abe level 3: (adult 10) life/work studies curriculum...

Acknowledgements Saskatchewan Advanced Education and Employment gratefully acknowledges the advice and contributions of all persons who reviewed and provided feedback for this curriculum. In particular, the efforts of the following people are acknowledged:

Curriculum Writers Peter Lavalley, M.A. (Principal Writer) Lisa Wilson, Dumont Technical Institute

Curriculum Support

Danny Musqua, Elder in Residence, First Nations University of Canada

Pat Duggleby, Manager, Adult Basic Education Curriculum Renewal, Advanced Education and Employment

Jackie Harbron, Advanced Education and Employment Jeri Marchinko, Advanced Education and Employment

Life/Work Studies Curriculum Advisory Committee

Linda Cowan, Northlands College Jim Fairburn, Department of Community Resources and Employment Donna Jones, SIAST, Kelsey Campus Karen Kjargaard, North West Regional College Myrna LaPlante, Saskatchewan Indian Institute of

Technologies Lynn McCaig, SIAST Palliser Campus Kathleen McDonald, Parkland Regional College Jack Mitchell, SIAST Wascana Campus Cecile O’Neil, Dumont Technical Institute Tia Shynkaruk, Saskatchewan Indian Institute of Technologies

Pilot Instructors

Sharon Adams, SIAST Kelsey Campus Myrne Boe, Cumberland Regional College Carol Deyenburg, Prairie West Regional College Janice Dyck, Cumberland Regional College Ken Hiebert, North West Regional College Joyce Hobday, SIAST, Kelsey Campus Martha Kilcup, SIAST Kelsey Campus Ian MacLeod, SIAST, Kelsey Campus Nancie Martin, North West Regional College Kathleen McDonald, Parkland Regional College Cecile O’Neil, Dumont Technical Institute Colleen Robinson, Prairie West Regional College

Adult Basic Education Redesign Task Team

Lorene Bonnett, Northlands College Sharon Chicoose, Saskatchewan Indian Institute of Technologies Kami DePape, Parkland Regional College Pat Duggleby, Advanced Education and Employment Rod Goertzen, SIAST Kelsey Campus Lynn McCaig, SIAST Palliser Campus Claudette Moran, Dumont Technical Institute Maynard Quewezance, Advanced Education and Employment Jim Seiferling (Chair), Advanced Education and Employment Patt Steiert, North West Regional College Tricia Wuschenny, Community Resources and Employment

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Introduction Background In 1999, Saskatchewan Learning (formerly Post-Secondary Education and Skills Training) conducted an evaluation of Adult Basic Education (ABE) in Saskatchewan. The evaluation identified strengths and possible areas for improvement. Specifically, the Evaluation Working Group suggested seventeen key recommendations, including: • Review and redesign Adult Basic Education 10 programs including the academic

courses – include employability skills and the development of minimum exit standards that facilitate credit transfer and Prior Learning Assessment and Recognition (PLAR).

• Ensure Adult Basic Education program policies and implementation strategies

reflect the needs of Aboriginal learners and communities. • Develop and implement strategies to strengthen labour force attachment or

progress to further training by Aboriginal learners (e.g., work placement, partnerships, support, and follow-up).

• Support the continued involvement of Aboriginal training institutions in the

delivery of ABE programs targeted to Aboriginal people. An Adult Basic Education Redesign Task Team was created in March 2001, to oversee the implementation of the recommendations. Their work was organized in four phases: Phase 1: Planning and Foundations1 • the vision, scope, guiding principles, goals and objectives for Adult Basic

Education; • a framework for credit programs; • a curriculum development philosophy; and, • recommendations for the remaining phases.

Phase 2: Curriculum Development • process for developing benchmarks for Levels 1 and 2 (literacy); and, • a process for developing and piloting curriculum guides for Adult 10, Level 3

credit courses (Communications, Social Sciences, Life/Work Studies, Science, and Mathematics).

Phase 3: Implementation • a process for provincial implementation of new curricula including professional

development activities and development of a Best Practices document.

1 The Basic Education Redesign Phase 1: Planning and Foundations (March 2002) report can be found at the Advanced Education and Employment website (http://www.aee.gov.sk.ca/abe/abe_redesign.shtml).

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Phase 4: Sustainability • processes to ensure ongoing curriculum renewal, to support delivery of

programs and to evaluate the effectiveness of programs and services. During Phase 1, the team conducted research to discover trends and issues in adult education, both nationally and internationally. Consultations2 were also held with provincial stakeholders. The results of these activities informed the work of the Task Team and guided the development and content of Level 3 curricula. Influences Some things have stayed constant since the initial provincial Adult Basic Education curriculum guides were developed in the 1980s. For example, the reasons adults provide for returning to school are similar: to obtain academic certification in order to access further training, to increase employability, and for personal satisfaction (Saskatchewan Learning, 2002, p. 27). Adult Basic Education credit and non-credit programs continue to be designed to address these needs. However, the content of these programs has changed, and will continue to change, as more research is conducted and our understandings of adult education increase. Several factors influenced the redesign of Adult Basic Education: current research in adult education, national and international trends, provincial priorities, and so on. Although several influences were considered, only the major factors are discussed here. Nationally and internationally, adult basic education programs are placing more emphasis on inclusive, holistic, and participatory approaches, and on reducing the alienation that some learners feel between what happens in the classroom and “real life.” These approaches reflect understandings from Aboriginal, transactional, and transformative perspectives. Areas such as cultural awareness, cognitive strategies, and anti-racist education are frequently integrated in academic credit programs. Delivery organizations have, or are, engaged in reviewing their courses and resource materials through an “anti-racist” lens and are making changes as needed. Lee (1991) describes four stages that schools often go through when implementing multi-cultural or anti-racist education practices:

1. Surface Stage – Expressions of culture are evident in the school. Welcome signs in several languages are visible and a variety of foods and holidays are discussed.

2. Transitional Stage – Two or three week units of study about “others” are created with the main curriculum remaining unchanged. Heroes or exceptional people from minority groups are highlighted and contributions to mainstream society are discussed.

3. Integration Stage - Elements of units in the transitional stage are integrated into existing units. What is at the centre of the curriculum is changed. Events, concepts, and issues are viewed from several points of view. In

2 Contact Advanced Education and Employment for a copy of the Summary of Basic Education Redesign Consultations (September 2001).

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mathematics, statistics are studied not only with sports and weather numbers, but also with employment and ethnicity numbers. Historical events are studied from a variety of perspectives.

4. Social Change Stage – The curriculum helps lead to changes outside the school. Critical thinking and decision-making skills are developed. For example, the media is examined for the way that different peoples are portrayed and letters are written to editors.

It is no longer viable to teach “just the basic skills.” Today, training programs and participation in the community and a knowledge-based economy require adults to have complex skills in working with others, in problem solving, and in accessing, processing, and managing information. Demands have increased for higher-level skills. Knowing how to learn is necessary for participation in a variety of settings and a prerequisite skill for learning throughout one’s life. These realities were considered when developing Adult Basic Education curricula. Alternative academic certification programs also acknowledged the increased demands on adults in our society. For example, the Tests of General Educational Development (GED), revised in 2002, place a greater emphasis on problem-solving and higher order thinking skills – comprehension, analysis, synthesis, application, and evaluation. Workplace, practical, and “how to” documents were included in the test items (GED Canadian Administrators Meeting, April 2001). Findings from the 1994 International Adult Literacy Survey (IALS) 3 contributed to changes in Adult Basic Education programs. The IALS examined three literacy domains in order to measure adults’ proficiency levels in processing information: • prose literacy – the knowledge and skills needed to understand and use

information from texts including editorials, news stories, poems and fiction;

• document literacy – the knowledge and skills required to locate and use information contained in various formats including job applications, transportation schedules, maps and charts; and,

• quantitative literacy – the knowledge and skills required to apply arithmetic operations, either alone or sequentially, to numbers embedded in printed materials such as balancing a chequebook, figuring out a tip, completing an order form or determining the amount of interest on a loan from an advertisement.

For each domain, five skill levels were identified. Survey participants were placed along this scale, ranging from Level 1 (adults who have difficulty with simple tasks such as reading labels on medicines to determine the correct amount to take) to Levels 4/5 (adults with command of higher-order information processing skills and the ability to solve more complex problems). Level 3 is considered the minimum

3 In 2002, Canada participated in a second International Adult Literacy and Skills Survey (IALSS). A significant sampling occurred in Saskatchewan, with a specific sub-sample of Aboriginal residents. The IALSS will provide a profile of prose and document literacy, numeracy, and the analytic reasoning component of problem-solving for the adult population of Saskatchewan. Additional information will be made available on aspects of the teamwork domain and familiarity with information and communication technology. First reports from the survey are expected in the fall of 2004.

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level needed to function in today’s society. It is the most common level for those who have completed high school. It requires the ability to integrate several sources of information, make inferences, and solve complex problems. However, adults can, and do, score at different levels in different domains. For example, an individual may be at a higher level on the prose scale than on the quantitative scale. Results from the IALS reinforce the need for appropriate assessment4 of skills when placing adult learners in Adult Basic Education programs. They also support the long held understanding that adults’ skill levels are not “homogeneous”; an individual may have strengths in one area and need extensive development in another area. Programs that are designed to determine individuals’ strengths and gaps and are flexible enough to address specific skill development needs are best suited for adult learners. In addition, the goals and content of Adult Basic Education programs need to include the development of skills specifically related to learning and keeping literacy skills. As Fagan (2001) notes, “enrolment in adult education programs does not necessarily lead to improved literacy skills of the type that give the learners greater expertise in extracting information from prose and quantitative documents” (p. 11). IALS, along with related development projects such as Essential Skills (Human Resources Development Canada) and Employability Skills (Conference Board of Canada), influenced the inclusion of Generic Skills and learning objectives in credit programs in Adult Basic Education. Finally, curriculum development work in the K-12 system also influenced content in Adult Basic Education courses. Options for grade 12 completion include 30-level courses from the K-12 system. Therefore, Adult 10 courses need to provide a foundation for those learners who choose to continue on to Bridging and 30-level Adult 12 courses. This overview introduced some of the factors influencing Adult Basic Education Redesign. You will see these influences reflected in the framework for Adult Basic Education credit programs and in the curriculum guides for Adult 10 courses.

4 In 2003, three public training centres – Northlands College, Cypress Hills Regional College, and SIAST Kelsey Campus – participated in the pilot of an IALS-based Internet locator test developed by ETS on behalf of HRDC. The locator test is designed to determine if a learner is at Level 1, 2, or 3+ on each of the IALS scales. The test requires further development before it becomes available.

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Structure of Document The Adult 10 program consists of three levels: • Level 1, Literacy • Level 2, Literacy • Level 3, Adult 10 certificate Levels 1 and 25 focus on developing foundational literacy skills - the knowledge, technical skills and strategies necessary to engage in activities related to areas such as reading, writing, numeracy, computers and problem-solving. Level 3 builds on this foundation and further develops the application of these skills in different contexts. Learners will develop those foundational skills, knowledge, and abilities that will assist in their transitions to further studies, to the community, or to employment. Level 3 curriculum guides are organized into five parts: • Part One presents the philosophical spirit and related educational theories that

form the curriculum foundations; • Part Two outlines the components of the curriculum design and provides an

image of the parts that make up the planning and delivery of instruction; • Part Three builds a relationship between the curriculum elements and outlines

the curriculum content; • Part Four suggests ways to implement the curriculum guide; and, • Part Five discusses assessment techniques consistent with the curriculum

foundations.

Each Part begins with a curriculum roadmap. The roadmap is intended to provide an easy reference to each part in relation to the whole curriculum. At the end of each chapter, reflective questions give the instructor an opportunity to consider potential concerns.

A list of references is included. Appendices contain templates, checklists, and other resources for instructor reference. An Annotated Bibliography of resources is also included in the document.

5 Benchmarks for Levels 1 and 2 are being developed through a partnership project between Advanced Education and Employment and the Saskatchewan Literacy Network.

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Table of Contents Acknowledgements .............................................................................................i Introduction

Background ..............................................................................................iii Influences .................................................................................................iv Structure of Document .............................................................................vii

PART ONE: CURRICULUM FOUNDATIONS ...................................1 Chapter 1: Introduction

Why We Do What We Do ..........................................................................3

The Diversity in Our Classrooms ...............................................................3

Aboriginal Perspectives .............................................................................4

Core Activities that Acknowledge Aboriginal Perspectives ........................6

Adult Education Principles .........................................................................8

Central Assumptions about Instructor/Learner Relationship ......................9 Reflective Questions ................................................................................11

Chapter 2: Curriculum Orientations Moving Toward Transactional and Transformational Orientations ...........12

Considering Aboriginal Education Initiatives ............................................14 Reflective Questions ................................................................................16

Glossary ............................................................................................................17

PART TWO: CURRICULUM DESIGN..............................................23 Chapter 3: The Interaction Between Design and Planning

The Vision and the Challenge ..................................................................25 Generic Skills ...........................................................................................26 Learning Outcomes Approach .................................................................30 Contextually-Based Instruction for Adults ................................................30 Authentic Assessment Rationale .............................................................31 Reflective Questions ................................................................................35

References (Parts One and Two) ......................................................................36

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PART THREE: CURRICULUM CONTENT ......................................40

Chapter 4: Key Elements Goal of Life/Work Studies ........................................................................42 Features ..................................................................................................42 Key Concepts ......................................................................................... 44 Key Processes .........................................................................................46 Portfolios .................................................................................................51

Organizing Life/Work Studies ..................................................................54 Chapter 5: Learning Outcomes

Summary of Learning Outcomes .............................................................60

Vision – Exploring/Defining Self ...............................................................62 Reflective Questions ............................................................................66 Emotion – Personal Management ...........................................................67 Reflective Questions ............................................................................71 Thought – Community Participation/Work Exploration ........................... 72 Reflective Questions ........................................................................... 77 Action – Community Participation/Work Engagement .............................78

Reflective Questions ............................................................................84

PART FOUR: CURRICULUM APPLICATIONS...............................86 Chapter 6: Using the Curriculum

Curriculum Threads ................................................................................ 88

Curriculum Delivery ..................................................................................89

Learning Styles and Multiple Intelligences ...............................................91 Instructional Strategies and Methods ......................................................92 Portfolio Development .............................................................................95

PART FIVE: AUTHENTIC ASSESSMENT.....................................103 Chapter 7: Approaching Assessment General Framework ...............................................................................105

Curriculum Requirements ......................................................................105

Formative and Summative Evaluation ...................................................105

Learning Outcomes ...............................................................................106

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Assessing Prior Learning ......................................................................106 Collaboration .........................................................................................108 Portfolio Assessment .............................................................................109 Assessment Tools .................................................................................110 References (Parts Three, Four, and Five) .......................................................137

APPENDIX A .................................................................................139 Technological Literacy: Computer Skills and Knowledge Checklist .......141

APPENDIX B ..................................................................................149 Background Notes for Instructors Communication Skills ............................................................................151

Perspectives on Factors Affecting Learner Participation and Success...152

References ......................................................................................................163

GUIDES AND HANDOUTS ............................................................166 Vision - Exploring/Defining Self .............................................................167 Emotion - Personal Management ..........................................................181 Thought - Community Participation/Work Exploration ...........................191

Action - Community Participation/Work Engagement ............................207

ANNOTATED BIBLIOGRAPHY .....................................................221 Print...................................................................................................................223 Audio-Visual .....................................................................................................232 Websites ..........................................................................................................234

Distributors’ Directory ...................................................................................241

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Part One: Curriculum Foundations

PART ONE: CURRICULUM FOUNDATIONS

The Curriculum Roadmap: PART ONE:

CURRICULUM FOUNDATIONS

PART THREE: CURRICULUM

CONTENT

Guiding principles, educational theory

and curriculum orientations

PART FIVE: AUTHENTIC

ASSESSMENT

PART FOUR: CURRICULUM

APPLICATIONS

Allowing for relevant

assessment

The relationship between Generic Skills, Learning Outcomes, and Content Skills

Planning instruction

The intention and the inherent

challenges of change

PART TWO: CURRICULUM

DESIGN

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Part One: Curriculum Foundations

For clarity and ease of reading, the use of the pronouns she, he, her, him, hers, and his are varied and used equally throughout this curriculum guide. Wherever the context of the writing so requires, references to pronouns of a specific gender are used.

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Part One: Curriculum Foundations Chapter 1: Introduction

Chapter One: Introduction Why We Do What We Do… Early in the process of developing this curriculum, the developers met with the Curriculum Advisory Committee members and asked them to share their understanding about our roles as Adult Basic Education instructors. We asked them to reflect on what they understood about their learners. The participants’ stories were rich with intimate insights into the lives of individuals with whom they work. The following is a composite sketch of a learner constructed from their lived experience.

Megan is a young mother of two from a nearby First Nation. She is apprehensive about meeting with you today, but states, “I want to be more than a welfare mother to my children. I want them to see me and not be ashamed.” She explains that she had her first child while still in high school and that she never really returned to school since then. Megan has tried Adult Basic Education before but issues associated with childcare, money, and pressure from her partner led to her decision to quit. She has registered this year because she says, “I’m ready to learn this time. I want to find out what I can do now that I’m on my own.”

The Diversity in Our Classrooms Instructors recognize the visible diversities within our classrooms. Learners are immigrants, they are urban Aboriginals, they are mature men seeking new work skills or retraining, and they are Caucasian women looking to enter the workforce for the first time. They attend programs in a variety of locations – in northern and southern regions, on reserves and in rural and urban communities. Each community has its own characteristics, interests, and needs. However, the diversity in our classrooms extends beyond the visible. Learners play a variety of roles in their communities. They are parents, family members, and community members. They also have a wide range of personal experiences that are unique. While we refer here to the diversity of learners, we must also recognize the diversity among instructors. Some instructors are new to Adult Basic Education while others have worked in this area for many years. Some deliver individualized programs, as opposed to larger, group-taught programs; some have continuous intake while others work in programs with block intakes. We represent multiple ethnic, classed, and gendered identities. These multiple identities affect our perceptions about teaching and instructional practices. Instructors and learners alike bring these diversities to our classrooms. Learners come to Adult Basic Education for a variety of reasons. Some want skills to enhance their chances for employment or to gain academic certification. They want to make changes in their lives. Most hope to contribute to change for their children and communities. Others seek the tools to gain empowerment and achieve personal transformation.

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The diversity in our classrooms is also reflected in the way in which learners view our roles as instructors. Some may expect us to play the role of “expert in control” of the classroom. For them, the concept of a good teacher is rooted in traditional teaching practices (lecture, test, rote-memory work, worksheets, and so on). Diversity can pose challenges for all of us. Choosing more inclusive teaching approaches can also be challenging. Instructors and learners alike will be faced with many opportunities to negotiate across cultures. To negotiate effectively, individuals need to grow in their multicultural competencies. Cross-cultural competence is a skill that requires substantial effort to learn. We need to approach new relationships in a humble manner, recognizing and admitting to ourselves when we lack experience and comfort in working with others. Then we, like all adult learners, must choose to move towards social action by committing ourselves to learning more about others. Working with someone from a different ethnic tradition does not necessarily lead to uncovering differences in expectations, communication styles, and values. However, it can open the door for those negotiations to begin. As trusting, reciprocal relationships develop, perhaps we can then each gain the competence to be true bicultural negotiators. While all learners are unique, special mention is made of the growing population of adult Aboriginal learners in our province. Nearly 60% of Adult Basic Education learners are Aboriginal (Saskatchewan Learning, 2002). Therefore, curriculum content and instructional practices and approaches need to be inclusive of Aboriginal peoples’ experiences and knowledge. For these reasons, Aboriginal perspectives and Aboriginal education are discussed throughout this curriculum. Aboriginal Perspectives There are many reasons why a disproportionate number of Aboriginal adults are attending Adult Basic Education. A lengthy, chronicled, colonial history in Canada has clearly documented the tragedies of Canada’s Aboriginal peoples (Wotherspoon & Satzewich, 1993). Many Aboriginal peoples and entire communities have experienced some type of trauma, and, in some cases, generations of people have experienced profound consequences that have affected every part of their lives. This is a trauma that flows from colonialism6 and the resulting layers of cultural oppression. This is the history that continues to hand Aboriginal learners their inheritance: school failure, social instability, domestic violence, language loss, financial insecurity, systemic discrimination, and racism. Many Aboriginal learners will be actively struggling with the lingering effects of colonization. Joseph Naytowhow, Elder Representative, clearly understands the baggage learners bring with them to school. He reminds us, “Our students are damaged.” He knows intimately the struggle Aboriginal learners experience as they are asked to become workers with little or no work experience and to study and learn from materials that are not reflective of their knowledge or experiences.

6 Colonialism – the unequal distribution of power and resources because of ideological and structured oppression

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To move past the negative to a positive process of education for learners and instructors, Aboriginal perspectives are integrated across curricula. This integration will help all participants to develop an understanding of and respect for the history, cultures, contemporary issues, contributions, and accomplishments of Aboriginal peoples. By developing informed opinions on matters related to Aboriginal peoples, non-Aboriginal learners are better prepared to participate fully in an inclusive and accepting society. The goal in integrating Aboriginal perspectives into curricula is to ensure all learners have opportunities to understand and respect themselves, their cultural heritage, and the cultural heritage of others. These inclusive practices and perspectives will better equip learners with the knowledge and skills needed to fully participate in the civic and cultural realities of their communities and the workforce. Aboriginal perspectives apply to learning experiences for all learners. Many recommended instructional approaches for Aboriginal learners are recognized as “best practices” for all learners7. However, there may be unique and particular learning experiences that apply only to Aboriginal learners. Being inclusive of Aboriginal perspectives is not necessarily easy, for some will resist and even challenge its importance or relevance. Instructors need to be aware of attitudes and beliefs that have resulted from our shared history. • We cannot assume that all Aboriginal peoples have an understanding of their

cultural heritage. The “Sixties-Scoop,”8 the child welfare system, incarceration, residential schooling, and other forms of systemic separation resulted in many individuals who visibly appear Aboriginal, but who have few connections with Aboriginal communities.

• Some Aboriginal people have learned to ignore or dismiss their own identity. They will not respect or participate in discussions that focus attention on their identity. For them identity is an emotional issue; it has brought about racist attitudes. History has shown them that their identity works against them, and, ultimately, they work very hard to “pass.” Some will even lash out laterally at their peers and deny their classmates the expression of their own experiences.

• When some learners experience an openness of Aboriginal content for the first time, it motivates and propels them on their healing path. For them, this work is extremely emotional.

• Sometimes when instructors first share their own stories, they may unwittingly create a standard or norm that learners feel they have to measure up to. As a result, learners may feel embarrassed and threatened about sharing their own stories. For these learners, conversation can simply shut down.

7 For further information on integrating Aboriginal perspectives refer to “Appendix D: Teaching Strategies and Practices” in Basic Education Redesign Phase 1: Planning and Foundations (March 2002). 8 The term “Sixties Scoop” is commonly used to refer to the practice of Aboriginal children being taken into care and/or adopted by non-Aboriginal families. Often, these children were placed in homes far from their original communities or in other countries such as the United States.

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We recognize that the diversity in our classrooms creates diverse expectations and assumptions about the educational experience. However, we also believe that delivery organizations and instructors who are responsive to the unique needs and interests of the learner can create a transformative environment for all. The next section discusses some ways to acknowledge Aboriginal perspectives in your learning environments.

Core Activities That Acknowledge Aboriginal Perspectives Allow different voices to be heard in learning activities and units of study. A diversity of voices, including feminist, Aboriginal and multicultural voices, allows us to come to identify and to understand the structures that maintain difference in our society. Exposure to a diversity of voices, rather than a consistent focus on the dominant culture’s voice, brings about an awareness of the impacts and limitations imposed by racism, sexism, and other forms of oppression. This is essential to understanding our collaborative work. Demonstrate an attitude of acceptance. A wide range of theories support the idea that true progress can occur when we move past simple tolerance to acceptance. In this case, true acceptance is unconditional while tolerance maintains limitations for some people (e.g. “I wish s/he would quit acting so queer” – this statement implies limitation and judgment toward another person). Acceptance does not limit. Since childhood, we have all developed well-established biases and assumptions that unconsciously infiltrate our thinking about others who are different. Confronting our biases and assumptions is the first step in developing an attitude of acceptance, which is then revealed through our language and actions. To demonstrate a true spirit of acceptance is to cultivate an open mind about different cultures and peoples through a willingness to explore and cooperate in learning about others. Apply the four Rs. Respect the cultural knowledge, traditions, values, and activities that individuals bring with them. Relevance occurs when respect is embedded in the curricula, instruction, and policies. Reciprocity refers to the revising of relationships between student and instructor from a hierarchy to that of a relationship focused on mentorship. In this way, both individuals are viewed as learners. Responsibility demands that the instructor shares responsibility for change even if not personally disadvantaged by the barriers of the learner. The reward for instructors who apply the four R’s is the ability to continue to grow and develop professionally (Kirkness & Barnhardt, 1991). Recognize the diversity of nations. Understand that there is no “universal Indian.” Know that while Métis people and First Nations peoples may have some common issues and goals, they are diverse. Avoid making stereotypical statements. To recognize diversity means getting to know your learners. Find out where their home community is. Honour them by learning something about their community or their language and provide opportunities for learners to share their experiences and knowledge. Commit to understand and practice inclusion. Inclusive practices will benefit all: Aboriginal learners, their families and communities, and learners who do not identify as Aboriginal. Being inclusive will demand careful critical reflection about current

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practices and a willing desire to make change. Instructors may also transform as a result of this decision-making. Understand that Aboriginal pedagogy exists. Seek to understand and use instructional approaches that have been proven to best suit Aboriginal learners’ unique cultural needs. Know that different ways of knowing exist and nations transmit knowledge in diverse ways. Aboriginal pedagogy is more than an instructional approach. There exists a philosophy of living in these approaches. For example, within Plains cultures the Medicine Wheel is commonly used to transmit knowledge and to organize learning. As a philosophical framework, the Medicine Wheel helps us understand the interrelatedness of all life. It also guides us to strive for balance in the mind, body, spirit, and emotional realms. However, we also need to remember the diversity of nations. We may have to seek out local interpretations and understandings so that our courses are more responsive to the needs of the people in each community. Understand and accept that the process of healing is ongoing and an essential component to learning. Know that for most Aboriginal learners in Adult Basic Education, learning cannot be separated from healing. Some learners will, for the first time, learn the language to express their experiences. They may use words like racism, cultural genocide, and sexism. We can often feel attacked by these words. Learners’ development and use of this language is part of the healing process. In time, as broken people transform, they may learn to use new language to describe their experiences. By providing people with access to cultural teachings, physical activity, healing circles, and other supportive programming, we can facilitate healing. Apply decolonising strategies to bring about personal, social, and systemic change. These strategies may include, but are not limited to the following:

1. Seek local sources of knowledge. Learn about proper protocols when

approaching Elders: offer tobacco. Seek out and invite a wide range of community-based resource people to share their knowledge.

2. Critique your course materials (texts, videos, newspapers and the like). Re-

examine the teaching resources that are Eurocentric and/or from male perspectives only. Integrate authentic materials and resources responsive to diverse voices.

3. Use a variety of instructional methods including:

• storytelling, • personal narrative and testimony, • spirit writing, • talking/sharing circles, • cooperative group work, and, • experiential learning.

4. Consider different ways to view or organize learning. For example, The

Medicine Wheel is an acceptable way of addressing the interrelatedness of all life (Graveline, 1998).

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5. Consider self-directed, critically reflective assessment. Creating a positive environment where Aboriginal perspectives are acknowledged will benefit everyone. Adult Basic Education can be a place where all learners can appreciate how their cultural heritage helps to shape our provincial and national identity. Adult learners bring with them a wealth of knowledge and experiences that serve to form a foundation for learning. To better understand this, we now look to adult education principles. Adult Education Principles Critical to the planning and delivery of the Adult Basic Education Level Three curricula is the understanding and implementation of adult education principles. Six adult education principles (Imel, 1998) that demonstrate the treatment of our learners as adults include: • Involving learners in planning and implementing learning activities. Adults’

past experiences, their current learning goals, and their sense of self will influence what they want to learn and how they learn it. Instructors must actively engage adult participants in the learning process. They must also serve as facilitators, guiding learners to their own knowledge and helping them expand it rather than supplying them with facts to memorize.

• Drawing upon learners’ experiences as a resource. Instruction that is

personally and culturally relevant is vital for adult learners who bring with them a wealth of life experience and knowledge. By focussing on the strengths learners bring to the classroom, rather than their gaps in knowledge, learners are able to connect new learning with prior knowledge.

• Cultivating self-direction in learners. In a supportive, caring, and safe learning

environment, instructors become mentors to adult learners. They help learners to develop skills that lead to self-direction, independent learning, and empowerment (rather than assuming that all learners are self-directed when they enter programs). Empowered adults are those who see themselves as decision-making citizens, as proactive community members who are responsible and accountable to themselves, their families, employers, and society.

• Creating a climate that encourages and supports learning. An atmosphere

where learners can safely admit confusion, mistakes, ignorance, fears, biases, and different opinions is one that enhances learner self-esteem and reduces fear. Instruction must demonstrate respect and promote acceptance for diverse cultures, beliefs, values, religions, and lifestyles.

• Fostering a spirit of collaboration in the learning setting. Collaborative

learning stresses the interdependence of each member. Learners collaborate with instructors and with each other. Collaboration is founded on the notion that the roles of instructor and learner can be interchangeable.

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• Using small groups. This can help “achieve a learning environment that is more learner centred and collaborative than either large group or one-on-one, individualized approaches to instruction” (Imel, p. 4). Learning from peers and being accountable to a team also helps to develop social responsibility.

Adult education principles also have implications for the instructor/learner relationship. Central Assumptions About the Instructor/Learner Relationship Instructor as facilitator… • helps and guides learners; • focuses on group dynamics and the learning process rather than being the

“expert” who provides content knowledge; • frees learners to make choices; • remains non-judgemental; • encourages learners to be responsible for their own learning; • supports collaborative and cooperative methods of learning; • is sensitive to the social, psychological and cultural issues that learners bring to

the group; and, • takes a gentle leadership role.

Instructor as mentor… • supports, challenges and provides vision within a context of support; • establishes a climate of trust in the learning environment; • accepts learners where they are now and confirms their self-worth; • listens to learners’ stories; • advocates for learners; • expresses positive and realistic expectations; • encourages learners to see new possibilities, directions, purposes and meanings; • helps learners to see and to name the changes they can make; and, • celebrates learner success.

Instructor who creates meaningful context… • centres instruction around learners’ social, cultural and psychosocial contexts; • seeks to teach knowledge and skills that are transferable to real-life contexts; • structures lessons around learners’ experiences; • uses teaching materials, situations and examples relevant to the learners’ cultural

worlds; • designs lessons that are personally meaningful, significant and relevant; • structures lessons based on the concrete (e.g. unemployment) and moves to the

abstract (writing clearly and effectively); and, • supports experimentation with personal application of new knowledge to make

positive change: transformation.

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Instructor who models and promotes critical reflection… • sees reflection as an ongoing cognitive process; • knows that critical reflection requires examination of one’s underlying beliefs,

assumptions and values; • is open to defining problems, exploring different ways of problem solving, and is

able to see self within the context of the issues; • acknowledges the inner discomfort, the self-doubt, uncertainty, ambiguity and the

feelings of isolation critical reflection can bring; • supports learners as they too see the “dark side” of critical reflection; and, • provides activities that challenge “norms,” encourages the development of

alternative perspectives and supports learners in integrating these new ways of thinking into living.

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Reflective Questions

Why do I have to abandon traditional teaching approaches? I know they worked for me and for many of my students.

• You won’t have to abandon all traditional teaching

approaches. We still have to be responsive to those learners who plan to go onto further studies. Therefore, there is certainly room for memorization, test-taking and lecture, but what we advocate for here is to recognize that those approaches are limited and that there are other approaches to try.

• It may be helpful to be reminded that traditional teaching approaches serve to privilege dominant culture learners. Research clearly indicates marginalized learners have not received the same benefit from these approaches. Inclusive approaches strive to include everyone and are designed to best serve the unique needs of multiple groups.

• You will probably have more questions than

answers as you begin to be exposed to different ways of knowing.

How will I know if I am being inclusive of Aboriginal perspectives?

• You may see your learners struggle with sensitive or highly charged terminology.

• You will be exposing more about the history of Aboriginal peoples. This will involve an investment by all of us. Discussions about our shared history may bring discomfort, uncertainty, emotion, and perhaps pain, blame and even guilt. This is normal.

• Cajete (2000): “Students must begin with understanding where they have come from, and they need to understand it thoroughly.” We need “to be willing to turn history inside out and upside down” (p. 188). We have this responsibility. We cannot change what we don’t acknowledge.

Isn’t this like “reverse discrimination”? By focusing on Aboriginal perspectives won’t we now oppress non-Aboriginal peoples?

Often dominant cultures do not realize the manner in which they are oppressed. They

fail to see that their access to a one-sided curriculum has kept them from feeling comfortable with others. This discomfort often means further social distancing, cultural misunderstanding, and fear. However, because dominant cultures don’t need to interact with others in order to survive they can choose not to ever address or even see the manner in which they are oppressed. Our increasingly diverse communities mean that mainstream individuals often lack cultural competencies that would make them more effective in the workplace, classroom and community. Access to diverse perspectives and authentic information about Aboriginal people will address the fear and enable growth in cross-cultural competency issues.

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Part One: Curriculum Foundations Chapter 2: Curriculum Orientations

Chapter Two: Curriculum Orientations Moving Toward Transactional & Transformational Orientations Current views of learning emphasize understanding by constructing meaning rather than the traditional view of passively receiving transmitted factual knowledge. Meaning construction goes beyond the memorization of facts and procedures. Learners become active in making meaning as they interact with knowledge. Key concepts in active, constructivist9 views of learning include:

a) the importance of prior knowledge;

b) the importance of metacognitive awareness (understanding and controlling one’s own thinking processes); and,

c) the critical reflection on new knowledge. Two curriculum orientations reflect these views: transactional and transformative orientations. The transactional curriculum orientation is a constructivist approach where: • Instructors are facilitators, mentors, and tour guides. They encourage learners to

use their knowledge to make meaning. They integrate literacy with critical thinking.

• Learners construct meaning by linking new information to prior knowledge and by making inferences and interpretations. Learning has to be contextual.

• Qualitative methods are used to help learners to understand, gain meaning, use prior knowledge, interact with others, be active learners, be active meaning makers, be social, self-directed, independent learners, and be aware of metacognition.

• Knowledge acquisition is viewed as a process that involves life-long learning.

• Instructors and learners collaboratively learn together to establish a community of learners where each person takes responsibility for his/her own learning.

The transformational curriculum orientation focuses on personal and social change where: • Learning takes on a more critical, multidimensional view of society.

• Children are “forming” while adults can “transform.” Each adult has an established value system, a set of beliefs, basic assumptions, and certain biases. Instructors and learners engage in a collective process to become aware of basic assumptions. They critically reflect by looking at things from unfamiliar perspectives, and, then, challenge those initial assumptions.

9 Constructivism: A theory of learning where learners construct new knowledge from their own previous knowledge.

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• Expectations exist about how the world operates. Together, instructors and learners use critical reflection to look at unfamiliar perspectives by challenging and questioning assumptions, values, beliefs, and expectations. Mezirow (1990) calls this a “disorienting dilemma.”

• People, events, or crises can stimulate transformative learning. Dramatic events in our life often trigger transformation: change of job, loss of a loved one, birth of a child, divorce, bankruptcy, or education. When people learn to look at firmly held ideas from a different view, they can raise their consciousness. The learner can transform when given the opportunity (the power) to see with new eyes.

• A holistic perspective emphasizes the interrelations of our world.

• The desired outcome is to change, to transfer learning into action outside of the classroom setting.

• Change can occur at varying degrees. Freire (1970) identifies four levels of consciousness that can provide the catalyst for change: from the lowest level where people are merely concerned with personal survival to the highest level where learners engage in action for social change. Instructors will guide adult learners to see “how we are caught in our own history and are reliving it” (Cranton, 1994, p. 23). We will begin to change when we begin to express our feelings, perceptions, and personal reactions and discover that we are socially constructed.

• Those who hold dominant positions come to understand the complexity of inequality and are able to examine their own position in relation to social justice issues. Dominant people (instructors), who support transformation, must provide opportunities for dominated group members (their learners) to take power, to speak out. The first phase of change for any dominated person/group will be (re)discovering their history, developing a sense of self-pride, and breaking the silences that have been imposed upon them. Achieving this and moving past the shame of being inferior helps people to gain the skills to control their own destiny, and to make change based on the principles of equality.

• From an Aboriginal perspective, transformation can come in the form of decolonisation.

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Considering Aboriginal Education Initiatives To better meet the needs of the increasing Aboriginal population in Saskatchewan, Adult Basic Education can benefit from understanding that Aboriginal Education has been progressive and is established in our province. For 30 years, Aboriginal and non-Aboriginal peoples have worked together to create a unique intellectual discourse founded on expertise from a variety of disciplines, organizations, and partnerships. Their work has been difficult and frustrating, yet clear evidence of its positive rewards is shown by the province’s response. The provincial articulation of Aboriginal Education is connected to work done at a national level. The progression of Aboriginal Education has involved certain focus points that have brought about Canadian awareness. It has raised a Canadian consciousness about the layers of oppression that can be traced back to the devastating mistakes that residential schooling inflicted on generations of Aboriginal peoples. In addition, the researched proof of the sad realities and multiple problems that continue to face Aboriginal peoples has further grounded this work. Documented in an overwhelming five volumes, with 3,500 pages of personal testimony, 440 recommendations were made by The Royal Commission of Aboriginal Peoples (RCAP). Land claims issues, economic, social, educational and political disparity portrays the devastating conditions that are all too common for many Aboriginal communities in our country. Saskatchewan’s provincial response to Aboriginal Education issues resulted in an orientation for change. Saskatchewan Learning (now Advanced Education and Employment) has taken action to be inclusive and to incorporate the different groups that can contribute to the development of Aboriginal Education in the province. Work that has been conducted in the area of Aboriginal Education “is aimed at ensuring that all students are educated in a manner consistent with their needs.” (Saskatchewan Education, n.d., p. 4). The Aboriginal Education Unit for the K-12 system was formed. Their website provides insightful information that offers a vision for change and principles that will guide their work. Several documents referred to at this site are available on the Internet and can provide direction and answer questions (see Annotated Bibliography). The Aboriginal Education Unit was designed specifically to support K-12 education; however, Adult Basic Education administrators and instructors can benefit from knowing that this work exists and can adapt and/or use information that is relevant for adult learners. Aboriginal Education can also be viewed from the unique perspectives that the Saskatchewan Indian Institute of Technologies (SIIT) and the Dumont Technical Institute (DTI) have implemented. With a bicultural focus, SIIT provides programs for First Nations peoples and from a First Nations perspective. DTI develops and delivers programs for Métis peoples and from a Métis perspective. Programs designed to focus on First Nations and Métis histories, peoples, cultures, languages, and worldviews, contribute to the movement toward self-determination. Aboriginal Education in our province can be seen through different lenses, yet commonalities exist. Well documented are the interwoven themes of responsibility, community, authenticity, equity, and competency. As presented throughout this document, Adult Basic Education is responding to these themes. As we meet a

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growing number of Aboriginal learners, we must take responsible and informed steps to consider the initiatives that are in place in the different sectors of our province. Some instructors and administrators may be unsure of and/or nervous about the implications for them. This uncertainty is not uncommon, for change can be challenging at times and demanding at best. Our ability to work together as community members in equitable partnerships will improve relationships for the benefit of all.

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What will a constructivist approach look like in the classroom? What does this mean for me?

• You will plan activities that involve learners in reflecting and narrating their stories. You want them to be able to see themselves within the larger structures of our society. They may use words like racism, discrimination and prejudice.

• You will encourage learners to deepen their understandings about their own positions and circumstances by providing opportunities for them to know and articulate the structures of their identities.

• Transformative instructors provide opportunities for diverse voices to be heard and for events and issues to be examined from a variety of perspectives.

• You will engage in an examination of your own biases, assumptions and prejudices.

What will a transformative approach look like in the classroom? What change will that mean for me?

“”It would be a mistake, to assume that as some individual faculty members change attitudes and behavior, the success rate of [Aboriginal] students will automatically increase. Changes need to be systemically and societally implemented to make big differences. In addition, change must be organizational in nature rather than in isolated

subsystems of an educational institution” (Roy & Hampton, 2000, p. 68).

• Aboriginal perspectives in this document are guidelines and examples only. It is important to remember that

we are all on a learning journey.

If I acknowledge Aboriginal perspectives as suggested here, what guarantee will there be for a higher success rate for Aboriginal learners?

• Constructivism is the idea that we all create knowledge. It recognizes individual differences in interpretation. A constructivist instructor may ask, “How did you come to understand this?”

• Constructivist instructors pose open-ended questions and present problems. They then guide learners to find their own answers.

• Constructivist instructors prompt learners to form their own questions (inquiry); allow for many interpretations and expressions of learning (multiple intelligences); encourage group work and the use of peer tutors (collaborative learning); and provide opportunities for active learning (experiential learning).

• Constructivist instructors provide opportunities for learners to reflect and self-analyse.

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Part One: Curriculum Foundations Glossary

Glossary (Note: These terms may have different meanings in other contexts.)

Aboriginal Section 35 of the Canadian Constitution (1982) defines the term “Aboriginal” as referring to the original occupants of Canada. In Saskatchewan Aboriginal refers to Indian/First Nation or Métis peoples.

Colonialism An unequal distribution of power and resources. Colonialism is caused by cultural and structural oppression that is enforced through the imposition of power, influence, and authority. We are all affected by the relationships established under colonization in Canada. These relationships are characterized by economic and political ideas and practices based on each Nation’s (First Nations, Métis, Inuit, and non-Aboriginal) beliefs about the process and its outcomes. In our province, processes of decolonisation are presently underway. (See decolonisation) Constructivism A theory of learning, that we all create knowledge. Learners construct new knowledge from their own previous knowledge. Rather than simply absorbing ideas transmitted to them by instructors through endless rote practice, learners instead create knowledge by connecting new information to their own pre-existing notions and later modifying understandings in light of new data. In a constructivist approach, learners’ ideas gain in complexity, and, with support, learners begin to understand how they think and what they know about the world. Constructivism emphasizes the careful study of the processes by which learners create and develop their ideas. Educational applications, therefore, match (not challenge) learners’ understandings by encouraging further growth and development of what is already known.

Contextualized learning An approach to learning where learners develop skills for real-world uses in real-world situations. Lessons and units of study give learners opportunities to learn in a variety of meaningful contexts. This approach facilitates the transfer of knowledge to new contexts. Criterion-Referenced Assessment A test taker’s performance is compared to the domain of performances being assessed. Assumes that ability can be represented along a continuum from little ability in a specific domain to higher levels of competency. A criterion-referenced test is used to determine where along the continuum a learner should be placed. Performance standards specify the tasks that a learner should know at a given level or point along the continuum. Minimum competencies indicate the lowest level of performance that is acceptable. The focus is on determining what an individual already knows and, therefore, what needs to be taught instead of an individual’s standing relative to a norm-reference group (Adapted from Kruidenier, 2002, p. 91). Critical reflection A cognitive process where we think about our experiences: to muse, to review and so on…, but to reflect critically is also to examine the underlying beliefs and assumptions that affect how we make sense of our experience.

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Critical thinking To analyse and look at our assumptions from as many unfamiliar perspectives as possible10.

Decolonisation Decolonising involves an active process of exposing the realities of Eurocentric dominant culture practices and policies that have systemically dominated and denied Aboriginal participation in mainstream activities11. By deconstructing the disastrous impact in maintaining unjust power relations, decolonisation involves all people unlearning the strategies that have deliberately silenced Aboriginal peoples’ full participation in social, political, economic, and emotional growth.

Discourses A discourse is spoken or written language that creates meaning embedded in a certain political view. Discourses come to us through books, videos, societal institutions (e.g. government, church, school), and even through informal discussions.

Dominant culture White, patriarchal, heterosexist, Eurocentric and Judeo Christian in origin.

Demystification A process to examine and clarify the alienating and oppressive features that have been disguised and hidden from the oppressed. Empathy The emotional response of shared understanding in which each person assumes the other’s perspective and cultural values as much as possible.

Empathetic communication skills Verbal and/or nonverbal expressions of understanding and respect for a person’s beliefs and values. These expressions may include accepting, validating, acknowledging, confirming, and extending.

First Nation A term that came into common usage in the 1970s to replace the word “Indian”, which many people found offensive. Although the term First Nation is widely used, no legal definition of it exists. Among its uses, the term “First Nations peoples” is meant to be inclusive and refers to status Indian people in Canada. It implies a shared heritage of culture, knowledge, history, and colonialism. Symbolically, the term elevates Indian peoples to a status of "first among equals" in their quest for self-determination and self-government within the Canadian nation-state. Many Indian people have also adopted the term “First Nation” to replace the word “band” in the name of their community; for example, “I am from Sweetgrass First Nation.”

Indian A legal term that includes Aboriginal people who have special legal status in Canada as regulated by the Indian Act. These people are descendants of the First Nations of Canada.

10 “Critical thinking entails adults understanding that the flow of power is a permanent presence in our lives. In our personal relationships, work activities, political involvements, even our recreational pursuits, power relations shape how we experience the world. Questioning these power relations so that we might redirect the flow of power over into power with learners is an important part of critical thinking” (Brookfield, 1995, p. 112). 11 The curriculum is one example of a Eurocentric tool used for maintaining oppression and inequality to silence the history, cultures, knowledge and experience of Aboriginal peoples in Canada (Battiste, 2000; Battiste & Henderson, 2000).

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Integration Integration is about wholeness. Learners combine new information with what they have already learned in other ways and in other contexts. For example, communications skills are integrated with other skills as learners participate in language activities in all subject areas. Integration also refers to the mixing of the different kinds of learners who participate in groups. Integrating learners with a variety of abilities promotes peer tutoring.

Meritocracy A social system in which people’s success in life depends primarily on their merit: their talents, abilities, and effort. Within this belief is the idea that all individuals can be successful if they apply themselves. We attribute the “bootstraps” idea to this concept – whereby individuals can rise up to greatness through the application of their common sense and a strong work ethic. However, under critical examination, we have come to understand that not all individuals can achieve solely on their merit. Critical perspectives also illuminate the inherent bias that a privileged construction of ability and talent create. The myth of meritocracy continues to flourish in spite of systemic oppressions, prejudice, and discrimination that limit opportunities for the lower classes and those who are visible minorities.

Metacognition The process of thinking about thinking. Flavell (1977) describes it as follows: "Metacognition refers to one's knowledge concerning one's own cognitive processes or anything related to them” (p. 232). Metacognition involves the active monitoring and regulation of cognitive processes. Metacognitive processes are central to planning, problem-solving, evaluation and many aspects of language learning.

Métis The term “Métis” refers to those Aboriginal residents of Canada who have gained membership in a Métis community and have received the right to be legally defined by their collective group.

Multidisciplinary approach Content from a variety of subject areas is included to enhance relevance. For example, if the theme “low-budget cooking” is used by a particular group of learners in a Communications class, the instructor who uses a multidisciplinary approach will ensure crossover from other subject areas. In this case, the Communications instructor will include lessons that involve concepts traditionally reserved for math, science, or life skills courses. This may include banking knowledge, estimating and calculating costs of meals, understanding bacteria growth and connecting nutrition with success. Taking a multidisciplinary approach represents a way for instructors to focus on and to respond to the holistic dynamics adult learners bring to school.

Mystified concepts Those ideas, notions, assumptions, and/or categories of information that have been normalized by dominant society12. These are concepts that have become so deeply familiar that they are rarely questioned, and their meanings reflect and perpetuate old exclusivities that masquerade as universalism. Partial knowledge exists when a tradition of thinking is continually shaped and expressed by confusing partial truths.

12 Educational systems are key instruments in the dissemination of mystifications. For example, unemployment is “mystified” as personal failure rather than a failure of the economy and globalization. Mystified concepts skew truth by imposing dominant values.

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Performance-Based Assessment is used to evaluate a learner’s ability to use knowledge or skills gained in a realistic or authentic situation to complete tasks. Generally, performance tasks involve written or spoken responses or participation in group or individual activities (Kruidenir, 2002, p. 91). Praxis It is what we do in addition to what we think. Characteristics of praxis include self-determination (as opposed to coercion), creativity (as opposed to homogeneity), and rationality (as opposed to reaction and chance). Praxis is made of a continuous cycle of action-reflection-action that is central to emancipatory education (Freire, 1970). Action stands in direct contrast to theory (Johnson, 1995). Praxis is informed action. Racism People’s prejudicial attitudes as well as discriminatory practices towards individuals of a certain ethnic/racial background. Racism is a system of domination and subordination designed to maintain inequality. “Racism is not something which simply affects its victims in various adverse ways: It also benefits all those against whom it is not directed, by affording certain privileges” (Shadd, 1991, p. 34). This idea of racism moves away from a definition that only focuses on deliberate hateful acts (lynching or racially motivated violence) to an acceptance of the way in which racism operates more commonly (systemic racism that replicates inequality). For example, schooling privileges particular ideas of success (monetary reward and individually gained status). These same ideas are examples of racism when they structurally deny other definitions of success (strong networks and sharing of power), thus unwittingly denying full opportunity for some based on race.

Standardized Assessment Administration and scoring procedures are standardized for all examinees. Tests are scored in the same way, using detailed examination guides and trained examiners. An individual’s score is often compared to the scores of a representative group of those taking the test (a norm group). Results may be expressed as grade equivalencies, percentile ranks, or stanines. Traditional teaching practices These refer to the technical nature of transmission curriculum delivery. These include programmed learning by structured teaching approaches. 13

Transformation One of the three orientations of curriculum – transformation focuses on personal and social change where learning takes on a more critical, multi-dimensional view of society. 14

Transaction One of the three orientations of curriculum – transaction reflects the practical aspects of teaching.15 A transaction orientation of curriculum is achieved

13 See “Appendix C: Curriculum Philosophy” in Basic Education Redesign Phase 1: Planning and Foundations (March 2002) (Saskatchewan Learning, 2002, p. 29). 14 Miller & Seller (1990) identify assumptions of transformation that include realization of positive inner potential, self-directed learning abilities, need for a value system, importance of developing a positive self-concept, interrelated cognitive and affective developmental levels, teachers as facilitators, validity of learner concerns and the importance of self-assessment. Central to all these is the focus on social change that results as learners become critically conscious of their positioning.

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when the power is shifted to the learner, and the instructor assumes the role of facilitator. Voice A people’s authentic self-expression that is shaped by cultural, gender, racial and class/status identities. Worldviews Those general understandings about the universe and our philosophic relationship to it - some broad assumptions about the meaning of life, the way things work and what is important. A worldview is often associated with a group or society, recognizing that there are variations between individuals within the group.

15 Miller & Seller (1990) describe a transaction philosophy as one where learners make connections between their own prior knowledge to that of new instruction being presented. Intellectual growth is encouraged through problem solving activities and group-work collaboration.

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Part Two: Curriculum Design

PART TWO: CURRICULUM DESIGN

The Curriculum Roadmap: PART ONE:

CURRICULUM FOUNDATIONS


DESIGN






CONTENT

PART FOUR CURRICULUM

APPLICATIONS




assessment


ASSESSMENT

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Part Two: Curriculum Design Chapter 3: The Interaction Between Design and Planning

Chapter Three: The Interaction Between Design and Planning

The Vision and the Challenge A curriculum design gives instructors and others a picture of the curriculum to be implemented, much like an architect gives clients a drawing of the house to be built. Just as the architectural design guides the development of a new house for the homeowner, this curriculum design guides the planning and development of Adult Basic Education courses. This chapter presents the key elements that form the design that guides instructional planning and curriculum application. The key elements of this curriculum include Generic Skills, a learning outcomes approach, contextually-based instruction for adults, and an authentic assessment rationale. The vision for this curriculum is one that: • is sensitive to the realities of adult learners’ lives;

• is informed by current understandings of inclusive and anti-oppressive education;

• acknowledges the essential role that instructors and other staff have in creating a positive learning environment; and,

• engages others in the discourse of transformation. The vision also greatly impacts participants in our programs for it strives to empower adult learners, prepare them for a changing and demanding future, and encourage them to realize they have much to contribute to our communities. With these high expectations come realistic challenges. Informed by critical and social theory, education has evolved a great deal in the last two decades. In keeping up with this change, professional development is of the utmost importance. As the Aboriginal numbers continue to grow in Adult Basic Education, current cross-cultural training becomes even more imperative. With shrinking budgets and a call for authentic materials that reflect our community of learners, having adequate planning time is vital to maximize the success of the implementation of this curriculum. These challenges only represent the obvious. We know challenge and resistance are the natural partners that travel with change. If we can acknowledge this, perhaps we can better accept and recognize them when they arrive. The key elements of this curriculum’s design follow.

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Generic Skills Generic Skills are skills that:

a) can be developed and applied across a variety of subject areas and contexts; and,

b) take longer to acquire than subject-specific skills. Generic Skills are best viewed as transferable general life skills or skills that contribute to independence. They may be transferred into contexts different from the ones in which they were first learned. The intent is that learners acquire the skill and then transfer and further develop it when attending further training and education, when in the workforce, or when participating in other life-long-learning activities. Generic Skills are essential to personal, social, and employment success. Three primary references 16 for the development of the Generic Skills were as follows:

1. Common Essential Learnings (C.E.Ls) incorporated in Saskatchewan Learning’s K-12 curriculum guides.

2. The Employability Skills 2000+ developed by the Conference Board of Canada.

3. Equipped for the Future Content Standards for Adult Literacy and Lifelong Learning, an initiative of the National Institute for Literacy in partnership with the Division of Adult Education and Literacy, U.S. Department of Education.

The broad categories that make up the Generic Skills include: • Lifelong Learning • Communications • Numeracy • Technological Literacy17 • Creative and Critical Thinking • Valuing Diversity • Interpersonal Teamwork

Generic Skills are fundamental to each curriculum area in Adult Basic Education. Interconnection between Generic Skills, learning outcomes, and content skills will be further discussed in PART THREE.

16 For further information on these documents, refer to the References section at the end of PART TWO. 17 For more information with respect to guidelines for Level Three computer skills, refer to APPENDIX A: Technological Literacy – Computer Skills and Knowledge Checklist.

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Generic Skills Lifelong Learning

(LL) Communications

(C) Numeracy

(N) Reflect upon and interpret your own learning style; recognize areas of strength and areas for further development

Reflect on and interpret your own thoughts and feelings and express these to others

Reflect upon and interpret the ways in which numbers are used in your daily life

Work independently Read with understanding and interpret information in various formats

Analyse and interpret numerical data

Establish learning goals, monitor progress, and adjust strategies as necessary

Present information in a variety of ways

Present information in a variety of forms

Identify a variety of learning strategies appropriate to the task and the context (work, home, and school)

Speak so others can understand

Observe and record data accurately using appropriate methods, tools, and technologies

Plan and manage time, money and other resources to achieve learning goals

Listen actively Use numerical data to argue and present a point

Plan and carry out multiple tasks; take responsibility for assuring work quality and results

Continue to develop personal communication skills

Apply numerical skills in a variety of contexts and for a variety of purposes

Advocate for self Apply communication skills in a variety of contexts and for a variety of purposes

Reflect and Interpret

Imagine

Create

Manage

Social Action

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Technological Literacy (TL)

Creative & Critical Thinking (CCT)

Valuing Diversity (VaD)

Interpersonal/ Team Work (IT)

Reflect upon and interpret the ways in which technology is used in your community

Reflect upon, recognize, and express how you see yourself in relation to change

Reflect and interpret your own roles and identity

Reflect upon and interpret self in relation to family, the workplace and the community

Use computers and other tools to locate, process, and manage information

Assess situations and identify problems

Identify the connections between beliefs, culture, and change over time

Accept and provide feedback in a constructive and considerate fashion

Use technology for research, communication, and creative purposes

Access and use information from diverse sources and perspectives

Identify and respect the similarities and differences across cultures

Manage and resolve conflicts

Demonstrate what you understand about technological literacy

Analyse information for accuracy, bias, and usefulness

Identify and respect diversity

Participate in group processes and decision making; adapt to changing requirements and information

Generate options and solutions

Demonstrate that you have learned from others’ experiences and ideas

Listen to and ask questions of others to understand and appreciate their points of view

Form opinions and make decisions based on critical reflection

Recognize and articulate points of view different than your own

Be socially responsible and contribute to your community

Put decisions and plans into action

Recognize, discuss and problem solve around issues of racism, prejudice, and stereotyping

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Learning Outcomes Approach This approach to planning instruction focuses on what the learner will do by the end of a lesson, a unit, or a course. This is different from the more traditional approach where instruction is determined primarily in terms of what content is taught. Key principles of the learning outcomes approach to curriculum development include the following: • Curriculum design that determines course content, instructional delivery, and

assessment techniques by identifying the knowledge, skills, attitudes, and values needed by both learner and society.

• Learning outcomes generally include Generic Skills and are broken down to clearly express the specific skills and integrated abilities of a successful learner.

• Learning outcomes should clearly explain how learners will transfer their learning outside of the classroom setting.

• Learning outcomes are achieved through specific subject-area content skills that can be assessed in a relevant context(s): school, home, work, or community.

• Authentic assessment of learning outcomes and subject-area content skills allows learners to self-assess, integrate, and transfer their learning.

This approach allows for flexibility because learning outcomes can be achieved using a variety of processes and resources making instruction culturally relevant, characteristically holistic, and personally meaningful to learners. One way to implement a learning outcomes approach is through contextually-based instruction. Contextually-Based Instruction for Adults Current understandings of adult education principles, transactional and transformative orientations, and Aboriginal perspectives support a contextually-based approach to instruction and learning. Writings in these areas show the need for learning to be meaningful in order to be transferable. Studies on the recruitment and retention of adult learners also highlight the need for relevance in programming. Imel (1998) states that in contextualized learning the “instructions – and the instructional materials – draw on the actual experiences, developmental stages, and problems of the learners” (p. 3). Wherever possible, academic skills are developed through and applied to a variety of life contexts. Dirkx and Prenger (1997) refer to this approach as “theme-based.” A theme-based approach is of significant advantage for instructors who are responsible for delivering all subjects in a Level Three program. Generic Skills and content-specific objectives from several subjects can be developed through one theme.

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Through a holistic lens, and using an integrated theme-based approach, instructors will consider the following areas: • Instructors consider content skills, resource materials, instructional methods, and

assessment tools together with the life contexts and goals of their adult learners.

• By considering learners’ experiences, Generic Skills, learning outcomes and content skills can be developed through a theme that is personally and culturally relevant to learners.

• Ideally, learners collectively brainstorm (or instructor facilitates a group discussion) to capture and articulate an issue or concern that can be designed into a theme to be studied. The selected theme is then used for organizing the interdisciplinary content and the curriculum specifics. Learners are then involved in a number of tasks related to developing the theme. They are asked to identify what they want to learn about the theme, to bring information or resources related to the theme and to conduct research to find answers to their questions.

• In a multi-level or individualized setting, learners in the whole group or in smaller sub-groups can work together to identify themes. However, the instructor will vary the specific content skills (and corresponding activities and assignments) developed through the theme. S/he will also vary the resource materials and assessment criteria and standards according to learners’ levels.

• In a continuous intake setting, instructors may need to identify theme topics to develop.

Different approaches will be used to implement contextually-based instruction for adults because of the variety of program delivery structures in the province. Regardless of the approach used to identify relevant themes and contexts, academic skills are taught via resource materials that reflect the personal, work and/or community contexts of learners. The skills that learners develop in school are connected to the broader contexts of their lives. Authentic Assessment Rationale Varieties of measures (formal and informal) are used to place adults in the appropriate Adult Basic Education level. Along with information gathered directly from the learner, some combination of standardized, criterion-referenced, or performance-based18 assessments are often used. The results of this initial assessment provide information in areas such as: • learners’ needs,

• goals and career plans,

• learning styles, and,

• academic strengths and weaknesses.

18 See Glossary in Part 1 of this document for definitions of assessment terms.

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This information helps to guide the instructor in the development of training plans and in the selection of instructional methods and materials. Assessment practices in Level Three programs are consistent with the foundations and vision of Adult Basic Education. Kasworm and Marienau (1997, as cited in Kruidenier, 2002, p. 97) identify five “best practices” relating to assessment and adult education principles:

• Assessment recognizes that adults come to literacy instruction19 with a wide variety of experiences and an extensive knowledge base and that what they learn will be applied to specific situations.

• In addition to the need to improve their literacy skills, adults also have affective needs and should be involved in the assessment process through, for example, self-assessment and the sharing of assessment results.

• Giving adults feedback promotes learning.

• Assessment should take into account, and use, adults’ involvement in work, family, and community.

• Adults’ prior experienced-based learning gives them the knowledge to participate in the design of assessment programs and to be actively involved in their own assessment (through the use of procedures such as portfolio assessment).

Since the learning outcomes approach in Level Three provides learners the opportunity to develop skills that apply to the real world, assessment also needs to reflect the authentic nature of that learning. Assessment is an ongoing process and potentially any activity can provide an assessment opportunity. Authentic assessment is sometimes referred to as performance-based assessment – assessments “used to evaluate how well students complete tasks that require the application of knowledge or skills in a realistic, or authentic, situation” (Kruidenier, 2002, p. 93). The intent of authentic assessment is to look at a learner’s work as a whole and to conduct assessments under conditions similar to conditions found outside the classroom. For example, in the workforce, adults often work in teams. The mechanic or the statistician has access to an array of reference materials in order to perform his/her tasks. Security personnel have limited time to write a report at the end of a shift as do parents when writing a note to their child’s teacher. Most often authentic assessments are used to measure more global skills such as metacognition or reading comprehension, rather than specific components (Kruidenier, 2002, p. 113). The focus is on the ability: 19 This research is American in origin. In this context, “literacy instruction” refers to programs at one of six levels: the first four levels relate to literacy development to the beginning of secondary education and the last two levels cover adult secondary education. These six levels are similar to the four levels in Saskatchewan’s Adult Basic Education framework for credit programs. In the United States performance standards are available for numeracy, functional and workplace skills, family literacy and English as a Second Language as well as literacy (e.g., reading, writing, and speaking).

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• to use analytical skills, • to integrate what is learned, • to think critically and creatively, • to work collaboratively, and, • to develop written and oral expression skills. Authentic assessment values the learning process as much as the finished project. In general, assessment in Level Three courses includes pre-tests to determine prior knowledge and skills. Then, instruction is provided based on assessment results. Learners are involved in assessment activities throughout the program in order to adjust instruction and to determine learners’ progress in their attainment of knowledge (factual and procedural), cognitive strategies, and metacognitive processes. Knowledge is important because it is the foundation of deep understanding and complex problem-solving (Tombari & Borich, 1999, p. 75). When assessing knowledge, the instructor focuses on the facts, concepts, rules, and generalizations needed to make sense of a specific topic or task. S/he will also assess whether the learner knows how to perform a task or a function (e.g., how to divide fractions, how to use the writing process, or how to access computer files). Knowing how to organize and use information separate “the skilled performer from the unskilled” (Tombari & Borich, 1999, p. 69). It is, for example, difficult to predict which team will win a soccer game if you have no knowledge of soccer. It is also difficult to make accurate predictions if you have misconceptions or “faulty knowledge.” These misconceptions (e.g., good readers always read every word or gravity causes heavier objects to fall faster than lighter objects) may initially be firmly held and adhered to by the learner even when presented with new information. Tombari and Borich (1999) describe cognitive strategies as “general methods of thinking that improve learning across a variety of subject areas” (p. 10). These strategies are sometimes referred to as problem-solving strategies and are related to the higher order thinking skills in Bloom’s Taxonomy or to Quellmalz’s non-hierarchical taxonomy of cognitive operations20. Strategies range from scanning a chapter for sub-headings or for bold or italicized words, to pausing to summarize key points to ensure comprehension or to ask yourself if you are clear about what the task is. Assessment of cognitive strategies occurs after demonstrations, explanations, modelling, and guided practice. Metacognitive processes involve the learner becoming aware of the strategies that work best for him/her and recognizing when to use a strategy. Learning how to learn is an essential component in developing independent or lifelong learning. Current educational practice acknowledges that tests, as the sole means of assessment, have limitations. Rather, a variety of assessment strategies and 20 Quellmalz (as cited in Tomari & Borich, 1999, p. 126) lists four fundamental cognitive strategies – analysis (perceiving the whole task or problem, identifying the distinctive elements and the relationship between elements), comparison (identifying similarities and differences in the elements), inference and interpretation (gathering information and evidence), and evaluation (taking a position or arriving at a conclusion) – that are used in all problem-solving, regardless of the content area. These processes, however, are carried out in specific contexts such as history, biology, or writing.

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techniques is preferred. Portfolios (including items such as writing samples and documentation of specific practices), rubrics, projects (often used to assess learning outcomes from several subjects), oral retellings, and demonstrations are frequently used techniques. Authentic assessment tasks “add to the tools that can be used rather than supplant all others” (Kruidenier, 2002, p. 137). Assessment techniques, as they relate to specific curriculum guides, are discussed in PART FIVE of this document.

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• Be aware of your own cultural values and biases. Once we are aware of our own, we can better

accept others who are different. As demographics shift, valuing biculturalism is essential to understand our own limits and expertise.

• Be aware of how oppression, racism, discrimination and stereotyping affect all of us. Acknowledging how some have directly or indirectly benefited from individual, institutional and cultural racism allows for understanding the social impact on others.

• Be aware of communication styles and understand that our styles may clash. As a result, we may devalue approaches that work with certain groups, for example, the time that is required to do a sharing/talking circle.

• Be aware that cross-cultural competence means a constant effort to seek out educational, consultative and training opportunities to improve understanding and effectiveness in working with culturally different populations. This also involves recognizing the limits of our competence and knowing when to seek advice from other more qualified individuals.

• Be aware and sensitive of the life experiences, cultural heritage and historical background of culturally different groups.

Terminology that includes inclusive and anti-oppressive education is closely linked with anti-racist education and critical pedagogy. Literature in these areas present inclusive ways for educators to view core disciplines and overall programming. Kumashiro (2000) describes three focus approaches. Each has strengths but also weaknesses when used alone; therefore, it is suggested that all three of the following approaches be understood, implemented and balanced: • Education for the “other”: improves experiences, treatment and success for those learners who are

designated as “other” than the norm. Oppression is not only understood to happen because of the actions (harassment, isolation, alienation, violence, exclusion, etc), but it also occurs because of inaction (inappropriate instruction, attention, materials; inadequate cross-cultural training; or insensitivity).

What does current research about inclusive and anti-oppressive education offer us?

What cross-cultural competencies do I need to effectively deliver this curriculum?

• Education about the “other”: teaches about marginalized groups (staff awareness sessions or culture day awareness) to a predominant non-marginalized instructional population.

• Education that is critical of privileging and “othering”: involves critical examination and encourages transformation by openly discussing “norms”. Oppression and marginalization are recognized as being produced and reproduced through existing social structures and competing ideologies, e.g. meritocracy. Power relations are exposed, emotions are released as difficult questions are posed: Whose knowledge is of most worth? What are my unearned advantages? What tools of oppression have been normalized - do I use these?

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References (Parts One and Two)


Battiste, M. (2000). Foreword. Aboriginal education: Fulfilling the promise.

Vancouver: University of British Columbia Press. (pp. vii-ix).

Battiste, M. & Henderson, J. (Sa’ke’j) Youngblood. (2000). Protecting

Indigenous knowledge and heritage: A global challenge. Saskatoon, SK: Purich.

Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco,

CA: Jossey-Bass.

Cajete, G. (2000). Indigenous knowledge: The Pueblo metaphor of

Indigenous education. In M. Battiste, (Ed.), Reclaiming Indigenous voice and vision.

(pp. 192–208). Vancouver: University of British Columbia Press.

Conference Board of Canada. (May, 2000). Employability skills 2000 +.

Retrieved May 28, 2004, from http://www.conferenceboard.ca/education/learning-

tools/employability-skills.htm

Cranton, P. (1994). Understanding and promoting transformative learning.

San Francisco, CA: Jossey-Bass.

Dirkx, J.M. & Prenger, S. (1997). A guide for planning and implementing

instruction for adults: A theme-based approach. San Francisco, CA: Jossey-Bass.

Equipped For the Future Content Report. (Merrifield, 2000). EFF Research

Report: Building the Framework, 1993-1997. Retrieved May 31, 2004, from

http://www.nifl.gov/lincs/collections/eff/purposes.html.

Fagan, W. (2001). The literacy maze: Practice without policy. Memorial

University of Newfoundland. Retrieved May 28, 2004, from

http://www.mun.ca/educ/faculty/mwatch/fall01/fagan2.htm

Flavell, J.H. (1977). Cognitive development. Englewood Cliffs, CA: Prentice-

Hall.

Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Herder and

Herder.

GED Canadian Administrators’ Meeting. (April 9, 2001). Overview : Test

design and test scoring [PowerPoint Presentation].

Graveline, F.J. (1998). Circle works: Transforming Eurocentric

consciousness. Halifax, NS: Fernwood.

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http://www.conferenceboard.ca/education/learning-tools/employability-skills.htm

http://www.conferenceboard.ca/education/learning-tools/employability-skills.htm

http://www.nifl.gov/lincs/collections/eff/purposes.html

http://www.mun.ca/educ/faculty/mwatch/fall01/fagan2.htm


Imel, S. (1998). Using Adult learning principles in adult basic and literacy

education. Retrieved May 28, 2004, from

http://www.cete.org/acve/docgen.asp?tbl=pab&ID=88

Johnson, A.G. (1995). The Blackwell dictionary of sociology. Malden, MA:

Blackwell.

Kirkness, V. J. & Barnhardt, R. (2001). First Nations and higher education:

The four R's - respect, relevance, reciprocity, responsibility. In R. Hayhoe and J.

Pan (Eds.), Knowledge across cultures: A contribution to dialogue among

civilizations (pp. 75-91). Hong Kong: Comparative Education Research Centre,

University of Hong Kong. Kruidenier, J. (2002). Literacy assessment in Adult Basic Education. The

Annual Review of Adult Learning and Literacy 2002, 3, 85-151.

Kumasi, K. (2000). Toward a theory of anti-oppressive education. Review of

Educational Research, 70 (1), 25–53.

Lee, E. (1991). Taking multicultural, anti-racist education seriously.

Rethinking Schools, 6 (1), 6-7.

Mezirow, J. (1990). Fostering critical reflection in adulthood : A guide to

transformative and emancipatory learning. San Francisco, CA: Jossey-Bass.

Miller, J.P. & Seller, W. (1990). Curriculum perspectives and practice.

Toronto, ON: Copp-Clark

Roy, J. & Hampton, M. (2000). Strengthening the circle: Facilitating success

of First Nations students in a non-native post-secondary institution. Report Funded

by an Institutional SSHRC Grant. December, 2000.

Saskatchewan Education (n.d.). Aboriginal education initiatives in

Saskatchewan Education. Retrieved May 28, 2004, from

http://www.sasked.gov.sk.ca/docs/policy/aboriginal/initiative/index.html

Saskatchewan Education. (1988). Understanding the common essential

learnings: A handbook for teachers. Regina, SK: Author.

Saskatchewan Learning (now Advanced Education and Employment)

(March 2002). Basic education redesign phase 1: Planning and foundations.

Regina, SK: Author.

Shadd, A. (1991). Institutional racism and Canadian history: Notes of a Black

Canadian. In O. McKague (Ed.), Racism in Canada (pp. 1-5). Saskatoon, SK: Fifth

House.

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http://www.sasked.gov.sk.ca/docs/policy/aboriginal/initiative/index.html


Statistics Canada & Organization for Economic Co-operation and

Development. (1996). Literacy, economy and society: Results of the first

International Adult Literacy Survey. Ottawa, Canada: Author.

Tombari, M. & Borich, G. (1999). Authentic assessment in the classroom:

applications and practice. Upper Saddle River, NJ: Prentice-Hall.

Wotherspoon, T. & Satzewich, V. (1993). First Nations: Race, class and

gender relations. Scarborough, ON: Nelson Canada.

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Part Three: Curriculum Content

PART THREE: CURRICULUM CONTENT

The Curriculum Roadmap:

PART ONE: CURRICULUM

FOUNDATIONS


DESIGN


CONTENT






ASSESSMENT


APPLICATIONS


Planning

instruction


assessment

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Part Three: Curriculum Content

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Part Three: Curriculum Content Chapter 4: Key Elements

Chapter Four: Key Elements

Goal of Level Three Life/Work Studies In Life/Work Studies, learners have the opportunity to gain skills, knowledge, and attitudes related to:

• lifelong learning, • personal growth and development, and • developing connections to community life and/or the labour market.

This involves enhancing: • insight and a personal vision for the future that includes self, family,

community, and society as the context for education, training, employment and/or community life;

• personal management skills that will help learners form and maintain healthy (mutually beneficial) relationships, cope with change, and manage transition; and

• skills (generic, essential, employability) necessary for effective planning and participation in community life and/or the workforce.

Features

The Life/Work Studies curriculum provides opportunities for learners to understand the relationship between their life experiences, their learnings as participants in Adult Basic Education, and the actions they take, in particular in the areas of community participation, employment, and/or further education, and training. The curriculum places emphasis on:

• planning for a range of possibilities, options, or next steps, whether learners leave Adult Basic Education for community life or stay within the education system for further training;

• the connection to community as an essential aspect of identity and the use of community and workplace situations as the context in which learners learn and apply their skills;

• developing skills related to employment and community activities, such as employability skills,

• an integration of world views that respect the traditions of Aboriginal peoples; and

• significant actions that learners will take – portfolio development, personal profiling, and action plans – to enable them to keep track of the experiences and learning, and integrate them into their lives in meaningful ways.

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The curriculum is also designed to:

• include relevant competencies from the Blueprint for Life/Work Designs21, a nationally recognized guide to curriculum design; and

• recognize the strengths that adults bring to the learning environment.

The Blueprint provides a guide for the acquisition of career-related information, skills, and knowledge that play an important role in the unfolding of life-work designs, and traces their growth and development from childhood through adulthood. Blueprint competencies are organized into three areas: Personal Management, Learning and Work Exploration, and Life/Work Building. The main concepts for the Life/Work Studies Curriculum fit well within the structure of the Blueprint. Some connections are shown below.

Life/Work Studies Curriculum

Blueprint for Life/Work Designs

Section Competencies Exploring/Defining Self Personal Management Build and maintain a

positive self-concept. Personal Management Change and grow

throughout one’s life. Personal Management Personal Management Interact positively and

effectively with others. Community Participation//Work Exploration

Learning and Work Explorations

Locate and use life/work information.

Life/Work Building Understand the relationship between work, society/economy.

Life/Work Building Understand, engage in, and manage one’s own career building process.

Community Participation/Work Engagement

Life/Work Building Secure/create and maintain work.

Action Plan Life/Work Building Make life/work-enhancing decisions.

Adult learners come to Life/Work Studies with a range of past knowledge and experiences. Some may have extensive work histories; others may have had few or minimal connections to the workplace. Some learners may be looking for new opportunities following a job loss. Some may be coping with personal addictions or issues related to poverty. Others may have previously participated in personal development or employment readiness courses. It is essential, therefore, to consider the characteristics of learners in the program when developing the

21 For more information about the competencies and the Blueprint for Life/Work Designs refer to the website at http://lifework.ca.

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Life/Work Studies course and to adjust or adapt the course according to learners’ interests and needs. The instructor will also need to discuss, consider, and assess learners’ prior knowledge. Has the learner already prepared a résumé? Is the learner active in the community? Has the learner already explored community participation/work options and developed an action plan? Prior learning will need to be determined for all topic areas in the Life/Work Studies Curriculum Guide. Key Concepts

a) Engage in Change and Manage Transition The Life/Work Studies Curriculum is developed with the awareness that adults encounter change and transition through the course of their lives and in the various aspects of their personal, family, and work lives. The curriculum supports learners in identifying effective strategies and supports for engaging in change and managing transitions effectively. Some examples of situations in which the skills to manage change and transition are necessary are moving from home to the classroom, from a position of less activity in the community to one of community involvement, from the classroom to the workplace, or moving from one’s home community to pursue further education. These are critical junctures at which the skills to engage in change and manage transition effectively are prerequisites to entering new phases of the life/work journey. The Life/Work Studies curriculum emphasizes the importance of a vision and planning courses of action. As such, the Action Plan is a critical part of the process for engaging in change and transition.

b) Sources of Personal Support We often define ourselves within the context of our communities and groups, whether they are familial, social, cultural, political, or geographical. We explore our identities within the context of these reference groups. These reference groups can also provide support to learners taking courses based on the Life/Work Studies Curriculum. A reference group can:

• provide comments to help learners understand their identity; • create opportunities for learners to volunteer time and broaden their range of

experience; • provide feedback on behaviours; • help the learners make sound career choices; • encourage learners to take the next steps in their action plan; • give guidance on how to deal with problems; • help learners find jobs; and • provide a model for teamwork.

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At the same time that learners benefit from the support of their groups, they also need to be aware of, and act on, their responsibilities to those groups. Keeping in touch with members of their support groups and community or offering their time and effort as volunteers are ways learners can show their connection to others. In addition to the support they receive from their groups, learners can also ask for support from individuals in their communities who possess the knowledge and wisdom of experience. Connections with Elders and mentors can provide the guidance that helps learners engage in change and manage transition. Instructors may facilitate this type of support for learners by encouraging learners to identify and develop a pool of potential support persons or mentors. Instructors may be called upon to assist in setting up reference/support groups in the community or school.

c) Work and Community Life Learners engaged in the Life/Work Studies curriculum will have opportunities to develop the skills (generic, essential, employability) necessary for effective life/career planning. These skills can be developed while participating in a community participation/ work placement. Some delivery organizations already have well-established processes to place and support learners while on community participation/work placements. For other organizations and communities this is not possible, so they will need to explore other options for learners to gain and/or demonstrate these skills. Another option for acquiring these skills is “service-learning”. Service-learning is described by Jacoby (1998) as

a form of experiential education where learners engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development. Reflection and reciprocity are key concepts of service-learning. (p.5)

Service-learning involves active exploration of real issues in the community and an attempt to find solutions to them. By its very nature service-learning is social and connected with the lives of people in the community. It connects education to the community. The process of identifying community groups for service-learning opportunities may in turn identify individuals and groups who can provide learners with support and mentorship.

Learners in service-learning situations may examine a community issue with the aim of uncovering something new about the issue or doing something with it that hasn’t been tried before. For this to happen, learners are usually involved with a community group or organization in ways that are collaborative and reciprocal – the learner and the group work and act together, and both benefit from the interaction. Service-learning has a dual purpose – expanding the resource base of the community and stimulating individual learning. In this learning situation, instructors and learners can collaborate to identify suitable issues to explore and to set out the parameters for exploration, such as:

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• the groups and organizations involved;22 • community sensitivities; • opportunities to develop a collaborative learning experience; • possible learning outcomes; and • evaluation methods.

A service-learning experience can also meet the requirement for the learner’s project-based activity. Examples of service-learning are:

• learners participating in plans to set up or expand a locally run daycare; • learners working with a Métis local to provide services to members; • learners working with a Band Council to implement consultation processes

with the First Nation members to improve a service; and • learners participating in a service club initiative to create new youth recreation

opportunities.

When learners enter unfamiliar situations in community life, it is possible that some of their habits of mind will be challenged and even reshaped. Service-learning has the potential to be a transformational learning experience that will have a positive impact on the learners’

• recognition of potential for personal growth, • place in the community, and • view of self as an agent of change in the community.

The effects of such experiences are potentially empowering, helping to build confidence and enhance self-esteem, and providing emancipatory education experiences for learners.

Key Processes

a) Experiential Learning The Life/Work Studies curriculum provides many opportunities for learners to have a direct encounter with the material they are studying rather than simply having an “intellectual experience” with it. This embodies a perspective of experiential learning expressed by Jackson and MacIsaac (1994) in which learners have authentic learning experiences. Such experiences are characterized by opportunities for learners to:

• actively construct knowledge and use their prior knowledge in the interpretation and revision of new information,

• actively participate and reflect on the learning process and on the changes they are experiencing; and

22 Community groups that may be willing to get involved include Band Councils, Métis Locals, community schools, faith communities, health and social community-based organizations, unions, and service clubs. An event or project that the Adult Basic Education provider initiates could also provide a service-learning opportunity.

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• participate in an instructional context that is similar to the real performance situation.

Adult learners will come to a Life/Work Studies course with considerable life experience through which to interpret their learning. Learners will participate actively in course activities and reflect on those experiences. Critical reflection, as discussed below, will be a key learner activity in many course areas and in the portfolio development process. The instructional context in a Life/Work Studies course not only bears resemblance to the world in which learners live, it includes the elements of that world. For example, learners will have the opportunity to consider real life issues and challenges; talk to actual employers about jobs (informational interviews); develop useable résumés; spend time in the community and on worksites, and in some cases, apply for jobs and have job interviews. Activities in the Life/Work Studies course extend beyond the classroom and exemplify the concept of experiential learning. b) Transformative Learning The theory of transformative learning recognizes that socially -constructed assumptions exist about how the world operates and that these assumptions often go unchallenged. Transformative learning involves instructors and learners using critical reflection to look at unfamiliar perspectives by challenging and questioning assumptions, values, beliefs, and expectations that appear to be normative and coming to new understandings about how society operates and how individuals and groups are affected. For some adults, developing new frames of reference can be threatening. Safety and support are necessary for encouraging transformative learning.

The Life/Work Studies Curriculum offers several points at which learning has the potential to be transformative. In the Vision thread, learners have the opportunity to increase their self-awareness through a process of self-examination and assessment. With critical reflection, this may lead to new perceptions which may be inconsistent with previously held ideas about themselves. Likewise, in the act of visioning, learners may be able to question societal assumptions and norms that they previously accepted, such as socially prescribed parameters and constraints, and may begin to develop strategies for challenging such assumptions. The desired outcome of transformative and emancipatory education is change – to transfer learning into action outside of the classroom setting. Instructors are encouraged to facilitate transformative learning by re-framing their thinking about power and authority in the classroom. Instructors and learners may share responsibility for decision-making throughout the course, empowering learners to make course-related choices, as well as have input into the assessment process. The transformative aspect of the Life/Work Studies Curriculum can be viewed from the point of view of the learner – individual transformation where a learner becomes more socially aware and critically reflective of social norms that affect him as an

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individual. This type of individual transformation may well lead to collective action for change, which may result in a transformation in broader social systems. Certain types of Project-based Learning Experiences have the potential for initiating social action. The actions of a group of learners involved in a community-based learning experience, for example, could lead to an outcome that has an impact on, and possibly alters the power relations or social conditions in the local community. c) Critical Reflection Critical reflection is a process that instructors can model and facilitate with their learners so it is important to have a clear understanding of the concept. According to Cranton (as cited in Stein, 2000), adults who reflect critically do the following: • identify the assumptions governing their actions; • determine the historical and cultural origins of the assumptions; • analyze and question the meaning of the assumptions; • develop alternate ways of thinking about things; and • move to action based on their insights.

The following is an example of this kind of critical reflection process as it might be facilitated in relation to the search for work: Assumption – I don’t want to try and get a job – they wouldn’t hire me anyway. I don’t stand a chance. Assumption based on - past experience and/or understanding of systemic discrimination like racism or classism that function to keep me out of “spaces” (employment and otherwise) that are “reserved” or marked for those of the dominant group. I understand this based on both experience and instinct. Meaning of the assumptions (Both those that I hold and those that I encounter “out there”) – I can come to understand that assumptions that are being made about me because of my race or socioeconomic status influence employers’ choices and decisions. I can understand that I also play a role in buying into that mindset (that I won’t belong or fit in) if I don’t challenge the bases of those assumptions as racist and classist. If I do this, then I make the problem mine (I’m not worthy) rather than understanding the problem as one of social dominance, racism, or classism, and structural and systemic discrimination. Alternate ways of thinking - Once I understand that the assumptions about me are based on discriminatory beliefs and practices, I can work to challenge those assumptions by not buying into them (see original assumption), by identifying them when they happen, and by taking action against them. Action – Understanding and identifying the assumptions that are at work are the first steps in this transformative learning process. The next step involves taking some kind of action, for instance, contacting the Human Rights Commission to find out how to file a complaint. Action is the level where emancipatory learning takes place. This type of learning is powerful and empowering.

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Assumptions may refer to the prevailing or commonly held beliefs, values, cultural practices, and social structures that regulate, constrain, and limit an individual’s behaviour. Assessing and challenging their validity is an important step in the process of critical reflection. Learners engage in critical reflection – examining and analyzing their experiences and actions – throughout a Life/Work Studies course. Instructors need to be conscious of their role and responsibility as facilitators of learners’ critical reflection. They can do this by modeling the process of critical reflection; by asking learners to think about their experiences and the assumptions around those experiences; and through providing learning activities where critical reflection is required of learners, and evaluated when it occurs (e.g., through portfolio development, discussions around stereotypes or employment myths). There will be challenges to facilitating critical reflection. Some learners may resist reflecting on experiences or sharing their experiences. Instructors can help by acknowledging the inner discomfort, the self-doubt, uncertainty, ambiguity, and the feelings of isolation critical reflection can bring. Learners will vary in their readiness to engage in critical reflection, and the creation of a safe learning environment will help learners feel confident their concerns and feelings are valued and honoured. Different approaches will work more effectively with different learners, and instructors will need to explore various possibilities for critical reflection in their classroom. The emotional work of critical reflection and transformative learning should not be overlooked for learners or for instructors. Boler and Zembylas (2003) write the following about critical inquiry:

To engage in critical inquiry often means asking students to radically re-evaluate their worldviews. This process can incur feelings of anger, grief, disappointment, and resistance, but the process also offers students new windows on the world: to develop the capacity for critical inquiry regarding the production and construction of differences gives people a tool that will be useful over their lifetime. In short, this pedagogy of discomfort requires not only cognitive but also emotional labour. (p. 111)

Critical reflection and transformative learning challenge the assumptions and beliefs of both dominant group members and those who have been marginalized. The practice of critical reflection

invites not only members of the dominant culture but also members of marginalized cultures to re-examine the hegemonic values inevitably internalized in the process of being exposed to curriculum and media that serve the interests of the ruling class. No one escapes hegemony. (Boler and Zembylas, 2003, p. 115)

It is necessary for instructors and learners who are engaged in transformative learning to recognize and validate the difficult work involved in understanding that hegemony affects us all.

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Questions that provide instructors with opportunities to reflect critically on their instructional practice are included at the end of each curriculum thread. Instructors may want to adapt or add to these questions in order to make them personally meaningful and to build on their critical reflection skills. At a broader level of reflection, instructors can examine their own assumptions about the power relationships that exist in their instructional practice and the learning environment, and discuss how they inhibit, constrain, or support learners. Developing a more egalitarian instructional style where power is shared may encourage learners to reflect critically and to share their reflections. Critical reflection plays a role in helping learners make decisions and realize their potential for change and growth within each curriculum thread because becoming self and socially aware involves critical reflection. Learners will also reflect critically on their beliefs and assumptions about the world of community participation/work, about the structural processes that affect their engagement in community participation/work, and about their options and opportunities in the workforce. Critical reflection occurs within individual curriculum threads. It also occurs in terms of learners’ participation in the overall curriculum. This process of learning is illustrated in the diagram below.

5. Evaluate the experience.

2. Life/Work Studies course provides opportunities for

critical reflection.

3. Develop new ideas of possible beliefs, attitudes, or actions.

6. Options: -retain original assumption,

-revise original assumption, or -develop new understanding.

4. Try out, test new beliefs, attitudes, or actions

1. Assumptions about past experiences.

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Portfolios Portfolios emphasize the value of all learning, regardless of where or how the learning takes place. It is a systematic process, a way to identify and assess personal abilities, strengths, accomplishments, growth, and new learning. They are used to set life and career goals and to demonstrate skills and knowledge relevant to a specific task, community participation/work involvement, or academic credit. Portfolios reflect not only the experience, but also reflection on the experience, that is, what a person has learned. Portfolios are the principal means of assessment for a Life/Work Studies course and it is important to remember that the process of portfolio development is as important as the product. While each learner is encouraged to use the portfolio as a repository of his life story, there are certain items (artefacts) which will be included in the final evaluation:

• Personal Profile, • Circles of Support, • Wellness Plan, • skills and tools for finding community participation/work opportunities, • representation of the Project-based Learning Experience, • evidence of ongoing learner reflection, • Action Plan, and • Summative Course Reflection.

Further information on portfolios can be found in Chapter 6. a) Personal Profile The Personal Profile is a response to the question “Who am I?” It is a representation of personal qualities, skills, and interests as these relate to learners’ lives generally and, specifically, to their participation in the community or at work. The Personal Profile can include a wide range of experience and reflections from a variety of sources such as from personal and family life, community and work activities, and/or other courses taken. Some artefacts in the Personal Profile might be:

• representations of learners’ personal strengths; • representations of their vision of the future; • artistic representations; • results of inventories used to assess learning style, values, skills, interests,

etc; • examples of document, prose, and numeracy levels; • critical reflection on self and socially-constructed ideas; • comments from others who know the learner; and • best products from other courses.

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b) Circles of Support The Circles of Support artefact will likely include a list of names but is more than a list. This product should include some expression of the nature and meaning of the contact or relationship between the learner and the individuals/groups identified as supports. It could describe what has transpired in the interaction between the learner and the individual/group. If the learner has provided the individual/group with a volunteer service, then that should be indicated. A reflection on the influence of the group, or the learning resulting from the volunteer service would also be included. Learners may represent these relationships creatively, using one or more of their skills of expression (e.g., art, song, poetry, story telling, diagrams, and flow charts). c) Wellness Plan To demonstrate management of personal commitments and resources, learners may devise and follow a plan that illustrates analyzing and improving stress levels, reflection on how time is perceived and used, or any other plan that leads to an increase in health or improved quality of living.

d) Skills and tools for finding community participation/work opportunities Learners are encouraged to develop portfolio artefacts that reflect their understanding of the process of finding participation opportunities within their communities or in the workforce. Artefacts may include reflections on the nature of community involvement and work as well as evidence that the learner understands the process for becoming a volunteer or employee. Learners should include sample résumés, cover letters, and application forms and may include letters of reference from former employers, or other community members. e) Project-based Learning Experience The portfolio should contain a representation of the learner’s Project-based Learning Experience. The artefact can take any form, including a written report or summary, a visual representation, a tape recording of a storytelling session, a power point presentation, or a videotaped report. Instructors should encourage the learner to reflect on the Project-based Learning Experience based on what the learner has discovered about herself and how that learning connects to her next steps. A clear purpose or set of objectives is essential for the success of the project. Instructors and learners need to consider questions such as the following: What is to be practised, learned, or demonstrated through the project? How will the experience be assessed? For the Project-based Learning Experience to be most effective, learners need to have significant decision-making opportunities in its planning, implementation, and evaluation, and in choosing the way in which it will be represented in their portfolios. What is learned in other parts of the course will be summarized, applied, and integrated into the Project-based Learning Experience. The project is a transitional

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experience for learners, a bridge from the classroom to the community. Learners are advised to begin thinking about and planning the project early in the course. Learners may decide to work individually or in a group, depending on what suits the learning experience selected. For example, if several learners wish to develop a community service or a business, then the opportunity to work on it together should be supported. Learners will be expected to provide their own representation of the experience (artefact) reflecting their unique experience.

f) Evidence of ongoing learner reflection It is important that learners have the opportunity for reflection throughout the Life/Work Studies course. Instructors could provide general questions that assist learners in their reflection. These might include:

• What special meaning does this item have for me? • What was my involvement in this event, activity, or project? • What specific skills, knowledge, judgments, or values does this item show

about me? • How does this artefact relate to my goals? • What is the context of the event, activity, or project relating to this item?

Through this process, a person can identify the learning that has resulted from the experience relating to the artefact, evidence, or item. This process of thinking about the meaning of the evidence is invaluable – the learning becomes internalized. g) Action Plan The Action Plan is the learners’ final synthesis of their insights from participating in a Life/Work Studies course – a plan that gives direction to their lives beyond the course. Action Plans usually include the following:

• future options for personal choices, community participation/work; • what is required to pursue those options; • available resources; • challenges and possible solutions; • advantages and disadvantages of particular choices; • long and short-term goals; and • steps to realizing those goals.

The Action Plan is based on knowledge and understanding gained through the process of self-exploration, community participation and career research, decision-making, and on what learners understand about their communities, potential workplaces, and the society in which they live. Learners develop their Action Plan so it focuses on:

• personal growth strategies and activities, • community action, • further training, or • acquiring a particular job.

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It is important for learners to identify priorities and options. For example, though it may be a learner’s preference to take formal training for a particular occupation, insufficient resources may necessitate looking at training on-the-job in order to find an entry point into that occupation. The learner may plan to pursue the formal training option when the resources are available. Alternatively, the learner may be able to develop work-related skills while volunteering with a community organization. Even if the learner does not immediately follow through with the Action Plan he develops, it will be a helpful point of reference if he re-engages in career exploration in the future. A learner who has developed an Action Plan based on thoughtful self-assessment and reflection will be well prepared to initiate action. Indeed, all portfolio products prepare learners for negotiating their way in making future life choices.

h) Summative Course Reflection The “Summative Course Reflection” brings learners full circle in their experience of the Life/Work Studies Curriculum. It asks learners to identify what has happened to them because of going through a process of self-examination, social examination, and critical reflection. After having experiences that may have challenged their assumptions about themselves and the world, has their view of self and their place in the world changed or not? Has their experience in a Life/Work Studies course simply confirmed what they already knew about themselves, their interests, and their future life-path? Alternatively, are they able to see more or other possibilities for their lives? Organizing Life/Work Studies The Medicine Wheel Model The Medicine Wheel Model was chosen as the organizer for the Life/Work Studies Curriculum for two main reasons. First, the concepts of the Medicine Wheel Model describe the human being holistically – in terms of mind, body, spirit, and emotion. Second, as a model for learning, it reflects the idea that something is not really understood until it is experienced with all of one’s senses and being. Furthermore, the circle has archetypal meaning as a symbol for the continuity of life in many cultures. Given the pluralistic nature of Canadian society today, persons from many cultures will be able to identify with the form of the Medicine Wheel Model. The circle is broadly symbolic of wholeness, continuity, unity, and strength.

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Medicine Wheel and

Life/Work Studies Curriculum Components

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Medicine Wheel Model and Curriculum Components

Vision Emotion Exploring/Defining Self Personal Management

Increasing Self Awareness Interests, values, aptitudes, skills, personality/temperament, strengths, multiple intelligences, learning styles, socially-constructed assumptions, and firmly held beliefs. Includes building self-esteem, confidence, and self and social awareness. Community and Self Contacts and supports, social responsibility, and volunteerism. Visioning and Setting a Path A picture of one’s future and how to get there. Includes critical reflection, individual agency, and social action.

Change and Transition Understanding change, recognizing what we do well in managing transitions, and recognizing/creating opportunities for change. Communicating Exchange of information and ideas. Managing Resources Management of personal commitments, and resources.

Emotional and physical health.

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(Medicine Wheel Model and Curriculum Components continued)

Thought Action Community Participation/Work

Exploration Community Participation/Work

Engagement

Nature of Community Participation/Work

Discussing questions such as: What is work? Why work? How does work/community participation affect identity? What are some changes in the labour market? Critical reflection on labour market participation and socially prescribed parameters. Community Participation/Work Research and Analysis Examining community participation/work opportunities of interest and assessing self and social structures in relation to those community participation/work opportunities. Includes workplace essential skills. Contact with Community Organizations, Training Institutions, and Employers/Employees Participating in community forums, informational interviews, employer panels, career/education fairs. Decision Making Choosing options and developing an action plan.

Rights and Responsibilities Examine rights and responsibilities of employees/volunteers and employers/organizations. Working Relationships Supervisor/co-worker, customers, clients, and teamwork. Skills for Community Participation/Work Where and how to look for community action opportunities, jobs, contacting employers/organizations, hidden job market, résumés, covering letters, applications, interview skills, etc. Project-based Learning Experience Explore a range of options for, and participate in, a Project-based Learning Experience (e.g., community service, work placement, job shadow, or developing a business, product, or service). Skills & Training Certificates (optional), e.g., CPR, WHMIS, Food Safety. Learner Course Reflection Reflect on what has been learned and confirm, revise, or change the action plan.

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Part Three: Curriculum Content Chapter 5: Learning Outcomes

Chapter Five: Learning Outcomes

The Life/Work Studies course is learner-centred. Learning outcomes are concerned with the achievements of the learner rather than the instructor’s intentions. The learning outcomes approach focuses on what the learner will do at the end of a lesson, a unit, or a course. A learning outcome describes a demonstration of necessary and significant skills, knowledge, or understanding valued by the learner and society. Learning outcomes generally include generic skills. These skills are transferable and relate to all disciplines. Each key skill can be broken down to express clear, specific skills. Each performance is fixed at an achievable, measurable level. The learning should be useful outside the classroom in a variety of contexts, especially in adapting to change and transition. Learning outcomes, matched with the methods of assessment, signify completion of the course. Instructor tips are suggestions to help learners investigate these skills. Resources for the Learning Outcomes can be found in the Annotated Bibliography as well as Guides and Handouts. The following chart is a summary of learning outcomes.

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Summary of Learning Outcomes

Vision: Exploring and Defining Self Emotion: Personal Management

Learners will explore the nature of change and practise skills to manage transition.

Learners will articulate their self-concept related to their life/work.

1.0 Create a personal profile related to life/work pursuits: • Identify personal interests, personality

characteristics, skills and strengths • Clarify personal and work values • Discuss the impact that strengths have on

one’s personal and community participation/work life

• Reflect critically on socially-constructed concepts and firmly held beliefs

• Summarize results of exploration and self-assessment

1.0 Analyze coping skills for change and transition: • Analyze the effects of change and transition • Identify and assess ways of coping with

change and transition • Identify sources of support when dealing with

change and transition

2.0 Create a summary of circles of support: • Define, identify, analyze personal support

networks in the community • Identify role models in the community and

discuss how they might provide support • Explore participation in groups and the

community • Create a representation of circles of support

in the community

2.0 Demonstrate communication skills for change and transition:

• Identify effective communication strategies and barriers to communication

• Devise strategies for dealing effectively with barriers

• Demonstrate giving and receiving feedback including sending clear messages and demonstrating active listening skills.

• Make a connection between having effective communication skills and coping with change

3.0 Create a vision and paths for the future: • Develop an image of a future for oneself • Analyze the vision and generate different

paths to attain the vision • Assess the personal resources necessary to

attain the vision

3.0 Demonstrate management of personal commitments and resources: • Analyze sources and levels of stress • Identify factors that contribute to stress

reduction and wellness • Reflect on how time is perceived and used • Implement a wellness plan

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Summary of Learning Outcomes - Continued

Thought: Community/Work

Exploration Action: Community/Work EngagementLearners will examine the operation of the organization/workplace and demonstrate transferable skills.

Learners will assess their place in the world and their path within it.

1.0 Define the nature of community participation/ work: • Define community participation/ work • Analyze the relationship between community

participation/work and identity • Compare characteristics of community

participation/work in the past with community participation/work in the present

• Analyze some of the broader societal factors that influence employment

• Assess opportunities in the present and future for community participation/work

1.0 Describe the rights and responsibilities of volunteers/employees and organizations/ employers: • Examine common practices, protocols,

expectations of volunteers/employees, organizations/workplaces

• Identify, examine, and discuss the laws that apply to volunteer/organization, employee/ employer relationships

2.0 Identify criteria for community participation/ work: • Identify sources of information, support,

services, and resources for the exploration of community participation/work

• Identify the local community for community participation/work opportunities

• Compare personal skills and interests to community participation/job requirements

• Research opportunities to obtain experience, education, or training

• Demonstrate an understanding of the ways the community participation/work choices affect lifestyle

2.0 Demonstrate effective ways to address community organization/workplace relationships: • Examine common relationships in community

organization/workplace relationships • Identify common challenges in community

organization/workplace relationships and practise ways to address them.

3.0 Create a plan for community participation/ work: • Reflect on vision and correlate with options

for community participation/work • Analyze options in terms of personal

commitments and resources • Create a plan for short-term and long-term

goals

3.0 Use a variety of skills for finding community organization/work opportunities. • Identify and practise job search techniques • Develop the skills and products necessary to apply for community participation/work • Representation of skills and tools used to find

and apply for community participation/work

4.0 Participate in a project-based learning experience in the community

5.0 Optional – Take work-related skills training if appropriate: • Identify, assess and participate in relevant

skills development

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1. Vision – Exploring/Defining Self Learners will articulate their self-concept related to their life/work. Learners will: 1.1 Create a personal profile related to life/work pursuits.

1.2 Create a summary of circles of support.

1.3 Create a vision and paths for the future.

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1.1 Create a personal profile related to life/work pursuit

Content/Generic Skills Tips 1.1.1 Identify personal interests,

personality characteristics, skills, and strengths (LL, CCT)

Activities could include inventories of multiple intelligences, learning styles and document, prose, and numeracy levels.

1.1.2

Clarify personal and work values (LL, CCT)

Values could be explored through inventories, service-learning, journal writing, and reflection on service-learning experience.

1.1.3 Discuss the impact that strengths have on one’s personal and community participation/work life (C, CCT, LL)

The correlation of strengths with personal and community participation/work life could be examined in a talking circle, small groups, journals, or community participation/work experience.

1.1.4

Reflect critically on socially-constructed assumptions and firmly held beliefs (LL, C, CCT, VaD)

Personal experience, film analysis, or discussion groups could be ways to investigate socially-constructed concepts and firmly held beliefs.

1.1.5

Summarize the results of exploration and self-assessment (C) Put the summary into the Personal Profile section of the portfolio

Learners could create a representation of self.

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1.2 Create a summary of circles of support Content/Generic Skills Tips 1.2.1 Define, identify and analyze

personal support networks in the community (LL, CCT, VaD, IT)

As part of analyzing supports, learners could summarize the characteristics of individuals and groups as well as their influences. Instructors may wish to use or adapt exercises in Guiding Circles, An Aboriginal Guide to Finding Career Paths.

1.2.2 Identify role models in the community and discuss how they might provide support (LL, CCT, VaD, IT)

Learners could develop portraits of role models and present them in class. Role models could be invited to talk to the class about their own life journeys.

1.2.3 Explore participation in groups and the community (LL, CCT, VaD, IT)

Learners could explore the meaning of groups. Instructors could facilitate discussions around “conflicting” obligations. What happens if family obligations conflict with work expectations? What if a community group wants you to donate more time than you are able to contribute?

1.2.4

Create a representation of circles of support in the community

Learners can start to explore community groups/programs that may be related to their life/work interests. (C)

Put the representation into the Personal Profile section of the Portfolio

Learners may represent these relationships creatively, using one or more of their skills of expression (e.g., art, song, poetry, story telling, diagrams, flow charts)

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1.3 Create a vision and paths for the future Content/Generic Skills Tips 1.3.1 Develop an image of a future for

one’s self (LL, CCT, VaD, IT)

Learners could consider friends, family, spiritual life, community involvement, lifestyle, where they want to live, type of work, work arrangements. Instructors, or a guest with expertise, may use a process or exercise to facilitate the creation of the learners’ vision.

1.3.2 Analyze the vision and generate different paths to attain the vision (LL, CCT, VaD, IT)

Rather than starting from today and trying to define the steps to get there, instructors could ask learners to work backwards from the vision and speculate on how they might get there.

1.3.3 Assess the personal resources necessary to attain the vision. This could involve looking at personal values as well as socially-constructed ideas and values as well and time, effort, aptitude or money (LL, CCT, VaD, IT) Create a representation of the vision, possible paths, and the analysis and put it in the Personal Profile section of the portfolio (C)

Learners may use, for example, posters, diagrams, recorded interview, song, monologue, or nature to portray vision and path.

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Reflective Questions for Instructors Vision – Exploring/Defining Self Did I support learners in identifying skills and knowledge gained in informal as well as formal learning environments? Did I provide learners with an opportunity to develop their Personal Profile from a wide range of elements? Have I provided diverse resources that learners could use to conduct their self-explorations? Have I helped learners identify their strengths and attributes? Was the environment safe for learners to examine their values without judgement? Did I encourage learners to make their own choices regarding positive role models? Did I help learners identify ways in which they could contribute to the community and groups to which they belong? Was the classroom environment conducive to learners’ sharing personal information and experiences? Did I listen to learners to determine their prior learning? Have I encouraged the sharing of various cultural perspectives and affirmed their validity?

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2. Emotion – Personal Management Learners will explore the nature of change and practise skills to manage transition. Learners will: 2.1 Analyze coping skills for change and transition. 2.2 Demonstrate communication skills for change and transition. 2.3 Demonstrate management of personal commitments and resources.

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2.1 Analyze coping skills for change and transition

Content/Generic Skills Tips 2.1.1 Analyze the effects of change and

transition (LL, C, CCT, VaD, IT) Instructors may wish to frame the exercise or discussion with the following:

• Impact on person, family, friends, community, culture, nation; • positive/negative feelings; • low/high significance; • short/long term effects, and • externally/internally initiated

change.

Identify and assess ways of coping with change and transition

Instructors could ask learners for examples of ways of coping with change and transition. Learners can assess their own responses to change and transition.

2.1.2

(LL, C, CCT, VaD, IT)

Instructors may want to discuss the concept of resiliency (the ability to recover from or adjust easily to misfortune or change) with the learners, highlight the positive and negative aspects of resiliency as it applies to the learners. Instructors can ask learners to create criteria for rating coping mechanisms and/or devise a list of personality characteristics and skills that would be helpful in coping with change. Learners could create a summary; “Things I can do to help cope with change and transition are…” for their Personal Profile.

Identify sources of support when dealing with change and transition

2.1.3

(CCT, VaD, IT)

Learners could reflect on their circles of support developed in 1.2

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2.2 Demonstrate communication skills for change and transition Content/Generic Skills Tips 2.2.1 Identify effective communication

strategies and barriers to communication

Instructors may discuss the advantages and disadvantages of different kinds of communication e.g. verbal/non-verbal, email, letter, conversation. (LL, CCT, VaD, IT) Instructors can ask learners to brainstorm a list of effective communication strategies. Instructors can invite learners to make speculations about the effect barriers can have on communication.

2.2.2 Devise strategies for dealing effectively with barriers (LL, C, CCT, VaD, IT)

Address ways of dealing with barriers to communication with questions such as

(1) What can you do if your interest

level in the topic is low? (2) How do you ensure that your

choice of words is not offensive to others?

(3) What can you do if you find the speech or actions of others offensive?

Personal experiences, talking circle, or group discussion could be used.

2.2.3 Demonstrate giving and receiving feedback including sending clear messages and demonstrating active listening skills (C)

Instructors can ask learners to share their personal experiences giving and receiving feedback and identifying the positive and negative aspects.

2.2.4 Identify the connection between having effective communication skills and coping with change (C, CCT)

Learners can discuss situations where the communications skills they have identified and practised would help them in coping with change and transition.

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2.3 Demonstrate management of personal commitments and resources

Content/Generic Skills Tips

2.3.1 Analyze sources and levels of stress (LL, CCT, IT)

Instructors may ask learners to use a stress level rating form to help identify sources of stress. Instructors can assist learners to define stress, causes of stress and to understand the impact of stress. For example, learners could assess personal financial commitments.

2.3.2 Identify factors that contribute to stress reduction and wellness (LL, C, CCT, IT)

Instructors may help learners identify factors that are known to reduce stress and increase wellness, such as appropriate nutrition, exercise, relaxation, activities, and hobbies. Learners could develop techniques for dealing with stress. Learners could compile a list of the things that they do to promote health and wellness.

2.3.3 Reflect on how time is perceived and used (LL, CCT, IT)

Learners and instructors could consider time as a resource, balancing time and the effects of time commitments.

2.3.4 Implement a wellness plan (LL, C, CCT, IT) Put the plan in the Personal Profile section of the portfolio.

Learners can design and implement a plan.

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Reflective Questions for Instructors Emotion – Personal Management Were there opportunities provided for learners to be “experts”, to provide support for each other, and to collaborate in problem solving? Did I allow learners sufficient opportunity to identify and talk about the changes and transitions in their lives? Were learners given sufficient opportunities to practise their communication skills? Did I respect learners’ rights to privacy with reference to sharing personal financial information? Did I model wellness activities for my learners? Have I assisted learners in accessing the resources they needed to implement a wellness plan? Did I provide sufficient opportunity for learners to explore and experiment?

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3. Thought – Community Participation/Work Exploration Learners will assess their place in the world and define their path within it Learners will: 3.1 Define the nature of community participation/work. 3.2 Identify criteria for community participation/work. 3.3. Create a plan for community participation/work.

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3.1 Define the nature of community participation/work Content/Generic Skills Tips 3.1.1 Define community participation/

work (C, CCT, VaD, IT)

Learners can discuss: • the social constructs around work, class, poverty and gender, • the reasons people work, • the needs that are met by work,

and • how work differs from leisure time.

3.1.2 Analyze the relationship between community participation/work and identity (C, CCT, VaD, IT)

Learners can discuss or express how community participation/work or lack of it may affect their identity.

3.1.3 Compare characteristics of community participation/work in the past with community participation/work in the present (C, CCT, VaD, IT)

Learners could interview friends, family, Elders, community leaders, employers, and educators in their community to obtain opinions on this topic. Learners could identify the trends in the labour market to determine the changes in the community organization/workplace in the last 5, 10, or 20 years.

3.1.4 Analyze some of the broader societal factors that influence employment (C, CCT, VaD, IT)

This could be an opportunity to examine employment patterns and practices. Topics might include:

• privilege and power; • stereotypes and biases,

• race gender and class. 3.1.5 Assess opportunities in the

present and future for community participation/work (C, CCT, VaD, IT) Make an action plan and put it in the portfolio.

Learners could look at their own strengths and skill levels in terms of community participation/work opportunities. The initial Action Plan will be reviewed and/or revised as the course progresses.

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3.2 Identify criteria for community participation/work Content/Generic Skills Tips

3.2.1 Identify sources of information, support services and resources for the exploration of community participation/work (CCT, VaD, IT)

Instructors can suggest learners contact community-based organizations, career planning services, employers, or Elders.

3.2.2 Assess the local community for community participation/work opportunities (CCT, VaD, IT)

Learners can conduct a survey in their community to assess employer/community unrecognized needs. This could include the hidden job market. They can also be encouraged to look beyond their own community at what is happening in other parts of the province, as well as in other provinces and territories. Instructors can encourage learners to look at a variety of possibilities for addressing needs in the community: self-employment, contracting, part-time work, and entrepreneurship. Research into opportunities could include service-learning, volunteer work, job shadowing, career fairs, workplace visits, work placements, and listening to panels. Learners could plan informational interviews with community participation/work representatives, workers, supervisors, and employers to obtain information about specific opportunities.

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3.2.3 Compare personal skills and interests to community participation/job requirements (LL, CCT, VaD, IT)

Learners can examine their own strengths and skill levels, for example: their personal reading, document, and numeracy skills in relation to their interests. Comparisons could be made in charts and tables; in pictures or in words. Instructors need to be sensitive to learners who may face limited opportunities and attempt to assist them in setting realistic goals.

3.2.4 Research opportunities to obtain experience, education, or training

Learners should be encouraged to look broadly at opportunities for experience, education, and training, including options such as Prior Learning Assessment and Recognition (PLAR), service-learning, volunteering, self-directed learning, short-term training, training on-the-job, workplace education, distance learning, apprenticeship training, college, and university. As applicable, identify information such as entrance requirements, waiting lists, and sources of funding.

(LL, C, CCT)

3.2.5 Demonstrate an understanding of the

ways that community participation/work choices affect lifestyle (LL, CCT, VaD, IT)

Learners could analyze several community participation/work choices which could include an assessment of implications, such as:

• rewards and benefits, • hazards and stresses, • education and training

requirements, • work schedule/time commitment • quality of living, and • geographic locations

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3.3 Create a plan for community participation/work Content/Generic Skills Tips

3.3.1 Reflect on vision (1.3) and correlate with options for community participation/work

Learners may identify the most important factors affecting their decision and use these factors to assess the options they choose.

(LL, CCT, VaD, IT)

3.3.2 Analyze options in terms of personal commitments and resources

Instructors can assist learners in balancing their choices with the other demands and responsibilities in their lives.

LL, C, N. CCT, VaD, IT)

3.3.3 Create a plan for short-term and long-term goals (LL, C, CCT, VaD, IT)

Learners can identify alternate paths to the same goals.

Put the plan in the portfolio

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Reflective Questions for Instructors Thought –Community Participation/Work Exploration Did I affirm the validity of different ideas of what constitutes relevant work? Did I provide learners with adequate support for community-based research? Have I encouraged learners to look at various possibilities for meaningful life activity? Did I help learners find the resources they needed to determine and increase their skill levels? Have I ensured that learners had access to the resources they needed to research education options and training experiences and opportunities? Did I support each learner’s vision of the future?

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4. Action – Community Participation/Work Engagement Learners will examine the operation of the organization/workplace and demonstrate transferable skills. Learners will: 4.1 Describe the rights and responsibilities of volunteers/employees and organizations/employers. 4.2 Demonstrate effective ways to address community organization/workplace relationships. 4.3 Use a variety of skills for finding community organization/work opportunities. 4.4 Participate in a project-based learning experience. 4.5 Optional: Take work-related skills training (if appropriate).

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4.1 Describe rights and responsibilities of volunteers/ employees and organizations/employers Content/Generic Skills Tips 4.1.1 Examine common practices,

protocols, and expectations of volunteers/employees and organizations/workplace (LL, C. CCT, VaD, IT)

Learners can practise document literacy as they read and/or complete workplace forms such as an application for a social insurance number, a TD1, a time sheet a pay stub, an injury claim form etc. Brainstorm to invite members of the community to present on expectations of community organizations/employers.

4.1.2 Identify, examine, and discuss the laws that apply to volunteer/organization, employee/employer relationships

Learners can obtain information on:

• the rights and responsibilities of volunteers/organizations and employees/employers with respect to occupational health and safety.

(CCT, VaD, IT)

• the rights and responsibilities of employees/employers with respect to labour standards

• the rights of volunteers/employees

under The Saskatchewan Human Rights Code

• differences in federal and provincial laws, and

• information on procedures individuals must follow to deal with a violation of labour standards, occupational

health and safety, or human rights.

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4.2 Demonstrate effective ways to address community organization/workplace relationships Content/Generic Skills Tips 4.2.1 Examine common relationships in

community organizations/ workplace relationships (LL, CC, VaD, IT)

Learners could analyze common community organization/workplace relationships such as worker/co-worker, worker/client, worker/ supervisor, union/non-union for roles and responsibilities, expectations, and behaviour. Identify the characteristics of effective teamwork.

4.2.2 Identify common challenges in community organization/ workplace relationships and practise ways to address them

Learners can practice assertiveness skills, giving and receiving feedback, and work on typical workplace issues such as problem solving and managing conflict. (LL, C, CCT, VaD, IT)

Instructors can assist learners in applying their communication and problem solving skills to workplace situations that violate their rights under the laws governing human rights, occupational health and safety, and labour standards.

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4.3 Use a variety of skills for finding community organization/work opportunities Content/Generic Skills Tips 4.3.1 Identify and practise job search

techniques (LL, C, N, TL, CCT, VaD, IT)

Learners can research various sources of community participation/work opportunities

• web-based • personal networks • community groups • employers

Job search techniques need to include traditional ways of accessing jobs as well as the hidden job market.

4.3.2 Develop the skills and products necessary to apply for community participation/work

Learners can: • discuss and practise how to

select and present portfolio artefacts that relate to (LL, C, N, TL, CCT, VaD, IT)

community participation/work activities,

• fill in application forms • write cover letters, • create résumés, • practise interview skills.

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4.4 Participate in a project-based learning experience Content/Generic Skills Tips 4.4.1 Participate in a project-based

learning experience in the community (LL, C, N, TL, CCT, VaD, IT)

Instructors can assist in identifying and arranging a project-based experience that has relevance to the learner. The resources of the community may determine what it is possible to arrange or achieve.

A variety of learning situations can be considered: community participation; service-learning; volunteering; work placements; job shadowing; developing a business, product, or service.

Place a representation of the Project-based Learning Experience in the portfolio.

Learners may work individually or in groups. The learner might:

• set up a plan for a learning experience, including what they will do and what they hope to achieve

• evaluate the experience, and • make a short presentation on it.

Reflect on the Action Plan. Make a representation to include in portfolio. (C)

Review and adapt or reaffirm the initial Action Plan and the steps identified to achieve goals.

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OPTIONAL

4.5 Take work-related skills training (if appropriate) Content/Generic Skills Tips

Identify, assess and participate in relevant skills development

Learners can take training courses related to their interests. The training could include courses in First Aid and CPR, Food Safety, WHMIS, special training for work in the oil industry, driver training, chainsaw training, etc.

(LL, C, N, TL, CCT, VaD, IT)

Learners can determine:

• course availability and content, • costs and possible sources of

financial support, • course schedule, • benefits of taking the course, and • value as a credential for entry

into their chosen community participation/work area.

Learners can conduct their investigation, record their findings, present this information, and take the training.

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Reflective Questions for Instructors

Action - Community Participation/Work Engagement

Did I provide the resources learners needed to self-assess and increase skills for the community participation/work? Did I ensure that multiple points of view were noted when discussing workplace interactions? Did I ensure that learners had access to adequate resources in developing their cover letters, résumés, and job applications? Did I provide opportunities for learners to consider gender and power relationships in the workplace? General Did I provide learners with adequate opportunity to discuss their ideas, concerns, Hopes, and ambitions? Did I ensure adequate opportunity to develop portfolio products and encourage multiple ways of representing skills and knowledge in the portfolios? Did I make learners aware of the assessment/evaluation process and different options for assessment at the beginning of the course? Did I explain "recognition of prior learning" and give learners the support they needed to demonstrate that they have achieved the required learning outcomes? Did I encourage critical reflection and model it in the classroom? Did I encourage learners to make choices throughout the course and give them meaningful opportunities to do so? Did I acknowledge and provide positive feedback when learners practiced new behaviours? Am I able to articulate how I have put adult education principles into practice in my classroom?

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Part Four: Curriculum Applications

PART FOUR: CURRICULUM APPLICATIONS



FOUNDATIONS


CONTENT

Guiding principles, educational theory,





ASSESSMENT



APPLICATIONS

Planning

instruction

Allowing for

relevant assessment


DESIGN

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Part Four: Curriculum Applications

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Part Four: Curriculum Applications Chapter 6: Using the Curriculum

Chapter Six: Using the Curriculum

The Curriculum Threads are the topics covered in the curriculum as well as the integration of these topics with other curricula. The course will be delivered differently according to Factors Affecting Curriculum Delivery such as community resources, the intake process, and learner needs. Instructional Strategies and Methods include direct and indirect instruction, independent study, experiential learning, and interactive learning. The assessment of the course depends on the learner’s portfolio. Portfolio Development includes the definition of a portfolio, its value, the contents, possibilities for its form and appearance, the process and development, changing artefacts to evidence, and evaluation. Curriculum Threads a) Core/Optional Topics The four threads of the Life/Work Studies Curriculum – Vision, Emotion, Thought, and Action – encompass all learning outcomes that should be addressed. Course development must include all core topics in the four threads – Exploring/Defining Self, Personal Management, Community Participation/Work Exploration, and Community Participation/Work Engagement. The only optional topic is the Work Related Skills and Training Certificates in the Community Participation/Work Engagement thread. Some delivery organizations will choose to provide this and others may not.

b) Presentation of Threads

The Medicine Wheel Model supports continuous personal development regardless of where the learner enters the process. It is expected that elements will be revisited as needed. An example of connectedness between elements of different threads is the possibility that knowledge of self (developing a vision) can increase self-awareness and understanding of motivations as learners determine their path in life. The Personal Management component (Emotion) can help learners develop effective communication skills for interaction with other people in the community (Elders, employers, friends and family), a step in establishing personal and life goals (Thought and Action). Learning Outcomes can be addressed through a variety of methods, such as:

• Prior Learning Assessment and Recognition (PLAR), • integration with other Level Three curricula, • direct instruction, and/or • individualized learning.

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c) Integration of Curricula The Life/Work Studies curriculum is one of five curricula required for completion of Adult Basic Education Level Three. Curricula are developed so that some learning outcomes can be addressed or reinforced in more than one course. For example, interview skills studied in a Life/Work Studies course may also be developed in the Communications or Social Sciences courses.

Other examples:

• Reflection and critical thinking skills are Generic Skills across curricula. These skills are important in examining and challenging “habits of mind,” or personal, firmly held biases, beliefs, and assumptions, as well as structural and social assumptions that operate invisibly and affect learners. Critical thinking skills and their application in a life/work context can be considered a step in transformative learning;

• Social Sciences topics like colonialism, oppression and dominance could be

associated with investigations of economic trends, consumerism, career forecasts and barriers to employment;

• While some aspects of Occupational Health and Safety awareness and

training are elements of the Action Thread, they can also be included in a Science course (e.g. WHMIS – Workplace Hazardous Materials Information Systems); and

• Financial management (budgeting, financial planning), though recognized as

a part of management of personal commitments and resources within the Life/Work Studies Curriculum, can also be addressed in the section on consumer mathematics within the Mathematics Curriculum.

Curriculum Delivery Many factors will affect how the curriculum is implemented in different areas of the province, including urban, rural, and northern communities. Differences in learner needs and interests, as well as differences in communities and their resources, will have an impact on how the Life/Work Studies curriculum is implemented. For example:

• The level of resources available to learners will vary. In some locations learners may have access to on-site work placement co-ordinators, career counsellors, formal career assessments, and resource centres. In other locations, an itinerant career counsellor may be present or referrals may be made to other agencies in the community;

• Communities have varying capacities for providing community/ work experiences; and

• In programs with individualized or continuous intake programs, resources, and learning activities will have to be adapted.

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The following factors, among others, will affect the delivery of the Life/Work Studies course:

• community resources, • initial intake and assessment processes, • learner numbers, and • learners’ differences and needs.

a) Community Resources Depending on available resources in the delivery organization and the community, the Project-based Learning Experience may focus more on volunteer experiences, community-service-learning, developing a product, work placements, or job shadowing.

b) The Intake Process Some delivery organizations have an extensive intake and assessment process where initial information about personal strengths, community participation/work interests, and history has already been collected. Some intake and assessment processes include starting a portfolio. Group activities may be easier to organize when everyone starts at the same time, when each learner is assessed at the start of class. The intake procedure may vary, however, according to the needs of learners and the philosophy of the program. If continuous intake is the norm, it will be necessary to observe and assess learners when they enter the program. Individualized learning plans and lessons will need to be developed or independent learning resources used. A workshop format for some of the topics in the course may also be useful. Instructors should use their professional judgement to determine how a learning outcome will be addressed.

c) Learner Differences and Needs Learner Differences Adult learners arrive with variations in life and work experience. Some learners, for example, will already have family-based, community-based, or entry-level job experience and will want to explore other work possibilities. Some learners will have had community participation/work placements while others will have had no experience at all. Learners will also come from a variety of personal, family, and cultural backgrounds, and they will have diverse reasons or motivations for being in the Level Three Adult Basic Education program. While this diversity brings a rich source of experience to a program, it may challenge instructors to find ways to make the course meaningful to all learners. Instructors and learners can determine what credit can be given for prior learning and/or community participation/work experience and then plan for relevant activities.

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Learner Needs The needs of learners will determine the kind of group formations and content emphasis that will occur in a particular class. Strategies to identify learners’ needs include:

• interviews with individual learners; • information provided through the intake process used by the college or

institute; • observations during initial interactions and class activities; and • portfolio artefacts.

Learning Styles and Multiple Intelligences The recognition that all learners are unique has been formalized in the categorization of learning styles and in the theory of multiple intelligences. Learning styles are the methods individuals use to process information. For each learner, one method or some methods are more successful than another. The recognized learning styles are: (1) visual (2) auditory (3) kinaesthetic. Visual learners need to see information in the form of writing, facial expression, or pictures. Auditory learners need to hear information. Kinaesthetic learners need to touch or use movement to understand information. Considering learning styles can give a learner insight into personal strengths and helps them choose the methods and situations that work best for them. When instructors consider learning styles, they will be aware that it is necessary to provide many different ways for learners to acquiring learning. Multiple Intelligences is a theory developed in 1983 by an American educator, Dr. Howard Gardner. This theory challenged the practice of using an I.Q. test to determine intelligence based only on linguistics and logical-mathematical ability. In classes where only specific skills were valued and where information was usually delivered in limited ways, such as lecture and notes on the board, it was difficult for some learners to succeed. Some learners were even mistakenly labelled with a learning disability because their ways of learning were not acknowledged or included. Dr. Gardner attempted to broaden the idea of intelligence by recognizing eight different intelligences:

• linguistic intelligence, • logical-mathematical intelligence, • spatial intelligence, • bodily-kinaesthetic intelligence. • musical intelligence, • interpersonal intelligence, • intrapersonal intelligence, and • naturalist intelligence.

The point of the eight intelligences is not to acquire all of them, but to recognize the many different skills and abilities that human beings may possess.

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The implication for appreciating the diversity among learners is that more learners can be more successful. Opportunities to learn should be presented in a variety of ways considering the different learning styles and the many intelligences of learners. When adult learners consider multiple intelligences, they are given an opportunity to choose the best learning situations and to avoid occupations that do not utilize their strengths. Instructional Strategies and Methods This section describes some instructional strategies and methods to consider when planning. The approaches an instructor employs should accommodate the learners’ preferred learning styles and provide opportunities to develop skills in less preferred styles. Saskatchewan Education (1991) classified learning strategies as:

• instruction (indirect and direct), • interactive, and • experimental or independent.

Today, experimental or independent learning would be termed “experiential learning”, which is the term used in this curriculum. Certain instructional strategies and methods suit the purpose and content of the Life/Work Studies Curriculum more than others. The primary role of instructors of the Life/Work Studies course is to facilitate and provide guidance in learning situations where learners can:

• interact with other learners and persons in the community (e.g., discussions,

panels, brainstorming, co-operative learning groups, interviews); • pursue some self-directed learning activities (e.g. research projects, personal

goal setting, reflective activities); • engage in activities with indirect instruction (e.g., inquiry, case studies,

problem solving);and • engage in experiential learning (e.g., field observations/trips, surveys, service-

learning project).

The Life/Work Studies Curriculum has been written with the potential for many group activities and exercises but it is possible for learners to work on their own to achieve most learning outcomes. Where discussion or interviews are required to obtain information, the individual learner could engage someone at home, in another class, or in the community in order to complete the exercise or activity. a) Indirect Instruction This strategy is a learner-centred approach where the process of learning is as important as the product. It is effective where interpersonal outcomes involving reflection and values are sought.

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Problem Solving – a process of decision-making used to answer questions or find a solution to a problem

Case Studies – learners are presented with scenarios based on real life situations. They may observe, discuss, analyze, draw conclusions, or make recommendations. Some examples of the utilization of case studies are:

• handling an interpersonal conflict; • addressing health and safety hazards in community participation/work; • determining an approach for dealing with a human rights violation in the

workplace; and • making choices related to personal finances.

Concept Mapping – identifies key concepts and shows relationships between them. This method can be used in a Life/Work Studies course to identify aspects of self in the Personal Profile or to identify areas that a learner wants to explore when considering community participation//work . A concept map is an effective tool for laying out what learners want to consider within each major topic area. Learners can develop their own concept maps to expand their inquiries or their investigations of topics. b) Independent Study Independent study can involve learners making choices about relevant learning experiences. They can research topics and develop a presentation, a report, or a portfolio element based on their research. Instructors may wish to provide questions for reflection or discussion. Reports – may be utilized by individuals (or groups) when practising work-related skills, such as safety, accident, or production summary reports. Reports could be written on occupational research, on the results of a community survey, on local job opportunities, or community needs for services. Instructors can encourage learners to create reports using media that reflect the interests and skills of the learners. Portfolio artefacts can be developed as written documents, as oral presentations on audio or videotape, computer-based (using programs such as MS Word and MS PowerPoint) or diagrammatically and graphically presented (as a poster or collage, for example). Some learners may also wish to use song, dance, or dramatic presentations as ways of expressing the elements of a portfolio. c) Experiential Learning In experiential learning, learners experience material directly as well as intellectually. The instructional context is similar to a real performance situation, allowing learners to consider real life issues and challenges. Learners are active participants and have the opportunity to reflect upon the learning and changes they are experiencing. Using prior knowledge, learners construct knowledge to interpret and revise new information. Experiential learning, also called authentic learning, extends beyond the classroom and makes a connection to the real world.

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Surveys – enable learners to interview others in the community and obtain their opinions on community issues. Community Involvement/Job Shadowing – enable learners to see and examine what is happening in real-life contexts. Community Involvement/Job Shadowing can expose learners to a particular community organization or industry, how it operates, and opportunities offered. Field trips can provide learners with an understanding of the characteristics of specific volunteer/work environments. Role Plays and Simulations – enable learners to learn about personal or community participation/work engagement issues and practise how to solve problems. Suggestions are assertiveness skills, giving and receiving feedback, customer service, discriminatory experiences, contacting employers, informational/job interviews or dealing with conflict and anger. d) Interactive Instruction In this approach, there is an emphasis on learners using their communication skills to engage others to achieve a learning outcome. Methods within this approach are discussions, panels, interviewing, brainstorming, learning circles, and co-operative learning groups. Pair and Group Work – are basic formations that enable learners to interact with each other. Although many of these formations will occur for the purpose of discussion and the exploration of curriculum topics, they can also be used in situations where the verbal component may be less pronounced (e.g., for skill demonstrations, safe work procedures and wellness activities). The circle is a useful formation for groups. In the circle, participants face inward so everyone can see other group members and communication is face-to-face. All participants are equal: there is no place that represents more status or power than another. As a form, the circle is strong – using it gives a sense of cohesiveness and power to the group. Panels – enable learners to discuss issues in a moderated format. Panel members present opinions and points of view or debate issues. Learners may have to perform research and develop questions in preparation. Learners can plan the panel event, contact potential participants, and moderate the panel with or without assistance from the instructor. Interviewing – enables learners to practise active listening skills using a question and answer format. Interviewing recognizes the value of others’ ideas and opinions. Co-operative Learning Groups – enable learners to interact and work together on tasks and projects. This group formation provides learners with an opportunity to plan projects together, to share task responsibilities, and to develop an understanding of teamwork that may be useful in the family, community, or workplace. Co-operative learning groups give learners the opportunity to reflect on their teamwork behaviours, to acknowledge their strengths and to identify areas for improvement. For learners, co-operative learning may be one of the best ways to support each other.

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Brainstorming and Suggestion Circles – enable learners to express their ideas or opinions in a safe atmosphere. Brainstorming can produce ideas, creative solutions, and options. Suggestion circles can produce a variety of possible solutions to problems and will be helpful when individual learners need some advice to make decisions. In both brainstorming and suggestion circles, the ground rules for participation have to be developed. The ground rules usually include:

• listening when others are speaking, • providing positive comments, • suspending judgement, and • asking questions to clarify the ideas of others.

When all participants have given their ideas or opinions, the instructor can facilitate the organization or integration of ideas. With brainstorming, there is an emphasis on the number of ideas – the greater the number the better. With suggestion circles, there is an emphasis on the quality of ideas – how helpful the idea is to the person needing advice. Study Circles – encourage learners to take responsibility for their own learning and give direction to the process of exploration. In study circles, learners examine and explore topics to the depth and level of detail matching their need. Study circles have often been used for sharing ideas and opinions and dealing with social and political issues. Co-operation, participation, and respect are central to the process of a study circle and allow all participants to share their experiences and wisdom. All members have an equal opportunity to participate and all viewpoints are valid. A facilitator keeps the study focused on the direction that has been established by the learners and ensures that the ground rules are followed. Study circles often meet several times on one topic. Portfolio Development a) What is a portfolio? A portfolio is an organized collection of material that shows:

• who learners are (strengths, aptitudes, attitudes and values); • what learners know and can do (knowledge, skills, and attitudes), regardless

of where the learning took place (in the home, community, workplace or school); and

• what learners hope to do and become. In deciding what to include in a portfolio, learners reflect on the meaning of each item and what it demonstrates about their learning. Learners select portfolio items that demonstrate learning relevant to their goals, and may include such diverse items as a visual representation of their life journey, a résumé, or an assignment from another class. Portfolio artefacts can also be used to demonstrate the prior achievement of a learning outcome required in the Life/Work Studies course. Material or items

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collected for a portfolio are called “artefacts”: artefacts that are chosen for assessment or evaluation are called “evidence”. In a Life/Work Studies course learners will include evidence to:

• demonstrate their knowledge and understanding of their experiences and goals,

• satisfy course requirements, • prepare for community participation/work, or • prepare for another educational or training program.

Initially, learners will develop a broad-based, foundational portfolio, which is often called a process portfolio. The foundational portfolio will include a wide range of artefacts that have meaning to the learner and will include items such as a Personal Profile, reflections on their life journeys as well as checklists and assessments. The process portfolio is developmental and items are added on an ongoing basis. It is up to the learner whether or not this portfolio is to be shared with family members, the instructor, or with others in the class. Learners select artefacts from their foundational portfolio to create the product portfolio. The product portfolio is summative and items are chosen for a specific purpose. In this case, these items will be evaluated. b) The value of a portfolio Because adult learners are in control of their own portfolios, they can take them from program to program to show what they have accomplished. This can help decrease the need to reassess learners when they transfer from one program to another because the portfolio contains concrete examples of learners’ work. As well, portfolios can show even small changes in a learner’s development. The process of developing a portfolio can also:

• establish a holistic view of learning that includes all aspects of a learner’s life; • provide a comprehensive picture of learners’ accomplishments regardless of

where they occurred; • enable learners to identify and reflect on their learning from different life

areas; • increase self-awareness and confidence through the collection of evidence, • identify opportunities for further learning and growth; • enable learners to demonstrate their knowledge and skills in ways that

correspond to their individual aptitudes and abilities; • provide opportunities for learners to work with instructors to make decisions

about the specifics of assessment; and • create opportunities for learners to direct their own learning.

The portfolio is a “lifelong tool” not just a “school activity”. Learners can continue to add to their portfolios (further training, certificates, work experiences) and refer to their Action Plans after completing the Life/Work Studies course.

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c) The process of portfolio development What a learner knows and can do are key to the portfolio development process. This process provides a structure that learners can use to identify the knowledge, skills, and attitudes/values that they have developed throughout their life. One of the challenges learners face is identifying and reflecting on the learning that has come out of their life experiences – including some which may be difficult or painful to recall or discuss. The instructor and other learners can provide support to help cope with these challenges. There are six basic steps in portfolio development:

• recognizing prior learning as well as learning gained during the Life/Works Studies course;

• collecting artefacts; • reflecting on their meaning; • organizing the artefacts in a meaningful way; • choosing which artefacts will become evidence to met course requirements or

other goals; and • evaluating the product portfolio.

In this process, there is an integration of past learning with new learning. Learners who take these steps come to see their own development more clearly and holistically, and recognize the progress and growth they have achieved. It is the instructor’s role to guide learners through this process of exploration and reflection in a way that increases the learners’ awareness of their strengths and the opportunities that are available to them. Learners “own” their portfolios and can feel a sense of accomplishment and an increase in self-confidence as they see the portfolio develop over time. They may arrive at a point where they can make decisions that are more informed about life or career goals and then have the confidence to pursue those goals. Instructors need to use teaching strategies and plan assignments that lead to the creation of artefacts for portfolios. Instruction, assessment, and evaluation are inter-related, with the learning activities creating opportunities for learners to develop materials for inclusion in the portfolio. Portfolio development, as a process, requires facilitation. If an instructor emphasizes product over process, however, the power of the process to help learners enrich their view of self and their potential may be ineffective. It is important to remember that the process is as important, if not more important, than the product. One way to give the portfolio a focus at the beginning of the course is to engage learners in activities to identify an initial, general goal, which will likely be refined as the group evolves. Learners will benefit from having a general goal that provides a sense of direction for their activities. They may see new possibilities for their futures as their self-awareness expands and they begin to recognize their own talents and abilities. Learners can compare their learning with their goal and begin to plan for

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learning opportunities that will help them meet the requirements of the goal they wish to pursue. d) Facilitating Portfolio Development While instructors and learners are partners in the process of portfolio development, each has distinct roles and responsibilities. Instructors …

• discuss the nature of process and product portfolios and the process of portfolio development with the learners;

• identify required elements; • develop, with learners, assessment guidelines and criteria; • provide learners with a copy of assessment criteria, guidelines, and tools; • identify instructor and learner roles and responsibilities during portfolio

development; • discuss, with learners, how the portfolio will be managed (e.g. choice of

containers, storage, table of contents, dating of materials etc); • develop timelines for the collection of artefacts and completion of certain

sections and the final portfolio; • ensure that learners have time for selecting artefacts and reflecting on them; • designate a time for sharing and/or presenting portfolio parts or the complete

portfolio (in class, at a learner-led meeting or showcase, portfolio night, etc.), • assess the portfolios using the established criteria; and • assign a grade.

Learners …

• identify and collect artefacts for the foundational (process) portfolio throughout the course;

• reflect on the artefacts; • decide which artefacts to include in the product portfolio (evidence) and be

able to speak about them; • revise or change the evidence as appropriate; • share the portfolio with someone and get feedback (if appropriate; • ensure that the required elements are included in the product portfolio; and • submit their product portfolio to their instructor for review, assessment, and

assignment of a grade.

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e) Contents of the portfolio Required Elements The required elements for the Life/Work Studies Curriculum are:

• Personal Profile, • Circles of Support, • Wellness Plan, • skills and tools for finding community participation/work opportunities, • representation of the Project-based Learning Experience, • evidence of ongoing learner reflection, • Action Plan, and • Summative Course Reflection.

The instructor may also suggest some organizing template such as a table of contents or a mind map that illustrates the development of the process or product portfolio. Individual artefacts may include:

• visual representation of knowledge and skills, • evidence of community involvement/service, • record of accomplishments (in/outside the school environment), • evidence of achievements (sports, musical skills, artistic skills), • letters of recommendation, • awards/certificates, • research (checklist of sources and resources), • surveys (questionnaires, results, interpretation), • interviews (findings), • observations/assessments (peers, instructor, and/or learner), • evidence of group project work, and • demonstration of problem solving.

Media can include (but are not limited to):

• drama, poetry, music, storytelling, • drawings, paintings, sculpture, posters, collages, storyboards, • photos, • audio/video tapes, • PowerPoint presentations, • e-mails, and • writing.

f) What does a portfolio look like? The appearance and organization of a portfolio – its look and feel – will depend on the culture, personality, style, interests, and experience of the person designing it

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and putting it together. A portfolio portrays an individual, and for this reason it will be unique. Learners should choose containers that are appropriate for the portfolio content. One or more containers may be used depending on the amount of material that has to be collected and managed. If two containers are used, one can hold items collected from prior learning experience and as the class progresses (foundational/process portfolio artefacts), and the other can hold evidence for a specific purpose (product portfolio). Binders are frequently used to hold portfolio materials although other containers can be used. The choice of a container may reflect the nature of the material to be included as well as the nature of the learner. The appearance of a portfolio is limited only by the learner’s creativity and the available resources. Examples of containers:

• manila folder, • basket, case, box, or bag of one’s own creation, • PowerPoint presentation, • electronic document, • 3-ring binder, • web page or website, and • video.

If portfolios are stored in a central, accessible location, learners will find it easier to put artefacts in their containers and do the necessary reflecting. g) Turning Artefacts into Evidence It is important that learners think about the artefacts that they include in their process and product portfolios. It is the process of reflection and the assigning of meaning that transforms each artefact into evidence of what a learner knows and can do. Each piece of evidence should communicate the message that it is a part of the learner’s experience and what she has learned and has to offer. To transform artefacts into evidence learners need to reflect on why it should be included. They need to ask questions about each artefact they would like to include. Sample guiding questions can also be found on the Portfolio Artefact Reflection sheet in Chapter 7, Assessment. Sample General Questions

• What is the context of the event/activity/project relating to this item? Give a brief description.

• What happened? • Who was involved? • What was my role and what responsibilities did I have? • What strategies or techniques did I use?

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• What was the result/outcome of my involvement? • What were my key accomplishments? • What were the challenges that I faced? • What was the overall result/outcome of the project/activity? • What would I do next time? • What does this item say about this experience? • Is there anything else I should include to make the “evidence” more solid?

h) Evaluation Criteria There are three elements that are usually considered when evaluating a portfolio:

1. the artefacts selected, 2. the learner’s reflections on artefacts, and 3. the portfolio itself.

It is important to have clear criteria that reflect curriculum learning outcomes. Instructors should work with learners to establish the assessment criteria. This will guide learners in the selection of evidence and in the overall development of their portfolios. Checklists, rating scales or rubrics can be used to format the criteria for portfolio evaluation. Instructors and learners may want to have artefacts assessed throughout the program, rather than at the end. By assessing artefacts as learners submit them, the instructor will come to understand each learner’s progress and be able to provide formative feedback. As well, instructors will find the workload more manageable than had they waited until all artefacts were submitted. More specific information on assessment of portfolios within the Life/Work Studies Curriculum is provided in Part 5, Chapter 7: Approaching Assessment.

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Part Five: Authentic Assessment

PART FIVE: AUTHENTIC ASSESSMENT


Guiding principles, educational theory,



FOUNDATIONS




DESIGN

PART THREE:

CURRICULUM CONTENT


ASSESSMENT


APPLICATIONS


assessment



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Part Five: Authentic Assessment

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Part Five: Authentic Assessment Chapter 7: Approaching Assessment

Chapter Seven: Approaching Assessment

General Framework The Life/Work Studies Curriculum, which is grounded in experiential learning, requires a holistic and authentic approach to learner assessment and evaluation. Learners in this course will have many opportunities for the application of their knowledge, skills, and attitudes in real-life contexts or situations that resemble them closely – authentic situations. Assessment is based on the application and demonstration of actual skills and knowledge rather than on how well the learner responds to questions on an academic test. Academic tests do not address important skills such as critical reflection, problem solving, creativity, and interpersonal skills – important generic skills addressed in the Life/Work Studies Curriculum. Assessment in the Life/Work Studies course involves:

• curriculum requirements, • formative and summative evaluation, • learning outcomes, • prior learning, • collaboration, • portfolio, and • assessment tools.

The instructor and learners, in collaboration, will plan the course based on the learning outcomes. Through prior learning assessment, learning activities already completed by learners will be recognized. The portfolio will be the primary means of evaluation. Artefacts for the portfolio will be chosen and assessments will be conducted on activities related to the learning outcomes. Learners’ activities will be evaluated with assessment tools which best suit the learners and the instructor. Curriculum Requirements The course is complete when the learning outcomes have been addressed and evaluated. Life/Work Studies is a credit course and a final mark must be assigned. A final mark reflects the extent to which the learner has realized all the learning outcomes in the Life/Work Studies course. The mark may be based entirely on the contents of the portfolio or on a combination of the evaluation of learning outcomes and the portfolio. Formative and Summative Evaluation Formative evaluation will occur throughout the course, while summative evaluation will occur toward the end of the course or on completion of particular course threads. The main purposes of formative evaluation are to:

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• monitor progress, • provide feedback, • encourage learners, and • adjust instruction as needed.

The main purpose of summative evaluation is to summarize the progress learners have made over a longer period of time and provide an indication of the learners’ progress relative to all or to a group of learning outcomes. Learning Outcomes The four threads of the Life/Work Studies Curriculum – Vision, Emotion, Thought, and Action – encompass all learning outcomes. The learning outcomes approach focuses on a demonstration of significant skills, knowledge, or understanding by the learner at the end of a lesson, a unit, or a course. It is expected that learners will participate in learning activities associated with the learning outcomes. Exceptions are learners who have participated in the optional, work-related skills training, and/or have achieved a learning outcome by demonstrated prior learning. It is neither possible nor desirable to complete every activity. The needs of the individual learners as well as the nature of the group should be taken into consideration. Although many learning activities will be completed, not all learning activities will be marked. Some learning activities are building blocks to larger skills. These larger skills, the learning outcomes, are identified at the beginning of each thread in the curriculum and in the Learner Progress Chart. The Learner Progress Chart is a tool for formative evaluation. The artefacts in the portfolio are the primary means of assessment as they represent the activities relating to the learning outcomes. Information about artefacts can be recorded in Part B of the Learner Progress Chart. Assessing Prior Learning Learners must have an opportunity to gain credit for their past achievements, skills, and activities. By recognizing the unique history of each learner, the learning situation becomes authentic rather than contrived and repetitive. Adult learners come to Life/Work Studies courses with life experience in many areas, for example, family/home life, volunteering work, training, and other courses. Experience connected to course learning outcomes can be recognized. For this reason, it is important that learners be made aware of the learning outcomes at the beginning of the course. To receive credit, learners need to know that prior learning will be evaluated. A master record for each learner’s participation in the course can be established at the beginning of the class. It can be used to record evidence of prior learning, give information on learner progress, and to organize assessment information to determine a final mark. The Learner Progress Chart and the Anecdotal Record form are examples provided for this purpose. Instructors can go over the Learner Progress Chart with the learners shortly after they have entered the course (Some delivery organizations may choose to do this

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through their Intake and Assessment process.) Through a process of discussion, instructors can determine what an individual learner knows and has done that is relevant to the course learning outcomes. Instructors can ask learners to provide evidence of their prior learning and use this to determine to what extent the learning outcomes have been achieved. With knowledge of the course learning outcomes and assessment criteria, learners will have the opportunity to assess their prior learning and decide whether they wish to “challenge” any particular learning outcome. If they decide to proceed with a “challenge”, they will have to provide evidence that they have realized the learning outcome according to predetermined assessment criteria. Recognizing prior learning validates what the learner already knows or has done and uses it as a stepping-stone to further development rather that treating the learner as a “blank slate”. This is consistent with respecting the wealth of experience that adult learners bring to the program – a key adult education principle. Examples of Prior Learning Assessment One possible example of prior learning is where a learner has already developed a plan for wellness and stress reduction and participates in it on an ongoing basis. The learner might have done this on his own initiative or have developed it in another course. The instructor could ask the learner to describe the plan and the routine developed, and evaluate his progress. In this way the learner can receive credit for what he has done. If the plan has not been effective for the learner, the instructor could suggest that the learner reflect on the situation, modify the plan to make it more likely to succeed, and test it out. Participation in self-help programs and 12-step programs are other examples of where an individual can show evidence of working toward greater wellness. Job search resources, such as résumés, cover letters, and application forms, provide another example for recognition of prior learning. Learners who have developed these products in other situations can receive credit if the products meet the assessment criteria. Based on these criteria, learners may have to work on the products further in order to receive full credit. For example, a learner who has previously developed a résumé may be required to update it or to improve the formatting of the document in order to meet the required standard for résumés. Some learners may have already spent time developing a skill they need to work in a particular occupational area (e.g., completed a St. John’s Ambulance First Aid Course and still have current standing) and can present evidence of it to the instructor. The learner may receive credit for her skill development in the work-related skills training section of the curriculum.

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Managing Prior Learning "Challenges" Instructors will have to manage the “challenges” so this process and the time it takes to assess prior learning do not overburden them. Initially, instructors may wish to limit the number of situations where they are willing to consider prior learning to one or two per learner and set this expectation with the learners at the start of the course. If this proves manageable, instructors can make it possible for learners to submit additional evidence of progress toward individual learning outcomes. There may be a great deal of variability in learners’ interest in having prior learning recognized. Some of the reasons for this may be that some learners will have broader life experiences than others, and some will simply be more enthusiastic about making “challenges”. From the point of view of mark assignments, learners whose skills or products are evaluated should be given the opportunity to increase their mark by further work on the skill or product. Collaboration Learners and instructors should work together to decide:

• what criteria will be used in the assessment process; • how to gather information about learners’ performance; • how to select or develop the assessment tools; • how to collect and collate information about learners’ progress; and • the importance assigned to different assessment activities.

It is incumbent on instructors to ensure that genuine opportunities exist for learner input and that learners are aware of them. The ideas provided below, some of which have been adapted from Hiemstra (1994), are examples of ways that learners can have input into the process of learning in a Life/Work Studies course. Of course, instructors can build such opportunities into their courses in other ways of their own choosing. Learners can:

• have input into the way that they demonstrate prior learning; • decide how to set up the physical environment so it meets their needs; • negotiate with instructors to include their choice of portfolio products which

demonstrate certain skills and strengths; • choose when and how to introduce cultural world views into discussions; • choose how to present information in different ways (e.g. multiple

intelligences), and how to do presentations; • decide on the types of questions to be asked during learning activities; • choose the specific skills they intend to develop to prepare them for their

community participation/work; • have input into how much time to spend on different types of learning

activities (e.g., group, pair, individualized; instructor presentations);

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• decide how they will use new information about themselves and new opportunities;

• choose how to interpret facts, ideas, and research; • decide on how they will record and/or report their reflections; • decide when and how to give feedback and how to do it; and • participate in their own and other learners’ assessments.

By having input, learners will better understand the assessment rationale and feel a greater sense of empowerment in their learning. Collaborative learning stresses the interdependence of each member – learner, peer, and instructor. The Aboriginal perspective includes reciprocity, rather than a hierarchical relationship between instructor and learner. Learner and peer involvement can provide several interpretations of artefacts for an improved assessment. When the learner’s participation is valued, the learner will feel respected. Each time a learner realizes his capacity to engage and influence the learning process he becomes empowered. Portfolio Assessment Portfolios are the principle means of assessment for a Life/Work Studies course and it is important to remember that the process of portfolio development is as important as the product. While each learner is encouraged to use the portfolio as a repository of his life story, there are certain items (artefacts) which will be included in the final evaluation:

1. Personal Profile, 2. Circles of Support, 3. Wellness Plan 4. representation of skills and tools for finding community participation/work 5. opportunities, 6. representation of the Project-based Learning Experience 7. evidence of ongoing learner reflection, 8. Action Plan, and 9. Summative Course Reflection

Instructors are encouraged to have learners identify other meaningful items or products to include in their portfolios. Learners can negotiate with instructors to include particular products that demonstrate their skills and strengths. Near the start of class instructors need to ensure that learners:

• understand the purpose of the portfolio, • have an outline of it, • add the items to be included, and • understand how the portfolio will be assessed.

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Assessment of portfolio products usually includes criteria such as:

• evidence of critical reflection and growth on the learner’s part; • whether or not the required products were completed; • the effort put forth in the development of the products; and • learner involvement in setting criteria for assessment.

For learners to appreciate fully the expectations for their participation in the Life/Work Studies course, performance criteria for portfolios – rating scales, rubrics, and checklists, and instructor comments – need to be developed with learners and articulated clearly. Assessment tools should be developed at three levels: individual artefacts, reflective pieces, and the portfolio as a whole. The Learner Progress Chart, Part B, provides space to record information about portfolio elements. The Portfolio Rubric, the Portfolio Artefact Reflection sheet, and the Assessment of Learner’s Choice of Portfolio Artefacts are examples of assessment tools that could be used to help evaluate portfolios. Assessment Tools To carry out authentic assessment instructors need to use various means and different assessment tools to collect a variety of information. This is appropriate because learners have diverse ways of expressing themselves. As well, instructors need to emphasize the use of different skills, depending on the needs and interests of the learners. A variety of factors can be considered in the selection, creation, and use of assessment tools such as:

• area under study; • instructional strategy; • type of learning outcomes (e.g., knowledge, understanding, skills, attitudes,

values or process); • type of performance task; • person or persons who will conduct the assessment; • learner’s level; and • purpose of the evaluation.

Different forms, techniques, and ways of recording information may be used in assessment. Because of the limitations of quizzes and tests in assessing the learning expected in a Life/Work Studies course, these should be used sparingly. Assessment may be conducted through self-evaluation, peer evaluation, group evaluation, or instructor evaluation. Suggestions for assessment activities are:

• demonstrations of acquired knowledge, skills, attitudes; • assignments (tasks, written, oral), projects (individual, pair, small group); • presentations (oral, multi-media, pictorial, etc.); • reports (written, audio/video recorded); • case study analysis;

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• role plays, and dramatization; • interviews; • other creative expressions (song, art, etc.); • personal narratives on the learning that has taken place; • story telling; and • quizzes and tests.

Recording Assessment Information Observations of the learners performing certain tasks may be recorded by:

• anecdotal records (notes made by instructor, learner, or a peer); • checklists (indicate whether knowledge and skills were demonstrated); • rating scales (indicate the degree to which knowledge and skills were

demonstrated); and • rubrics (provide a qualitative indication of a learner’s ability on certain criteria).

Checklists, rating scales, and rubrics differ in the way they are scaled and in the type of information that is provided by each. Instructors and learners will have to decide which are appropriate for the criteria being assessed. Examples of Assessment Tools A list of the learning outcomes that require formal assessment is provided in the Learner Progress Chart. Sample assessment tools are provided for some learning outcomes (e.g., the overall Portfolio and its individual products, interview skills, teamwork, and so on). Instructors and learners will need to develop criteria and assessment tools for learning outcomes on the Learner Progress Chart. The rubrics, rating scales, and checklists on the following pages provide examples of tools that could be used for assessment purposes. Suggestions for Instructors Some instructors may have considerable expertise with alternative assessment methods; for others it may be less familiar. Using alternative assessment methods may require instructors to experiment in their classrooms and to move away from more traditional forms of assessment. The following suggestions may help in this shift.

• Think about assessment at the same time as planning learning activities. One is an integral part of the other in the Life/Work Studies Curriculum.

• When first starting to instruct this course, budget more time for working on assessment and discussing it with learners. Instructors and learners will both need time to adjust to this way of looking at measuring progress, toward achieving learning outcomes, and realizing goals.

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• As rubrics provide for a qualitatively higher level of assessment and have an important place in alternative assessment procedures, spend some time developing them to make them relevant and clear.

Examples of rubrics, rating scales, reflective questionnaires are provided in this section and can be part of a collection that can be developed, used, and adapted for assessment. These are examples only, and instructors and learners should develop assessment tools that best suit their particular learning situation. . Learner Progress Chart The Learner Progress Chart can be used to indicate:

• prior learning, • progress, • completion, • marks for required elements, and • a final mark.

The Learner Progress Chart has a column for comments, which can also be used to note relevant prior learning. For example, if a learner has achieved a learning outcome partially or completely, it can be noted in that column. An evaluation can be determined from the learner’s demonstration of the skill or evidence of the knowledge in question. This chart is designed to track and summarize learner accomplishment. It lists the required elements and evaluation necessary to fulfill the requirements of the course. Part A of the Learner Progress Chart, Curriculum Threads, identifies the required elements from each curriculum thread; Part B, the Portfolio, identifies the required elements in a learner’s portfolio.

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SAMPLE

Learner Progress Chart

A. Curriculum Threads Comments (e.g., prior learning)

Mark Weight Final Value

1. Exploring/Defining Self

Create a personal profile

Develop a summary of circles of support Create a vision and paths for the future

2. Personal Management

Reflect on change and transition

Demonstrate giving and receiving feedback

Design and implement a plan for stress reduction and wellness

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3. Community Participation/Work Exploration

Show information from research into community/work opportunities

Create a plan for short-term and long-term goals Make an action plan to correlate vision with community/work exploration

4. Community Participation/Work Engagement

Practise job search techniques

Analyze common challenges in community organization/workplace relationships

Practise communication skills in dealing with problems that violate human and workplace rights

Total A

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B. Portfolio Elements Comments Mark Weight Final Value

Personal Profile (summary of self assessment, representation of vision, etc.)

Summary of Circles of Support

Wellness Plan

Action Plan

Project-based Learning Experience

Sample Application Forms

Sample Cover Letters

Résumé

Learner-chosen Portfolio Artefact(s)

Learner course Reflection (on the process of learning, what has been learned, progress made toward stated goals, and whether revision or change of plan is necessary) Overall Portfolio Value

Total B

Final Mark: (Total A + Total B) =

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SAMPLE

Anecdotal Record This form can be used for recording evidence of the development of the knowledge and skills, progress and accomplishments of the learner. The anecdotal record is useful in situations of direct personal contact. Information can be viewed in a different context providing detailed, holistic information from a personal perspective. It can also be used to record or summarize evidence of prior learning. It can be filed with the Learner Progress Chart. Learner’s Name Context of Observation (location, exercise, activity, etc.) Knowledge or skill observed Assessment of Learner in Relation to Learning Outcome(s) Other Comments Instructor: Date:

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SAMPLE Personal Profile Assessment Section A: Required Elements No Yes MarkDid the learner self-assess and identify: personal interests? /2transferable skills? /2strengths? /2multiple intelligences? /2personality characteristics? /2Did the learner clarify personal and community participation/work values?

/10

Did the learner identify the impact of personal strengths and preferred learning style on personal and work life?

/10

Did the learner identify his/her document, prose, and numeracy level? /10

Did the learner complete a personal summary of the results of exploration and self-assessment?

/10

Subtotal A

/50

Section B: Assessment of Personal Profile Summary Criteria (1-3) (4-7) (8-10) MarkComplete, Thorough

Only a cursory examination of a few factors.

Some factors examined thoroughly.

Most or all factors examined thoroughly; ways found to self-assess even if formal tools not available.

/10

Reflection Only a low level of reflection on a few factors.

Reflected adequately on some factors.

Reflected insightfully on most or all of the factors. /10

Connection Could see few connections between the factors and his life/work experience.

Could see some connections between the factors and his life/work experience.

Could see many connections between the factors and his life/work experience.

/10

Creativity Low level of creativity in summary. Just repeated the results.

Some creative elements.

Engaging, very creative summary of the personal profile.

/10

Limited delivery skills. Understandable. Uses appropriate language.

Presentation Logical order. Good delivery. Clear connections in material.

Uses vivid, precise language. Delivers with ease. Well-organized.

/10

Subtotal B /50

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SAMPLE Portfolio Rubric Criteria Incomplete Complete Well Done Score (1-4) (5-8) (9-10) Content (required content, quality adequate)

Pieces of required content missing.

All pieces of required content but some incomplete.

All pieces of required content, all complete.

Quality Many items of questionable quality.

Most items of good quality.

All items of very good quality.

Reflection (on learning and achievements)

Little evidence of reflection.

Evidence of reflection but could be more careful, thoughtful, and thorough.

Evidence of careful, thoughtful, and thorough reflection.

Creativity

Little or no attempt at presenting items in an interesting manner.

Creative effort with some items and some aspects of the overall portfolio.

Very creative, many items and overall portfolio have a distinct and original look.

Evolution (change and growth over time, goals for future achievement)

No evidence that work has improved over time. Future goals unclear.

Some evidence that work has improved over time. General goals for the future stated.

Considerable evidence that work has improved over time. Goals for the future and steps to reach them clearly stated.

Organization Little sense of order.

Minor problems with organization.

Logical organization.

Little attention to the interrelationship of the portfolio, artefacts, and presentation.

Type of portfolio, artefacts, and presentation is acceptable but could be more unified and complementary.

Type of portfolio, artefacts, and presentation are unified and complementary.

Presentation

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SAMPLE

Portfolio Artefact Reflection (Learner) Assignment: The questions below will help you reflect on the meaning of the item you have chosen to include in your Portfolio. Select some that are relevant to you. Your instructor will determine a mark based, in part, on your reflections on your own work. 1. What special meaning does this item have for me? 2. Why did I select it? 3. What does it say about me? 4. What was my involvement in this activity/project? 5. What did I accomplish? How did I go about (writing, creating, solving) it? 6. What was important to me during the process of doing this piece of work? 7. What specific skills/knowledge/judgments/values does this item show about me? 8. What strengths can I show by including this item? 9. What barriers or challenges did I face in realizing this? 10. How did I overcome any barriers or challenges I encountered? 11. What did I learn from my involvement in this activity? 12. How does this item relate to my goals? 13. Does this item say anything about further community participation/work I could pursue? 14. If I could work further on this piece, I would … 15. When my instructor evaluates this piece, I want him/her to look at/for … 16. This item is connected to what I learned before as follows … 17. The grade I would assign to this work is … I would assign that grade for these reasons … 18. Other reflections about this artefact …

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SAMPLE

Assessment of Learner’s Choice of Portfolio Artefact

Criteria Little

evidence of critical

reflection

Some evidence of

critical reflection

Satisfactory Evidence of

critical reflection

Mark

Did the learner … Describe the meaning of the item?

Explain why it was selected?

Describe the accomplishment?

Describe the process involved in making (creating, designing, developing, solving) the item

State what was learned in the process?

Indicate the specific knowledge, skills, and/or attitudes that the item represented?

Describe the personal strengths identified in developing the item?

Identify the barriers/challenges faced?

Explain how the item relates to goals?

Recognize a connection between this item and community participation/work?

Have a sense of what plans are next in relation to the item?

Have a sense of what she wanted the instructor to see when examining the item?

See a connection between the item and other, past learning?

Have additional reflections on the item?

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SAMPLE

Oral Presentation Rubric (self-assessment)

Content Resources Organization Presentation Aids Delivery

I used a strong attention- getting device.

I used credible print resources.

I organized ideas in a meaningful way.

Presentation aids were used during the presentation.

I maintained appropriate eye contact.

I used words the audience could understand.

I used credible Internet resources.

I stated my topic clearly in the introduction.

Presentation aids were relevant to my topic.

I spoke to the entire audience, not just to one or two people.

My vocabulary was clear.

I used interviews with others as a resource.

The introduction included a statement of the main points.

Presentation aids enhanced the speech or reinforced main points.

My pronunciation was clear and easy to understand.

I used facts and logical appeals where appropriate.

I gave credit to the resources in my presentation.

The audience could predict the basic structure from the introduction.

Presentation aids did not distract the audience.

My rate of speech was not too fast or too slow.

I used opinions or emotional appeals where appropriate.

I put things into my own words.

I included necessary background information.

Presentation aids were creative.

My volume was not too soft or loud.

I used supportive details.

I was able to answer questions from the audience.

The body of the presentation supported the main points.

Visual aids were easy to read or see.

My body language was not too relaxed or too tense.

The information I gave was useful to my audience.

A bibliography was available.

A strong conclusion was given to my presentation.

Audio aids were easy to hear.

My voice varied in pitch; it was not monotonous.

/ 7 / 7 / 7 / 7 / 7 (Adapted from Samaritan House, 2000. p. 413)

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SAMPLE

Application Form Checklist Instructions: As you review an application check yes or no on the right side. Cross out any items that don’t apply to this application; add any that should be included. Base the learner’s mark on the total number of items checked. Directions No YesFollowed directions on application form Complete All applicable categories filled-in (no blanks) Wrote N/A where appropriate Content Concise Accurate Well organized Positive Able to relate skills gained outside school and work to job requirements

Written so skills and experience match what employer is looking for Questions about health, legal status, reasons for leaving school or jobs answered as positively as possible

Supporting Documentation All requested documentation is provided (attached) Appearance Neat (absence of crossings-out, liquid paper, deletions, blotches, coffee stains, changes in ink colour or size of writing, etc.)

Legible (printed clearly or typed) Black ink Mechanics Accurate spelling, punctuation, and grammar Uses Standard English Total

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SAMPLE Résumé Rubric Criteria Beginner

(1) Basic

(2) Intermediate

(3) Advanced

(4) Match to job or area of work interest

Résumé is not tailored to kind of work in which learner is interested.

Some attempt to match résumé to a specific line of work.

Résumé developed to fit a particular line of work.

Résumé is developed to highlight suitability for a particular job.

Organization Haphazard, does not seem to have any reasoned order.

Some sections ordered appropriately.

Most sections ordered appropriately.

Order suits applicant’s qualifications for the position.

Required information

Missing some sections of required information.

Includes almost all required information.

All required information included.

Has added additional relevant information.

Accuracy of Little information Is accurate.

Some information is accurate.

Most information is accurate.

All information is accurate. information

Format Many formatting problems.

A few formatting problems.

Uses standard formatting.

Effective use of headings, fonts, bolding, margins, tabs, bullets, etc.

Minor errors occur often.

A few minor errors that do not affect meaning.

Mechanics No mechanical or spelling errors.

Perfect and consistent use of grammar, punctuation, spelling.

Visual appeal No attention to design and balance.

Some attention to design and balance.

Limited attention to design principles.

Incorporates principles of design.

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SAMPLE

Cover Letter Checklist

Format

Needs

Improvement

Satisfactory

Organization standard business letter format address of person writing letter contact date suitable salutation three or four paragraphs Closing handwritten signature typed signature any enclosures or attachments noted Language Word choice clear, specific, easy-to-understand choice of words uses active verbs wherever appropriate Uses Standard English Sentences avoids overuse of “I” to start sentences sentences vary in length and structure accurate subject-verb agreement accurate sentence structure uses parallel structure uses appropriate connectors and transitions Mechanics accurate spelling noun capitalization is appropriate appropriate punctuation correct use of verb tenses abbreviations correct

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Cover Letter Checklist (continued)

Contents Needs Improvement Satisfactory

Content tailored to respond to a particular job ad positive tone First Paragraph indicates reason for applying for a particular job includes competition number (if applicable) captures reader’s attention Subsequent Paragraphs provides applicant’s qualifications for the job, linking them to the job requirements (relevant work and other experience, training/education, knowledge, skills)

provides evidence that applicant has the personal qualities and attitudes required by the job

Closing Paragraph applicant requests an interview reinforces idea that applicant has something positive to offer employer/company

states how applicant can be contacted, (e.g., phone number, alternate number, cell phone).

thanks employer for reviewing application Appearance appropriate length (usually one page) appropriate typestyle and print size appropriate use of bullets (if used) double spaces between paragraphs neat and clean looking paper matches paper used for résumé

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SAMPLE

Interview Rating Scale Instructions: Use the rating scale below to evaluate a learner’s practice job interview and answer the questions that follow. Provide the learner with feedback on her interview performance. Before you begin, cross out any criteria that do not apply in the situation; add any that you think need to be added. Criteria 1-requires improvement, 2-adequate, 3-very good 4-superior

1 2 3 4

Introduction Introduced him/herself to receptionist with appropriate greetings and gestures.

Indicated clearly why s/he was there. Introduced him/herself to interviewer with appropriate greetings and gestures.

Attire Dressed appropriately for the type of work. Non-verbal Behaviour Posture appropriate. Showed a positive, enthusiastic expression. Demonstrated s/he was attending to the interviewer(s) (e.g., eye contact, nodding).

Absence of fidgeting or other distracting behaviour. Speech Not too quiet or too loud. Words pronounced clearly. No errors in speech that interfered with communication. Adequate vocabulary. Preparation Selected appropriate portfolio artefacts. Answers indicated s/he understood the nature of community participation/work.

Answers indicated s/he had researched the company/organization.

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Interview Rating Scale (continued) Interaction Presented information about him/herself in a way that the interviewer(s) could follow

Was able to relate his/her previous experience (e.g., community participation/work, education, training, transferable skills) to the job requirements.

Was able to convey personal qualities and attitudes that fit the job requirements.

Spoke effectively about portfolio artefacts. Answered questions completely. Stayed on track, did not digress. Listened carefully and asked interviewer(s) questions when unclear.

Asked the interviewer(s) appropriate questions about the organization, job, workplace, company etc.

Close Had a sense of when the interview was finished. Thanked the interviewer(s) for the opportunity to be interviewed.

Additional Criteria

Total Score out of 50 (unless criteria added) =

Answer these questions about the interview. 1. What were the interviewee’s strong points in this interview? 2. What are some areas where the interviewee needs to improve?

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SAMPLE Research Rubric Criteria Incomplete

(1) Basic

(2) Satisfactory

(3) Excellent

(4) Purpose Little effort to

understand the purpose of the research.

Some attempt to understand the purpose of the research.

Noticeable effort to understand purpose and organize tasks in relation to it.

Superior effort to clearly understand its purpose and organize tasks in relation to it.

Locating sources

Required continuous support to locate sources.

Required a fair amount of support to locate sources.

Required little support to locate sources.

Able to locate sources without assistance.

Use of sources

Few sources.

Some relevant sources used; research limited

Used multiple sources; research adequate.

Used multiple and diverse sources; research substantial.

Finding and extracting relevant information

Needed continuous assistance to extract information.

Needed frequent assistance to extract information.

Needed some assistance to extract information.

No assistance required to extract information.

Sorting and organizing information

Left information as gathered.

Created partial organization of information.

Created a structure,

Created structure that was reasoned, clear, and carefully organized.

but it lacked coherence.

Analysis of information

Simply restated the information gathered. No conclusions.

Minimal analysis of information in support of conclusions.

Adequate analysis of information in support of conclusions.

Thorough and detailed analysis of information in support of conclusions.

Synthesis Unable to see any connection between personal assumptions, points of view, and the information.

Saw some connections between personal assumptions, points of view, and the information.

Saw a number of connections between personal assumptions, points of view, and the information.

Able to relate information gathered to personal assumptions, points of view and identify options.

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Research Rubric (continued) Criteria (continued)

Beginner (1)

Basic (2)

Satisfactory (3)

Excellent (4)

Completed little of assigned research.

Completed research; research lacking in depth.

Completed required research in some depth.

Completed additional in-depth research beyond what was required.

Amount of research

Made some language errors.

Made few language errors. Formatting and organization satisfactory.

No language errors. Logically formatted; organization superior.

Made frequent language errors.23 Materials

Final presentation of research

Materials partially organized and formatted.

lacked organization and formatting.

23 Spelling, punctuation, capitalization, grammar, etc.

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Project-based Learning Experience (PBLE) Assessment

Instructions: Answer the following questions about your Project-based Learning Experience. 24

What type of learning experience did you have (e.g. community service, work

placement, job shadow, developing a business, product, or service; other)?

When did your PBLE take place and how long was it?

To what degree were your learning objectives for this project achieved?

Describe your involvement in planning and setting-up the PBLE.

How was it connected to your Life/Work exploration?

What was your community participation/work arrangement? Did you work on your own or with others? Explain.

What did the PBLE involve? Explain in some detail what you actually did.

What challenges did you encounter (e.g., personal, interacting with others, organizing, financial, political, etc.)?

How did you deal with the challenges?

What was the most positive aspect of the PBLE for you?

What developed (if anything) from your participation/actions? Was there an impact?

Did any products or services develop from your PBLE?

What did you learn as a result of your experience?

What would you do differently if you were able to do it again?

What implications does this PBLE have for your community participation /work choice?

24 Instructors will need to adapt these questions to suit the learner’s project. This provides a sample only.

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Sample Assessment Rubric for a Project-based Learning Experience Level Criteria Mark

5

Very involved in planning and arranging the PBLE. Could describe clearly the purpose of the project Could describe clearly the main components of the PBLE and provide details. Provided a clear, detailed assessment of learning occurring in the PBLE. Demonstrated thoughtful, thorough, and detailed reflection on the PBLE.

8-10

4

Moderately involved in planning and arranging the PBLE. Could describe some of the purposes of the project. Could describe clearly the main components of involvement in the PBLE. Provided a simple, clear assessment of the learning occurring in the PBLE. Demonstrated considerable reflection on the PBLE.

6-7

Somewhat involved in planning and arranging the PBLE. Could describe the project’s purpose in general terms. Could describe involvement generally. Could provide only a vague assessment of the learning occurring in the PBLE. Demonstrated some reflection on the PBLE.

4-5 3

Minimal involvement in planning and arranging the PBLE. Could describe the purpose and involvement only in a limited way.

2 2-3 Unable to assess the PBLE for learning. Demonstrated little reflection on the PBLE.

1 Started but did not complete PBLE (answered questions). 1

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SAMPLE

Action Plan Rubric

Criteria Score Synthesis Research25 Goal Setting Technical Aspects

8-10

Choice of community participation/ work options reflects extensive correlation of self-knowledge to choices.

Thorough and complete with a lot of detail.

Very clear articulation of long-term and short-term goals; specified necessary steps and realistic timeframes to complete them.

Mechanical/technical aspects of the presentation are accurate. Effective presentation of information.

6-7

Choice of community participation/ work options reflects adequate correlation of self-knowledge to choices.

Thorough and complete with some detail.

Long-term and short-term goals adequately articulated. Steps and timeframes could be more accurate and realistic.

Few errors in mechanical/technical aspects of the presentation Presentation of information adequate.

4-5

Choice of community participation/ work options reflect some correlation of self-knowledge to choices.

Lacking in thoroughness, some sections not complete, few details.

Some vagueness in long-term and short-term goals. Steps and timeframes imprecise.

Some errors in mechanical/technical aspects of the presentation. Presentation of information requires some improvements.

1-3

Choice of community participation/ work options reflect limited self- awareness.

Many errors in mechanical/technical aspects of the presentation.

Goals, steps, and timeframes unclear and/or incomplete.

Lacking in thoroughness, some sections incomplete. No detail included.

Presentation of information lacks organization and attention to format.

Learner’s Scores

25 Research topics include all relevant information: entry requirements, options for training/learning, resources available, challenges (and possible solutions), pros/cons, and sources of financial support (if necessary).

132


SAMPLE

Group Presentation Rating Scale

Emerging Skills

(1)

Developing Skills

(2)

Satisfactory Criteria Skills

(3)

Strong Skills

(4) Engaging the Audience Created interest at the start

Giving audience opportunity to participate (e.g., ask questions)

Organization Stated the main idea clearly

Supported the main idea with proof or examples (if necessary)

Drew a conclusion that followed from information presented

Collaboration Planned overall presentation as a group

Connected individual parts to other sections and main idea

Encouraged and helped each other

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Group Presentation Rating Scale (continued)

Criteria (continued) Emerging

Skills (1)

Developing Skills

(2)

Satisfactory Skills

(3)

Strong Skills

(4) Delivery Matched the audience’s level of understanding

Made eye contact with the entire audience

Used appropriate volume

Paced the presentation effectively

Used body language effectively

Used time effectively

Used variety in the presentation

Props (if appropriate)

Used notes

Used audio aides

Used visual aides

Used demonstrations or performances (e.g. skits, role plays, songs, dance)

Sub Totals

Total Score

134


SAMPLE Teamwork Rubric Criteria Basic

(1) Improved

(2) Satisfactory

(3) Excellent

(4) Listening Seldom uses

active listening.

Uses active listening some of the time.

Often uses active listening.

Consistently uses active listening.

Consideration of team members’ views

Seldom gives others’ views respectful consideration.

Sometimes gives others’ views respectful consideration.

Often gives others’ views respectful consideration.

Consistently gives others’ views respectful consideration.

Encouraging, supporting

Seldom encourages or supports others.

Sometimes encourages and supports others.

Often encourages and supports others.

Consistently encourages and supports others.

Contributing (Ideas, feedback, perspectives)

Seldom contributes to the team.

Sometimes contributes in a positive way to the team.

Often contributes in a positive way to the team.

Consistently contributes in a positive way to the team.

Handling disagreement

Difficulty reacting to disagreement thoughtfully, appropriately.

Sometimes reacts to disagreement thoughtfully, appropriately.

Often reacts to disagreement thoughtfully, appropriately.

Consistently reacts to disagreement thoughtfully, appropriately.

On-task Exhibits on-task behaviour inconsistently.

Sometimes exhibits on-task behaviour.

Often exhibits Consistently exhibits on-task

behaviour. on-task behaviour.

Rarely does fair share of teamwork.

Sometimes does fair share of teamwork.

Often does fair share of teamwork.

Consistently does fair share of teamwork.

Responsibility

Difficulty considering views of others.

Often sides with friends rather than considering all views.

Usually considers all views.

Consistently helps team reach a fair decision.

Decision-making

(Adapted from Samaritan House, 2000. p. 423)

135


Summative Course Reflections

Instructions: Spend some time thinking about what you learned and how you learned it while taking the Life/Work Studies course. When you answer the questions, make sure that you explain your points of view. Do you think that what you learned in this course will be useful to you in the future?

Explain. Have you learned something about the way you prefer to learn?

What were the different ways you learned and which ways worked best for you? Do you think that your self-awareness increased while taking this course? Explain. Did you grow personally while in this course? Explain your view. Have your personal assumptions about community/work participation changed

because of this course? Has your experience in this course confirmed the goals you had when you entered

this course, or has it caused you to revise or change your original goals? Explain.

Have you come closer to having clear personal, community, career, or work-related

goals for your future? Explain. If yes, what steps will you are taking to realize your goals?

Have you developed skills that will help you realize your goals? Explain. Do you think you will be better able to handle change and transition in your life

because of taking this course? If yes, explain why and how. Are you now more able to move forward toward your goals? What is the most important thing you learned while taking this course?

136

References (Parts Three, Four and Five)

References (Parts Three, Four, and Five)

Dirkx, J. M. & Prenger, S. (1997). A guide for planning and implementing instruction

for adults: A theme-based approach. San Francisco, CA: Jossey-Bass. Erlandson, C. (2003). Portfolios: More than just a file folder. Regina, SK:

Saskatchewan Professional Development Unit & Assessment for Learning Unit, Saskatchewan Learning.

Gardner, Howard. (1983) Frames of Mind: The Theory of Multiple Intelligences.

New York: Basic Gardner, Howard. (1993) Multiple Intelligences: The Theory in Practice. New York:

Basic Gardner, Howard. (2000). Intelligence Reframed: Multiple Intelligences for the 21st

Century. New York: Basic Government of the Northwest Territories, Department of Education, Culture, and

Employment. (2000). ABE career/life work 120/130 and career college preparation 130/140. Yellowknife, NT: Author.

Hiemstra, R. (1994). Helping learners take responsibility for self-directed activities. In R. Hiemstra & R.G. Brockett (Eds.), Overcoming Resistance to Self-Direction in Adult Learning.

Jackson, L. & MacIsaac, D. (1994). Introduction to a new approach to experiential

learning. In New Directions for Adult and Continuing Education. No 62. San Francisco: Jossey Bass.

Jacoby, B. (1998). Service-learning in today’s higher education: Concepts and

practices. San Francisco: Jossey-Bass Higher and Adult Education Series. Nova Scotia Department of Education, English Program Services. (2000).

Life/work transitions 10 curriculum: Implementation draft. Halifax, NS: Author. Saskatchewan Education. (1991). Instruction Approaches: A Framework for

Professional Practice. Regina, SK: Author. Saskatchewan Learning. (2003). Portfolio development: A facilitator’s guide.

Unpublished Document. Stein, D. (2000). Teaching critical reflection, myths and realities. No. 7. ERIC

Clearinghouse on Adult, Career, and Vocational Education.

137

References (Parts Three, Four and Five)

138

Appendix A

Appendix A:

Technological Literacy – Computer Skills and Knowledge Checklist

139

Appendix A

140

Appendix A

Technological Literacy - Computer Skills and Knowledge Checklist

Technological literacy skills – in particular, computer skills – have become a necessity in today’s society, regardless of an adult’s personal or career goals. Computers are present in educational settings, in the work place, in the home, and in the community. Technological Literacy is recognized in the Adult Basic Education redesign process through inclusion as one of the Generic Skills. Generic Skills are those skills that are developed and applied in all courses of study. Technological literacy includes the following sub-skills:

• Reflect upon and interpret the ways in which technology is used in the community;

• Use computers and other tools to locate, process, and manage information;

• Use technology for research, communication, and creative purposes; and

• Demonstrate what you understand about technological literacy. The Computer Skills and Knowledge Checklist contains guidelines for the minimum skills expected of Level 3 learners. To the extent that hardware resources are available, instructors will use the Checklist as a guide to the development of basic computer skills. Based on learner goals and the capacity of the delivery organization, instruction beyond that included in the Checklist may be provided. The Checklist was developed with the following assumptions in mind: 1. To the extent that resources and hardware are available, the skills and

knowledge identified in the checklist outline the minimum expectations of learners upon completion of Level 3. The instructor and/or the delivery organization determine how to best structure their program to deliver and develop learners’ computer skills. Some delivery organizations will need to develop a systematic way of addressing computer skills. Many delivery organizations already have an approach that makes the most sense for their learners and the organization’s resources. The Checklist can be used to build on what already exists.

2. Computer knowledge and skills are integrated and applied within all

subjects. Computer knowledge and skills are developed and applied in a relevant context within the framework of the existing five courses. The computer is viewed as a tool that can assist in achieving certain goals or in completing certain tasks (e.g., finding, organizing, or presenting information). Delivery organizations may prefer to provide learners with a basic introduction to computers in a group setting and then apply those skills in various subjects. Some organizations will choose to develop certain skills through activities in the Communications course; others will choose to develop those same skills through Social Sciences activities.

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Appendix A

3. Learners’ prior knowledge is determined before instruction is provided. The delivery organization and/or the instructor determine the skills that the learner has already mastered and those that need to be reviewed or developed before applying them to a task.

The Computer Skills and Knowledge Checklist is organized into the following three broad categories:

• Computers in Society – a reflection on the role of computers in one’s life and in society;

• Knowledge of Computers – basic functions and terminology related to computer hardware; and

• Software Applications – an introduction to a variety of software that can be used to locate and manage information, and for research, communication, and creative purposes.

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Appendix A

Computer Skills and Knowledge Checklist A. Computers in Society

Already knows?

Instructor Notes

Yes No Integrated/Applied with … (subject, activity, assignment)

Learners will:

• Describe a range of computer

applications in society (ATMs, the

Internet, computer record systems,

Employment Insurance applications,

income tax, food store checkouts,

etc.).

• Analyse the effect of computers on

their everyday lives.

• Provide examples of and discuss

ethical issues involving computers in

society, such as protection of

privacy, security issues, copyright,

plagiarism and following workplace

(or school) policies with respect to

computer use.

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Appendix A

B. Knowledge of Computers

Already

knows? Instructor Notes

Yes No Integrated/Applied with …

(subject, activity, assignment) 1. Introduction to computers

Learners will:

• Identify ergonomic issues related to

computer use and demonstrate

operating a computer in a healthy

and safe manner.

• List the basic parts of a computer

system (system unit, monitor,

keyboard, mouse, floppy disk drive,

hard disk drive, and printer).

• Describe commonly used computer

terminology and acronyms.

• Demonstrate the ability to properly

start and shut down a computer

system.

• Use a mouse.

• Describe the difference between

hardware and software.

• Describe a diskette/CD-ROM and its

care.

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Appendix A

Already knows?

Instructor Notes

Integrated/Applied with … (subject, activity, assignment)

Yes No

• Demonstrate the ability to operate a

printer (power on, put on line/off line

and load paper).

2. Keyboarding

Learners will:

• Demonstrate correct keyboarding

techniques.

3. Operating System

Learners will:

• Describe the basic functions and

operations of an operating system.

• Demonstrate the ability to open and

close a program.

• Demonstrate the ability to correctly

name and locate files.

• Demonstrate the ability to perform

basic file operations using the

operating system (create, copy,

move, send to, delete and rename).

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Appendix A

C. Software Applications Already

knows? Instructor Notes

Yes No Integrated/Applied with …

(subject, activity, assignment) 1. Word Processing Learners will:

• Open a new word processing

document.

• Format a page (margins,

justification, font, bold, italics, line

spacing, page numbers, etc.).

• Insert headers and footers.

• Edit a document, including cutting

and pasting text.

• Use tools such as a spell/grammar

check or thesaurus.

• Print a document.

• Save a document (disk, hard drive).

• Retrieve a document (disk, hard

drive).

• Demonstrate the ability to use help

features and tutorials.

2. Email

Learners will:

• Send and receive email messages

using language, tone, and structure

appropriate for the audience and the

purpose.

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Appendix A

Already knows?

Instructor Notes

Yes No Integrated/Applied with … (subject, activity, assignment)

3. Internet

Learners will:

• Define terminology related to the

Internet (download, URL, WWW,

search engine, web browser).

• Navigate a website to locate

information.

• Conduct basic searches on the

Internet/World Wide Web.

3. Graphics and Presentations (Optional)

• Learners will:

• Insert/import graphics to a

document.

• Prepare and deliver a presentation

using the computer.

• Use spreadsheets to organize and

present data and to create graphs.

Other (Specify)

147

Appendix A

148

Appendix B

Appendix B:

Background Notes

149

Appendix B

150

Appendix B

Communication Skills

Instructions: These are important ideas to share with all learners to set the stage for effective interpersonal communication. Discuss each idea with the learners, noting that communication patterns are family and culturally based. In mainstream culture, these are common communication conventions. Learners can identify, practise, and demonstrate the elements of active listening. The basic components of active listening include attending behaviours such as body posture, how the listener follows the speaker, signs of listener involvement, and whether the listener is relaxed and comfortable. Specific strategies for active listening include asking questions (open and close ended), paraphrasing, empathizing, clarifying, and summarizing. Important Aspects of Effective Communication

• Absence of physical barriers between people who are communicating. • Appropriate body posture, that is, facing the other person with an “open”

presentation. • Appropriate eye contact. • Demonstrating interest and following the conversation. • Having a comfortable pace to the conversation (not too fast or slow). • Using active listening skill. • Avoiding interruptions.

How Communication Affects Others When speaking to someone in face-to-face conversation, you send out your message in three significant ways:

• your words, • the tone with which you speak, and • what your body says.

Tone and body language are stronger channels of communication than the words themselves. Think about how your usual tone and body language might affect the meaning of your message to another person.

151

Appendix B

Background Notes for Instructors: Perspectives on Factors Affecting Learner

Participation and Success Introduction Learners in a Life/Work Studies course represent many different backgrounds and cultures, but one thing they have in common is the desire to improve their lives and the lives of their families. But societal issues such as issues of poverty, gender discrimination, and racism may present barriers to their success. A variety of perspectives related to these issues from anti-oppressive, anti-racist and Aboriginal analysts are presented here: they should help instructors understand and appreciate the life stories of the learners. Most instructors would agree it is important for learners to understand how economic and social structures and systems affect their contributions to their communities and to the labour market. It is also important to explore the implications of working – the stresses and time-consuming effort required – and to consider quality of life as part of the equation. Transformative education (a foundational element of Adult Basic Education Curriculum Redesign) stresses identification and resolution of pressing social concerns, and by raising awareness of these issues, seeks to empower people with knowledge and understanding of their place in their communities. The information contained in this section will give instructors some of the understandings they will need to facilitate discussions with learners in Life/Work Studies courses. Discussion on the nature of work, social structures, and the individual’s role within these structures can be used effectively with any of the four strands – Vision, Emotion, Thought, and Action. For further reading, see the references at the end of this section. Health, Wellness, and Poverty It is important that learners understand that their health and wellness affects their ability to be participating members of their communities and/or the workforce. The Emotion strand of the Life/Work Studies Curriculum Guide encourages learners to look carefully at their lifestyles and make positive changes that will enhance their health and the health of their families. Instructors, then, should consider the connections among health, wellness, and poverty. There are numerous discussions and philosophical debates relative to the meaning of health and wellness. The two terms tend to be used synonymously, as they are here. For the purposes of this curriculum guide, the following definition of good health is offered as a starting point. The Report of the Royal Commission on Aboriginal Peoples (1996) states

good health is not simply the outcome of illness care and social welfare services. It’s the outcome of living actively, productively and safely, with reasonable control over the forces affecting everyday life, with the means to nourish body and soul, in harmony with one’s neighbours and oneself, and

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Appendix B

with the hope for the future of one’s children and one’s land. In short, good health is the outcome of living well. (Vol. 3: Ch. 4)

An individual’s health includes the physical, mental, emotional, and spiritual aspects of that individual. Health and well-being are affected by factors such as income, nutrition, housing, stress, and living conditions, all of which are exacerbated by poverty. Kerr, Frost, and Bignell (2004) found that “the relationship between income inequalities and health inequalities is well established. Poverty shortens life expectancy, leads to poorer health status, and increases the likelihood of disease. Poverty affects many aspects of health” (p. 5).

Despite improvements and advances in medicine and science, people living in poverty experience persistent health issues. “Research shows that medical care is less important in ensuring the well-being of the entire population than economic security, social support and a more equitable distribution of income” (Donner, 2002, para. 10). When people live in poverty and rely on social assistance, their health is affected by the policies that govern their income and living conditions. Kerr, Frost, and Bignell (2004) note the correlation between being on social assistance, which represents a form of extreme poverty in the context of Saskatchewan society and health issues. “The stress of being on social assistance is multifaceted. It comes from not having enough income, from coping with poor housing and unsafe neighbourhoods, from being under surveillance and treated with disrespect” (p. 5). Many of the people in the study experienced health conditions that were made worse by the stresses described above. Having highlighted the link between poverty and health, caution needs to be raised against defining the poor in terms of their problems. There is a tendency to focus on the negative aspects of health rather than positive aspects of people’s lives and the power that people have to affect their circumstances. An understanding of the impact of social policies and income levels on people’s health, combined with considerations about how people see their own health, can become an exercise in transformative education rather than a demoralizing account of the “inevitable ills” of living in poverty. Recognition of Unpaid Work The Life/Work Studies curriculum endeavours to give equal consideration to both the activities of community participation and employment. The value of unpaid work is both social and individual: communities benefit in many tangible as well as intangible ways. The individual benefits by gaining skills, knowledge, and confidence. Recognizing the value of unpaid work validates the experiences of learners. The Life/Work Studies Curriculum recognizes the value of unpaid work as an alternative way to develop skills and abilities. Savarese and Morton (2005) note that there is often an insufficient supply of jobs in the regular labour market, and that

... [f]orms of unpaid, meaningful work which contribute to a productive and creative society must be taken into consideration. Many unemployed

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Appendix B

individuals participate in meaningful, unpaid community work. Many unemployed individuals improve their communities and build better neighborhoods. Many others perform essential services at home such as caring for children or for elderly parents, especially as the government cuts back these services. Many of these activities build skills without remuneration. This kind of work should be valued and supported. (p. 35)

Jobs are not always available in a community and the jobs that may be available differ in quality and desirability (any job is not necessarily a good job). There are many unpaid activities that build community and the curriculum balances the focus on an employment outcome with an equally acceptable outcome of community engagement and participation.

Reflections on Paid Work No one will argue against the benefits of quality, paid employment and although there are “clear connections between work and well-being … there is equally clear evidence that work in the low-paying service sector, where many women are concentrated, confers few, if any, of the benefits associated with ‘going to work’” (Savarese and Morton, 2005, p. 11). It is important to consider and explore the “economic insecurity that accompanies low wage, part time and contingent employment” (p. 32) and that sometimes paid work is not necessarily good work. Savarese and Morton (2005) found that there seems to be an “emergence of a different social welfare philosophy that emphasise[s] individual self-reliance and downplay[s] the collective obligation for societal well-being that once permeated social policy”. Social policies “place renewed emphasis on fostering labour market involvement … Notably, the view that poverty is essentially an individual rather than a state or community problem has become more pronounced” (p. 4). This trend toward individualizing social issues leads to a propensity to blame individuals who do not or who are unable “pull themselves up by the bootstraps” and make the transition to employment. It also fails to recognize that jobs are not necessarily available, that many jobs are temporary, part-time, or may be otherwise unsuitable, and assumes that issues of poverty will be eliminated by participation in the labour market. Poverty may not only be unresolved in these instances, but exacerbated. According to Savarese and Morton (2005)

Emphasizing the labour market as the path to self-sufficiency and independence is problematic. For the working poor, employment is not the road to a worry free existence, although it may decrease absolute reliance on public funds for income security. (pp. 19-20)

Donner (2002) also found that working full-time at minimum wage does little to alleviate real poverty:

A single mother with one child working full-time and earning minimum wage…lives 43.4% below the poverty line. If she is married with two children, even when both spouses work full-time at minimum wage, their family will live 25% below the poverty line. (para. 6)

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Appendix B

The majority of adults who return to school understand the realities of poverty all too well. It is important for instructors to facilitate discussions which give voice to the learners, in an attempt to understand the issues surrounding learners’ transitions to community involvement or paid employment. Structural Racism In the Life/Work Studies curriculum, it is necessary to address, in some way, the role of structural racism in society and its impacts and effects on learners of all backgrounds, cultures, and races. It is imperative that the delivery of the curriculum not entrench such ideas and practices further, but offer alternatives and understandings that are liberating and empowering. For instance, examining concepts like structural racism and “racialized spaces” alongside concrete information about labour laws/regulations and human rights legislation can go a long way toward empowering learners who may face discriminatory practices in the work force. Instructors must realize that responses to issues of racism by whites, while such responses may be well meaning, can also encompass the desire to maintain positions of privilege. Sleeter (1993) notes that racism is a structural relationship amongst racial groups: “Racist institutions…are controlled by whites who restrict the access of nonwhites to ‘power and privileges’ (p. 240) in order to retain and regulate ‘… a reservoir of … labor for the rest of the country’” (p. 245). Ignoring structural racism and its effects on learners who are working towards entering the labour market does a disservice to adult learners, ignores and invalidates their experiences in the world, and further entrenches the invisibility of white dominance and privilege. One of the processes at work is the development and dissemination of a national mythology that seems to exclude Aboriginal people and people of colour from the written history of Canada. Razack (2002) notes that it is part of the national mythology in a white settler society like Canada to see the land (Canada) as primarily empty and as “built” by hardy, industrial European settlers. Aboriginal people are relegated to a past time and space and people of colour are

scripted as late arrivals…slavery, indentureship, and labour exploitation – for example, the Chinese who built the railway or the Sikhs who worked in the lumber industry in nineteenth-century Canada – are all handily forgotten in an official national story of European enterprise. (p. 3)

The idea that space and race are closely connected is further explored by Razack (2002), who notes that spaces are “organized to sustain unequal social relations” (p. 1). How spaces are conceived of and constructed reproduces and bolsters the structures of racism. Razack states that all space deemed public is racialized. She writes about young Black men who are stopped on the streets or in malls and about store clerks who follow youth or people of colour, presuming them to be guilty of some crime. She describes the spatiality of the racial order of workplaces where the better jobs are “… white and fully ‘coloured’ at the lower levels” and “…affluent areas of the city [which] are all white and poorer areas are mostly of colour” (p. 6).

155

Appendix B

What do learners face when they enter the classroom or a workplace? What processes are at work to designate such spaces as primarily “white” space? The classroom becomes “white” space, as the story of Canada is relayed as predominantly a white European story, and Aboriginal people and people of colour are marginalized within the story of Canada. Their places in the official story are left out or glossed over. Likewise, the story of Aboriginal exclusion from work opportunities and employment is left untold in the official story of Canada. In Saskatchewan, Aboriginal people are considered to be the “workforce of the future”, where the “general population” is experiencing a demographic decline, and the Aboriginal population is experiencing a “baby boom.” As such, educators and employers are looking for ways to include the Aboriginal population in the labour market. There appears to be a sudden shift in thinking, from the implicit exclusion of Aboriginal people to the explicit and necessary inclusion of those who are needed to fill vacancies in the labour market. This shift in thinking seems to ignore the historical patterns of exclusion that people of colour carry as part of their legacy. There must be a recognition and understanding that history, which is shared by all people in Saskatchewan, and in Canada, is built on systems and institutions that actively excluded, and continue to exclude, some people. If these issues of inclusion are not addressed with learners, both mainstream and marginalized, there will not be an understanding of why the world has come to be as it is. Learners are left to believe that this is “just the way things are” and that there is little they can do to change the world in which they live. Meritocracy There is a popular belief that merit (a demonstrated ability or achievement) can earn individuals success in the workforce. But researchers such McNamee and Miller (2004), found that while the idea of merit is not in dispute, there are actually forces which determine that some people, regardless of their knowledge, skills, and abilities, will not be able to take part fully in the labour force. They consider this concept of meritocracy to be a myth because it fails to take into account the effects of “non-merit factors such as inheritance, social and cultural advantages, unequal educational opportunity, luck and the changing structure of job opportunities, the decline of self-employment, and discrimination in all of its forms” (para 25). The myth of meritocracy is closely linked to the discussion of privilege, and assumes a level playing field which sees the failure of individuals to succeed as an individual lack of drive and motivation. Other factors, including the construct of difference, contribute to success or failure. Baez (2000) cited in the Adult Basic Education Level Three Social Sciences Curriculum Guide (2005) states “While there is evidence that difference exists, that is, that it has effects in the real world, the distinction needs to be clear between this evidence of difference and any conceptualization of difference as inevitable or as naturally occurring fact” (p. 91). Boler and Zembylas (2003) present some of the common conceptions of difference that can be investigated. They note three stances to difference: the “celebration/tolerance model”, the “denial/sameness model,” and the “natural response/biological model.”

156

Appendix B

The celebration/tolerance model is often articulated as, “Every individual is different. We should respect and honour everyone’s difference equally” (p. 112). This response to difference suggests that difference is benign. The problem with this approach is that it fails to address power. It fails to recognize that particular differences have the effect of producing systemic discrimination (p. 113).

The denial/sameness model is often articulated as “We are all the same underneath the skin. Why do we have to pay so much attention to difference?” This response to difference suggests a desire to deny or erase differences. Interestingly, it reflects the privileged position of those in dominance who can choose “when and why differences are important.” Denying difference is offensive in that it denies “the significance of cultural heritage” to those who are not a part of the white dominant group (p. 113).

The natural response/biological model may be articulated in the following way: “Some differences are innate. Some fears of difference are innate. Fear of difference is a natural response”. This response seeks to explain fear of difference as a naturally occurring emotion, something linked to being “just human.” The use of the rationale that fear is a justifiable and understandable response to difference denies a more complex understanding of how power operates to allow certain groups to use fear to justify oppression (pp. 113-114).

The myth of meritocracy serves the function of legitimating these responses to difference and negates the idea that difference is important and consequential. It does so by obscuring the function of difference in upholding inequality and dominance, based on the unstated premise that opportunities are equally available to all. Meritocracy obscures the importance of socially constructed differences as well as the unequal effects of such differences. “White Privilege” White privilege and racism are interconnected concepts. By considering the “other side” of racism – that of white privilege – one can come to an understanding about how white privilege operates in a systemic, institutional, and ideological way to give advantages to members of the dominant group, ensuring their general achievement, while also functioning then to keep marginalized group members “in their place.” Racism functions not only as a means of making non-white groups and group members subordinate based on perceived skin colour, it also functions to provide privileges for members of dominant groups. As Shadd (1991) notes, “Racism is not something which simply affects its victims in various adverse ways: It also benefits all those against whom it is not directed, by affording certain privileges” (p. 34). The privileges afforded by racism are obscured in the process of socialization, as McIntosh (1990) notes:

As a white person, I realized I had been taught about racism as something that puts others at a disadvantage, but had been taught not to see one of its corollary aspects, white privilege, which puts me at an advantage. (p. 1)

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Appendix B

The following is a concrete (albeit simplified) example of how privilege and dominance operate within the system of racism to affect the life chances of individuals differently, for example, an Aboriginal student who experiences racism at school. This racism takes many forms, from overt racism to a feeling of not belonging or being valued in that particular environment. These experiences result in that student failing and/or dropping out. The result for that student is attainment of a lower educational level than her peers who stay in school. When she seeks employment, her level of education, combined with discriminatory practices in employment, leads to fewer employment opportunities, employment opportunities that are of poor quality, opportunities in which workers are considered disposable, and lengthy periods of unemployment. Her low level of income, combined with discriminatory practices in housing and other provisions of goods and services, results in lower standards of housing, health, and quality of life. In the above example, the ideology of dominance that helps support racism is obvious. In such an ideology, lack of opportunity and limited social participation, and their effects, are attributed to an individual’s poor choices as well as cultural deficits, rather than structural and institutional inequality. In this example, institutional and systemic racism function to limit social participation and access to the same standards of living enjoyed by dominant group members (Racism No Way, 2002). Those who fit into dominant group structures are privileged by a system that does not have the same discriminatory effects on them. In fact, they are likely privileged in such a way that it is not necessary for them to consider in the first place the ways that the institution of school may provide advantages or disadvantages. Even if the characteristics of white privilege do become evident, they are normalized in such a way as to appear natural and “just the way things are.” McDermott (1997) notes that “Breakthrough comes when we realize that ‘their’ situation is ‘ours’ as well. Those who are successful in school make possible – and are made possible by – those who fail” (p. 135). White privilege also reveals itself in the rationalization that occurs to explain away the geographic spaces that marginalized people occupy and the connection that such spaces have to employment. Razack (2002) states:

In the same way that spaces appear to develop organically, so too the inhabitants of spaces seem to belong to them. If the slum or the housing project has a disproportionate number of Black or Aboriginal people, it is thought to be simply because such people lack the education and training to get the jobs, and thus the income, that would enable them to live in a wealthy suburb. Perhaps, we often reason, poor districts are simply occupied by recently arrived immigrants who will, in time, move up to more affluent space. (p. 8)

Because white privilege is perceived as a ‘natural’ state of affairs, then by definition it embodies an attitude of superiority: “Whites are taught to think of their lives as morally neutral, normative, and average, and also ideal, so that when we work to benefit others, this is seen as work that will help ‘them’ be more like ‘us.’” (Hurtado and Stewart, 1997, p. 301)

158

Appendix B

Here, the privilege of living in adequate housing is obscured by the notion that race plays no part in determining opportunity and outcome, that education and training alone will produce the result of moving people from poverty. Aboriginal Participation in Employment Ideas about Aboriginal people and employment are contradictory. On the one hand, there are official policies and programs that call for increased Aboriginal employment, while on the other hand, Aboriginal people face resistance and external barriers to employment and are often viewed as taking, or competing for, jobs considered to be the right of non-Aboriginals. It is important to examine the historical and contemporary attitudes and actions of the dominant society (such as employers and education systems) in order to examine their effects. Historical inequities in the labour market illustrate clearly that Aboriginal people have faced discriminatory and exclusionary systems, structures, and practices. Such an examination may have an empowering effect for learners as it allows them to recognize and account for the effects of systemic and structural discrimination. The problem can then be shifted from one of individual self blame to an examination of larger societal structures and systems, like an education system that has not been receptive to or suitable for Aboriginal people or, likewise, an employment system that has been similarly exclusive. Part of the current discussion involving Saskatchewan demographics includes discourse about “Aboriginal participation” in the labour market and how to improve this participation. This discourse views Aboriginal people as needing to be engaged in the labour market rather than presenting employers as the ones who need to engage with Aboriginal people. The use of the term “Aboriginal participation” suggests that participation is a matter of choice on the part of the “participant.” This implies that choices are available about whether or not to participate, and the result is an assumption that Aboriginal people choose not to participate in employment at the same rate as the rest of the population. The implication of choice simplifies complex historical and social relationships between Aboriginal peoples and dominant white society as they relate to opportunities for education and employment. Notions of privilege and dominance are important in understanding “Aboriginal participation rates”; however, it is often suggested that personal choice and other personal attributes on the part of Aboriginal people are responsible for “lack of participation” in the labour force. The implication that people can choose to participate fails to consider the availability or unavailability of jobs, the quality of the jobs available, the personal and familial supports required to “choose” to “participate,” and the many ways that the lived experiences of people differ from the ideal of “participating in employment.” The idea of choice in Aboriginal participation in the labour force puts the focus and the onus on Aboriginal people and avoids an examination of past practices that have denied such a choice to Aboriginal people. It implies that equal opportunities have been available for Aboriginal people and non-Aboriginal people alike, but that Aboriginal people have chosen not to accept or embrace those opportunities to the same degree as the non-Aboriginal population.

159

Appendix B

An emphasis on Aboriginal employment rates and Aboriginal education levels leaves questions of dominant structures and systems out of the equation. This focus sidesteps any consideration of systemic discrimination and its corollary aspect of over-privileging of white people. Instead, the problem falls squarely on Aboriginal people and the focus is on how to improve or fix Aboriginal people to make “them” more amenable to existing structures and systems. In this discussion, there is little or no recognition of the problem of the often subtle, sometimes fierce, resistance to Aboriginal participation in the labour market. A backlash against employment equity or representative workforce programs and policies has become increasingly evident in the social and political discourse. At the same time, such arguments ignore the over-privileging that affords unearned advantages to white people based on race alone. Historical Aboriginal Participation in the Labour Force Carter (1986) carefully and meticulously chronicled the historical resistance by dominant society to participation by Aboriginal people in the economy and the labour force. Carter notes that “Aboriginal farmers were inclined to become commercial farmers… [t]he fact that they did not had to do with government policy and intent, not with Aboriginal choice and inability” (p. 445). Carter documents specific policies intended to keep Aboriginal farmers out of the economic system and disallow them from becoming competition for white farmers. Carter also notes that, as Aboriginal farmers began to compete with them in the marketplace, non-Aboriginal farmers argued that Aboriginal farmers were gaining unfair advantages through the provisions provided for them under government policy, even though these provisions were meagre, at best. Such an argument completely ignored the difficult and differential conditions under which Aboriginal farmers persevered, and the many privileges that the white farmers enjoyed in comparison (pp. 461-462). With such a history of resistance to Aboriginal participation in the economic and social life of the nation, in which Aboriginal farmers were “denied access to… opportunities and resources” (Carter, 1986, p. 449), and were subjected to policies of “deliberate arrested development” (p. 463), the question remains: how does the policy and aim of increasing Aboriginal employment today become reconciled when measured against historical practices and policies of resistance to Aboriginal participation? The other assumption made by an invitation for Aboriginal participation in employment is that it is possible to ignore or forget about history of resistance to Aboriginal participation. It assumes a new focus on inclusion and labour force participation can overcome this history now that the dominant society sees an economic benefit to the official inclusion of Aboriginal people. It assumes that no reference to this history is required: an assumption that allows the practices of dominance to continue unexamined and simultaneously places the problem within Aboriginal individuals and establishes government institutions as benevolent helpers working diligently to fix the problem. As Willinsky (1998) argues, it is important and necessary to understand that “challenging the structuring of [racial] differences requires equally public acts of refusing their original and intended meanings” (p. 5).

160

Appendix B

Historical Aboriginal Education in Saskatchewan The residential school system, variously referred to as mission schools, industrial schools, and residential schools, was imposed upon Aboriginal people throughout the nineteenth and early to mid-twentieth centuries. Both First Nations and Métis children attended residential schools. The residential school system was structured to serve a number of purposes, with assimilation the most widely recognized. However, assimilation in the sense that Aboriginal people would participate equally in the social and economic life of mainstream Canada was not the goal. Instead, the focus was almost exclusively on cultural assimilation, which included the systematic erosion of Aboriginal languages. The Report of the Royal Commission on Aboriginal Peoples (1996) documents the many failings of the residential school system, among them the failure to adequately house, feed, clothe, treat kindly, or keep safe Aboriginal children. The quality and type of education provided in residential schools not only differed from the type of education obtained by white middle class children, it was significantly inferior. Aboriginal students in the residential school system spent only part of each day on academic-related work. A significant portion of a student’s time in residential school was spent at work, either doing domestic work or labouring. “The classroom work of the teachers and students was to be guided by the standard provincial curriculum. To this was added equally important training in practical skills” (Report of the Royal Commission on Aboriginal Peoples, 1996, Vol. 1: Ch. 10:1.1). Numerous accounts exist which document the daily patterns of Aboriginal students in residential schools. These patterns tended to follow a general routine that included schoolwork in the morning and unpaid labour in the afternoons. Many accounts describe such chores as endlessly peeling potatoes or scrubbing floors. This part of their “education” was intended to prepare Aboriginal girls for domestic duties and Aboriginal boys for labour-related work.

In every school, therefore, the children were to receive instruction in a range of subjects, including, for the boys, agriculture, carpentry, shoemaking, blacksmithing, tinsmithing and printing and, for the girls, sewing, shirt making, knitting, cooking, laundry, dairying, ironing and general household duties. As the curriculum was delivered in a half-day system until after the Second World War, with students spending half the day in the classroom and the other half in practical activities, trades training took place both in shops and in learn-by-doing chores. These chores had the additional benefit for the school of providing labour — on the farm and in the residences, bakehouse, laundry and dairy that made operation of the institution possible. (Ch. 10:1.1)

The time an average residential school student spent in academic activities accounts for only half of the time spent in school. This quality of education differed markedly from the education provided for non-Aboriginal students, who spent the majority of their school day on academic-related activities. While non-Aboriginal students were being prepared for a variety of future opportunities, including further training for professional and semi-professional careers, Aboriginal students were being prepared for low-paying (or non-paying) labour-related jobs. The residential school system provided an inferior level of education for Aboriginal students while at the same time functioning to maintain unequal social and economic structures.

161

Appendix B

The legacy of such a system has been passed on to succeeding generations of Aboriginal people, and the healing which is necessary to overcome the past has only just begun. Instructors can help learners understand the influences of systems seemingly beyond their control, and encourage them to become critically reflective and action-oriented. Learners can then “…move beyond surface acceptance of ideas, information and knowledge” become “… empowered by their learning” and able to facilitate change in their lives and in their communities (Saskatchewan Learning, 2001, p. 7).

162

Appendix B

References: Appendix B Boler, M. & Zembylas, M. (2003). Discomforting truths: The emotional terrain of

understanding difference. In P.P. Trifonas (Ed.), Pedagogies of difference: Rethinking education for social change (pp. 110-136). New York: Routledge Falmer.

Carter, S. (1986). “We must farm to enable us to live”: The Plains Cree and

agriculture to 1900. In R. B. Morrison & C. R. Wilson (Eds.), Native peoples: The Canadian experience (pp. 444-470). Toronto: McClelland and Stewart Ltd.

Donner, L. (2002). Women, income and health in Manitoba: An Overview and ideas

for action. Winnipeg, MB. Women’s Health Clinic. Retrieved March 20, 2006 from http://www.cwhn.ca/resources/women_poverty/summary.html

Hurtado, A. and Stewart, A. J. (1997). Through the looking glass: Implications of

studying whiteness for feminist methods. In M. Fine, L. Weis, C. L. Powell, and L. M. Wong (Eds.), Off white: Readings on race, power, and society (pp. 297-311). New York: Routledge.

Kerr, M., Frost, D., and Bignell, D. (2004). Don’t we count as people?

Saskatchewan social welfare policy and women’s health. Winnipeg, MB. The Prairie Women’s Health Centre of Excellence. Retrieved March 20, 2006 from http://www.pwhce.ca/pdf/dontWeCount.pdf

McDermott, R. P. (1997). Achieving school failure 1972-1997. In G. D. Spindler

(Ed.), Education and cultural process: Anthropological approaches (pp. 110-135). Prospect Heights, IL: Waveland Press.

McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack.

Independent School (Winter 1990). Retrieved March 27, 2006 from http://www.cwru.edu/president/aaction/UnpackingTheKnapsack.pdf

McNamee, S. J. and Miller, R. K., Jr. (2004). The Meritocracy myth. Sociation

Today, Vol. 2, No. 1 (Spring 2004). Retrieved March 27, 2006 from http://www.ncsociology.org/sociationtoday/v21/merit.htm

Racism No Way (2002). Retrieved March 27, 2006 from

http://www.racismnoway.com.au/library/understanding/index-What.html Razack, S. H. (Ed.). (2002). Race, space, and the law: Unmapping a white settler

society. Toronto: Between The Lines. Report of the Royal Commission on Aboriginal Peoples. (1996). Indian and Northern

Affairs Canada. Retrieved March 27, 2006 from http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html

Saskatchewan Learning (2005). Adult basic education level three: Social sciences

curriculum guide. Regina, SK: Author.

163

http://www.cwhn.ca/resources/women_poverty/summary.html

http://www.pwhce.ca/pdf/dontWeCount.pdf

http://www.cwru.edu/president/aaction/UnpackingTheKnapsack.pdf

http://www.ncsociology.org/sociationtoday/v21/merit.htm

http://www.racismnoway.com.au/library/understanding/index-What.html

http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html

Appendix B

Saskatchewan Post Secondary Education and Skills Training(2002). Basic

Education Redesign Phase 1: Planning and Foundations. Regina. SK: Author.

Savarese, J. and Morton, B. (2005). Women and social assistance policy in

Saskatchewan and Manitoba. Winnipeg, MB. The Prairie Women’s Health Centre of Excellence.

Shadd, A. (1991). Institutional racism and Canadian history: Notes of a Black

Canadian. In O. McKague (Ed.), Racism in Canada (pp. 1-5). Saskatoon, SK: Fifth House.

Sleeter, C. E. (1993). How white teachers construct race. In C. McCarthy and W.

Crichlow (Eds.), Race, identity and representation in education (pp. 151-171). New York: Routledge.

Willinsky, J. (1998). Learning to divide the world: Education at Empire’s end.

Minneapolis, MN: University of Minnesota Press.

164

Guides and Handouts

Guides and Handouts

165

Guides and Handouts

166

Guides and Handouts

Vision – Exploring/Defining Self

167

Guides and Handouts Vision

SAMPLE

Who am I? Explore the areas below Reflect on past experience. This could form the basis of a learner's Personal Profile, a mandatory part of their portfolio. There are many ways to approach this exploration, ranging from simple self-reflection to obtaining feedback from others and the use of assessment tools. Instructors need to provide learners with a reasonable opportunity to self-assess on the topics below and may acquire a variety of resources to further this process. Values - What are my values?

What motivates me? What are my personal values? What are my family values? What are my cultural values? What are my work related values?

Interests - What interests me? What kinds of activities do I like to do (love to do) before, during, and after school? What kind of tasks do I like to do? What kind of jobs appeal to me?

Strengths - What are my strengths?

What are some things that I do well or that seem to come naturally to me? What things are easy to me?

Personality - What are some of my personality characteristics? Skills - What are my skills?

What do I do well? What is easy for me? What do others notice I do well?

Working Conditions and Needs - What working conditions would I like/can I accept?

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SAMPLE

River of Life

Draw a river of life that charts your present and future. Indicate the events that are happening right now to help you on your life/work journey and show where the river is taking you. The river ends at the ocean, which represents your future and all the things you would like to see in it. There are tributaries running off the river, which represent different career options that you want to check out. Travel down the tributaries and indicate what you see there. Along the river you will encounter things that will slow you down on your journey: whirlpools (things to avoid), rapids (challenges), and log jams (that slow you down) on your journey. Identify these and mark them on the river. You will also encounter villages on the side of the river where the people will help your (food, drink, directions, and advice). Indicate who these people are on your river map. As well, show the friendly currents and the river spirits that also help you along your journey. What special gifts do they offer you? Include other things on your river journey as you encounter them (trees, fish, flowers, etc.) and indicate how they affect your journey. When you’re finished, present your journey to others in your group. You may want to include the final copy in your Portfolio.

169


SAMPLE

Learning Styles Learning Styles are the different ways we learn. Considering learning styles can give us insight into our personal strengths and help us choose the methods and situations that work best for us.

To get to a new place I prefer: (a) verbal directions (b) a map

The basic ways people process information are by seeing, hearing and touching or doing. These learning styles have been labelled:

• visual (seeing) • auditory (hearing), and • kinaesthetic (touching or doing).

Sometimes other categories are used such as understanding by seeing pictures/graphs and by reading, oral (speaking), writing, numerical, organizational, or even by watching others. There are questionnaires on the internet to help you decide your preferred learning styles but many of these require payment to get the results. Tests and questionnaires should not be taken as fact but used as tools that might help you understand yourself better. Some questionnaires ask you to think about how you remember, understand, or show others what you know. When you meet people on business: (1) Do you prefer direct, face-to-face, personal meetings? (visual) (2) Do you prefer the telephone? (auditory) (3) Do you talk to them while walking or participating in an activity? (kinaesthetic) Some examples of qualities visual learners may have are they like to see body language and facial expressions, they may sit at the front of a room to avoid visual distractions, and they think in pictures. Auditory learners like to hear discussions and lectures. They like to talk ideas through and they also like listening to others. They are very aware of the way tone of voice, pitch and speed give meaning to what people say. These learners may repeat aloud what they want to learner.

170


Learning Styles (continued) Kinaesthetic learners like to explore the physical world. They learn best through a hands-on approach. They find it difficult to sit too long. Some questionnaires help you find your learning styles by thinking about the types of activities you enjoy. An example follows.

Would you rather watch television or read a book?

Some surveys help identify your learning style by asking how you would reaction in a certain situation. An example follows.

A group of tourists has been assigned to you to find out about wildlife and parks in the area. Would you - drive them to the park - show them slides and photographs - give them a book or pamphlet on wildlife - give them a talk on wildlife parks

Although we do not always have control over our learning environment and learning situations, if we know something about ourselves and our learning styles, we can adapt to maximize our strengths. Knowing and understanding learning styles also has implications for enjoyment and selection of community participation/work.

171


SAMPLE

Ways of Learning (Used with permission from SIAST)

How I learn most easily …

by doing by watching by listening or reading

Complete Task

Can I watch you do it? Could I watch you one more time, please?

Could you tell me that again? Could you go over those instructions once more, please?

Would you let me try doing the whole thing again?

I'd like to read some instructions. Are there some available?

Part of the Task I'd like to do that

part of the job again.

Can I see you do that part one more time?

Could you tell me how to do that part one more time?

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SAMPLE

What is Work? The effort to accomplish something. These questions and ideas about work may be used for reflection or discussion. Why do people work?

• Do most people work to survive? Money earned for services can be used to buy food, shelter, and clothing for themselves and their families. Goods or services can also be exchanged but it is difficult or impossible in our society, to obtain all of our basic needs without money.

• Do people work to find happiness and satisfaction.? For some, work involves both desire and compulsion. Some people find in work a means of self-expression or accomplishment. For some individuals, the occupation that they have chosen is so much a part of their personality and their need for self fulfillment that they feel compelled to work in a particular occupation. Artists, musicians, and actors often feel compelled to perform creatively and may feel a sense of vocation. Some people believe it is right to work and they find satisfaction in being occupied.

• What is meaningful work? Each person will have a different definition of what is meaningful work. Money and status may be secondary to work that has importance for the individual.

• Must work help others in society?

Some people work to use their particular gifts for the good of others in society. Some work to keep learning and to help others learn. Many people enjoy or feel a sense of purpose by helping other people. For example, volunteering is meaningful activity and it is work. While many societies regard equality, compassion, and kindness as important values, not all humanitarian work is supported by providing income or necessities to those who choose these occupations.

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What is Work? (continued)

• Does work give people a sense of belonging?

Some workers enjoy the friendship and relationships they find at work. Working can be a means of associating with people who have similar interests and it can lead to a sense of belonging.

• Does unpaid work have value? For some workers, like caregivers who take care of children at home, the work may be very satisfying and demanding but it is unpaid. These caregivers, who are usually women, may find their work is undervalued by the rest of society. They may receive no money for their work and they may have little status.

• Does everyone have the same opportunities to work? In a democratic country like Canada, everyone has the same right to work. However, occupational choice may be limited by racism which has perpetuated poverty, poor quality education, isolation, and discriminatory hiring practices. For others, the past decade has forced many employees from a stable work world to a contingent work world. Workers are hired from job to job, most of which are characterized by low pay, the absence or inadequacy of benefits and frequent difficulties in qualifying for employment insurance and social assistance. Even in a democratic country, there may be an imbalance in employment opportunities, money, and privilege

• What is leisure? The concept of leisure seems to be the flip-side of work. Leisure commonly refers to the ability to do something other than work, or the liberty to choose to do exactly what one wants, or even to do nothing at all. Leisure is usually associated with down time, personal discretion and choice, freedom, and individual control over time and activity.

• Is work a moral or spiritual issue? Many people of European ancestry have inherited an idea called the "Work Ethic". This view equates character with effort and labour. This is a theory that a person should work for the sake of work regardless of the purpose or reward. Some people believe that while idleness may be an immoral activity or lead to immoral activity, work is a moral activity and a sign of good character. The idea of work may also encompass the spiritual. What is our purpose in life? Is our life worthwhile? Are we good members of society? These are questions that may be connected to our work.

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What is Work? (continued)

• Why do so many people complain about work? Work may be associated with forced or required time, an obligation or imposition and loss of autonomy and control. For these reasons, work may be resented. Activities at work may be viewed as" structured, goal-oriented, supervised, and monitored.” (Gini, p.18)

• Is a job different than work?

Sometimes people like to do activities or work which are different from their job. In what way do some people differentiate between their work and their job?

• If we don't have a job do we face guilt, social disapproval and an identity crisis?

Some ideas about jobs come from our society. It may be valuable to investigate ideas about work, status, success, and money in other cultures. Through the media, there are sometimes reports of topics such as global economies, labour trends, and jobs which may not represent all the facts. Ideas and feelings about employment are probably influenced by the values of our culture or society.

• If we have a job, do we only get to enjoy life on the weekends? • If you didn't have to work for money to survive, what work would you

do? • How do you know if you are successful in your work?

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SAMPLE

Activity: My Definition of Work Instructions: Divide learners into groups and ask them to discuss the questions below, record their responses. The purpose of the activity is to help learners to reveal prior knowledge of community participation/work and to identify some of their attitudes towards work. The debriefing of the group discussion should first focus on the learner’s own knowledge and then ensure a critical dialogue among learners and instructor takes place. As a final activity, instructors can compare learners’ definitions of work with definitions provided, to present alternative perspectives. 1. Describe three or four leisure activities you participate in. Describe reasons why

you enjoy these activities. 2. Describe three or four jobs group members have performed. Describe positive or

negative features of these jobs. What makes work satisfying or dissatisfying? 3. Is changing the oil in your car or ironing clothes, work? 4. What are the differences between leisure and work? 5. Write a definition of work that fits for you.

Instructors might like to share their work experience with learners. Sharing personal information may help ease an authoritarian instructor/learner relationship. Sometimes learners are surprised to learn that their instructors have done many different kinds of jobs, including low paying jobs. When learners are aware of the different types of work their instructors have done, they may recognize a mentor for their own interests.

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SAMPLE

How I Get Along

Things I Am & Things I Do …

Usually Sometimes Rarely

1

I have a positive attitude toward others. (Also, I show an interest in them.)

2

I help other learners where I can.

3

I am considerate of other learners' feelings. (I don't put down others.)

4

I avoid gossiping, bragging and bossing others.

5 I can keep a secret.

I listen carefully to others' ideas.

6

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How I Get Along (continued)

Things I Am & Things I Do …

Usually Sometimes Rarely

8

I try to solve problems. (not make them)

9

I accept criticism well. (with a positive attitude)

10

I praise others' work. (give positive feedback)

11 I do my share of the work and don't

burden other workers.

12 I try to help meet the goals of the

group. (rather than being only interested in my own goals)

178


SAMPLE

Misconceptions, Stereotypes and Discrimination

We often have preconceived ideas about particular social groups. We learn these ideas from the time we are young from our parents, our peers, the members of our community or the media. These ideas are usually simplified and do not really represent all or even most individuals within a group. It is difficult to get to know individuals when we make generalizations about a whole group of people. Misconceptions are the foundation for stereotypes. If these unfair judgments become action, we may discriminate against others. It is important to investigate the misconceptions we hold as well as those held by other members of our society. In this way we can be just and be sure we are treated justly by others. The statements that follow are examples of some misconceptions. Have you ever heard these statements before? What is the truth? How are these misconceptions harmful? How can you answer people who perpetuate these misconceptions? Where might you find information on this type of question?

• Women should stay at home where they belong and raise the children. • Immigrants take jobs from Canadians. • Employees with disabilities have a higher absentee rate than employees with

disabilities. • Older workers work too slowly to get the job done. • Affirmative Action rewards gender and race at the expense of merit. • Aboriginal people have everything paid for; they don't have to pay for their

housing, education or medical expenses. • If you work hard for an employer, he'll guarantee you a job forever. • All white people are racist. • Aboriginal persons don't have jobs because they don't want to work and they'd

rather receive welfare. • All employers want to exploit their workers. • Immigrants don't contribute to the economy. • It is very expensive to accommodate workers who have disabilities. • Men are smarter than women and deserve to make more money. • Employment equity programs discriminate against white Canadians. • Homosexuals shouldn't have jobs where they meet the public.

179


SAMPLE

Understanding Differences: Cultural Expectations

People may behave in certain ways because of the expectations or values of the members of their culture or society. Objects, words, or acts that a particular society finds offensive are sometimes called taboos. Many cultures have expectations or taboos about:

• religion, • behaviour on the street, • subjects to avoid, • how much and where people touch, and • how to protect babies from danger and sickness.

For example, in some cultures it is “taboo” to let a baby’s feet touch the ground for 70 days after it’s born. Are there cultural expectations in your family, community, or society? List them below. When you’re finished, there will be an opportunity to talk about them and discuss why these expectations might have developed. How have cultural expectations changed overtime? Exploring the expectations of different cultures is an opportunity to reflect on getting along with other people and respecting cultural diversity. Put this item in your portfolio.

Religion

Behaviour on the street

What you shouldn’t talk about

Babies

Other taboos in your culture or family …

Have expectations changed over time?

180

Guides and Handouts

Emotion – Personal Management

181

Guides and Handouts Emotion

SAMPLE

Things That Make Us Feel Better

Find a person who does each activity listed, and then ask him or her to sign under the activities performed. Try to get one signature for each rectangle. (Used with permission from SIAST)

works in the yard or garden

takes a nap reads for pleasure takes a hot bath

listens to music sings talks to friends or family

plays a certain sport

paints a picture meditates plays bingo

spends time with young children or animals

goes bird watching watches a movie spends time camping or hiking

runs, jogs, or goes for a long walk

rides a bike enjoys a hobby or a craft

gets or gives a massage

what you like to do the best

accomplishes something at work

drums fixes cars

cooks

182


SAMPLE

Feeling Better About Myself Fill in each rectangle with information about yourself. (Used with permission from SIAST)

Something I can do for myself, i.e., some way I can treat myself to improve my sense of self-esteem

Something that would improve my skills

Something I would like someone else to do for me (or to me)

Something I would like to do before I die

Something that would build my fitness and strength

Something that helps me through the dark times

183


SAMPLE

When You Give Feedback (Used with permission from SIAST) When you give feedback, it should be given as a way of improving a negative situation. Feedback should not be used just to express your own negative feelings or to criticize another person, nor should it be used to make you feel better by being negative toward another person. In other words, when you give feedback, you should have the desire to honestly make things better in the situation where someone is doing something that is causing problems for you. When you give feedback, think about the ideas below.

• Check to see if the other person is interested in hearing feedback. If he is interested, set a time and place where you can have a discussion, i.e., not while you’re busy with work or other tasks.

• If you intend to give someone feedback, do it in person, so you can maximize

the benefits of effective communication (i.e., body language).

• Make use of “I” statements when you give feedback. It is essential that you don’t sound like you’re accusing the other person of something or blaming them in what you say.

• When you give feedback, provide the listener with a specific description of

his/her behaviour that you see as problematic. Avoid being general or vague.

• Describe the effect of the person’s behaviour on you. What is its impact?

How does it make you feel?

• Ask the person to change his/her behaviour in specific ways.

• Indicate the consequences for your relationship if there is no change in the situation.

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SAMPLE

When You Give Feedback (continued)

• Make sure that the other person really understands what you’re saying. If you aren’t sure s/he understands what you’ve said, ask him/her.

• Give the other person time to ask questions and to respond to what you’ve

said. • Remember that giving feedback, even when it’s done effectively, doesn’t

guarantee that the other person will change his/her behaviour. • If you decide to give feedback, and do it in an honest and genuine manner,

you can feel that you have done what you can to improve the situation. Often that is better than doing nothing at all.

Do not give feedback on behalf of someone else. If someone else is having a problem, let him/her be the one to address the problem. It’s not your job to rescue them.

185


SAMPLE

Feedback Remember a time when you received feedback. (Used with permission from SIAST)

1

What did the other person do or say? When you …

2

How did you feel when the person did it? I felt … I was ….

3

What was the negative consequence for you? I couldn't … I didn't … I can't …

How would you like the other person to change? Offer a suggestion if you can. In the future, would you …

4 Next time, I'd like you to … Could you please …

186


SAMPLE

Active Listening Skills This handout could be used for individual refection. (Used with permission from SIAST)

Active Listening Skills

What It Means

Example

Encouraging the person to speak (encouragement).

Encouraging shows you are interested and helps keep the other person talking.

"Can you tell me more?" "I'd like to hear your thoughts on that."

Clarifying: making sure you understand everything.

Clarifying helps you get more accurate information.

Wh-Words: "Where were you?" "Why did he do that?" "Who was there?"

Paraphrasing: saying what the person said to you in your own words.

Paraphrasing shows "So you are saying that…” that you are listening and

understand what the other person is saying.

"What you are saying is…”

Appreciation: showing appreciation for the sharing

This shows that you value the other person.

"Thanks for talking about that."

of information and feelings. "I appreciate you talking to me about that." "It was really good talking to you."

187


SAMPLE

How I Listen -- A Self Check Read the list of things to be a good listener. Check off how often you do each one. (Used with permission from SIAST)

Things to Do to Be a Good Listener usually sometimes hardly ever

1 I face the person who is talking.

2 I make eye contact.

3 I show I'm following by nodding

4 I control distractions (noise from TV, children, etc.), so I can focus on what the other person is saying.

5 I don't give an opinion (jumping to a conclusion) about what the other person is saying until s/he is finished.

6 I listen for the main idea or the point of what the person is talking about.

7 I keep an open mind and really try to understand the other person's point of view.

8 I don't interrupt the other person while s/he is talking.

9 I listen for both the speaker's ideas

and feelings.

I ask questions to understand better what s/he means.

10

11 I listen respectfully to Elders.

188


SAMPLE

Observer Sheet -- Open/Closed Ended Questions When questions are open ended, there are many possible responses. This type of question encourages thought, elaboration, and communication. When questions are closed, there is usually only one expected answer. This type of question is useful for the recall of information but does not encourage higher levels of thought or the exchange of ideas. As you listen to your friends talking, write down all the questions you hear them ask. Put closed-ended questions on the left; put open-ended questions on the right. Closed-ended Questions I Heard Open-ended Questions I Heard Conversation #1

Conversation #2

189


SAMPLE

Community Resources (Used with permission from SIAST)

Visiting a Community Agency to Get More Information Questions to consider

• How can being aware of resources in our community benefit us? • What kinds of information about an organization would be useful to know?

Select an Agency

• Choose 2 community organizations to visit. You can go alone or you may work with a partner.

• Set up an appointment to meet with someone at the organization. • Visit the organization and collect information. Take notes and pick up

pamphlets if they are useful.

Sample Telephone Script Hello, my name is____________. I am a student in an Adult Education Program. I am calling because I am interested in finding out about your organization. I am wondering if I could meet with you for about 15 minutes to ask you some questions. Could I come by on _____________at_______? Sample Interview Questions 1. What is the purpose of your organization? 2. What services are provided to people? Is there a fee for your services? 3. Who uses your services? How many people use your services? 4. How do people find out about your services? 5. What is the history of the organization? 6. Are there any limits to using your service?

190

Guides and Handouts

Thought – Career Exploration

191

Guides and Handouts Thought

SAMPLE

Conflict Management There may be positive outcomes from conflict. Conflict can:

• clear the air, • identify a problem, • resolve a problem, • help people reach an agreement, lead to more genuine relationships, • help identify what is really important in a situation, • provide an opportunity to learn about resolving conflicts, • clarify values, and • stimulates new ways of looking at things.

Sometimes, it seems impossible to avoid conflict. If we cannot control the conflict, at least we can control our response to it. We can react in different ways. Ways to react to conflict What this means

1

dominate

You use your power to get your way. Power can be physical or in words.

2

placate

You try to please me.

3

compromise

We both give up something and meet in the middle.

Both of us work toward a solution where both of us get what we want. 4 collaborate

5 withdraw You avoid the conflict or back out when you see there's a conflict. You might even say there's not conflict.

192


SAMPLE

What to talk about at work (Used with permission from SIAST)

Topics

At work you see a co-worker who went to see a _______________ (name of group or performer) concert last night. 1

It is Monday morning at work. You meet a co-worker who went to_______________ (name of place) on the weekend. 2

The boss comes over to your area. You know he went to a trade show yesterday. 3

You are shopping for groceries. You run into the security guard where you work. You know that his wife has been sick and in the hospital. 4

The factory where you work has a cafeteria. The waitress recently won a lottery worth $50,000. 5

There was a robbery at work on the weekend. What do you say to your co-worker? 6

7 You're having a coffee break at work. This is your supervisor's first day back at work after her holidays.

One of your co-workers had a big date last night. The next morning she comes into the office with a big smile on her face. What do you say to her? 8

At a powwow you are introduced to your boss's children. You know that they are really into music and sports. What do say to them? 9

Your boss's wife visits the plant where you work. You know that she is interested in gardening. She's responsible for the city greenhouse. 10

One of the people that works for you recently lost a relative. His or her father died last week. The employee returns to work for the first time since the funeral. 11

Your co-worker plays on the company baseball (soccer, tennis, etc.) team. 12 They had the last game of the season last night.

193


SAMPLE Resolving Problems at Work Problems between Co-workers 1. The person at the desk next to you borrows your personal calculator. When you

get the calculator back, it doesn't work. 2. The worker next to you uses her telephone to make personal calls during work time. Sometimes, s/he talks about things that are funny and laughs a lot. You enjoy hearing her talk. You also think that it's distracting you from your work. You find it difficult to concentrate. 3. A co-worker used to be friendly toward you. Now, s/he rarely talks to you. She seems angry about something. 4. You work on a production line. One of the workers in the line isn't feeling well and can't keep up. S/he has been sick for the last three days, but she continues to stay at work. 5. A co-worker makes sexist jokes about women. You find his jokes offensive. 6. A co-worker has strong body odour. You like this co-worker, but you don't want to eat your lunch around him or her. You're afraid that s/he will think you don't like him or her. 7. The worker next to you is very outgoing. S/he talks a lot. You are quieter, but you have good ideas, too. S/he doesn't give you a chance to share your ideas. 8. One of your co-workers is always giving you advice about your life. You haven't asked for advice, and you don't want his or her advice. You're tired of your co- worker telling you how to live your life. 9. You are an immigrant to Canada. When another worker passes you at break, s/he often says something unkind about your nationality. It's upsetting. 10. A co-worker is always complaining about the boss. The co-worker says things you don't think are true. You're tired of hearing your co-worker abuse your boss. 11. You work for a company that makes windows. A co-worker comes to work with the smell of alcohol on his or her breath. You notice that the co-worker is stumbling around. S/he is working with large pieces of glass. 12. You are a shift worker. There is a worker who replaces you at midnight. You have to stay until s/he gets there. S/he arrives an hour and a half late.

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Resolving Problems at Work (continued)

13. There was some terrible fighting in the country you came from. You don't want to talk about it, but a co-worker wants to know more about it. The co-worker keeps asking you about the war. 14. You can't understand the instructions that come with a new machine. You are embarrassed because your reading level is low. 15. You work as a stock clerk at a food store. You saw one of your co-workers put some produce in a bag and take it home. 16. You work as a special care aide in a nursing home. One of the patients yells and swears at you every time you go into her room to change the bed. 17. One of your co-workers is gay. He was beat up by two other workers. When you are friendly to the gay worker, the other two workers threaten you. They say they will beat you up too. 18. Your co-worker asks you to do things s/he doesn't want to do. Your jobs are the same. 19. You have been sick. Your energy is low. The co-workers on your team complain that you are not doing your share of the work. You feel it's true. 20. You work for a fertilizer company. You mix chemicals. One of your co-workers ignores the safety rules. You think that a fire could break out. 21. You work as a waiter in a restaurant. One of the customers becomes rude and swears at another customer across the restaurant. Problems to Resolve with Your Boss or Supervisor 1. Your boss asks you to dig a ditch for a water line. It's almost 39 degrees (in the shade). It is unusually hot weather. You can do the work, but you are worried you might pass out. 2. Your boss asks you to pick up his son from basketball practice. You have helped him a few times, but you don't think it's part of your job. You feel your boss shouldn't ask you to do it. 3. You were late for work. Your boss yelled at you. He stomped away before hearing your reason. 4. You work for a delivery company. You had 2 speeding tickets this month. Your boss said he might fire you if you got another ticket. You get one more speeding ticket.

195


Problems to Resolve with Your Boss or Supervisor (continued) 5. You have a personality clash with your new partner at work. You have to work together, but you aren't getting along. You have tried to talk to your co-worker, but s/he isn't interested in discussing anything. 6. Your boss puts some pressure on you to go out on a date. You aren't interested. 7. Your boss is always praising you in front of your co-workers. He criticizes some of your co-workers in front of you. Your co-workers are beginning to resent you. 8. Your boss wants you to work on a machine you don't know how to use. S/he says it's easy to use. S/he doesn't think you need training on the machine. 9. It's Friday afternoon about 2:00 p.m. You are driving home with your supervisor in a company truck. S/he suggests you stop for a beer. You know it's against company policy to drink on work hours. 10. Your boss asked you to make 25 photocopies of two pages. He wanted them for a meeting at noon. You photocopied one page but forget to do the other. He is angry. You are flustered. 11. Your boss (a man) is very friendly to you. He calls you 'dear' and 'sweetie'. How would you deal with his behaviour? 12. Someone in your family is very sick. You want to take time off from work to be with the sick family member. What would you say to your boss? 13. You know the boss would like you to talk more in meetings. He wants you to share your ideas. You are embarrassed because your English isn't very good. 14. You are from another country. A special religious holiday is coming up. It is not celebrated as a holiday in Canada, but you would like to take the day off. 15. You worked 2 hours overtime last week. You did not get paid for that time on your pay cheque. 16. You want to take a Friday off in two weeks so you can go to a family reunion.

196


SAMPLE

Project Based Learning Experience (PBLE) Learner’s Assessment The following could be used by the learner as a guide for reflection about the Project Based Learning Experience. Name of Learner: Name of Business/Organization: Training Start Date: Training End Date: Supervisor’s Name: 1. What did you learn? a) b) c) d) e) f) g) h)

197


PBLE Learner's Assessment (continued) 2. Would you recommend this workplace for other learners? Check off the statement that is closest to your opinion. ___ Yes, I can. It was an excellent experience. ___ Yes, I can. It was alright. ___ No, I can’t. It was not a positive experience. ___ No, I can’t. It was a bad experience. 3. Did someone give you a proper orientation to the workplace when you started? 4. Did someone introduce you to other workers? 5. Did the other workers know why you were there? 6. Did you receive adequate instructions when you started a new task? 7. Did anyone take time to explain things you didn’t understand (and asked about)? 8. Did your supervisor give you the opportunity to learn new skills? 9. Did your supervisor respond to questions you had about the job?

10. Did your supervisor give you adequate feedback about your performance of tasks or the job?

11. If a job were available, would you like to work at this place? 12. Other comments you wish to make about the work placement. Use the other side.

198


SAMPLE

Learner’s Report on Work Placement

Learner’s Name: Name of Work Placement: Instructions: Answer the questions below. 1. How do you get to work? 2. What time do you start and finish work? 3. How many hours do you work? 4. Are you working shifts? Overtime? 5. Who is the first person you speak to when you arrive? 6. What do you say? 7. What do you talk about? 8. Do you have coffee breaks? 9. If yes, how many per day and how long are they? 10. Where do you spend your coffee break? 11. How much is coffee? 12. At coffee break what do you usually talk about? 13. When does your lunch break start and finish? 14. How long is your lunch break? 15. What do you do at lunchtime? After you eat lunch? 16. What communication skills have been helpful on the job? 17. What are some questions you’ve had about the work? Who did you ask? 18. If you’re from another country, do you think that Canadian workers are different

from workers in your country?

19. If you’re never worked before, do you think that workers are different from what you expected?

20. Are there any differences between the Canadian workplace and the workplace in

your country? 21. What have you been doing? Write down your duties. Use the past tense.

199


This week I … 1) 2) 3) 4) 5) 22. Did you learn anything new in the last week (2 weeks)? If yes, what? 23. What’s the best thing that has happened so far on your work placement? 24. Have you had any problems or concerns? What are they? Have you been able to resolve them? How have you tried? 25. Is there something in your work placement you want:

• to do more often? What is it? • to learn more about? What is it?

What can you do to help it happen?

200


SAMPLE

Dealing with Criticism in the Workplace

What I should say … (Used with permission from SIAST)

What the boss says … What you would say …

1

You know, you are supposed to be here a little before 9 a.m., so you can warm up the equipment and be ready to start work at 9 o'clock not 10 minutes after 9.

2

I told you yesterday that this is a non smoking area. Today, I walk by and I see you're smoking.

3

If you keep leaving your workspace messy, the worker on the next shift will have trouble finding the tools.

I come in here, and I see you're just sitting around. How come you aren't working? I want all those windows put together before 3 p.m. today.

4

5

You say you lost the financial records on your computer. How am I going to do the budgets this month?

201


Dealing with Criticism in the Workplace (continued)

What the boss says … What you would say …

6

Why did you order that stock without permission? You must learn to get authorization for expenditures.

7

I keep telling people that lunch hours are 1 hour. How come you're late again?

8

Be careful when you drive the company truck. Someone crossing the bridge called and complained that you almost ran them down this morning.

9

A customer complained today. He said you left him standing at the service counter for half and hour. You didn't even tell him how long he'd have to wait.

10

You're not supposed to cut metal with those scissors. You've damaged two pairs. That will cost me 50 bucks to replace them.

11

A Band official complained today that the road maintenance schedule was not being followed.

202


Dealing with Criticism in the Workplace (continued) What the boss says … What you would say …

12

You left the meat freezer door open this morning. Lucky for you that Jack noticed. We didn't lose any meat.

13

Winn just told me that you've been telling her to do your work. I'm in charge and I give the work orders. That's my job, not yours.

14

I told you to ask me before you made this package up. You forgot something. It will have to be done over.

15

I asked you to get that typing done by noon today. It isn't finished, and I need it for my meeting after lunch.

You talk too loudly. The other workers are having trouble hearing the people they're talking to on the phone.

16

One of our regular customers came in this morning. She said the service she gets from you is far from perfect. She said you don't even look at her when she pays her bill. And you don't thank her. Don't you know how important that is to customers!

17

203


SAMPLE

Budget A budget is one way to examine our income and expenses. Putting expenses and income down in writing sometimes gives us insights such as:

• most of our income is used for essential expenses - housing, heat, electricity,

food • we might forget to count some expenses personal hygiene items like

shampoo or education expenses such as notebooks, pens or children's school expenses

• we might continually spend small amounts of money without realizing it

To make a budget, make two columns. In one column, list your expenses. In the other column, list your income. Compare one column to the other. The budget exercise may highlight changes you want to make or it may confirm that you are doing well with the income and expenses you have at this time.

Monthly Income $ Monthly Expenses $ job(s) housing

PTA heat

Band support electricity

Child Tax Credit phone

Income Supplement cable/satellite

pension food

clothing

transportation

health

education expenses

204


SAMPLE

Used with permission from Janice Dyck and Myrne Boe, Cumberland Regional College.

Occupational Balderdash

Have you ever played Balderdash? This is a spin-off using occupations as the items to be defined. *If you have a large group, you will likely want to form groups of eight to ten students, or teams of three to four people. You decide what works best for you. It also works with smaller groups. TO PLAY: Each learner is given the name of an occupation (All learners receive the same one). The student or team attempts to come up with a definition of the occupation and writes it down. Don't let your opponents hear you. All answers are collected and read to learners, as well as the correct definition. Points are awarded as follows:

• Two points for choosing the correct answer. • Students receive one point for each student who selects his answer.

Some examples of occupations have been included. APIARIST – beekeeper

ARBORIST – tree surgeon

AQUACULTURE SUPPORT WORKER – works at the fish hatcheries, caring for fish, cleaning equipment

CROUPIER – casino dealer

EXTRUDER OPERATOR – operates machine which pushes out plastic through a nozzle (would work at a plant manufacturing plastic items)

GLAZIER – prepares and installs glass into buildings

PYROTECHNIST – makes firework display

SEXTON – takes care of and maintains a church

SMOKE JUMPER – parachutes in to fight forest fires

SULKY DRIVER – harness racer

CARTOGRAPHER – map maker

205


SAMPLE

Community Participation/Work Values Identifying community participation/work-related values will help you narrow down your job or your career interests. Check the conditions that you want in a job. Cross out the conditions you could not tolerate in a job. Add any additional conditions that you consider essential. Select 10 working conditions that are most important to you and list them in order of importance.

Work Conditions ___Opportunity for independent activity ___Regular supervision ___Work alone ___Work on a team ___Opportunity to develop competence___Opportunity to be creative ___Routine work tasks ___Challenging work tasks ___Variety of work tasks ___Pace (fast or slow) ___Contact with the public ___Wage or salary level ___Job status ___Position in the system ___Respect from others ___Power and authority ___Ability to make decisions ___Retirement benefits ___Health benefits ___Other benefits ___Job security

___Formal environment ___Casual environment ___Exciting work ___Work under pressure ___Recognition for quality of work done ___Opportunities for learning/training ___Opportunities for promotion ___Size of company or organization ___Diversity in the workplace ___Quality of the workplace (own office, air conditioning, noise level) ___Concern for health and safety ___Fair employment practices ___Relocation to another city or province ___Staying in home area ___Distance traveling to work

206

Guides and Handouts

Action – Community Participation/Work Engagement

207

Guides and Handouts Action

SAMPLE

Criticism in the Workplace

Some Things to Do …

Some Things to Think About

1 Focus on the resolving the issue not personal qualities.

Empathize. Try and remember what it feels like to be in the other person's position.

2 Show interest in what the person has to say. Have good eye contact and body language. Focus on listening carefully.

It takes courage to give feedback. Most people giving feedback have good intentions.

3 Don't overreact at the gut level. Stay in your thoughts. Don't argue or act defensively

Remember, if you get defensive, the feedback will stop. You might miss an opportunity to improve yourself.

4

If you don't understand the feedback: • Ask questions. • Restate the feedback in your own words.

Try to get a clear picture of the criticism. "I'm not sure if I understand exactly." "Could you explain that again, please?" "So, when I ____________ (my action)

you feel____________ (feeling)."

You can accept or reject the feedback. "Could you give me some feedback on something?" If you're not sure it's true, ask another

co-worker (or your boss) about it. 5 See what someone else thinks. "I'd like a second opinion about

something." "Could I talk to you about it? Thanks."

208


SAMPLE

Job Search Looking for a Job: Networking Instructions: When you are looking for a job, tell as many people as possible. See if you can add to the categories below. Next, make a list of all the people that you know in each category. Contact all the people on your list and let them know that you are looking for a job.

Parents of children’s

friends

People in contact

with others

Former co-workers

and employers

Teachers

Church and club

members

Classmates and

current co-workers

Partner

Distant relatives and

extended family

Immediate

family

Distant friends

Close

friends

NetworkingExamples

209


SAMPLE

Organization/Workplace Observation Instructions to the Observer: Identify 3-5 different organizations/workplaces. Write down their names in the left column. Find out what products or services these organizations/workplaces provide and write this information down in the right column. You may find it necessary to talk to someone working in the organization/workplace to obtain this information. Fill in the space with as much detail as possible. Business Name Business Products and/or Services

1

2

3

4

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SAMPLE

Organization/Workplace Observation - Volunteers/Workers Instructions to the Observer: Observe two volunteers/workers in different jobs (in different organizations/workplaces) for 10-15 minutes. Fill in the chart below. If you need more information to complete this exercise, talk to the volunteer/worker you are observing when s/he does not appear to be busy.

Information to Collect Job #1 Job #2 What’s the name of the occupation?

What is the volunteer/worker wearing?

What is the volunteer/worker doing? (5 tasks or duties)

211


SAMPLE

Informational Interview If there are a limited number of organizations/workplaces in the community, the internet could also be used to research community participation/work. 1. What are five things a worker does in this job? (5 duties/responsibilities) ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. What are the work conditions for this occupation? (office, factory, outside/inside, etc.) ___________________________________________________________________ 3. What education or training is needed to work in this occupation? ___________________________________________________________________ 4. To work in this occupation what is needed in these areas: Skills: ____________________________________________________________ _ _ _________________________________________________________________ _ ___________________________________________________________________

212


Informational Interview (continued) Personal Qualities:

Physical Qualities: Special Requirements: (e.g., a licence, union membership, equipment, tools, etc.) ________________________________________________________________ 5. What is the salary range? 6. What do you think about this occupation? From your point of view what are the pros and cons of working in this occupation?

Pros

Cons

213


Think about these things when moving toward

community participation/work

What’s going on in the labour market these days? What

are the local trends? Across

Canada?

What do other people (whom I respect) think

about my ability and potential?

What education and training do

I have? How does my life experience fit in?

What are my

interests? How do they

connect to my career?

What knowledge, skills, and positive attitudes do I have that I can bring to

a career?

What things are important to me?What do I value?

What are my values?

What’s my style,

personality, preferences? What are my strengths?

What’s my experience

working or related to work (paid,

volunteer work, community

services, etc.)?

All these factors

influence how I’ll set my goals

and steps to realize those.

214


SAMPLE

Informational Interview Questions

To get information about jobs • What’s your job called (title, position)? • Where do you work on this job? (in/outside, shop, store, office, etc.) • Are you required to travel on your job?

• How long have you worked in this job? • What do you do everyday in your job? • What are your duties (responsibilities)?

• What are the usual hours of work? • Do you work shift work? • Are you required to work overtime? • Do you find your job stressful? What is stressful about your job? • What’s the salary range? • Is there a good future in this job? • Are there presently openings in the field? • What entry level positions are available in your field of work?

To apply for jobs

• Are you accepting applications at this time for ________________________? • Do you know anyone else who may be hiring?

To find out about work placements • Do you ever take students on work placements? • Would you consider have me for a work placement?

215


SAMPLE

Starter Informational Interview This is designed as a starter activity for a formal informational interview. Use it to interview a few people you know about their jobs. Report on your interviews to your group. Was there anything that surprised you about the interviews? Questions Responses

1

What’s the name of your job?

2

Do you work inside, outside, or both?

3

What are the duties of this job?

4

How does a person qualify to do this job?

What do you like about this work? 5

6

What do you dislike about it?

216


SAMPLE

Action Plan Name:

Date:

Goals: _________________, __________________, ___________________ Option 1 Option 2 Option 3

For Option 1

Education Requirements

Options for Training/ Learning on the Job

Resources Available

Personal strengths: personal qualities, talents, skills

Sources of personal support (family, friends, elders, networks)

Financial support (if applicable)

Challenges & Possible Solutions

Commitment, obligations

Financial (funding, living expenses, training costs)

Personal (health, disability, personal problems)

217


SAMPLE

Pros and Cons of Occupation Choice

Pros Cons

218


Pros and Cons of Occupation Choice (continued) Long-term Goals 1.

2. 3. 1. 2. 3.

Short-term Goals (if applicable)

1. 2. 3. 1. 2. 3.

219


220

Annotated Bibliography


221


222



The annotated bibliography identifies some resources to support the delivery of the Life/Work Studies curriculum. The list is neither comprehensive nor exhaustive. Instructors will continue to identify and add resources that are meaningful for them and for learners. Instructors and learners will also identify and use relevant resources from their communities.

The course materials are divided into three sections.

1. Print, 2. Audio-Visual, and 3. Internet. Be aware that websites can change and need to be

updated on a regular basis to ensure that they are still available.

Wherever possible, ISBN numbers have been provided. A Distributors’ Directory is also provided to assist with ordering resources.

The Adult Basic Education Level Three Social Sciences Curriculum Guide, Annotated Bibliography contains resources related to Aboriginal perspective and general course implementation.

223


Course Resources

Print

Amundson, N.E. (1998). Active Engagement, Enhancing the Career Counselling Process. Richmond, B.C.: Ergon Communication ISBN: 0-9684345-0-9

This publication provides a framework for engaging clients in a career counselling process that integrates personal issues with career issues. Amundson describes a variety of strategies and practical ideas for clarifying and resolving career counselling problems. Many of the counselling strategies apply to individuals but could be adapted to groups.

Arnold, R., Burke, B., James, C., D’Arcy M., & Thomas, B. (1991). Educating for a

Change. Between the Lines The Doris Marshall Institute for Education and Action. Toronto, ON: ISBN: 0-921284-48-9

This resource is for facilitators working with adult learners in groups focusing on social change or transformative learning. There are tips on various aspects of group interactions such as giving and receiving feedback, challenging and encouraging resistance, working with discomfort and handling conflict.

Bellanca, J., Chapman, C. & Swartz, E. (1994). Multiple Assessments for Multiple

Intelligences (2nd Edition). Palatine, Illinois: SkyLight Training and Publishing, Inc. ISBN: 0-932935-72-9

The authors offer suggestions and tools for assessing activities based on the multiple intelligences. As instruction has changed to include multiple intelligences, they are concerned with maintaining the balance between instruction, curriculum, and assessments. A chapter on creating a multiple intelligences portfolio is included.

Berman, S. (1999).Service-learning for the Multiple Intelligence Classroom.

IRI/Skylight. Training and Pub.: Arlington Heights, Illinois: ISBN 1-57517-120-1 Presents the fundamentals of service-learning with details on how to

implement it. For organizations without work placements, this provides ideas about other ways to connect with the community and extend learners’ skills and knowledge. Some of the topics are finding a community partner, aligning the service experience with education goals, managing the project and fostering reflective student learning

Bissonette, D. (1997) Cultivating True Livelihood: Work in the 21st Century. Diversity World. (Box 1917, Winnipeg, MB R3C 3R2)

This resource consists of eight courses including fostering hope, shifting perspective, personal power, responding to challenges, the journey: proposals, options, and opportunities. Course 8: Interviewing with Ease: Mastering the Art of Self-Presentation is recommended http://www.diversityworld.com (retrieved December 2005)

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Bolles, R. (2004). What Color is Your Parachute? A Practical Manual for Job-Hunters and Career Changers. Berkeley, CA: Ten Speed Press ISBN: 1-58008-460-5

This publication provides many ideas that will help learners in the job search process or in changing a career. The topics covered include best and worst ways to look for a job, interviewing tips, and how to start one’s own business. Resources are provided to assist learners to assess their skills, values, interests, work location, and work environment. Suitable for group or individual work. (revised 2005 edition available)

Bow Valley College. (2000). Building Workplace Essential Skills,

Workbooks 1-3. Calgary, AB: Author. These workbooks are designed to build workplace literacy and numeracy skills required for performance in front line occupations. The workbooks help learners develop skills in reading text, using documents and solving numerical problems. Exercises have been designed so learners use authentic workplace documents as source materials. Workbook 1 covers lists, forms, and maps; workbook 2 covers graphs, newsletters, and manuals; and workbook 3 covers areas, invoices, and data. Instructors interested in using this material must contact Bow Valley College to request permission. A two-part companion workshop is available for introducing school-to-work educators to Workplace Essential Skills Information. Bow Valley College is adapting their existing Building Workplace Essential Skills classroom course for online delivery. The curriculum will be highly interactive and fully articulated with TOWES.

Bow Valley College. (2000). Skills for Working, Learning, and Living. Calgary, AB.: Author There are 47 Learner Modules, a Learner Guide, and an Instructor Guide. The modules were developed to assist individuals in addressing their self-identified challenges in the areas of Personal Management (e.g., health and well-being, ethics, managed risk taking), Managing Transitions (e.g., memory, adapting to change, career development), Working with Others (e.g., group dynamics, teamwork, courtesy, building relationships) and Thinking Skills (e.g., problem solving and decision making, finding information, creative thinking). The Assessment Section in the Learner Guides illustrates various methods of assessing career interests and learning styles. In the Skills Inventory, learners determine which lessons in the module they should complete. This resource would be very useful in individualized classrooms.

Brand, M., Olney Sparkes, A., Neufeld, B. (1996). Success in the Workplace (2nd

Edition). . Mississauga, ON.: Copp Clark ISBN: 0-77305-552-5 A direct and simplified approach to personal assessment, education, and

work research. Shows how to combine the information into a career or action plan.

Canfield, J.(2005).The Success Principles: How to get from where you are to

where you want to be. Harper Collins Publishers Inc. ISBN: 0-06-0594888. This self help, self directed transformation book relates to self assessment,

goal setting, and career planning. www.thesuccessprinciples.com/tools.htm (retrieved December 2005)

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The Centre for Education and Work. (n.d.). Portfolio Workshop Workbook. Winnipeg, MN: Author. The Portfolio Workshop Workbook (culturally modified from an Aboriginal perspective) contains activities, forms, and checklists that can be used in portfolio development. This workbook provides a variety exercises that can be used to identify and reflect on one’s life and work experiences, to set goals for the future, to identifying transferable skills, and to develop a personal portfolio. Available from http://www.cewca.org)(retrieved December 2005)

Charter, A., Persaud, G., Poonwassie, A., Williams, S. & Zinger, (1995). Career

Counselling for Aboriginal Youth: The Journey Inward: The Journey Outward. Career Development Foundation. ISBN: 0-7713-0448-X (facilitator’s manual) 0-7784-0001-1 (learner’s manual) This program is based on the traditional concept of a vision quest. The focus is self-esteem, healing past hurts and modeling Aboriginal values. The resource was developed to address the concerns of Aboriginal youth such as fear of failure in the mainstream educational system, family violence, and break-up, inability to survive prejudice and discrimination and confusion about their culture and identity. http://www.ccdf.ca (retrieved December 2005)

Conference Board of Canada. (2000). Employability Skills Toolkit for the Self-

managing Learner. Ottawa, ON. ISBN: 0-07-08747-1 This publication contains a variety of resources that help learners assess

themselves in preparation to enter the labour market. The Employability Skills Toolkit provides examples of these skills used at home and in the community, as well as a self-reflection tool that learners can use for assessment of their employability. There are also sections on how to improve learners’ Employability Skills and how to solve related problems.

Davis, M., Eshelman, E. & McKay, M. (1995) The Relaxation & Stress

Reduction Workbook, Fourth Edition. Oakland, CA.: New Harbinger Publications, Inc. ISBN: 1-879237-83-0

This handbook provides straightforward instructions on many major approaches to stress. Topics include identifying the sources of stress and our reactions to stress. Practical ways of deal with stress are explained and illustrated. A range of activities related to dealing with stress includes relaxation techniques, negative self-talk, assertiveness, nutrition, and exercise. (a Fifth Edition (2000) is available)

Dirkx, J. & Prenger, S. (1997). Planning & Implementing Instruction for Adults,

A Theme-Based Approach. San Francisco, CA.: Jossey-Bass Inc. ISBN: 0-7879-0837-1

This publication is an aid for teachers to plan and implement integrated, theme-based instruction for adults. Background in defining and understanding contextual learning and theme-based learning is provided. As well, there are practical suggestions for planning theme units, instruction strategies, and assessment. The challenges of implementing an Integrated, Theme-Based (ITB) approach are also presented. Resources include academic competencies, life and process skills, and a list of materials for further exploration.

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Erlandson, Cheryl. (2003). Portfolios: More Than Just a File Folder. Saskatoon, SK: Saskatchewan Professional Development Unit and Assessment for Learning Unit, Saskatchewan Learning.

This publication describes the nature of portfolios, reasons for using portfolios, how to develop portfolios, and how to use and evaluate portfolios. Sample questions, checklists, and rubrics are provided.

Evetts, J. (1996). Document Literacy: A Guide for Workplace Educators and

Instructors. SkillPlan, BC Construction Industry Skills Improvement Council. ISBN: 0-9697288-9-1

Fownes, L., Thompson, E. & Evetts, J. (Eds.). (2003). Numeracy at Work. SkillPlan,

BC Construction Industry Skills Improvement Council ISBN: 0-9685027-6-8 This Guide introduces educators to the complexities and literacy demands

of document use in the workplace and assists them to prepare adult learners. The Guide focuses on documents used by ordinary working people. Many of the sample documents are taken from jobs that do not require post-secondary education - jobs where skills are acquired through on-the-job training or demonstration. Types of documents include: lists and forms; graphs and charts, drawings, diagrams and plans. Other topics include designing usable documents, document reading skills, and document complexity. The Guide includes tips for teaching and suggestions for practical exercises. Information about this and other publications is available at the SkillPlan website. http://www.skillplan.ca (retrieved December, 2005)

Ghosh, B. (2002). Tools For The Trade (Reading and Document Use,

Numeracy, Swift Current, SK: Cypress Hills Regional College. This is a collection of workplace documents developed to help learners

become familiar with print communication systems in the workplace. Questions progress from literal comprehension to critical thinking and problem-solving. Each document is rated using complexity scales from the Essential Skills Research Project, Human Resource Development Canada. Documents range from levels one to three. The Numeracy resource, developed in 2003, contains a collection of workplace documents that require numerical calculations. A number of documents and learning activities are provided.

Gibbons, T. (2000). Bridging the Gap. Brandon, MB: Samaritan House Training

Centre. (Order print copy or download from the NALD website listed below) This resource assists instructors to teach the skills required in the

workforce, as outlined in the Conference Board of Canada's document. The four units are: Ourselves (negative self-talk, goal setting, autobiographies); Humour (types of humour, jokes, cartoons, limericks, situation comedies); Employment (resumes, cover letters, interviewing and follow-up, portfolios); Memories (story telling, oral history, memories, quilting, scrapbooks, famous Canadians). Each theme unit has lesson plans, activities, blackline masters, evaluation tools, and a list of resources. Tools are provided to integrate information technology into many of the reading, writing, and computer requirements of today’s workplace. http://www.nald.ca/CLR/Btg/ed/edmain/edind (retrieved December, 2005)

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Gini, A. (2000). My Job My Self, Work and the Creation of The Modern Individual. New York, N.Y.: Routledge: ISBN: 0-415-92636-X

This is a book about work and its impact on people. It examines the history of work as well as its physical, psychological, and philosophical challenges and costs. The changing nature of work and forecasts about the future of work are examined. Recommended background reading for the topic, Nature of Work, in the Life/Work Studies Curriculum.

Government of Alberta. (2001). Lifesmarts #1. Alberta: author A coil bound, activity package for those working with adults who have been

out of school and the workplace for an extended period of time. Some of the topics are self-esteem, communication, time, and money and anger management. Schoolsmarts #2, Worksmarts #3 or the complete set of 3 The Smart Series for Counsellors is also available.

Equestrian, J. (1999). Too Scared to Learn: Women, Violence and Education.

Mahwah, N.J.: McGilligan Books. ISBN: 0-9698064-8-5 Explores the impact of violence on women’s ability to learn. This resource

provides relevant background information and teaching concepts for those who are instructing women who have been subject to violence and/or trauma. Horseman has based her work on a national study involving, learners, instructors, and therapists.

Kennedy, J. (1996). Cover Letters for Dummies. Mississauga, ON: John Wiley &

Sons Canada Ltd.: ISBN: 1-568-84395-X In this publication, writing cover letters is covered extensively. Topics

include common myths about cover letters, letters for different purposes and matching cover letters to job ads. It details the technical steps in writing cover letters and provides examples of cover letters written for different purposes. Skills lists and exercises to help individuals document their qualifications are included. Although this resource is not directly aimed at the adult basic education learner (Level 3), instructors will find Cover Letters for Dummies relevant background reading.

Lewe, G. & MacLeod, C. (2001). Step into the World of Workplace Learning, A

Collection of Authentic Workplace Materials. Scarborough, ON: Co-published by Human Resources Development Canada and Canadian Government Publishing. ISBN: 0-17-608571-8

This is a collection of authentic workplace materials designed to help educators develop learning activities and provide occupational information to learners. The collection contains 49 authentic workplace materials such as forms, regulations, and graphs. For example, for the job title, bus driver, an accident/incident report form is supplied. There is a write-up with the material that specifies the essential skills, type of material, occupational information, and purpose and use of the material. Instructors can make photocopies for education and training purposes. http://www.hrdc-drhc.gc.ca/essentialskills (retrieved December 2005)

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Manitoba Education, Citizenship and Youth. (2003). A Self-Managed Career Portfolio Guide. Winnipeg, MB: Author. ISBN: 0-7711- 3163-1 This Guide has several checklists that could be helpful in developing the

Personal Profile portion of the portfolio in the Life/Work Studies course. Specifically, this Guide takes learners through a process of identifying interests, personal strengths and personality characteristics as well as abilities developed at school, work and through daily activities. http://www.edu.gov.mb.ca/ks4/docs/support/c_portfolio/ (retrieved December 2005)

McCormick, R., Amundson, N., & Poehnell, G. (2002). Guiding Circles, An

Aboriginal Guide to Finding Career Paths. Aboriginal Human Resource Development Council of Canada. ISBN: 0-9732018-0-0

Guiding Circles is a career exploration guide that was designed, specifically, to assist Aboriginal people to make wise career choices. It is based on a holistic approach. The circles help learners gain valuable insight and direction in choosing a career path. Many of the activities require that learners interact with members of their family and community.

McLean, G & Lyons, A. (1991). Writing for Workplace Success. Eden Prairie,

MN: Paradigm Publishing International. ISBN: 1-56118-228-1 ISBN: 1-561119-X (Instructor’s Guide)

This book provides learners with a basic problem-solving approach for writing a variety of short, general business materials. Some of the topics are responding to questions and requests, making requests, and reporting information. Specific business forms include telephone messages, memos, fax forms, and letters. Exercises for learners are provided.

Millar, D. (2002). Making Choices, Teaching Writing in the Workplace. Edmonton, AB: Grass Roots Press. ISBN (Instructional Activities Manual): 1-894593-13-8 ISBN (Reference Manual): 1-894593-12-X This package is divided into two manuals: the Reference Manual and the

Instructional Activities Manual. Teachers learn how authentic texts can be used for teaching purposes in workplace literacy programs. The instructional materials are divided into one unit on language and text awareness and ten units dealing with particular genres (e.g., e-mail messages, procedures and protocols, workplace notices, charts and graphs, logs, accident reports, business letters). Each genre has a number of suggested instructional activities, which are accompanied by teacher’s notes and worksheets that can be copied and used in class.

Newfoundland-Labrador Human Rights Association. (n.d.) Into a New Light:

Respect and Dignity for All. A Literacy and Economic Rights Resource Reader. St. John’s, NF: Author.

This resource reader was written for literacy and adult basic education programs. It is divided into four sections: Human Rights in the Workplace; Human Rights and the Protection of Vulnerable Groups; Economic and Social Rights; and Human Rights Enforcement. A number of reading selections pertain to employment. The readings are short and concise, and they are designed to encourage classroom discussion. The questions that accompany

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each selection can be used either for group discussions or they can be used as an individual assignment. This resource is downloadable as a full text document from the National Adult Literacy Database.

http://www.nald.ca/index.htm (retrieved December 2005) Northlands College. (2000). Developmental Studies, Phase I Modules LaRonge,

SK: Author. This binder of curriculum resources contains a list of objectives, methods

of delivery and evaluation. Topics covered in the modules include: self-esteem, valuing diversity, interpersonal communications, stress management, problem solving, goal setting, time/self management, budgeting and finance, reading for content, career and job search.

O’Neil, S. & Chapman, E. (2002).Your Attitude is Showing: A Primer of Human

Relations. Pearson Education. ISBN: 0-13-022507-X This publication examines how attitudes affect work relationships. Topics

include vertical and horizontal relationships, team play, and stress management, dealing with frustrations and restoring injured relationships. Self-rating scales are provided on teamwork, cultural diversification, goal orientation, and attitude adjustment. Twenty-four case studies (with possible answers) are included.

Payne, R., DeVol, P., & Dreussi-Smith, T. (2001). Bridges Out of Poverty:

Strategies for Professionals and Communities. Highlands, Penn State University, University City, PA: TX: aha! Process, Inc. ISBN: 0-9647437-9-5

This publication provides useful information for anyone working with individuals who have grown up in generational poverty. Characteristics of generational poverty manifested in individuals and groups are described. Strategies are provided for an educational setting.

Pincher Creek Community Adult Learning Council (n.d.). Study Circles: A Guide

For Programmers. Pincher Creek, AB: National Adult Literacy Database. Study Circles will assist instructors with the implementation and use of study

circles. The guide provides basic information on facilitating a study circle and includes roles of the organizer, participants, and facilitator; suggestions for developing study materials and sample handouts and evaluation forms. www.nald.ca/clr/study/scguide.htm (retrieved December 2005)

Saskatchewan Institute of Applied Science and Technology. (2004). SIAST

Graduate Employment Report. Author. (250 pp.) The SIAST Graduate Employment Report provides detailed information

about SIAST programs, the number of graduates, and the employment status of graduates. This is useful information for learners who are considering post-secondary training at SIAST. This report can also be downloaded from the SIAST website. The SIAST Graduate Employment Summary, also downloadable from the SIAST website, is a six page document that provides the following for all programs: number of graduates, employment rate in Saskatchewan, full-time training-related employment rate, and average full-time training-related monthly salary. This summary information will be useful in the Career Exploration thread of the Life/Work Studies Curriculum. It is suitable for

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use on an individual basis or in a group situation. It can be downloaded from the SIAST website: www.goSIAST.com/departments/prd/gradempl/ges1.html (retrieved December 2005)

Saskatchewan Institute of Applied Science & Technology. (1996). Making It Work At Work. Regina, SK: Author.

This resource focuses on the attitudes required in the workplace. Topics include: appropriate behaviour in the workplace, the respectful use of time, managing your job, communication skills, getting along with co-workers and the boss, and dealing with common workplace problems. Making It Work contains many activities, exercises, and worksheets that can be used to facilitate students’ examination of their life experience, attitudes, and behaviours related to effective functioning in the workplace. Activities are interactive and communicative. Pair and group work is emphasized It contains material that will assist learners achieve learning outcomes on communication (non-verbal, attending, active listening) giving and receiving feedback, managing conflict, fighting fairly, project based learning (starting your own business), employer-employee expectations, and work relationships.

Saskatchewan Labour, (2001-2002) Education and Training Services Branch.

Ready For Work. Regina, SK: Author. This program focuses on helping new workers make a successful transition

to work. The resources promote the development of safe, fair, cooperative, representative, and productive workplaces. The resource binder contains six modules with information and activities relating to health and safety, WHMIS and labour standards. Videos, CD-ROMs, and fact sheet are included. Lessons were developed for groups but can be adapted for individuals. The Guide for New Workers summarizes workplace information from a wide range of agencies into a comprehensive reference. It is organized under 32 workplace topics and answers common questions about the four phases of the job cycle: entering the labour market, starting a job, during a job and leaving a job. Many of the topics correspond to those to be covered in the Work Preparation thread in the Life/Work curriculum. Saskatchewan Labour publishes two versions of the Guide for New Workers: a handbook version for individual use, and counsellor/classroom version. The counsellor/classroom version can be photocopied. Tips and exercises for using the Guide for New Workers are provided in a separate publication called “User Tips". Moving Online (CD-ROM) is a collection of electronic quizzes, presentations, learning activities, checklists and guides – that provide learners with important information about health, safety, and labour standards in the workplace. Resources can be viewed and printed out from the Ready for Work website. Instructors can also request print copies of these resources and inquire about professional development workshops pertaining to the resources by contacting the Education and Training Services Branch of Saskatchewan Labour. http://www.readyforwork.com (retrieved December 2005) Also available from Saskatchewan Labour

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Saskatchewan Learning. (2004). Planning for Students with Fetal Alcohol Spectrum Disorder, A Guide for Educators. Regina, SK: Author. ISBN: 1-89473-75-X

This is a resource about understanding the effects prenatal exposure to alcohol can have on learning, the life challenges individuals face, the skill training emphasis and the tools that can help. There are practical ideas for the classroom with additional resources in the appendices.

Saskatchewan Learning. (2004). Level I Guide: Portfolio Activities for

Reflection. Regina, SK: Author. The Level I Guide provides activities for reflection, which can be used in

portfolio development. The activities are designed to increase people’s familiarity with the process of reflection on learning, the foundation for powerful portfolio development. Working through the activities increases understanding of the basic elements of portfolio development: collection, selection, and reflection. The Level I Guide supports the work of instructors and facilitators who are helping learners become more comfortable with reflection.

Say (Spirit of Aboriginal Youth)[magazine].Winnipeg, MB R3J 1E1. Focuses on issues of importance to aboriginal youth including personal

achievement, lifestyle, business, culture, and events. The magazine is published three times per year. Leslie Lounsbury is the founder and publisher. As a Métis woman, she wanted to provide positive stories about aboriginal people. She researched the publishing industry, developed her business plan and launched the magazine in 2002. Lounsbury employs Aboriginal writers, photographers and, poets and magazine accepts stories and images at: [email protected]. Mail subscription is available as well as a specially designed classroom kit. www.saymag.com (retrieved December 2005)

von Oech, Roger. (1992). Creative Whack Pack: 64 Creativity Strategies

Provoke and Inspire Your Thinking. Menlo Park, Ca: CreativeThink. ISBN: 0-88079-543-3

This set of playing cards is designed to jolt habitual thought patterns that prevent learners from looking at things in new ways. Each card offers a specific creative strategy and requests the holder to look at a current problem or situation from the perspective identified on the card. The 64 cards are divided into four sixteen-card suits: explorer, artist, judge, and warrior, which represent four roles or types of thinking in the creative process. These cards (or an adapted version) could be used with learners as a warm-up for visioning exercises or for finding creative solutions to problems addressed in a Life/Work Studies course. A book, A Whack on the Side of the Head (1998), is recommended to accompany the cards. The book contains puzzles, exercises, stories, and helpful hints.

http://www.creativethink.com/ (December 2005)

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Audio-Visual Distributors APTN (Aboriginal Peoples Television Network) Head Office: 339 Portage Ave., Winnipeg, MB R3B 2C3; Ph: (204) 947-9331; toll free: 1-888-278-8862 ext. 358 Media Group Distributor for SaskLearning materials ph: 1-888-682-8808 fax: 1-877-444-3354 National Film Board of Canada: Order or download a free catalogue, Learning Resources Made in Canada NFB or see film summaries and clips www.nfb.ca Saskatchewan Human Rights Commission www.gov.sk.ca/shrc/videoindex.htm

Many topics such as Aboriginal issues, disabilities, pay equity, sexual orientation, sexual harassment, women’s issues

West Wind Pictures #402-2206 Dewdney Ave., Regina, SK S4R 1H3; Ph: (306)

352-8558; Fax: (306) 352-8558; [email protected] APTN (Aboriginal Peoples Television Network), (2001). Venturing Forth.[video].

Canada. 339 Portage Ave., Winnipeg, MB, R3B 2C3: Ph: (204)947-9331, toll-free: 1-888-278-8862 ext. 358

Different Aboriginal businesses are featured in this series. A variety of industries and businesses operated by and employing Aboriginal people are presented by province and territory.

Cossette, S. (producer) & Jewitt, L. (producer). (2003). Supported Employment

Transition Initiative Resource Kit [video/guide book]. Canada. (Division of Media and Technology, Media Library, University of Saskatchewan, Saskatoon, SK)

This resource kit won the award for Educational Video Over 30 Minutes at the 2006 “Picture This” International Disability Film Festival. The kit contains three videos and a guidebook for assisting people with disabilities to find and maintain employment. The video, Supported Window of Opportunities (21 min) is the most relevant to the Life/Work Studies course. Produced in Saskatchewan communities, employers and employees tell their stories. It is a good example of diversity in employment as it portrays the successful employment of a number of people with intellectual disabilities. The video shows examples of people who think beyond stereotypes and who found work possibilities in their own community.

Canada Law Book. Discrimination in the Workplace [video]. Canada. (24:28

minutes) Reviews the kinds of discrimination that can occur in the workplace.

Addresses the employer’s responsibility in creating a discrimination-free working environment and in taking action if an employee is harassed. Suitable for both employer and employee groups. Can be used in Thought thread with workplace relationships.

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CBC. (1996). Skin Deep. [Video]. Canada. (45 minutes) David Suzuki, with other scientists, examines the science of race. Ideas

that are challenged include defining race, cultural roots, genetics, and division of human beings by race and merit based on race. Suzuki traces a historic link between the ideas and racism. The film ends with optimism about pluralistic societies. Uses Gardner’s “Theory of Multiple Intelligences” to rate an individual’s strongest and weakest intelligences and abilities.

The Coyote Collective. (1994). [Video]. USA. (25 minutes) First Nations Role

Models (distributed by Shenandoah Film Productions (Indian Owned Enterprise), 538 G Street, Arcata, CA 95521) This video is in the FNUC library in Regina.

Canadian First Nations people share their ideas. A publisher (Theytus Press in Penticton), an educator involved in the building of a spectacular longhouse for adult Aboriginal students and a filmmaker/fisherwoman are profiled.

Filmwest (2000) The Gift of Self-Esteem [video series}. USA. (Canada, Kelowna,

B.C.) A thirteen part series which includes topics like “Taking Charge”, “Goal

Achieving”, Parenting” “Worry Buster” and “Goal Achieving http://www.filmwest.com (retrieved December 2005)

Government of Canada, Industry)(producers). (2000). Envirocareers.

[Videos/CD/guidebook]. ISBN: 0-9684778-8-7. Young people speak about their environment-related work. Many different

types of work are presented in the guide book under the categories, Protect, Conserve, Promote, Explore, and Manage. Each occupation lists Personal Strengths and Key Skills to help determine “Is this field for you?” This video and guide can be used in the Thought and Action threads to investigate less common types of work. Aboriginal students may have strong connection to the environment but may not be aware of work in this field. There is a strong connection between Aboriginal rights and the environment especially in land claims; this is a connection to Social Sciences. Learners might also consider work protecting the environment as negotiators when projects are setup with industry and government.

Manitoba Labour Education Centre. (1993). No One Ever Complained. [Video]

Canada. (16:19 minutes) Provides an overview of personal, racial and sexual harassment in the

workplace. Explains the steps necessary to eliminate harassment for both management and employees.

West Wind Productions. (2005) Indecently Exposed. [Video] Canada. (59:13

minutes) A powerful video about racism. Filmed in Regina. Jane Elliott, who has

been giving workshops on racism since the death of Martin Luther King, gives adults a chance to test their ideas and feelings about racism. Participants are grouped by eye color. This film is especially recommended for the blue eyes.

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Websites Aboriginal Business Canada (ABC) http://www.abc-eac.ic.gc.ca (retrieved March 2006) Canadian government program for the establishment, growth and expansion of Aboriginal business, on and off reserve. Aboriginal Employment Development Program (AEDP) Saskatchewan First Nations and Métis Relations. http:www.fnmr.gov.sk.ca (retrieved February 2006) A Government of Saskatchewan program to review workplace policies, provide Aboriginal awareness to staff and communicate employment and economic opportunities to Aboriginal communities and training institutions. ARCnet Aboriginal Resource Centre

http://arcnet.taybridge.com/html/saskatchewan.htm (retrieved January 2006) Mohawk owned, not-for-profit, on-line service to promote Canadian

Aboriginal business and organizations. Examples of aboriginal business and entrepreneurs.

ASK (Aboriginal Services Kiosk) Government of Canada

http://asksask.sk.ca/menu_e.asp (retrieved January 2006) Contains the Aboriginal Canada Portal, a link to employment, economic

development, training assistance; Current Aboriginal Research; information on how to apply for a job with the federal government.

Bridges Choices Planner http://www.bridges.com/us/home.html (retrieved January 2006) A career information system to help learners choose from work and

education options. Assessments available to identify skills. Student plans can be stored in an online portfolio.

Canada Career Consortium http://www.careerccc.org Government of Canada. Free career resources that can be ordered or used online. Books, teacher guides, kits, and magazines Canada Council for the Arts http://www.canadacouncil.ca (retrieved March 2006)

Grants for professional artists in theatre, music, dance, and visual arts. Canada-Saskatchewan Business Service Centre (Business Infosource)

http://www.cbsc.org/sask/main.cfm (retrieved December 2005) This is a database of federal and provincial government programs,

services, and selected regulations. Detailed information in Business Guides includes types of business, planning, start-up, and management. Fact Sheets are resources for starting and maintaining a business in Saskatchewan. Business Toolbox provides online workshops. This site links to other provinces in the Canada Business Network.

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http://www.careerccc.org/

http://www.canadacouncil.ca/

http://www.cbsc.org/sask/main.cfm


Canada-Saskatchewan Career and Employment Service http:www.sasknetwork.ca/html/Home/cansask/locations.htm

(retrieved December 2005) Website contains office locations as well as a description of programs and services

Career Cruising http://www.careercruising.com/home/default.asp (retrieved December 2005) Learners can explore 450 in-depth occupation profiles. Each occupation

profile includes a detailed job description with information on working conditions, income, education and training requirements, a sample career path, and links to related occupations. This website also has a large number of multimedia interviews with people working in many different occupations. Career Matchmaker allows learners to find careers that match their interests in terms of school subjects, education level, income, working conditions and many other important factors. Career Cruising is an interactive, user-friendly program that allows individuals to work independently and at their own pace. Site license required. Free 1-month trial.

CareerTrainer http://www.careertrainer.com/Request.jsp?hView=ContextHome

(retrieved December 2005) Provides a variety of tools to assist in career planning and employment

preparation. The Career Values Card Sort and the Occupational Interests Card Sort tools may be of particular interest to individuals instructing a Life/Work Studies course. Learners will be able to use these tools to prioritize their work related values and to examine and rank their occupational interests.

CentraliSchool http://www.centralischool.ca/ ,

http://saskchool.ca/curr_content/midcareer/ http://www.saskschools.ca/curr_content/career102030reva/ (retrieved January 2006) (SaskLearning) Curriculum and course plans. Related to Middle

Years but could be adapted. Wage information, and employment trends for hundreds of Saskatchewan occupations. “iQuizzes” help in career exploration Learners can check the jobs in their region.

The Centre for Education and Work http://www.cewca.org/ (retrieved December

2005) This Manitoba institution develops adult learner practices in education

with an emphasis on prior learning assessment and recognition. Some of the areas are materials, publications, projects, and links. Circuit Coach http://ccdf.ca/NewCoach/english/ (retrieved January 2006)

Covers a range of topics like building relationships, goals, and work possibilities. Provides “ready-to-use” workshops. For the education of facilitators and learners.

Council for the Advancement of Native Development Officers (CANDO) http://www.edo.ca (retrieved February 2006)

CANDO is Aboriginal controlled and serves all Aboriginal people. It is a national organization that provides education for Economic Development Officers (EDOs) for those working or wishing to work in the field of Aboriginal

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http://www.careercruising.com/home/default.asp

http://www.careertrainer.com/Request.jsp?hView=ContextHome

http://www.centralischool.ca/

http://saskchool.ca/curr_content/midcareer/

http://www.saskschools.ca/curr_content/career102030reva/

http://www.cewca.org/

http://ccdf.ca/NewCoach/english/

http://www.edo.ca/


economic development. An EDO is responsible for improving the economic situation of the community such as finding ways to create jobs that will benefit a wide range of skills and talents and helping viable businesses get started.

Employability Skills 2000+, Conference Board of Canada (Education & Learning/Learning Tools) http://www.conferenceboard.ca/ (Retrieved December 2005) Important skills are categorized as Fundamental, Personal, or Teamwork.

Some types of skills covered are communication, problem solving, adaptability and working with others. The Employability Skills Toolkit is a related resource that allows learners to assess and develop their own skills. The transferability of skills from home to the community and the workplace is emphasized.

Entrepreneurship 30, Curriculum Guide (A Practical and Applied Art)),

SaskLearning http://www.sasklearning.gov.sk.ca/docs/entre30

Essential Skills, Human Resources Development Canada http://www15.hrdcdrhc.gc.ca/english/general/es.asp (retrieved December 2005)

Covers fundamental skills - reading text, document use, numeracy, writing, oral communication, working with others, thinking skills, computer use, continuous learning. Occupational profiles describe use of Essential Skills in different occupations.

Evergreen Curriculum, Saskatchewan Learning

http://www.sasked.gov.sk.ca/docs/subject.html (retrieved December 2005) First Nations Employment Centre [email protected]

(retrieved February 2006) FSIN (Federation of Saskatchewan Indian Nations) http://www.fsin.com (retrieved February 2006) FSIN (Federation of Saskatchewan Indian Nations) Corporate Circle Aboriginal Recruitment http://fsin.careerplace.com (retrieved February 2006) A partnership with Industry Canada to link private and public sector businesses with qualified First Nation workers. Plans to improve economic, employment, education, and training opportunities for First Nation people. Grass Roots Press http://www.literacyservices.com/EandW.htm (retrieved January

2006) A publisher of adult literacy materials. Subjects include self-esteem,

stress, grief, fitness, job searching, communication skills for work, disabilities. Government of Saskatchewan, First Nations and Métis Relations http://www.fnmr.gov.sk (retrieved February 2006) How do your skills measure up? http://towes.com (retrieved December 2005)

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http://www.conferenceboard.ca/

http://www.sasklearning.gov.sk.ca/docs/entre30

http://www15.hrdc-drhc.gc.ca/english/general/es.asp

http://www.sasked.gov.sk.ca/docs/subject.html

mailto:[email protected]

http://www.fsin.com/

http://fsin.careerplace.com/

http://www.literacyservices.com/EandW.htm

http://www.fnmr.gov.sk/

http://towes.com/measureup/


Johari Window http://cl.coe.utk.edu/pdf/ls/week2_Lesson12.pdf (retrieved March 2006) The Johari Window is a model for exploring self-perception and Communication with others. The four panes of the window are combinations

of: "things I know about myself"; "things others know about me"; "things I don't know about myself" and "things others don't know about me".

Keewatin Career Development Corporation

http://career.kcdc.ca/kcdc/ (retrieved December 2005) The Keewatin Career Development Corporation (KCDC) is a non-profit,

umbrella organization of career service providing agencies in Northern Saskatchewan. This website lists: educational opportunities, sources of funding, job forecasts for Northern Saskatchewan, career offices throughout the north, career resources (e.g., interviews with people working in the north), and business links.

Keirsey, David. Keirsey Temperament Sorter. http://keirsey.com/ (retrieved December 2005) The Keirsey Temperament Sorter identifies four temperament styles:

artisan, guardian, rational, and idealist. Each style includes four personality types that relate to the Myers-Brigs Type Indicator. Learners may find profiles useful in analyzing their personal strengths, abilities, and general aptitudes for kinds of work.

Nation Life/Work Centre.http://www.lifework.ca/home.htm (retrieved January 2006)

Consists of four different programs: Smart Options uses principles of multiple intelligences. The Real Game looks at six careers with role-playing and simulation. Contains Blueprint for Life/work, a program with rubrics for skills and plans for developing competences http://www.blueprint4life.ca/blueprint/home.cfm/lang/1 (retrieved January 2006) http://www.realgame.ca/ (retrieved January 2006)

National Adult Literacy Database (NALD) http://www.nald.ca/index.htm (retrieved December 2005) Suggests text and software resources through the literacy collection and

source catalogue. Links to other literacy organizations. National Occupational Classification

http://www23.hrdc-drhc.gc.ca/2001/e/generic/welcome.shtml (retrieved December 2005) The National Occupational Classification (NOC) Website contains the classification structure and descriptions of 520 occupational unit groups and includes over 30,000 occupational titles. It also features an intuitive search engine to help learners find the information they need.

Ningwakwe Learning Press (Native Literacy Resources) http://www.ningwakwe.on.ca (237897 Inglis Falls Road, RR #4 Owen Sound, ON, N4K 5N6, email: [email protected] (retrieved 2006)

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http://career.kcdc.ca/kcdc/

http://keirsey.com/

http://www.lifework.ca/home.htm

http://www.blueprint4life.ca/blueprint/home.cfm/lang/1

http://www.realgame.ca/

http://www.nald.ca/index.htm

http://www23.hrdc-drhc.gc.ca/2001/e/generic/welcome.shtml



PARWC – Provincial Aboriginal Representative Workforce Council http://www.parwc.usask.ca (retrieved January 2006) Includes all Saskatchewan training and education institutes to co-ordinate training linked to jobs for Aboriginal people. The mandate is to achieve a representative workforce of Aboriginal people. Regina Treaty/Status Indian Services Inc. http://www.fhqtc.com/entities.php

(retrieved March 2006) Housed at The Gathering Place its mission is to achieve “one stop service delivery” ensuring the efficient and effective delivery of programs and services to the Treaty/Status Indian population in the City of Regina

Saskatchewan Aboriginal Literacy Network (SALN)

http://www.aboriginal.sk.literacy.ca/board.htm (retrieved December 2005) Aboriginal Literacy Links and information on Aboriginal Literacy Gatherings.

Saskatchewan Arts Board http://www.artsboard.sk.ca (retrieved February 2006) Links to Saskatchewan Arts Organizations and Provincial Cultural Organizations.

Saskatchewan Job Futures

http://www.saskjobfutures.ca/ (retrieved January 2006) Saskatchewan Job Futures classifies work into 10 skill categories and 233

occupational profiles. You can find out about education and training requirements, work duties, wage information, and employment trends for hundreds of Saskatchewan occupations. “iQuizzes” help in career exploration Learners can check the jobs in their region.

Saskatchewan Labour http://www.labour.gov.sk.ca (retrieved December 2005)

The Saskatchewan Labour website has general information on wages, regulations, health, safety, and job equity. Ready for Work, from Saskatchewan Labour, is intended for young workers, teachers, and employers. Health and safety concerns for new workers are addressed. There are also lists of resources and publications.

Saskatchewan Labour Force Development Board http://www.slfdb.com/ (retrieved

December 2005) Reports, brochures, tests, profiles, and links for workplace Essential Skills. Recognition of Prior Learning, Aboriginal employment and labour market

resources.

Saskatchewan Literacy Network (SLN) http://www.nald.ca/sklitnet.htm (retrieved December 2005) The goals of this non-profit, charitable organization are public awareness, advocacy, training, and sharing information. It contains a Saskatchewan Literacy Program Database as well as information on family and aboriginal literacy.

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http://www.parwc.usask.ca/

http://www.fhqtc.com/entities.php

http://www.aboriginal.sk.literacy.ca/board.htm

http://www.saskjobfutures.ca/

http://www.labour.gov.sk.ca/

http://www.slfdb.com/

http://www.nald.ca/sklitnet.htm


Saskatchewan Sage http://www.ammsa.com/sage/ (retrieved April 2006) Saskatchewan’s Aboriginal News Publication. An online and hard copy publication available by subscription.

SaskJobs http://www.sasknetwork.gov.sk.ca/html/Home/saskjobs/saskjobs.htm (retrieved Jan 2006) Search for jobs, post a resume SaskNetWork http://www.sasknetwork.gov.sk.ca (retrieved January 2006)

Look for work, labour market information, post-secondary institutions, scholarships, student loans, apprenticeship.

Holland, Dr. John L. Self-directed Search. PAR Psychological Resources http://www.parinc.com (retrieved December 2005)

The SDS is available in different forms. For example, Form E (4th edition) is written for learners with limited reading skills – questions are written at about the 6th grade reading level. The SDS helps learners discover careers that suit their interests. Dr. Holland's theory is that most people can be loosely categorized with respect to six types: realistic, investigative, artistic, social, enterprising, and conventional (i.e., RIASEC types). Occupations and work environments can also be classified in the same way. People who choose careers that match their own types are most likely to be both satisfied and successful. The Self-Directed Search, made up of four different sections, takes about 15-20 minutes to complete. Learners can complete the Self-Directed Search online for a cost (group rates available) or the paper and pencil version, which can be purchased. Learners who complete the Self-Directed Search online receive a 3-letter code that reflects their RIASEC type; an explanation of how the code can be used in career planning; a list of occupations, fields of study, and leisure activities that fit the three letter code, and next steps to follow in their career exploration and decision-making process. No special qualifications are required to administer this inventory. The SDS can be viewed and ordered from the website.

SkillPlan and Bow Valley College. (2005) TOWES (Test of Workplace Essential Skills).Calgary, AB: Bow Valley College. http://www.towes.com (retrieved December 2005)

This is testing and training that uses workplace documents to measure accurately three essential skills that are needed for safe and productive employment: reading text, document use, and numeracy. TOWES uses authentic workplace documents such as catalogues, schematics, manuals, and regulations to assess how well the test taker can handle workplace situations. The test results align with national occupational standards set by the federal government for a wide variety of occupations. With TOWES, trainers and employers can help learners focus on their skills gaps. The site has information and employment trends for hundreds of Saskatchewan occupations. “iQuizzes” help in career exploration Learners can check the jobs are available in their region.

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http://www.ammsa.com/sage/

http://www.sasknetwork.gov.sk.ca/html/Home/saskjobs/saskjobs.htm

http://www.sasknetwork.gov.sk.ca/

http://www.parinc.com/contact_us.cfm

http://www.towes.com/


10,000 Steps Per Day http://www.diabeaters.com/new_lifestyles/HTML_FILES/challenge.html

(retrieved December 2005) This is one from numerous websites with information about the walking

approach to exercise. It focuses on the advantages of walking as a form of exercise in which most people can participate.

Test yourself-How are you smart? http://www.accelerated- learning.net (retrieved December 2005)

Truecolors. (N.d.) Flying Your True Colors For True Success (Grades 7-12).

Provides an engaging way to determine personality temperament. Connections to school and careers are included in the assessment. Useful for instructor reference and learner use. Suits individualized or group classes. (http://www.truecolors.org) (Retrieved December 2005)

TypeFocus Careers http://typefocus.com (retrieved December 2005) A personality type survey where identifying strengths and weaknesses may help in clarifying values and interests giving direction to career choices.

The Velvet Hammer http://www.thevelvethammer.com/ (retrieved April 2006).

The website contains several free, downloadable checklists, evaluations, and articles for women to test their understanding of their own leadership styles. These could be adapted easily for Level Three learners.

Vocational Information Centre. http://www.khake.com (retrieved December 2005)

Although American (Pennsylvania) in origin, this website includes resources to use with learners. It provides a large number of printable student worksheets categorized under topics related to the Life/Work Studies Curriculum, e.g., skills (life, assessment, listening, workplace, and employment), career exploration and planning, resumes, interviews.

Wellness 10, SaskLearning http://www.sasked.gov.sk.ca/branches/curr/evergreen/wellness Women Entrepreneurs of Saskatchewan Inc http://www.womenentrepreneurs.sk.ca

(Retrieved March 2006) Supports women entrepreneurs in Saskatchewan with advisory services, training, and access to loans, networking, and mentoring.

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http://www.diabeaters.com/new_lifestyles/HTML_FILES/challenge.html

http://www.accelerated-learning.net/

http://www.truecolors.org/

http://typefocus.com/

http://www.thevelvethammer.com/

http://www.khake.com/

http://www.sasked.gov.sk.ca/branches/curr/evergreen/wellness

http://www.womenentrepreneurs.sk.ca/


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Distributors’ Directory


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Distributors’ Directory Aboriginal Human Resources Development Council of Canada 820-606 Spadina Crescent East Saskatoon, SK S7K 3Hl Toll-free: 1-888-711-5091 Fax: 956-5361 Website: www.ahrdcc.com aha! Process, Inc. PO Box 727 Highlands, TX 77562 USA Phone: (281) 426-5300 Phone: (800) 424-9484 Fax: (281) 426-5600 Website: http://www.ahaprocess Bow Valley College 332 – 6 Avenue SE Calgary, Alberta T2G 4S6 Phone: (403) 410-1400 Toll-free within Canada: 1-866-4-BVC-NOW (1-866-428-2669) Email: [email protected] Canadian Career Development Foundation (CCDF) 119 Ross Avenue, Suite 202 Ottawa, ON K1Y 0N6 Phone: 1-877-729-6164 E-mail: [email protected] Website: http://ccdf.ca/home_e.html The Conference Board of Canada 255 Smyth Road Ottawa, ON K1H 8M7 Phone: 1-866-711-2262 613-526-3280 Fax: 613-526-4857 Copp Clark collect (877) 389-3378 fax your request toll-free to (877) 389-2962 Website: www.goodbusinessday.com support Creative Think Box 7354 Menlo Park, California 940 Phone: 650/321-6775

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http://ccdf.ca/home_e.html


Cypress Hills Regional College 129 2nd Avenue NE Box 5000 Swift Current SK S9H 4G3 Phone: (306) 773-1531 Fax: (306)773-1531 Website: http://www.cyresshillscollege.sk.ca/ Diversity World Box 1917 Winnipeg, MB R3C 3R2 Email: [email protected] Website: http:www.diversityworld.com Ergon Communications 3260 Springford Ave., Richmond, BC V7E 1T9 Fax: (604)448-9025 Email: [email protected] Website: www.ergon-communications.com Federal Government Publishing 165 University Avenue, Toronto, Ontario Canada M5H 3B8 Phone: (416) 860-1611 or Toll-free 1-888-433-3782 E-mail: [email protected] Government of Alberta, Box 1333, Edmonton, AB T5J 2N2 Toll-free: 310-0000 Fax: 780-422-2852 Website: http://www.gov.ab.ca/ Grass Roots Press Box 52192 Edmonton AB T6G 2T5 Toll-free: (888)303-3213 Fax: (780) 413-6582 Email: [email protected]: www.literacyservices.com HarperCollins Canada, Ltd. 1995 Markham Road, Scarborough, On M1B 5M8 Phone: (416) 321-2241 Toll-free (800)387-0117 Website: http://www.harpercollins.ca

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John Wiley & Sons Canada Ltd. 6045 Freemont Boulevard Mississauga, Ontario L5R 4J3 Telephone: (416) 236-4433 Toll-free Telephone: 1-800-567-4797 Fax: (416) 236-4447 Toll-free Fax: 1-800-565-6802 Email: [email protected] Jossey-Bass Inc. 350 Sansome Street San Francisco, CA 94104 Phone: (415) 433-1740 Website: www.josseybass.com Manitoba Education, Citizenship and Youth Government of Manitoba Tel: 204-945-3744 Fax: 204-945-4261 Toll-Free in Manitoba: 1-866-MANITOBA (1-866-626-4862) Telecommunications Device for the Deaf 204-945-4796 Email: [email protected]: http://www.edu.gov.mb.ca McGilligan Books 1260 Dundas Street West P.O. Box 16024 Toronto, Ontario M6J 3W2 Phone: 416-538-0945 Fax: 416-538-0547 Email:[email protected] National Literacy Database (NALD) Scovil House 703 Brunswick Street Fredericton, New Brunswick E3B 1H8 Phone: 1-800-720-NALD (6253) or (506) 457-6900 Ningwakwe Learning Press (Native Literacy Resources) 237897 Inglis Falls Road RR #4 Owen Sound, ON N4K 5N6 email: [email protected] http:www.ningwakwe.on.ca

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Northlands College Box 1000 Air Ronge SK S0J 3G0 Phone: (306) 425-4480 Fax: (306) 425-3002 Newfoundland - Labrador Human Rights Association Email: [email protected] Website: http://www.nlhra.org/index.htm National Literacy Database (NALD) Scovil House 703 Brunswick Street Fredericton, New Brunswick E3B 1H8 Phone: 1-800-720-NALD (6253) or (506) 457-6900 Fax: (506) 457-6910 Email: [email protected] Website: http://www.nald.ca New Harbinger 5674 Shattuck Ave. Oakland, CA 94609 (800) 748-6273 fax: (510) 652-5472 Email: [email protected] Website: www.newharbinger.com Paradigm Publishing Box 872 LaPorte, CO 80535 Fax: 970-472-1348 Email: [email protected] Internet: http://www.paradigmpublish.com Pearson Education One Lake Street Upper Saddle River, NJ 07458 Email: [email protected] Website: http://www.pearsoned.com Routledge (N.Y.) Winnipeg Location Login Canada 324 Saulteaux Crescent Winnipeg, Manitoba R3J 3T2 Website: www.routledge-ny.com

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http://www.nald.ca/


Samaritan House Training Centre 1610 Pacific Avenue Brandon MB R7A 7L9 Phone: (204) 727-1268 Email: [email protected] Website: http://www.nald.ca/shouse/sam.htm Saskatchewan Labour, Education and Training Services Branch 1870 Albert Street Regina, SK S4P 3V7 Phone: (877)419-3510 Fax: (306) 787-0036 Email: [email protected]: www.readyforwork.sk.ca or www.labour.gov.sk.ca Saskatchewan Learning Curriculum Distribution Service (SK Learning documents only) 4635 Wascana Parkway Regina, SK S4P 3V7 Phone: (306) 787-5987 Fax: (306) 787-9747 SIAST Toll-free: 1-866-goSIAST 1-866-467-4278 ask for the nearest campus bookstore Website: www.siast.sk.ca SkillPlan 405 - 3701 Hastings Street Burnaby, BC V5C 2H6 Phone: (604) 436 - 1126 Fax: (604) 436 - 1149 Email: [email protected]

www.skillplan.caWebsite: . Ten Speed Press Box 7123 Berkeley, CA 94707 Toll-free: 1-800-841-book Website: http://www.tenspeedpress.com

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http://www.skillplan.ca/

http://www.tenspeedpress.com/


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