Explainthatthisisnotanalignment,butinsteadshowstheintersectionsbetweentwoverydifferentscales.

    Workshopwrapup Provideasummaryofthelearningobjectivesachievedduringthisworkshop

    Offertoanswerquestions

    PPTslide3637

  • 46

    Activity 1: Task or not?

    Readeachofthestatementsbelowtodecidewhethertheyhaveallthequalitiesofatask.

    LLSCESWorkshop1ThePlainGoodsonEssentialSkillsHandouts Page1of4

    StatementTask?

    YesNoIfnot,whatsmissing?

    Receiveapayment.

    Writeanswerstotestquestions.

    Readabiographytolearnaboutawellknownindividualslifestory.

    Writeanote.

    Recordhoursworkedinatimesheetforpayrollpurposes.

    Readaunitinatextbook.

    ReadagraphtoidentifyhowmanylitresoficecreamtheaverageCanadianeatsannually.

    Findoutwhothefastestrunnerinamarathonis.

    Readtheingredientslistinarecipetodeterminewhetheryouhavealltheingredientsonhand

    Calculatetheareaofarectangle.

    Readaschedule.

    Completeapersonalinformationformforyouremployersfile.

  • 47

    Activity 2: What difference do tasks make?

    Comparethefollowingactivitiesthenanswerthequestionsthatfollow.

    1.ComparethetwoentriesonRowA.

    Forwhichactivitywouldlearnersbetaughthowtoconvertmeasurements?

    Whichactivitydoyouthinkwouldbemoremeaningfulforlearners?Why?

    2.ComparethetwoentriesonRowB.

    Alearnerasks:WhyamIlearningthis?Whichactivitydoyouthinktheyare

    referringto?

    3.ComparethetwoentriesonRowC.

    Forwhichactivitywouldlearnersbetaughtthevalueofdenominations?

    Forwhichactivitywouldlearnersbemorelikelytobetaughtstrategiesfor

    estimatingtheamountofmoneyonhand?

    4.ComparethetwoentriesonRowD.

    Alearnerasks:WhyamIlearningthis?Whichactivitydoyouthinktheyare

    referringto?

    LLSCESWorkshop1ThePlainGoodsonEssentialSkillsHandouts Page2of4

    Activity2:Whatdifferencedotasksmake?Comparethefollowingactivitiesthenanswerthequestionsthatfollow. Column1 Column2

    RowA A1:Completeapageofwordproblemstopracticeconvertingmeasurements.

    A2:Convertmeasurementsinarecipetounitsyoucanmeasureusingavailabletools.

    RowB B1:Lookupthemeaningof10newwordsinaparagraphabouttigerseatinghabitsinthewild.

    B2:Readashortletterfromachildsteachertoidentifytheactionthatneedstobetaken.

    RowC C1:Countmoneytoshowunderstandingofdenominations.

    C2:Countmoneytoidentifywhetheryouhaveenoughforapurchase.

    RowD D1:Completeaclozeexercisetopracticeusingpunctuation.

    D2:Writeanotetoexplainwhyyouwereabsentfromclassrecently.

    1. ComparethetwoentriesonRowA.

    Forwhichactivitywouldlearnersbetaughthowtoconvertmeasurements?

    Whichactivitydoyouthinkwouldbemoremeaningfulforlearners?Why?

    2. ComparethetwoentriesonRowB.

    Alearnerasks:WhyamIlearningthis?Whichactivitydoyouthinktheyarereferringto?

    3. ComparethetwoentriesonRowC.

    Forwhichactivitywouldlearnersbetaughtthevalueofdenominations? Forwhichactivitywouldlearnersbemorelikelytobetaughtstrategiesfor

    estimatingtheamountofmoneyonhand?4. ComparethetwoentriesonRowD.

    Alearnerasks:WhyamIlearningthis?Whichactivitydoyouthinktheyare

    referringto?

  • 48

    Activity 3: Name that Essential Skill and Context

    IdentifywhichEssentialSkillandwhatcontextthefollowingtasksaddress:

    LLSCESWorkshop1ThePlainGoodsonEssentialSkillsHandouts Page3of4

    Task EssentialSkill(s) Applicablecontext

    1. Calculatetheamountofpaintrequiredforaproject.

    workoutsidework

    2. Readgraphstocomparedataovertime. workoutsidework

    3. Writeasuggestiontoimprovesafety. workoutsidework

    4. Totalmoneyreceivedforafundraiser. workoutsidework

    5. Readinstructionstofigureouthowtouseacleaningproduct.

    workoutsidework

    6. Sendandreceiveemailmessagestoarrangeabusinessmeeting.

    workoutsidework

    7. Sendandreceiveemailmessagestoafriendtocoordinateasocialevent.

    workoutsidework

    8. Performasearchusingadatabasetolocateabook.

    workoutsidework

    9. Writeinstructionstoexplainwhatsomeoneshoulddoinyourabsence.

    workoutsidework

    10. Followtroubleshootingflowchartsinequipmentmanualstorepairfaults.

    workoutsidework

    11. Scheduleappointmentstoensurethereusenoughtimetoattendeach.

    workoutsidework

    12. Youdecidetoofferanupsetcustomeradiscounttokeeptheirbusiness.

    workoutsidework

    13. Youdecidetoofferyourchildarewardforcompletingtheirhomeworkearly.

    workoutsidework

    14. Estimatethequantityofsuppliestopurchaseforaproject.

    workoutsidework

  • 49

    Activity 4: Web Safari

    Part A. Use the HRSDC Essential Skills web site to do the following:

    1.FindthedifferencebetweenReadingTextandDocumentUseintheUnderstanding

    EssentialSkillsdefinitions.

    ____________________________________________________________________________________

    ____________________________________________________________________________________

    ____________________________________________________________________________________

    2.Findtheself-assessmentchecklistsunderTools&Resources.Canyouseeanyapplication

    forthesechecklistsinyourprogram?Ifso,describe.

    ____________________________________________________________________________________

    ____________________________________________________________________________________

    ____________________________________________________________________________________

    3.GototheLearningsectionunderTools&Resources.Skimthroughtheproductsthatare

    listed.Canyouseeanythatyoumightuseinyourprogram?Ifso,describe.

    ____________________________________________________________________________________

    ____________________________________________________________________________________

    ____________________________________________________________________________________

  • 50

    Part B. Use the Work, Learning and Life section of the Ontario Skills Passport

    web site to do the following:

    1.WatchavideotolearnhowanindividualusestheirEssentialSkillsinthecourseofan

    everydayactivity.Writeafewnotestorecordyourthoughtsaboutthevideo.

    ____________________________________________________________________________________

    ____________________________________________________________________________________

    ____________________________________________________________________________________

    2.Findexamplesofhowdocumentuseskillsareusedinalearningcontext.(Note:youneed

    toclickonSearchatthebottomofthescreeninordertoaccessthetaskexamples.)

    WritedownafewexamplesofLevel1,Level2andLevel3tasks.

    ____________________________________________________________________________________

    ____________________________________________________________________________________

    ____________________________________________________________________________________

    3.Findexamplesofhowdataanalysisskillsareusedineverydaylife.Writedownafew

    examplesofLevel1,Level2andLevel3tasks.

    ____________________________________________________________________________________

    ____________________________________________________________________________________

    ____________________________________________________________________________________

  • 51

    Activity 1: Task or not?

    Readeachofthestatementsbelowtodecidewhethertheyhaveallthequalitiesofatask.

    LLSCESWorkshop1ThePlainGoodsonEssentialSkillsHandoutsAnswerKey Page1of4

    Activity1:Taskornot?Readeachofthestatementsbelowtodecidewhethertheyhaveallthequalitiesofatask.

    StatementTask?

    YesNoIfnot,whatsmissing?

    Receiveapayment. Purpose

    Writeanswerstotestquestions. Purpose

    Readabiographytolearnaboutawellknownindividualslifestory.

    Writeanote. Purpose

    Recordhoursworkedinatimesheetforpayrollpurposes.

    Readaunitinatextbook. Purpose

    ReadagraphtoidentifyhowmanylitresoficecreamtheaverageCanadianeatsannually.

    Findoutwhothefastestrunnerinamarathonis.

    Skill

    Readtheingredientslistinarecipetodeterminewhetheryouhavealltheingredientsonhand

    Calculatetheareaofarectangle. Purpose

    Readaschedule. Purpose

    Completeapersonalinformationformforyouremployersfile.

  • 52

    Activity 2: What difference do tasks make?

    Comparethefollowingactivitiesthenanswerthequestionsthatfollow.

    1.ComparethetwoentriesonRowA.

    Forwhichactivitywouldlearnersbetaughthowtoconvertmeasurements? Both

    Whichactivitydoyouthinkwouldbemoremeaningfulforlearners?Why? A2

    because they can see how they would use these conversion skills

    2.ComparethetwoentriesonRowB.

    Alearnerasks:WhyamIlearningthis?Whichactivitydoyouthinktheyare

    referringto?B1

    3.ComparethetwoentriesonRowC.

    Forwhichactivitywouldlearnersbetaughtthevalueofdenominations? Both

    Forwhichactivitywouldlearnersbemorelikelytobetaughtstrategiesfor

    estimatingtheamountofmoneyonhand?C2

    4.ComparethetwoentriesonRowD.

    Alearnerasks:WhyamIlearningthis?Whichactivitydoyouthinktheyare

    referringto?D1

    LLSCESWorkshop1ThePlainGoodsonEssentialSkillsHandouts Page2of4

    Activity2:Whatdifferencedotasksmake?Comparethefollowingactivitiesthenanswerthequestionsthatfollow. Column1 Column2

    RowA A1:Completeapageofwordproblemstopracticeconvertingmeasurements.

    A2:Convertmeasurementsinarecipetounitsyoucanmeasureusingavailabletools.

    RowB B1:Lookupthemeaningof10newwordsinaparagraphabouttigerseatinghabitsinthewild.

    B2:Readashortletterfromachildsteachertoidentifytheactionthatneedstobetaken.

    RowC C1:Countmoneytoshowunderstandingofdenominations.

    C2:Countmoneytoidentifywhetheryouhaveenoughforapurchase.

    RowD D1:Completeaclozeexercisetopracticeusingpunctuation.

    D2:Writeanotetoexplainwhyyouwereabsentfromclassrecently.

    1. ComparethetwoentriesonRowA.

    Forwhichactivitywouldlearnersbetaughthowtoconvertmeasurements?

    Whichactivitydoyouthinkwouldbemoremeaningfulforlearners?Why?

    2. ComparethetwoentriesonRowB.

    Alearnerasks:WhyamIlearningthis?Whichactivitydoyouthinktheyarereferringto?

    3. ComparethetwoentriesonRowC.

    Forwhichactivitywouldlearnersbetaughtthevalueofdenominations? Forwhichactivitywouldlearnersbemorelikelytobetaughtstrategiesfor

    estimatingtheamountofmoneyonhand?4. ComparethetwoentriesonRowD.

    Alearnerasks:WhyamIlearningthis?Whichactivitydoyouthinktheyare

    referringto?

  • 53

    LLSCESWorkshop1ThePlainGoodsonEssentialSkillsHandoutsAnswerKey Page3of4

    Activity3:NamethatEssentialSkillandContextIdentifywhichEssentialSkillandwhatcontextthefollowingtasksaddress:

    Task EssentialSkill(s) Applicablecontext

    1. Calculatetheamountofpaintrequiredforaproject.

    Numeracy workoutsidework

    2. Readgraphstocomparedataovertime. Documentuse workoutsidework

    3. Writeasuggestiontoimprovesafety. Writing workoutsidework

    4. Totalmoneyreceivedforafundraiser. Numeracy workoutsidework

    5. Readinstructionstofigureouthowtouseacleaningproduct.

    Reading workoutsidework

    6. Sendandreceiveemailmessagestoarrangeabusinessmeeting.

    ComputeruseWriting

    workoutsidework

    7. Sendandreceiveemailmessagestoafriendtocoordinateasocialevent.

    ComputeruseWriting

    workoutsidework

    8. Performasearchusingadatabasetolocateabook.

    Computeruse workoutsidework

    9. Writeinstructionstoexplainwhatsomeoneshoulddoinyourabsence.

    Writing workoutsidework

    10. Followtroubleshootingflowchartsinequipmentmanualstorepairfaults.

    Documentuse workoutsidework

    11. Scheduleappointmentstoensurethereusenoughtimetoattendeach.

    Numeracy workoutsidework

    12. Youdecidetoofferanupsetcustomeradiscounttokeeptheirbusiness.

    Thinkingskills workoutsidework

    13. Youdecidetoofferyourchildarewardforcompletingtheirhomeworkearly.

    Thinkingskills workoutsidework

    14. Estimatethequantityofsuppliestopurchaseforaproject.

    Numeracy workoutsidework

    Activity 3: Name that Essential Skill and Context

    IdentifywhichEssentialSkillandwhatcontextthefollowingtasksaddress:

  • 54

    Activity 4: Web Safari

    Part A. Use the HRSDC Essential Skills web site to do the following:

    1.FindthedifferencebetweenReadingTextandDocumentUseintheUnderstanding

    EssentialSkillsdefinitions.

    ____________________________________________________________________________________

    ____________________________________________________________________________________

    ____________________________________________________________________________________

    2.Findtheself-assessmentchecklistsunderTools&Resources.Canyouseeanyapplication

    forthesechecklistsinyourprogram?Ifso,describe.

    ____________________________________________________________________________________

    ____________________________________________________________________________________

    ____________________________________________________________________________________

    3.GototheLearningsectionunderTools&Resources.Skimthroughtheproductsthatare

    listed.Canyouseeanythatyoumightuseinyourprogram?Ifso,describe.

    ____________________________________________________________________________________

    ____________________________________________________________________________________

    ____________________________________________________________________________________

  • 55

    Part B. Use the Work, Learning and Life section of the Ontario Skills Passport

    web site to do the following:

    1.WatchavideotolearnhowanindividualusestheirEssentialSkillsinthecourseofan

    everydayactivity.Writeafewnotestorecordyourthoughtsaboutthevideo.

    ____________________________________________________________________________________

    ____________________________________________________________________________________

    ____________________________________________________________________________________

    2.Findexamplesofhowdocumentuseskillsareusedinalearningcontext.(Note:youneed

    toclickonSearchatthebottomofthescreeninordertoaccessthetaskexamples.)

    WritedownafewexamplesofLevel1,Level2andLevel3tasks.

    ____________________________________________________________________________________

    ____________________________________________________________________________________

    ____________________________________________________________________________________

    3.Findexamplesofhowdataanalysisskillsareusedineverydaylife.Writedownafew

    examplesofLevel1,Level2andLevel3tasks.

    ____________________________________________________________________________________

    ____________________________________________________________________________________

    ____________________________________________________________________________________

  • 56

    11/1/2010

    1

    The Plain Goods on Essential Skills

    1

    Literacy Link South Central

    Whats so essential about the Essential Skills?

    Have you ever wondered

    2

    How Essential Skills apply outside the workplace?

    Where to find Essential Skills tools and resources for use in your program?

    To provide an overview of the Essential Skills (ES)

    To communicate the relevance of ES to adult

    Workshop Objectives

    3

    literacy practitioners, regardless of their learners goals (i.e. independence, employment, further education/training)

    To familiarize participants with ES tools and resources

    More than just 9 skills

  • 57

    11/1/2010

    2

    Whats so essential about the Essential Skills?

    Research project undertaken by HumanResources Skills Development Canada(HRSDC)

    5

    (HRSDC)

    Goal to understand on-the-job skill demands

    Result is hundreds of Essential Skills Profiles

    1. Occupational title2. National Occupational

    Classification (NOC) code

    3. Occupational description from NOC

    4. Three skills considered critical to carrying out

    Essential Skills Profile

    6

    tasks in this occupation5. Task examples for 9

    Essential Skills6. Verb that denotes skill7. What is being acted

    upon8. Examples 9. Purpose for carrying out

    task10. ES complexity level

    Language for Work: CLB and Essential Skills for Job Analysts, Centre for Canadian Language Benchmarks, 2009. http://itsessential.ca/itsessential/display_page.asp?page_id=411

    Whats so essential about the Essential Skills?

    While often connected to the Essential Skills Profiles the skills and

    7

    Essential Skills Profiles, the skills and complexity ratings apply outside the workplace, too

    Whats so essential about the Essential Skills?

    Help educators understand task complexity and see connections

    8

    complexity and see connections between tasks at work, at home and in educational settings

  • 58

    11/1/2010

    3

    Whats so essential about the Essential Skills?

    Help educators focus on skill d l t th t t t h

    9

    development that connects to how learners use their skills outside of adult education

    Whats so essential about the Essential Skills?

    The Essential Skills provideA transparent way to understand task

    10

    complexity

    A direct connection to careers and everydaylife

    A common language amongst employersand educators

    Its all about the task

    Whats a task?

    A task is something individuals are likely to do outside the learning environment: at home, at work, in the community.

    12

  • 59

    11/1/2010

    4

    Whats a task?

    An activity considered complete in itself that:

    Employs a skill or skills

    13

    Describes what is being produced or acted upon

    Includes a purpose

    Formatting Note: could have individual bulleted points appear in sequence

    Whats a task?

    Writes a report to summarize a recent event.

    Reads a bulletin to find out about changes

    14

    gwith a utilities provider.

    Formatting Note: Each element of the tasks refers back to items on the previous slide. You could use animation to make visual connections between elements for viewers. We have used coloured font to make connections visible for you.

    Is it a task?

    1. What is the student asked to do?

    To decide, ask yourself:

    15

    2. What is the purpose of the activity?

    3. Is this something individuals would do outside a classroom?

    A. Write a note to explain why you must leave early

    Is it a task?

    16

    B. Read a short story

    C. Complete a form to register for a swimming class

    D. Count money

  • 60

    11/1/2010

    5

    Activity #1

    Task or not?

    17

    Any task can be rated for complexity

    Tasks are way of understanding what the skill requirements are regardless of context

    Why do tasks matter?

    18

    skill requirements are, regardless of context

    Addressing tasks in educational settings ensures were helping learners build skills in ways they will use them in non-educational settings

    ACTIVITY #2

    What difference do tasks make?

    Activity #2

    19

    One task, many contexts

    Although tasks associated with the Essential Skills Profiles are connected to the workplace we perform tasks in

    20

    to the workplace, we perform tasks in other contexts, too.

  • 61

    11/1/2010

    6

    Name that ES task!

    Activity #3

    21

    One task, many contextsReading text:

    Read anotice from payroll

    Read a notice from utilities

    id t

    Read a notice from school

    i i l t l

    22

    department to learn about changes to deductions

    provider to identify upcoming rate changes

    principal to learn about changes to staffing for following year

    At school At school In the communityIn the community

    Interpret schedules

    23

    At homeAt home At workAt work

    Verify costs

    24

  • 62

    11/1/2010

    7

    At schoolAt school At workAt work

    Read a notice

    25

    Lets check out some resources

    HRSDC Essential Skills

    Profiles describe how each of the nine Essential Skills is used by workers within an occupation.

    27

    Profiles are developed for occupational groups as defined by the National Occupational Classification (NOC).

    http://www5.hrsdc.gc.ca/noc/english/noc/2006/welcome.aspx

    ACTIVITY #4aActivity #4a

    Web Safari

    28

  • 63

    11/1/2010

    8

    NationalOccupationalClassification

    NOC is a national reference that classifies and describes all occupations in the

    29

    Canadian economy.

    It organizes over 30,000 job titles into 520 occupational group descriptions.

    http://www5.hrsdc.gc.ca/NOC-CNP/app/index.aspx

    Ontario Skills PassportCheck-up Tools:Workplace activity sets to help develop Essential Skills

    Click here

    30

    Check-in Tool:Informal assessment of Essential Skills and Work Habits

    http://skills.edu.gov.on.ca/OSPWeb/jsp/en/introduction.jsp?lang=en

    Ontario Skills PassportWeb-based tools to explore how ES are used in work, learning and life.

    31

    http://skills.edu.gov.on.ca/OSPWeb/jsp/en/WLL/WLL_splash.jsp

    Ontario Skills PassportWeb-based tools to explore how ES are used in work, learning and life.

    32

    http://skills.edu.gov.on.ca/OSPWeb/jsp/en/WLL/WLL_start.jsp

  • 64

    11/1/2010

    9

    Activity #4b

    Web Safari

    33

    Measure Up

    Measure Up tasks provide self-assessment and skill building activities on-line.

    34

    The web site is a great source of authentic workplace materials.

    http://measureup.towes.com/english/index.asp

    ES/CLB Comparative Framework

    Intended for ESL practitioners who want to understand how

    35

    ES fits into CLB programming

    Note: Not a straightforward alignment, but rather a way to show intersections between two very different underlying scales www.itsessential.ca

    To provide an overview of the Essential Skills (ES)

    To communicate the relevance of ES to

    Workshop Objectives

    36

    adult literacy practitioners, regardless of their learners goals (i.e. independence, employment, further education/training)

    To familiarize participants with ES tools and resources

    11/1/2010

    9

    Activity #4b

    Web Safari

    33

    Measure Up

    Measure Up tasks provide self-assessment and skill building activities on-line.

    34

    The web site is a great source of authentic workplace materials.

    http://measureup.towes.com/english/index.asp

    ES/CLB Comparative Framework

    Intended for ESL practitioners who want to understand how

    35

    ES fits into CLB programming

    Note: Not a straightforward alignment, but rather a way to show intersections between two very different underlying scales www.itsessential.ca

    To provide an overview of the Essential Skills (ES)

    To communicate the relevance of ES to

    Workshop Objectives

    36

    adult literacy practitioners, regardless of their learners goals (i.e. independence, employment, further education/training)

    To familiarize participants with ES tools and resources

    11/1/2010

    10

    Questions?

    37

  • 65

    Appendix B

    Workshop #2: Integrating Essential SkillsIntegrating Essential Skills Facilitation Guide

    Integrating Essential Skills Handouts

    Integrating Essential Skills Answer Key

    Integrating Essential Skills Power Point Presentation

    Integrating Essential Skills

  • 66

    LLSC ES Workshop 1 Facilitation Guide

    Learningobjectives:

    1.ToprovidemanageablewaysforpractitionerstointegrateEssentialSkillsintotheir

    programming,regardlessoflearnersgoals

    2.Tointroducetask-basedprogrammingasawayofintegratingES

    3.TointroducetoolstohelppractitionersintegrateES

    Integrating Essential Skills

  • 67

    LLSCESWorkshop2IntegratingEssentialSkillsPresentersNotes Page1of5

    Component PresentersNotes Materialsneeded

    PART1(30minutes)

    Workshopintroduction

    Communicatelearningobjectives PPTslides12

    Whatwemeanbyintegration

    ExplainthatintegratingESisntnecessarilyaboutusingtheESPsintheclassroom;insteaditsabouttakingtheessentialsfromtheESPs.

    PPTslide3

    Integratingbyusingataskbasedapproach

    ExplainthatoneimportantstepinintegratingESintotheclassroomisachievedwhenataskbasedapproachisused

    Definetaskbased

    Providethedefinitionofataskandprovideexamplesoftasksandnontasks

    ExplainwhyataskbasedapproachallowspractitionerstointegrateES

    Tasksenablepractitionerstoconsidertheskillsindividualsneedtouseandthepurposeforwhichtheyusethem

    Tasksoffermeaningfulwaystoteachskillsandauthenticopportunitiestouseskills

    Pointoutthatnotallactivitiesintaskbasedclassroomsaretasks

    Activity1Distinguishingtasksandskillbuilders

    Distributeactivity1.Havepractitionersidentifytheactivitiesinthelessonthataretasks.

    Debriefbydiscussing:

    Theactivitiesthataretasks Theroleofotheractivitiesinataskbased

    approach

    Thevalueofcontextualizingskillswithintasks

    PPTslides412

    Activity#1handout

    Makinglearningactivitiesreal

    Explainthattakingataskbasedapproachalsohelpspractitionersmakelearningactivitiesreal.

    PointoutthatataskbasedESfocussupportsskillstransferfromonejobtoanother,fromonecontexttoanother.

    Understandinghowandwhyskillsareusedinonesettinghelpslearnersidentifywhereelsetheymightbeused.

    PPTslides1314

    Activity#2handout

    PART 1 (30 minutes)

  • 68

    LLSCESWorkshop2IntegratingEssentialSkillsPresentersNotes Page2of5

    Component PresentersNotes Materialsneeded

    Activity2Maketheseactivitiesreal

    Provideparticipantswithbriefdescriptionsofactivitiesandhavethemmakethemrealforlearnersbyconvertingthemintotasks.

    Debriefbydiscussing:

    Howparticipantsidentifiedtasks Pointoutthatmakingactivitiesrealinvolves

    identifyingtherealwaysthatanindividualwouldusetheskills,documentortextoutsidealiteracyclassroom

    Onetask,manyskills

    Pointoutthatmosttaskshaveoneskillasthefocus,buttasksoftenrequirelearnerstouseskillsincombinationinordertocompletetasksastheywouldinreallife

    ProvideexamplesoftaskstoshowthedifferentESthatareused:redecoratingaroom;writinganemail

    Explainthatskillintegrationthroughtaskshelpsmakelearningactivitiesrealforlearners

    PPTslides1516

    PART2(6075minutes)

    Taskbasedtoolsavailable

    Explainthattherearefreeresourcesavailableonwebsitesthattakeataskbasedapproach.Theactivitiesonthesesitescanhelplearnersworktowardstasksintheclassroom.Skilldevelopmentactivitiescanbecreatedtoaccompanythesetaskssothatlearnersdeveloptheskillstheyneedtomanagetheseandsimilartasks.

    IntroduceparticipantstotheMeasureupwebsite.

    Showthemhowtoaccesstheskillbuildingactivities.

    Providesuggestionsonhowlessonscanbebuiltaroundthesetaskstosupportlearnersskilldevelopment.

    Pointouttheresourcethathelpspractitionersbuildlearningactivities.

    Pointoutthatassessmenttoolsarealsoavailableandtheseareexploredinworkshop3.

    DirectparticipantstoLaubachLiteracyOntarioswebsite.

    PointoutLinkingLaubachwithEssentialSkillsandMakingEssentialSkillsWorkforYoupages.

    PPTslides1722

    PART 2 (60-75 minutes)

  • 69

    LLSCESWorkshop2IntegratingEssentialSkillsPresentersNotes Page3of5

    Component PresentersNotes Materialsneeded

    ExplainthatthefirstprojectlookedatthelinkbetweenLaubachLiteracyresourcesandReadingText,DocumentUseandWritingESlevels.

    PointoutthatthesecondmanualprovidesaseriesofactivitiestohelplearnersdevelopOralCommunicationandThinkingskillsatESlevels1and2.

    Activity3WhichskillsshouldIteach?

    Note:Thereisnoactivitysheetforthisactivity.Participantsrecordresponsesontheirown.

    ParticipantschooseadocumentortextfromtheMeasureUpwebsitethatwouldbeappropriateforlearnersatthelevel(s)theyinstruct.Haveparticipantsworkindividuallyorinpairstoidentify3to5skillbuildingactivitieswhichwouldprecedeoraccompanythedocumentortexttheyhaveselected.

    Debriefbydiscussing:

    Howparticipantsidentifiedappropriateactivities Howtheymightbalanceskillbuildingversustask

    completionactivities

    Pointoutthatintroducingskillbuildingactivitieswithinataskcontexthelpslearnersseetheapplicabilityofwhattheyarelearning.

    Integratingbyexploringthecommonalitiesbetweenthewaystheseskillsareusedindifferentsettings

    Pointoutthatalthoughtasksareveryspecifictoeitheroneworkplaceoronelearningorlifecontext,bylookingforcommonalities,morelearnersgoalscanbeaddressed.

    Showhowsimilartasksarecarriedoutbydifferentworkersaswellasatschoolandinthecommunity.

    Pointoutthatinstructionthatfocusesonthemoregeneral(e.g.,readingtables)whileusingspecifictaskexamplescanhelplearnerstransfertheirskillstoothersimilartasks.

    Activity4Groupingtasks

    DistributethelistofESexamplesfromacrossoccupations.Haveparticipantsgroupsimilartasks.

    Debriefbydiscussing:

    categoriesthetasksgroupedinto

    PPTslides2326

    Activity#4handout

  • 70

    LLSCESWorkshop2IntegratingEssentialSkillsPresentersNotes Page4of5

    Component PresentersNotes Materialsneeded

    howyouwouldusethisinformationtoplanactivitiesforlearnerswithmultiplegoals

    Ask:Whichtasksmightalsobeperformedoutsideofwork(allexceptmemos)

    Integratingwhenthegoalisnotemployment

    ExplainthatESapplyoutsidetheworkplaceasmuchastheydoinsidetheworkplace

    Showthatdocumentuseiseverywherebydisplayingexamplesofcommondocuments:bargraph,scaledrawings,schedules,circlegraphs,maps,lists

    Activity5FindingEStasksinlearningenvironments

    Providelearnerswithacasestudyofastudentoverthecourseofaday.Haveparticipantsunderlinewhenthestudentneedstoreadtext,workwithdocumentsandwrite.

    Debriefbydiscussing:

    frequencyoftaskstypicalstudentsperformregularly

    howparticipantsmightuseanactivitylikethistohelplearnersseetherelevanceofES

    Pointoutthatusingtasksfromthecommunityandschool,evenwhengoalsareemploymentwillhelplearnersseetherelevanceofwhattheyarelearningintheliteracyclassroom

    PPTslides2734

    Activity#5handout

    Integratingwhenlearnersareatlowerlevels

    Explainthattherearentlearnerswhoseskillsarebelowlevel1,eventhoughtherearelearnerswhowouldstruggletocompleteactivitiesatthislevel.

    Provideexamplesoftasksappropriateforlearnerswithverylimitedliteracyskills.

    Pointoutthattheselearnersmayneedmoretimetodeveloptheskillstocompletethetasksindependently,butthattheytoobenefitasmuch(ifnotmore)fromataskbasedapproachaslearnersathigherlevels.

    PPTslides3537

    PART2(30minutes)

    Integratingforcareerexploration

    ExplainthatonewaythatEScanbebroughtintotheclassroomiswhencarryingoutcareerexplorationactivities.

    Pointoutthattheprofilesthemselvescanbeusedtohelplearnersunderstandwhattheywillneedtodoonthejob.Showparticipantshowtheycanaccess

    PPTslides3841

    PART 2 (30 minutes)

  • 71

    LLSCESWorkshop2IntegratingEssentialSkillsPresentersNotes Page5of5

    Component PresentersNotes Materialsneeded

    theseontheHRSDCwebsiteorontheOSPwebsite.

    ExplainthattheyshouldselectOccupations&Tasksthenchooseasortingmethod.Onceonthepagethatopens,clickingacheckmarktakesyoutotheESPexamples,youjustneedtoscrolldown.

    IntroduceparticipantstoESPORT(EssentialSkillsPortfolio),toolsintendedtohelplearnersprepareforentrylevelemployment.Includesinterestsinventory,selfassessmentandportfoliobuilder.

    AdditionalEStools&resources

    DirectparticipantstotheCollegeSectorCommitteewebsitewhereresourcesinPDFcanbeaccessed.TheseincludeBareEssentials:AnIntroductiontoEssentialSkills,DefiningEssentialSkillsandEmploymentTrackExpressStudentManual.

    IntroduceparticipantstoOLCsEssentiallyYoursbulletins.TheseareintendedtoexploretopicsrelatedtoES.EachbulletinincludesideasforactivitiestohelpbringESintotheclassroom.

    Reviewsomeoftheactivitiessuchas:

    Bulletin1exploresthewaysinwhichESappliesacrosswork,learningandlifecontexts.Activity1willhelplearnersseetherelevanceofthetaskstheyarelearningtoothercontextsoftheirlives(work,learning&life)

    Bulletin2focusesondocumentuse.Activity2haslearnersresearchprofilestounderstandtheimportanceofdocumentuse.

    Bulletin3describesthinkingskills.Activity1haslearnersanalyzeaworkplacescenariotoseethinkingskillsinactionanddiscusstheimplicationsofnotapplyingthinkingskills.

    PPTslides4243

    Workshopwrapup

    Provideasummaryofthelearningobjectivesachievedduringthisworkshop

    Offertoanswerquestions

    PPTslides4445

  • 72

    Activity 1: Distinguishing tasks and skill builders

    Reviewthefollowinglessonplan.Identifytheactivitiesthataretasks.

    LLSCESWorkshop2IntegratingEssentialSkillsHandouts Page1of4

    Activity1:DistinguishingtasksandskillbuildersReviewthefollowinglessonplan.Identifytheactivitiesthataretasks.

    LessonplanactivitiesWhichofthefollowingactivitiesaretasks?

    Introducethetopic

    Carryingoutinspections

    Engagelearners

    Asklearnerstogenerateideasaboutwhattypesthingsareinspected(e.g.,equipment,tools,washroomfacilities,manufacturedproducts).

    Usingoneoftheexamplesgeneratedabove,asklearnerstoidentifywhatanindividualmightinspect.Groupideasaccordingtothingsthatareinspectedvisuallyversusthingsthatareinspectedfunctionally

    Explaintheroleofinspectionforms

    Tohelpmakesurethatallthatshouldbeinspectedisinspected

    Provideanexampleofablankinspectionformtoorientlearnerstothepartsofinspectionforms

    Provideanexampleofacompletedinspectionform(ofdifferentequipmentoradifferentfacility)toorientlearnerstothewaytheformsarecompleted

    Havelearnersextractinformationfromacompletedinspectionformtounderstandtheconditionofafacilityorequipment

    Havelearnerscomparethecompletedandblankformstolookforsimilaritiesanddifferencesinthelayoutandcontentoftheforms

    Generateideasonthefeaturesofaformthathelpsusrecognizeaninspectionformfromotherforms

    Havelearnerscompleteavarietyofinspectionformstorecordtheresultsofinspections

    Generateadiscussionaboutwhylearnersthinkitisimportanttocarryoutinspectionsandcompleteinspectionforms

    Closethelesson

    Asklearnerstoidentifytheworksettingswheretheythinktheinspectionformstheycompletedmightbeused

    Asklearnerstoidentifyothersituationswheresimilarinspectionformsmightbeused

  • 73

    Activity 2: Make these activities real

    Thefollowingactivitieshelplearnersdeveloptheirskills.Maketheseactivitiesrealbymaking

    theactivityintoatask.Thefirstonehasbeencompletedforyou.

    LLSCESWorkshop2IntegratingEssentialSkillsHandouts Page2of4

    Activity2:MaketheseactivitiesrealThefollowingactivitieshelplearnersdeveloptheirskills.Maketheseactivitiesrealbymakingtheactivityintoatask.Thefirstonehasbeencompletedforyou.

    Nontask Task

    Readalettertoanswerreadingcomprehensionquestions.

    Readalettertoidentifythepurposeoftheletterandanyfollowupactionsrequired.

    Addthevalueofbillsandcoins.

    Readnutritionalinformationonfoodlabels.

    Calculatetheareaofaroom.

    Readarecipe.

    Scanapackinglist.

    Calculatevolume.

    Readabrochureaboutaservicetoanswercomprehensionquestions.

    Organizenamesintoalphabeticalorder.

    Readamap.

    Writeanemail.

    Learnhowtouseanagenda.

  • 74

    Activity 4: Grouping tasks

    GroupthefollowingEssentialSkillsexamplesintotasksthataresimilartooneanother.

    1.Accountingandrelatedclerksreadforms,suchascollectionmanagementforms,cheque

    requestandissueforms,bondindemnityformsandnon-sufficientfundforms.

    2.Accountingandrelatedclerkswriteremindernotes.

    3.Socialworkersreadtrainingmanualsandtheirorganizationspolicyandprotocol

    manuals.

    4.Aircraftmechanicsandaircraftinspectorsscanlabelsonproductpackaging,equipment

    andtechnicaldrawingstolocatedatasuchasdimensions,partidentificationnumbersand

    operatingspecifications.

    5.Automotivepainterscheckquantities,pricesandtotalsonsupplierinvoicesandapprove

    themforpayment.

    6.Aircraftmechanicsandaircraftinspectorsreadawidevarietyofmanualsforoperating,

    repair,maintenance,testingandqualitycontrolprocedures.

    7.Automotivepaintersreadinstructionsforuseandstorageonthelabelsofpaintsand

    thinners.

    8.Accountingandrelatedclerksrefertocomputermanuals.

    9.Automotivepainterswriteshortnotesonworkorderstoexplainworkthatwascarried

    out,noteanyirregularitiesordeviationsfromtheestimatesandpointoutadditional

    repairsneeded.

    10.Bakersreadmemosandbulletinsfromwithinorganizationsandfromagenciessuchas

    healthdepartmentsandtheCanadianFoodInspectionAgency.

  • 75

    12.Drycleaningandlaundryoccupationsreadclothingcarelabelswhichcontaincolour-

    codediconsandphrasestodeterminewhatcleaningprocessesandchemicalsolutionsare

    appropriateforthefabric.

    13.Accountingandrelatedclerksverifytheaccuracyofbillsandadjustthemifclientshave

    beenovercharged.

    14.Automotivepaintersreadmemostolearnaboutworkschedules,performancegoalsand

    changestooperatingprocedures.

    15.Cashiersreadmemosaboutpricechanges.

    16.Drycleaningandlaundryoccupationsreadequipmentmanualstooperatewashing,

    drying,drycleaningorpressingmachines.

    17.Socialworkerscompletereportingformssuchasreferrals,dischargesummaries,

    confidentialityagreements,timesheetsandmileageclaimforms.

    18.Aircraftmechanicsandaircraftinspectorswritebriefremindersandnotestoco-workers.

    Forexample,writeremindernotesaboutupcomingdeadlines.

    Group 1Forms

    Group 2Write notes

    Group 3Manuals

    Group 4Labels Group

    Group 5Invoice/bills

    Group 6Memos:

  • 76

    Activity 5: Finding ES tasks at school

    Identifywhenthislearneriscarryingoutareading,documentuseorwritingtaskoverthe

    courseofatypicalday.Underlinethetask.Identifywhichskillisbeingused.

    LLSCESWorkshop2IntegratingEssentialSkillsHandouts Page4of4

    Activity5:FindingEStasksatschoolIdentifywhenthislearneriscarryingoutareading,documentuseorwritingtaskoverthecourseofatypicalday.Underlinethetask.Identifywhichskillisbeingused.

    Skillused:

    Anishkatakesthebustothelearningcentreeveryday.Whenshegetsto

    thebusstop,shechecksthebusscheduletofigureoutwhenthenext

    busisscheduledtoarrive.Shenoticesthatthenextbustakesadifferent

    routethanthebusshenormallytakes.Shelooksatthemapofthebus

    routetofigureoutwhetherthebuspassestheschoolsbusstop.

    Whileonthebus,Anishkalikestoreadthefreedailynewspapertocatch

    uponcurrentevents.Whilereading,shenoticesthatatextmessage

    arrives.Shelooksathercellphonedisplaytoseewhosentthemessage.

    ItsherclassmateSean.ShereadsthemessageandlearnsthatSeanis

    runninglate.AnishkarespondstothemessagetoletSeanknowthatshe

    willtelltheinstructorwhenshegetstoschool.

    Anishkareadsthestreetsignsasthebustravelsalongtomakesurethat

    shegetsoffthebusatthecorrectstop.Whenshegetstothelearning

    centreshenoticesaposteraboutaneventplannedforthecomingweek.

    Shewritesanoteinheragendasothatshedoesntforget.Beforeclass,

    sheheadstothewashroom.Itturnsouttheoneshenormallyusesisout

    ofserviceaccordingtothesignonthedoor.Shequicklyfindsanotherso

    thatsheisnotlateforclass.

    Atthelunchbreak,Anishkadecidestogotothelocalcaftogeta

    sandwich.Shereadstheboardtoseewhatsonspecialthatdaybefore

    ordering.Onceshespaid,shechecksherreceipttomakesureshewas

    chargedthecorrectamountforthecorrectitems

  • 77

    Activity 1: Distinguishing tasks and skill builders

    Reviewthefollowinglessonplan.Identifytheactivitiesthataretasks.

    LLSCESWorkshop2IntegratingEssentialSkillsHandoutsAnswerKey Page1of4

    Activity1:DistinguishingtasksandskillbuildersReviewthefollowinglessonplan.Identifytheactivitiesthataretasks.

    LessonplanactivitiesWhichofthefollowingactivitiesaretasks?

    Introducethetopic

    Carryingoutinspections

    Engagelearners

    Asklearnerstogenerateideasaboutwhattypesthingsareinspected(e.g.,equipment,tools,washroomfacilities,manufacturedproducts).

    Usingoneoftheexamplesgeneratedabove,asklearnerstoidentifywhatanindividualmightinspect.Groupideasaccordingtothingsthatareinspectedvisuallyversusthingsthatareinspectedfunctionally

    Explaintheroleofinspectionforms

    Tohelpmakesurethatallthatshouldbeinspectedisinspected

    Provideanexampleofablankinspectionformtoorientlearnerstothepartsofinspectionforms

    Provideanexampleofacompletedinspectionform(ofdifferentequipmentoradifferentfacility)toorientlearnerstothewaytheformsarecompleted

    Havelearnersextractinformationfromacompletedinspectionformtounderstandtheconditionofafacilityorequipment

    task

    Havelearnerscomparethecompletedandblankformstolookforsimilaritiesanddifferencesinthelayoutandcontentoftheforms

    Generateideasonthefeaturesofaformthathelpsusrecognizeaninspectionformfromotherforms

    Havelearnerscompleteavarietyofinspectionformstorecordtheresultsofinspections

    task

    Generateadiscussionaboutwhylearnersthinkitisimportanttocarryoutinspectionsandcompleteinspectionforms

    Closethelesson

    Asklearnerstoidentifytheworksettingswheretheythinktheinspectionformstheycompletedmightbeused

    Asklearnerstoidentifyothersituationswheresimilarinspectionformsmightbeused

  • 78

    Activity 2: Make these activities real

    Thefollowingactivitieshelplearnersdeveloptheirskills.Maketheseactivitiesrealbymaking

    theactivityintoatask.Thefirstonehasbeencompletedforyou.

    LLSCESWorkshop2IntegratingEssentialSkillsHandoutsAnswerKey Page2of4

    Activity2:MaketheseactivitiesrealThefollowingactivitieshelplearnersdeveloptheirskills.Maketheseactivitiesrealbymakingtheactivityintoatask.Thefirstonehasbeencompletedforyou.

    Nontask Task

    Readalettertoanswerreadingcomprehensionquestions.

    Readalettertoidentifythepurposeoftheletterandanyfollowupactionsrequired.

    Addthevalueofbillsandcoins.Identifythenumberofbillsandcoinstoprovideaschangeforapurchase.

    Readnutritionalinformationonfoodlabels.Comparenutritionallabelsfortwosimilarproductstoidentifythehealthierchoice.

    Calculatetheareaofaroom.Calculatetheareaofaroomtofigureouthowmuchcarpetingisneeded.

    Readarecipe.Readarecipetomakeashoppinglistofingredients.

    Scanapackinglist.Scanapackinglisttoidentifywhetheritemslistedareincludedintheshipment.

    Calculatevolume.Workoutthevolumeofdirtneededforagardenpatch.

    Readabrochureaboutaservicetoanswercomprehensionquestions.

    Readabrochuretoidentifytheservicesofferedbyacompany.

    Organizenamesintoalphabeticalorder.Organizenewvocabularyintoalphabeticalordertomoreeasilylocatewordstoreview.

    Readamap.Readamaptoprovidedirectionstoastore,schoolorrecreationcentre.

    Writeanemail.Writeanemailtoaclassmatetocoordinateateamproject.

    Learnhowtouseanagenda.Useanagendatokeeptrackofassignmentduedatesandevents.

  • 79

    Activity 4: Grouping tasks

    GroupthefollowingEssentialSkillsexamplesintotasksthataresimilartooneanother.

    1.Accountingandrelatedclerksreadforms,suchascollectionmanagementforms,cheque

    requestandissueforms,bondindemnityformsandnon-sufficientfundforms.

    2.Accountingandrelatedclerkswriteremindernotes.

    3.Socialworkersreadtrainingmanualsandtheirorganizationspolicyandprotocol

    manuals.

    4.Aircraftmechanicsandaircraftinspectorsscanlabelsonproductpackaging,equipment

    andtechnicaldrawingstolocatedatasuchasdimensions,partidentificationnumbersand

    operatingspecifications.

    5.Automotivepainterscheckquantities,pricesandtotalsonsupplierinvoicesandapprove

    themforpayment.

    6.Aircraftmechanicsandaircraftinspectorsreadawidevarietyofmanualsforoperating,

    repair,maintenance,testingandqualitycontrolprocedures.

    7.Automotivepaintersreadinstructionsforuseandstorageonthelabelsofpaintsand

    thinners.

    8.Accountingandrelatedclerksrefertocomputermanuals.

    9.Automotivepainterswriteshortnotesonworkorderstoexplainworkthatwascarried

    out,noteanyirregularitiesordeviationsfromtheestimatesandpointoutadditional

    repairsneeded.

    10.Bakersreadmemosandbulletinsfromwithinorganizationsandfromagenciessuchas

    healthdepartmentsandtheCanadianFoodInspectionAgency.

  • 80

    12.Drycleaningandlaundryoccupationsreadclothingcarelabelswhichcontaincolour-

    codediconsandphrasestodeterminewhatcleaningprocessesandchemicalsolutionsare

    appropriateforthefabric.

    13.Accountingandrelatedclerksverifytheaccuracyofbillsandadjustthemifclientshave

    beenovercharged.

    14.Automotivepaintersreadmemostolearnaboutworkschedules,performancegoalsand

    changestooperatingprocedures.

    15.Cashiersreadmemosaboutpricechanges.

    16.Drycleaningandlaundryoccupationsreadequipmentmanualstooperatewashing,

    drying,drycleaningorpressingmachines.

    17.Socialworkerscompletereportingformssuchasreferrals,dischargesummaries,

    confidentialityagreements,timesheetsandmileageclaimforms.

    18.Aircraftmechanicsandaircraftinspectorswritebriefremindersandnotestoco-workers.

    Forexample,writeremindernotesaboutupcomingdeadlines.

    Group 1Forms

    Group 2Write notes

    Group 3Manuals

    Group 4Labels Group

    Group 5Invoice/bills

    Group 6Memos:

    1, 11, 17 2, 9, 18 3, 6, 8, 16 4, 7, 12 5, 13 10, 14, 15

  • 81

    LLSCESWorkshop2IntegratingEssentialSkillsHandoutsAnswerKey Page4of4

    Activity5:FindingEStasksatschoolIdentifywhenthislearneriscarryingoutareading,documentuseorwritingtaskoverthecourseofatypicalday.Underlinethetask.Identifywhichskillisbeingused.

    Skillused:

    Anishkatakesthebustothelearningcentreeveryday.Whenshegetsto

    thebusstop,shechecksthebusscheduletofigureoutwhenthenext

    busisscheduledtoarrive.Shenoticesthatthenextbustakesadifferent

    routethanthebusshenormallytakes.Shelooksatthemapofthebus

    routetofigureoutwhetherthebuspassestheschoolsbusstop.

    Whileonthebus,Anishkalikestoreadthefreedailynewspapertocatch

    uponcurrentevents.Whilereading,shenoticesthatatextmessage

    arrives.Shelooksathercellphonedisplaytoseewhosentthemessage.

    ItsherclassmateSean.ShereadsthemessageandlearnsthatSeanis

    runninglate.AnishkarespondstothemessagetoletSeanknowthatshe

    willtelltheinstructorwhenshegetstoschool.

    Anishkareadsthestreetsignsasthebustravelsalongtomakesurethat

    shegetsoffthebusatthecorrectstop.Whenshegetstothelearning

    centreshenoticesaposteraboutaneventplannedforthecomingweek.

    Shewritesanoteinheragendasothatshedoesntforget.Beforeclass,

    sheheadstothewashroom.Itturnsouttheoneshenormallyusesisout

    ofserviceaccordingtothesignonthedoor.Shequicklyfindsanotherso

    thatsheisnotlateforclass.

    Atthelunchbreak,Anishkadecidestogotothelocalcaftogeta

    sandwich.Shereadstheboardtoseewhatsonspecialthatdaybefore

    ordering.Onceshespaid,shechecksherreceipttomakesureshewas

    chargedthecorrectamountforthecorrectitems

    Documentuse

    Documentuse

    Readingtext

    Documentuse

    Readingtext

    Writingtext

    Documentuse

    Document

    use/Readingtext

    Writing

    Documentuse

    Documentuse

    Documentuse

    Activity 5: Finding ES tasks at school

    Identifywhenthislearneriscarryingoutareading,documentuseorwritingtaskoverthe

    courseofatypicalday.Underlinethetask.Identifywhichskillisbeingused.

  • 82

    11/3/2010

    1

    Integrating Essential Skills

    1

    Literacy Link South Central

    To provide manageable ways for practitioners to integrate Essential Skills into their programming, regardless of

    Workshop Objectives

    2

    p g g, glearners goalsTo introduce task-based programming as a way of integrating ESTo introduce tools to help practitioners integrate ES

    Integrating ES means

    Incorporating

    Frequent use of documents

    Reading as scanning, skimming

    3

    findings from ES research

    Numeracy connected

    to documents

    Less frequent text writing

    Tasks require multiple skillsPurpose matters!

    Tasks are the key

    4

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    2

    Whats a task?A task is something individuals are likely to dooutside the learning environment: at home, atwork, in the community.

    5

    Whats a task?

    An activity considered complete in itself that:

    Employs a skill or skills

    6

    Describes what is being produced oracted uponIncludes a purpose

    Formatting Note: could have individual bulleted points appear in sequence

    Whats a task?

    Writes a report to summarize a recent event.

    Reads a bulletin to find out about changes

    7

    gwith a utilities provider.

    Formatting Note: each element of the tasks refers back to items on the previous slide. You could use animation to make visual connections between elements for viewers. We have used coloured font to make connections visible for you.

    Is it a task?

    1. What is the student asked to do?

    To decide, ask yourself:

    8

    2. What is the purpose of the activity?

    3. Is this something individuals would do outside a classroom?

  • 84

    11/3/2010

    3

    Not tasks

    Measure

    Read a novel

    9

    Count from 1 to 20

    Tasks

    Measure ingredients to prepare a recipe

    Read a novel to learn about a different culture

    10

    Count the number of bus stops between yourhome and a new destination

    Why use tasks?

    Tasks enable practitioners to consider the skills learners need to use and the purpose for which they use them

    11

    Tasks offer meaningful ways to teach skills and authentic opportunities to use skills

    Distinguishing tasks from other classroom activities

    ACTIVITY #1

    12

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    4

    Task-based Makes

    13

    approach learning real

    Make these activities real

    ACTIVITY #2

    1414

    Task: Redecorating a room

    Measure the room (numeracy)

    One task, so many skills

    15

    Choose materials from a catalogue (document use)

    Purchase supplies (numeracy)

    Make decisions (thinking skills)

    Task: Sending an e-mail

    Reading Writing

    One task, so many skills

    16

    Reading

    Document use

    Thinking skills

    Writing

    Computer Use

  • 86

    11/3/2010

    5

    Measure UpMeasure Up tasks provide self-assessment and skill building activities on-line.

    17

    The web site is a great source of authentic workplace materials.

    http://measureup.towes.com/english/index.asp

    Measure UpActivities include documents you can build additional

    18

    activities on

    Measure UpA free resource that helps you build learning activities

    19

    Laubach Literacy

    Examines links between Laubach Literacy resources and reading, document use

    20

    document use and writing

    http://www.laubach-on.ca/teach/materials/lles

  • 87

    11/3/2010

    6

    LaubachLiteracyIncludes oral communication and thinking skills activities

    21http://www.laubach-on.ca/teach/materials/essentialskills

    Which skills should I teach?

    ACTIVITY #3

    22

    Workers in different occupations carry out similar tasks at work

    All these workers add prices together:

    Landscapers add the cost of materials and

    23

    Landscapers add the cost of materials and labour to prepare invoices

    Babysitters add prices of food when shopping for groceries

    Cashiers add prices of goods purchased

    and outside work

    Students and community members:

    Add the cost of supplies to plan a party

    Add the cost of travel, accommodations and

    24

    Add the cost of travel, accommodations and food to keep track of vacation expenses

    Add the cost of gifts during the holiday season to keep within budget

    Add monthly expenditures to keep track of household budgets

  • 88

    11/3/2010

    7

    Compare and contrast

    Using one specific authentic example of a school or work policy Learners will know

    Using many similar examples of policies Learners will not learn

    content of the policies

    25

    the content and be better prepared to follow the policy

    Learners may struggle if the policy changes or a new policy is introduced

    content of the policies of specific workplaces

    Learners are more likely to be able to apply their skills to policies in anyworkplace

    Grouping tasks

    ACTIVITY #4

    26

    But isnt ES mostly about the skills workers use?

    27

    Documents are everywhere!

    28

  • 89

    11/3/2010

    8

    Documents are everywhere!

    29

    Documents are everywhere!Dressing Rooms for Week 6 Regular Season

    Time Visiting Team Rm. Home Team Rm.8:10 Hawks 1 Barons 3

    30

    9:05 Canadians 2 Vipers 410:05 Lions 1 Tigers 311:00 Aces 2 Golds 412:00 Maroons 1 Predators 3

    Documents are everywhere!

    31

    Documents are everywhere!

    32

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    9

    Documents are everywhere!

    33

    Finding ES tasks In learning environments

    ACTIVITY #5

    34

    Below level 1

    Level 1 Level 2 Level 3 Level 4 Level 5

    35

    No one is below level 1, even though there are learners who struggle with level 1 tasks

    Learners at low level 1

    Benefit from a task-based approach because they are able to work on tasks that they can apply directly in their lives

    36

    y pp y y

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    11/3/2010

    10

    Learners at low level 1

    Could work on tasks such as:Signing forms to accept agreementsDiscerning letters for an eye exam

    37

    g yReading time to monitor the length of abreak or lunch periodReading street signs to get to a newdestination

    HRSDCEssential Skills

    Profiles describe how each of the nine Essential Skills is used by workers within an occupation

    38

    occupation.

    Useful for career exploration activities.

    http://www.hrsdc.gc.ca/eng/workplaceskills/essential_skills/general/home.shtml

    Ontario Skills PassportSelect Occupations & Tasks find the Essential Skills Profile.

    39

    http://skills.edu.gov.on.ca/OSPWeb/jsp/en/introduction.jsp?lang=en

    Ontario Skills Passport

    ESP examples

    40

    http://skills.edu.gov.on.ca/OSPWeb/jsp/en/NOCListing.jsp?sort=D

  • 92

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    11

    ESPORTIncludes web-based interests inventory, self-assessment and portfolio builders.

    41

    http://www.esportfolio.com/PROJECT_SITE/

    College Sector CommitteeBare Essentials: An Introduction to Essential Skills

    Employment

    42

    Track Express Student Manual

    http://www.collegeupgradingon.ca/current.htm

    OLCs Essentially YoursBulletins with activities

    43

    http://www.on.literacy.ca/tools/essentialskills

    To provide manageable ways for practitioners to integrate Essential Skills into their programming, regardless of learners goals

    Workshop Objectives

    44

    To introduce task-based programming as a way of integrating ES

    To introduce tools to help practitioners integrate ES

    11/3/2010

    11

    ESPORTIncludes web-based interests inventory, self-assessment and portfolio builders.

    41

    http://www.esportfolio.com/PROJECT_SITE/

    College Sector CommitteeBare Essentials: An Introduction to Essential Skills

    Employment

    42

    Track Express Student Manual

    http://www.collegeupgradingon.ca/current.htm

    OLCs Essentially YoursBulletins with activities

    43

    http://www.on.literacy.ca/tools/essentialskills

    To provide manageable ways for practitioners to integrate Essential Skills into their programming, regardless of learners goals

    Workshop Objectives

    44

    To introduce task-based programming as a way of integrating ES

    To introduce tools to help practitioners integrate ES

    11/3/2010

    12

    Questions?

    45

  • 93

    Appendix C

    Workshop #3: Essential Skills and the Ontario Adult Literacy Curriculum

    Essential Skills and the Ontario Adult Literacy Curriculum Facilitation Guide

    Essential Skills and the Ontario Adult Literacy Curriculum Handouts

    Essential Skills and the Ontario Adult Literacy Curriculum Handouts Answer Key

    Essential Skills and the Ontario Adult Literacy Curriculum Power Point Presentation

    Essential Skills and the Ontario Adult Literacy Curriculum

  • 94

    Learning objectives:

    1.ExplainthreelevelsusedinOALC,connectiontoESlevels

    2.Todescribeprocessforanalyzingtasksforcomplexity

    LLSC ES Workshop 3 Facilitation Guide

    Essential Skills & the OALC

  • 95

    LLSCESWorkshop3ESandtheOALCPresentersNotes Page1of5

    Component PresentersNotes Materialsneeded

    PART1(7590minutes)

    Workshopintroduction

    Communicatelearningobjectives PPTslides12

    IntroductiontotheOALC

    DescribewhattheOALCis,itspurposeanditsfoundation

    Explainthatallliteracytasksfitintotheframework

    Pointoutthatitisintendedtobeusedbypractitionerstoidentifythecomplexityoftasksandtoidentifytasksthatareatanappropriatelevelofdifficultyforlearners

    Explainthatittakesataskbasedapproach

    PPTslides37

    TaskbasednatureofOALC

    Describethestrengthsofataskbasedapproach

    DescribethedistinctionbetweenanacademicandskillsbasedapproachandtheOALCapproach

    Pointoutsomekeydifferences

    Explainhowskilldevelopmentfitswithinataskbasedapproach:

    Skillsarethebuildingblocksfortasks Skillsaretaughtwiththegoalofusingtheskills

    toperformthetasks

    SuggestthatLBSlearningoutcomescanbeusedtohelpidentifytheseskilldevelopmentopportunities.

    Activity1BuildingalessonaroundanEStask

    DistributeActivity1.Haveparticipantsidentifyskilldevelopmentactivitiesindependently.Debriefasagroup.

    Debriefbyaskingparticipantsto:

    Shareanswers Explainhowtheyidentifiedtheembedded

    learningthatneededtotakeplace

    PPTslides811

    Activity#1handout

    OriginofOALC ExplainthattheOALCwasdevelopedbyaskingthequestion:WhatshouldliteracylearnerslearninLBSprograms?

    PPTslides1213

    PART 1 (75-90 minutes)

  • 96

    LLSCESWorkshop3ESandtheOALCPresentersNotes Page2of5

    Component PresentersNotes Materialsneeded

    PointoutthatitdrawsonwhatESresearchhastaughtusabuthowskillsareusedinwork,learningandlife:

    Frequentuseofdocumentstheyareeverywhere

    Readingasscanning,skimmingwedontoftenreadtextsfromthetopofpage1,wepickandchoosewhatwereadandhowcarefullywereaditbasedonwhywearereading

    Numeracyconnectedtodocumentswedontjustsitandworkoutfractions

    Lessfrequenttextwritingfewhavetowriteextendedessayliketexts

    Tasksrequiremultipleskillsforexample,emailrequiresreading,documentuse,writing,computeruseandthinkingskills

    Purposematterswealwaysuseskillstoachievesomeotherend

    UnderstandingOALClevels

    ExplainthatthethreeOALClevelsarethesameasESlevels,butverydifferentfromLBSlevels

    ThismeansthatanOALClevel1taskinWritecontinuoustextisthesamecomplexityasanES1writingtask.

    Pointoutthatalthoughthelevelsarethesame,theOALCisnotorganizedbyESskills

    Describethetaskgroupsforoneofthecompetencies,e.g.,Communicateideasandinformation.Atthetimethatthisworkshopwasdeveloped,taskgroupsforthiscompetencywere:

    1. Createlistsandtables2. Createvisualrepresentations3. Engageininteractions4. Writecontinuoustext5. Expressoneselfcreatively6. CompletedocumentsPointoutthattaskgroups1,2and6areallrelatedtoESDocumentUsebutallowforadetailedexaminationofthisskilldomain.Taskgroup3isrelatedtoOralCommunicationandtaskgroup4isrelatedtowriting.Taskgroup5doesnthaveaplace

    PPTslides1417

  • 97

    LLSCESWorkshop3ESandtheOALCPresentersNotes Page3of5

    Component PresentersNotes Materialsneeded

    intheESskilldomains,butfitswithintheOALC.

    NotlimitingtheOALCtotheESskilldomainsallowspractitionerstoaddressskillsdevelopmentinacomprehensivemanner.TheOALCcompetenciesaddressalltheskillslearnersneedtosucceedbeyondliteracyprogramming.

    Pointoutthatunderstandingcomplexityhelpsusanswerthequestion,Whyisthissohard?

    Pointoutthatdocumentsandtextsarealwaystiedtotasks(throughlessonsandactivities),thereforecomplexitylevelsareattachedtotasks,nottodocumentsortextsthemselves.

    Readingtaskcomplexity

    Explainthattounderstandthecomplexityofareadingtask,youcanaskyourselfsomequestions:Whatdoesthetaskdemandofthereader?Howlongisthetext?Howfamiliaristhecontentandcontext?Isthereaderrequiredtodrawonbackgroundknowledge?

    ShowhowthesefactorschangeasOALC/ESlevelsincrease

    ProvideexamplesoftasksatthethreeOALClevels

    Activity2identifyingreadingtaskcomplexity

    Distributeactivity2.AsklearnerstoworkindependentlytoidentifytheESlevel.DebriefasagroupusingthePowerPointslides.

    Debriefbydiscussing:

    ThefeaturesofthetextandtasksthathelpusdeterminetheESlevel

    PPTslides1824

    Activity#2handout

    Documentusetaskcomplexity

    Explainthattounderstandthecomplexityofadocumentusetask,youcanaskyourselfsomequestions:Whatdoesthetaskrequirethedocumentusertodo?Howlongisthedocument?Whatistheformatofthedocument?Howfamiliaristhecontentandcontext?Isthedocumentuserrequiredtodrawonbackgroundknowledge?

    ShowhowthesefactorschangeasOALC/ESlevelsincrease

    ProvideexamplesoftasksatthethreeOALClevels

    PPTslides2528

    Writingtaskcomplexity

    Explainthattounderstandthecomplexityofawritingtask,youcanaskyourselfsomequestions:Whatdoesthetaskrequirethewriterusertodo?

    PPTslides2935

    Activity#3handout

  • 98

    LLSCESWorkshop3ESandtheOALCPresentersNotes Page4of5

    Component PresentersNotes Materialsneeded

    Howlongisthewrittentextexpectedtobe?Doesthewritinghavetofollowaformat?Howformalisthewriting?Howfamiliaristhewritingcontentandcontext?

    ShowhowthesefactorschangeasOALC/ESlevelsincrease

    ProvideexamplesoftasksatthethreeOALClevels

    Activity3identifyingwritingtaskcomplexity

    Provideexamplesofwritingtasksforparticipantstorateaccordingtothescaleprovided

    Debriefbydiscussing:

    ThefeaturesofthetextandtasksthathelpusdeterminetheESlevel

    Numeracytaskcomplexity

    Explainthattounderstandthecomplexityofanumeracytask,youcanaskyourselfsomequestions:Howmanyoperationsdoesthetaskrequire?Howcomplexaretherequiredoperations?Howmanystepsofcalculationarerequired?

    ShowhowthesefactorschangeasOALC/ESlevelsincrease

    ProvideexamplesoftasksatthethreeOALClevels

    PPTslides3639

    Complexityingeneral

    Provideexamplesoftasks(trigonometry,summarizingtexts,creativewriting)thatarebeyondthelevelstoshowhowwemaybeaskinglearnerstocompleteverycomplextasksattimes.ESlevels,andnowtheOALClevelsareawaytohaveacommonunderstandingoftaskcomplexitythatisinlinewiththewaypeopleuseskillsoutsideofschoolsettings

    PPTslide40

    PART2(3040minutes)

    ESassessmenttools

    Explainthatinadditiontoofferinglearningopportunities,practitionershaveaccesstoawholeseriesofonlineinformalassessmentresourcesthatcanhelpidentifythelevelatwhichlearnersareworking.

    EmphasizeandexplainhowthesetoolsarenotthesameasformalassessmentssuchasTOWES.

    DirectparticipantstotheassessmenttoolsonOSPsite.OSP:CheckupTools(selfassessmentsonESandWorkHabits);andOSPCheckInTool(informalassessmentofESandworkhabits).

    PPTslides4147

    Activity#4handout

    PART 2 (30-40 minutes)

  • 99

    LLSCESWorkshop3ESandtheOALCPresentersNotes Page5of5

    Component PresentersNotes Materialsneeded

    Explainthatonlineandpenandpaperversionsareavailable.

    Demonstratehowtoobtainafacilitatedcheckuptool

    Showwhatthelearnerwouldseewhenusingtheselfassessmentcheckuptool

    OSPCheckInTool:

    Displaythesamplecheckintoolpage ExplainwhatthecontentsareofthePDF

    document

    IntroduceparticipantstotheMeasureupwebsite.

    Showthemhowtoaccessonlineassessments. Pointoutthattestquestionsneedtobeprinted;

    theycannotbecompletedelectronically.

    DirectparticipantstoHRSDCsESselfassessment,indicatorsandchecklisttools.

    Orientthemtotheassessmentpage OrientthemtothetoolsforapprenticeshipActivity4HRSDCWebSafari

    SearchtheHRSDCsiteforassessmentstomakenotesabouteachtoolandtoidentifytheonesthatprovideanapproximateESlevel.

    Debriefbydiscussing:

    Howparticipantsmightusethesetools Askingparticipantstodescribewhattheythink

    theycanconcludebasedontheresultsfromtheseassessments

    Workshopwrapup

    Provideasummaryofthelearningobjectivesachievedduringthisworkshop

    Offertoanswerquestions

    PPTslides4849

  • 100

    Activity 1: Building a Lesson

    Identifytheskilldevelopmentactivitiesthatwouldhelplearnersperformthesetasks:

    LLSCESWorkshop3ESandtheOALCHandouts Page1of4

    Activity1:BuildingaLessonIdentifytheskilldevelopmentactivitiesthatwouldhelplearnersperformthesetasks:

    Task1:Sendatextmessagetoafriend Task2:Prepareahouseholdbudget

  • 101

    Activity 2: Identifying Reading Task Complexity

    LLSCESWorkshop3ESandtheOALCHandouts Page2of4

    Task1:Thelearnerisgiventhistextandisaskedtodeterminewhattheyshoulddoafterlockingthedoors.Level1Level2Level3

    Task2:Thelearnerisgiventhistextandisaskedtocomparethesetwocollegeprogramstodeterminewhichwouldbemoresuitablegiventheneedsoutlinedinascenarioaboutalearner.Level1Level2Level3

    Hospitality Foundations College: CONS About the Program This one-semester program is designed for students who want to develop the basic knowledge and skills necessary for entry-level positions in the hospitality industry. Students will explore culinary arts through the use of an applied kitchen lab and hospitality service through a dining room service lab. This program will help guide students by providing a pathway to either the culinary or hospitality certificate or diploma programs. Culinary Skills College: DUR About the Program The one-year certificate program provides graduates with the basic theory and practical skills required to work in a variety of food service settings. Courses include culinary theory and techniques, bake theory, nutrition and menu planning, food safety, kitchen supervision, computer applications, communications, and professional development strategies. A field placement is completed in a local restaurant, hotel, golf course, retirement home, nursing home, or other approved facility. Graduates of the program may find work in the food service industry as cooks and bakers for commercial and industrial catering organizations, cruise ships, entrepreneurial enterprises, hotel kitchens, institutions and restaurants.

  • 102

    Activity 3: Identifying Writing Task Complexity

    Youworkastheheadsecurityguardinalargemanufacturingfacility.Recently,more

    andmoreoftheafter-hoursvisitorsaresurprised,andinsomecasesupset,whenasked

    tosignin.

    Writeamemotodistributetothedepartmentsinthebuilding.Besureto:

    informthemofwhathasbeenhappening;

    describetheconsequencesforthecompany;and

    tellthemwhattheycandotoavoidthisoccuringinfuture.

    Followstandardbusinessmemoformat.Youmaywriteadraftonscrappaperanduse

    theResponseSheetprovidedforthefinalversion.

    Youworkasanofficeclerk.Youaregoingawayonvacationandyouneed

    toletyourco-workerknowwhattodoeachmorningwhileyouareaway.

    Writeoutatleastfiveinstructionsforyourco-workerbelow.

    Task 2:

    Level1

    Level2

    Level3

    Task 1: Level1 Level2 Level3

  • 103

    Activity 4: HRSDC Web Safari

    GotoHRSDCsEssentialSkillswebsite.Checkouttheassessmenttoolsforeachofthenine

    skills.

    LLSCESWorkshop3ESandtheOALCHandouts Page4of4

    Activity4:HRSDCWebSafariGotoHRSDCsEssentialSkillswebsite.Checkouttheassessmenttoolsforeachofthenineskills.

    EssentialSkill AssessmentProvidesESlevel?

    ReadingText Onlineindicator

    Selfassessment

    DocumentUse Onlineindicator

    Selfassessment

    Numeracy Onlineindicator

    Selfassessment

    Writing Selfassessment

    OralCommunication Selfassessment

    WorkingwithOthers Checklist

    Selfassessment

    ContinuousLearning Checklist

    Selfassessment

    ThinkingSkills n/a

    ComputerUse Selfassessment

  • 104

    Activity 1: Building a Lesson

    Identifytheskilldevelopmentactivitiesthatwouldhelplearnersperformthesetasks:

    LLSCESWorkshop3ESandtheOALCHandoutsAnswerKey Page1of4

    Activity1:BuildingaLessonIdentifytheskilldevelopmentactivitiesthatwouldhelplearnersperformthesetasks:

    Task1:Sendatextmessagetoafriend Task2:Prepareahouseholdbudget

    Possibleanswersincludeactivitiesthataddress: Instructionnavigatingcellphonemenus Findingpreprogrammedtelephone

    numbersinaddressbooks Matchingabbreviationsusedintext

    messagestothefullword Practiceactivitieswritingmessages

    Possibleanswersincludeactivitiesthataddress: Estimatingthecostsofhousehold

    expenses Workingwithtables Addingandsubtractingamounts Multiplyingdailycostsbynumberofdays

  • 105

    Activity 2: Identifying Reading Task Complexity

    LLSCESWorkshop3ESandtheOALCHandouts Page2of4

    Task1:Thelearnerisgiventhistextandisaskedtodeterminewhattheyshoulddoafterlockingthedoors.Level1Level2Level3

    Task2:Thelearnerisgiventhistextandisaskedtocomparethesetwocollegeprogramstodeterminewhichwouldbemoresuitablegiventheneedsoutlinedinascenarioaboutalearner.Level1Level2Level3

    Hospitality Foundations College: CONS About the Program This one-semester program is designed for students who want to develop the basic knowledge and skills necessary for entry-level positions in the hospitality industry. Students will explore culinary arts through the use of an applied kitchen lab and hospitality service through a dining room service lab. This program will help guide students by providing a pathway to either the culinary or hospitality certificate or diploma programs. Culinary Skills College: DUR About the Program The one-year certificate program provides graduates with the basic theory and practical skills required to work in a variety of food service settings. Courses include culinary theory and techniques, bake theory, nutrition and menu planning, food safety, kitchen supervision, computer applications, communications, and professional development strategies. A field placement is completed in a local restaurant, hotel, golf course, retirement home, nursing home, or other approved facility. Graduates of the program may find work in the food service industry as cooks and bakers for commercial and industrial catering organizations, cruise ships, entrepreneurial enterprises, hotel kitchens, institutions and restaurants.

    Task 2:

    Level1

    Level2

    Level3

    Task 1:

    Level1

    Level2

    Level3

  • 106

    Activity 3: Identifying Writing Task Complexity

    Youworkastheheadsecurityguardinalargemanufacturingfacility.Recently,more

    andmoreoftheafter-hoursvisitorsaresurprised,andinsomecasesupset,whenasked

    tosignin.

    Writeamemotodistributetothedepartmentsinthebuilding.Besureto:

    informthemofwhathasbeenhappening;

    describetheconsequencesforthecompany;and

    tellthemwhattheycandotoavoidthisoccuringinfuture.

    Followstandardbusinessmemoformat.Youmaywriteadraftonscrappaperanduse

    theResponseSheetprovidedforthefinalversion.

    Youworkasanofficeclerk.Youaregoingawayonvacationandyouneed

    toletyourco-workerknowwhattodoeachmorningwhileyouareaway.

    Writeoutatleastfiveinstructionsforyourco-workerbelow.

    Task 2:

    Level1

    Level2

    Level3

    Task 1: Level1 Level2 Level3

  • 107

    LLSCESWorkshop3ESandtheOALCHandoutsAnswerKey Page4of4

    Activity4:HRSDCWebSafariGotoHRSDCsEssentialSkillswebsite.Checkouttheassessmenttoolsforeachofthenineskills.

    EssentialSkill AssessmentProvidesESlevel?

    ReadingText Onlineindicator Yes

    Selfassessment No

    DocumentUse Onlineindicator Yes

    Selfassessment No

    Numeracy Onlineindicator Yes

    Selfassessment No

    Writing Selfassessment No

    OralCommunication Selfassessment No

    WorkingwithOthers Checklist No

    Selfassessment No

    ContinuousLearning Checklist No

    Selfassessment No

    ThinkingSkills n/a n/a

    ComputerUse Selfassessment No

    Activity 4: HRSDC Web Safari

    GotoHRSDCsEssentialSkillswebsite.Checkouttheassessmenttoolsforeachofthenine

    skills.

  • 108

    05/11/2010

    1

    Essential Skills & the Ontario Adult Literacy

    Curriculum (OALC)

    11

    Literacy Link South Central

    Workshop Objectives

    To understand the three OALC levels

    T d t d th l ti hi b t

    2

    To understand the relationship between OALC levels and Essential Skills

    To be able to apply a process for analyzing task complexity

    What is the OALC?

    Answers the question: What should learners learn in literacy programs?

    Pro ides a common lang age to describe

    3

    Provides a common language to describe what learners will learn in literacy programs

    Supports the development of skills, knowledge and attitudes for work, life and learning

    Who will use the OALC?

    Practitioners &

    Curriculum writers &

    4

    Resources developers &

    Assessment developers[These could appear one at a time]

  • 109

    05/11/2010

    2

    Who will use the OALC?

    Practitioners will use the OALC to: identify the complexity of tasks identify tasks that are at an appropriate

    5

    y pp plevel of difficulty for learners

    OALC foundations

    Focuses on how learners use skills outside literacy programs

    6

    Competency-based

    Task-based

    Competency-based

    Competency-based education attempts to organize learning around meaningful outcomes often tasks that learners will encounter in everyday lifeencounter in everyday life

    Competencies generally comprise the skills, knowledge, attitudes and behaviours for effective performance of the task or activity

    7

    Task-based approach

    Eases the transition from skill development in literacy programs to skill use out in the world Allows for the integration of thinking and

    8

    interpersonal skills, as well as the attitudes that help learners apply their skills Extends beyond traditional concepts of reading, writing and numeracy development

    [These could appear one at a time]

    Task -based

  • 110

    05/11/2010

    3

    Skills-based vs task-based

    Skills-based Focus on discrete skill

    development Text reading to identify

    Task-based Focus on using multiple

    skills in combination to complete tasks

    9

    g ymain ideas and to synthesize

    Paragraph & essay writing is emphasized

    Calculations-based math, often taught in hierarchical manner

    Text and document reading for real life purposes

    Writing to communicate is emphasized

    Calculations embedded in numeracy tasks

    Where does skill development fit in?

    TASKRead symbols and instructions on cleaning

    SKILL DEVELOPMENT

    10

    on cleaning product labels

    DEVELOPMENTexamine product labels to understand layout

    SKILL DEVELOPMENTmatch symbols commonly found on labels to their definitions

    SKILL DEVELOPMENTlearn vocabulary of labels

    ACTIVITY #1

    Building a lesson

    ACTIVITY #1

    111111

    More OALC foundations

    What should literacy learners learn

    ?Essential

    Skills

    12

    in literacy programs? Skills

  • 111

    05/11/2010

    4

    Findings from ES research

    Frequent use of documentsReading as scanning, skimmingNumeracy connected to documents

    13

    Numeracy connected to documentsLess frequent text writingTasks require multiple skillsPurpose matters!

    OALC & Essential Skills

    OALC Essential Skills =

    14

    levels 1, 2, 3 levels 1, 2, 3=

    OALC & Essential Skills

    OALC skills organized into competencies

    OALC & Essential Skills

    15

    Essential Skills skills organized by skill domain

    ES Complexity

    Why is this so hard?

    161616

  • 112

    05/11/2010

    5

    Identifying Levels

    Levels connected to activities and lesson plans rather than to documents and texts

    17

    Tasks require skills and content knowledge

    Reading TextAsk yourself:

    What does the task demand of the reader? How long is the text? How familiar is the content and context?

    18

    How familiar is the content and context? Is the reader required to draw on background knowledge?

    Reading Text

    Level 1 Level 3Level 2

    As complexity increases:

    19

    Less obvious connections between what is asked of the reader and how information in the text is presentedLonger texts Less familiar content and contextMore background knowledge required

    Reading Text

    Level 1 Level 2 Level 3 Level 4 Level 5

    Length

    One sentence to

    one Several

    paragraphs

    Various sources or

    several parts of

    Lengthy text or multiple sources

    Lengthy, dense

    20

    paragraphp g p parts of

    single textsources

    Complexity of content

    No knowledge of content

    One part of complex text or

    several of simpler text

    Somewhat complex

    Complex & lengthy

    Requires expert

    knowledge

    Complexity of finding information

    Follow simple

    directions

    Low level inferences

    Inference; identify relevant

    information

    Integrate and synthesize

    High level inferences

  • 113

    05/11/2010

    6

    Reading Text

    Level 1

    R d R d

    Level 3Level 2Level 1 Level 3Level 2

    21

    Read a teachers note

    in a childs agenda

    Read a magazine

    article about industry trends

    Follow instructions in a recipe

    Identifying reading task complexity

    ACTIVITY #2

    22222222

    Reading Text Level 1

    23

    Reading Text Level 3Hospitality FoundationsCollege: CONS

    About the ProgramThis one-semester program is designed for students who want to develop the basic knowledge and skills necessary for entry-level positions in the hospitality industry. Students will explore culinary arts through the use of an applied kitchen lab and hospitality service through a dining room service lab. This program will help guide students by providing a pathway to either the culinary or hospitality certificate or diploma programs.

    24

    Culinary SkillsCollege: DUR

    About the ProgramThe one-year certificate program provides graduates with the basic theory and practical skills required to work in a variety of food service settings. Courses include culinary theory and techniques, bake theory, nutrition and menu planning, food safety, kitchen supervision, computer applications, communications, and professional development strategies. A field placement is completed in a local restaurant, hotel, golf course, retirement home, nursing home, or other approved facility. Graduates of the program may find work in the food service industry as cooks and bakers for commercial and industrial catering organizations, cruise ships, entrepreneurial enterprises, hotel kitchens, institutions and restaurants.

  • 114

    05/11/2010

    7

    Document Use

    Ask yourself: What does the task require the document

    user to do? Ho long is the doc ment?

    25

    How long is the document? What is the format of the document? How familiar is the content and context? Is the document user required to draw on

    background knowledge?

    Document Use

    Level 1 Level 3Level 2

    As complexity increases:

    26

    Less obvious connections between what is asked of the user and how information in the document is presentedLonger documents More complex-looking documentsLess familiar content and contextMore background knowledge required

    Document Use

    Level 1 Level 2 Level 3 Level 4 Level 5

    Complexity of document Simple Simple

    Somewhat complex Complex Complex

    27

    Complexity of content

    No knowledge of content

    Limited knowledge of content

    Some knowledge of content

    Knowledge of content

    Knowledge of content

    Complexity of finding or entering information

    One search, few

    pieces

    Two searches, few pieces

    Multiple searches,

    some pieces

    Multiple searches,

    many pieces

    Multiple searches,

    many pieces

    Document Use

    Level 1

    Read a Verify accuracy L t ti

    Level 3Level 2

    28

    Read a clothing label

    to identify washing

    instructions

    y yof income and deductions on

    an income tax form

    Locate times and locations

    of classes on a timetable

    Level1 Level2 Level3

    Level1 Level2 Level3

  • 115

    05/11/2010

    8

    Writing

    Ask yourself: What does the task require the writer user to

    do?

    29

    How long is the written text expected to be? Does the writing have to follow a format? How formal is the writing? How familiar is the writing content and

    context?

    Writing

    Level 1 Level 3Level 2

    As complexity increases:

    30

    As complexity increases:

    Longer texts More likely to require an established formatMore formal writingMore complex looking documentsLess familiar content and context

    WritingLevel 1 Level 2 Level 3 Level 4 Level 5

    Length & Purpose

    Less than paragraph

    to organize

    Brief, longer than a

    paragraph

    One+ pages

    to explain, inform,

    Longer writing to compare, recommend,

    l

    Lengthy ororiginal text

    31

    Purpose organize, remind, inform

    for a variety of purposes

    request, give

    opinions

    analyze

    Style & Structure Informal

    Appropriate tone,

    spelling, grammar

    Established format

    Writing modified for

    audience

    Complex, multi-part

    organization

    Content Concrete Routine Non-routineAbstract, technical

    Created for audience

    Writing

    Level 1 Level 3Level 2

    32

    Write a reminder note

    Write an incident report

    Write a letter expressing appreciation

    Level1 Level2 Level3

    Level1 Level2 Level3

  • 116

    05/11/2010

    9

    Identifying writing task complexity

    ACTIVITY #3

    3333333333

    Writing Level 3

    34

    Writing Level 2

    35

    Numeracy

    Ask yourself: How many operations does the task require? How complex are the required operations?

    36

    p q p How many steps of calculation are required? How complex is it to figure out which

    operations are required?

  • 117

    05/11/2010

    10

    Numeracy

    Level 1 Level 3Level 2

    As complexity increases:

    37

    More operations requiredIncreasingly complex operations required More steps are requiredOperations required are less obviousMore complex Less obvious? to figure out which operations are required

    Numeracy

    Level 1 Level 2 Level 3 Level 4 Level 5

    Operations required Very simple Simple

    Combination of operations

    Combination of operations

    Advanced calculations

    38

    Steps in task One step Few steps Several steps Multiple stepsMultiple, complex

    Task elements

    All information required is provided

    May need to collect some

    numbers required for

    solution

    Problem well defined

    Considerable translation required

    Complex formulas, equations, functions

    Numeracy

    Level 1

    Prepare andDilute a

    Level 3Level 2

    39

    Calculate change from a purchase

    Prepare and monitor a household

    budget

    Dilute a cleaning

    product using a ratio

    Complex tasks

    Trigonometry

    Summarizing a short story

    40

    Creative writing

    Level1 Level2 Level3

    Level1 Level2 Level3

  • 118

    05/11/2010

    11

    Ontario Skills Passport

    41

    http://skills.edu.gov.on.ca/OSPWeb/jsp/en/introduction.jsp?lang=en

    Check-up Tools

    Check-in Tool

    Ontario Skills PassportCheck-up Tools:

    (1) Self-assessment of work habits and Essential Skills

    (2) Workplace

    42

    (2) Workplace activity sets to help develop Essential Skills

    Ontario Skills Passport

    Check-in Tool:Informal assessment of Essential Skills

    43

    Essential Skills and Work Habits

    Used by assessors

    Measure UpMeasure Up tasks provide self-assessment and skill building activities.

    44

    ReadingDocument UseNumeracy

    http://measureup.towes.com/english/index.asp

  • 119

    05/11/2010

    12

    HRSDCEssential Skills

    45

    Free assessment tools

    http://www.hrsdc.gc.ca/eng/workplaceskills/essential_skills/general/home.shtml

    HRSDCEssential Skills

    46

    HRSDC Web Safari

    ACTIVITY #4

    474747474747

    Learning Objectives

    To understand the three OALC levelsTo understand the relationship between

    OALC levels and Essential Skills

    48

    To be able to apply a process for analyzing task complexity

    05/11/2010

    13

    Questions?

    4949

    05/11/2010

    12

    HRSDCEssential Skills

    45

    Free assessment tools

    http://www.hrsdc.gc.ca/eng/workplaceskills/essential_skills/general/home.shtml

    HRSDCEssential Skills

    46

    HRSDC Web Safari

    ACTIVITY #4

    474747474747

    Learning Objectives

    To understand the three OALC levelsTo understand the relationship between

    OALC levels and Essential Skills

    48

    To be able to apply a process for analyzing task complexity

    Cover PageAcknowledgementsTable of ContentsIntroductionPurposeProject HistoryPart 1: Essential SkillsEssential Skills OverviewWorking with Learners Who Have Lower Level SkillsDefining the Nine Essential SkillsReading TextDocument UseNumeracyWritingOral CommunicationThinkingWorking with OthersContinuous LearningComputer Use

    Part 2: Essential Skills ProfilesEssential Skills Profiles OverviewHow an Essential Skills Profile Is DevelopedProfile OutlineEssential Skills and Essential Skills Profiles Timeline

    Part 3: Case StudiesCase Study A: Delivering an Essential Skills-Based Training ModuleCase Study B: Integrating Essential Skills into Assessment PracticesCase Study C: Integrating Essential Skills-Based CurriculumCase Study D: Training and Designating an Essential Skills Expert

    EndnotesAppendix AWorkshop #1: The Plain Goods on Essential Skills The Plain Goods on Essential Skills Facilitation GuideThe Plain Goods on Essential Skills HandoutsActivity 1: Task or not?Activity 2: What difference do tasks make?Activity 3: Name that Essential Skill and ContextActivity 4: Web SafariPart APart B

    The Plain Goods on Essential Skills Handouts Answer KeyActivity 1: Task or not?Activity 2: What difference do tasks make?Activity 3: Name that Essential Skill and ContextActivity 4: Web Safari

    The Plain Goods on Essential Skills PowerPoint Presentation

    Appendix BWorkshop #2: Integrating Essential Skills Integrating Essential SkillsFacilitation GuideIntegrating Essential Skills HandoutsActivity 1: Distinguishing tasks and skill buildersActivity 2: Make these activities realActivity 4: Grouping tasksActivity 5: Finding ES tasks at school

    Integrating Essential Skills Answer KeyActivity 1: Distinguishing tasks and skill buildersActivity 2: Make these activities realActivity 4: Grouping tasksActivity 5: Finding ES tasks at school

    Integrating Essential Skills PowerPoint Presentation

    Appendix CWorkshop #3: Essential Skills and the Ontario Adult Literacy CurriculumFacilitation GuideEssential Skills and the Ontario Adult Literacy Curriculum HandoutsActivity 1: Building a LessonActivity 2: Identifying Reading Task ComplexityActivity 3: Identifying Writing Task ComplexityActivity 4: HRSDC Web Safari

    Essential Skills and the Ontario Adult Literacy Curriculum Handouts Answer KeyActivity 1: Building a LessonActivity 2: Identifying Reading Task ComplexityActivity 3: Identifying Writing Task ComplexityActivity 4: HRSDC Web Safari

    Essential Skills and the Ontario Adult Literacy Curriculum PowerPoint Presentation

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