4. Workplace Resources
Applications of Working and Learning (AWAL) at http://www.ata.c2t2.ca/index.asp
AWAL is a professional development project for educators. Instructors conduct interviews with people in a variety of workplace environments. Instructors are then asked to develop activities that connect classroom content to workplace applications and development of Essential Skills. The site can be searched according to subject area (Language Arts) and grade level (ABE). Instructors will need to select and adapt the ideas presented in the “suggested classroom activities” section.
Ghosh, B. (2002). Tools for the Trade. Swift Current, SK: Cypress Hills Regional College.
A collection of workplace documents (primarily from employers in the Cypress Hills region) with learning activities to help learners become familiar with print communications 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.
Grammar, N. (2000). Employment Skills Enhancement and Career Preparation through Intermediate Level Applied English. Victoria, BC: Center for Curriculum, Transfer & Technology. Also available at www.c2t2.ca/article.asp?item_id=3113)
This course was designed for adult learners who wish to improve their access and preparedness for entry into vocational and trades training programs or to improve their communication skills at the intermediate level (approximately a grade nine level). The course uses traditional and non-traditional (experientially-oriented materials related to employment and the workplace) resources. The course is designed to be group-taught so adaptations would need to be made in an individualized setting.
How do your skills measure up? Available at http://towes.com/measureup/
A test of skill levels in three of the nine essential workplace skills: reading text, document use, and numeracy. Learners can complete the assessment online or the instructor can print pre and post-tests to be distributed to learners. Practice exercises (involving items such as notes, letters, memos, manuals, regulations, and reports) can also be conducted online or in print. Answers highlight the thinking required to arrive at the answer. Ideas for Adult Basic Educators are provided, as is access to related sites. Note: In the Essential Skills profiles, Level 3 is approximately equivalent to high school completion.
Lewe, G. & MacLeod, C. (2001). Step into the World of Workplace Learning: A Collection of Authentic Workplace Materials. Scarborough, ON: Co-published by Nelson Thomson Learning, Human Resources Development Canada, and Canadian Government Publishing. ISBN 0-17-608571-8 (Also available at http://www.hrdc-drhc.gc.ca/essentialskills)
The collection contains 49 workplace materials focusing on three essential workplace skills: reading text, document use, and writing. The complexity levels of the materials is based on the Essential Skills Research Project which profiled about 170 occupations requiring a secondary school diploma or less and on-the-job training. The collection is not designed to be used directly by learners; however, user tips and suggestions are included. Instructors can develop learning activities based on these materials to meet a number of reading and writing objectives.
Millar, D. (2002). Making Choices: Teaching Writing in the Workplace. Edmonton, AB: Grassroots Press. ISBN 1-894593-13-8
This instructional activities manual, funded by the National Literacy Secretariat, Human Resources Development Canada, contains many activities (at varied levels) on teaching how to write effective notes, memos, notices, business letters, accident reports, procedures, e-mail messages, and how to create charts, flowcharts, plot graphs, and keep logs. This is an ideal resource package for instructors who teach writing in the workplace.
Saskatchewan Labour. (2001-2002). Ready for Work. Regina, SK: Author. Available online at www.readyforwork.sk.ca.
This resource contains six modules with activities relating to health and safety, WHMIS, and labour standards. Lessons were developed for group taught classes, but most would be easily adapted to individualized delivery. The activities could be used to develop several skills in Communications. For example, the video on Labour Standards or lessons on “The Gentle Art of the Tough Complaint” and “Raising Issues Constructively” could be used to develop speaking and listening skills. Reading strategies (e.g., skimming and scanning, understanding technical language, using table of contents and glossaries) could be developed through activities such as “How are workers protected?” in the Health and Safety section. The Prevention Services Branch, Saskatchewan Labour also has a number of other resources for classroom use.
SkillPlan at www.skillplan.ca
SkillPlan has a number of resources that may be useful for development of Communications skills. These resources can be previewed on the website. In particular, “Document Literacy,” “Language of Documents,” and “Writing for Work” appear to have particular relevance. Note: The actual resources have not been previewed, only the website.
5. Professional Resources
Gabriel Dumont Institute of Native Studies and Applied Research at http://www.gdins.org/home.html
A wealth of information on Métis culture (includes a virtual museum and Michif language resources), curriculum and instruction, GDI Library, Programs and Services, student resources, and much more.
CONNECT, Canada’s Resource Publication on Adult Literacy and Technology at www.nald.ca/connect.htm
Back issues can be accessed on their website or print copies can be ordered for a minimal fee. The magazine contains reviews of software, resources and websites; lesson plans related to using technology in the classroom (e.g., writing personal letters and using PowerPoint); and operation systems tips (e.g., working with files and folders).
Cooperative Learning at http://www.utc.edu/Teaching-Resource-Center/CoopLear.html
Descriptions of a variety of cooperative learning structures and techniques such as a three-step interview, roundtable brainstorming, problem solving and value lines.
Guidelines for Portfolio Assessment in Teaching English athttp://www.etni.org.il/ministry/portfolio/default.html - auraloral
A website devoted entirely to the use and assessment of portfolios. Discusses the key characteristics of portfolios, why they should be used, the essential elements of the portfolio, assessing portfolios and providing feedback, and following up with learner-instructor conferences.
Hotlist on Student Assessment: An Internet Hotlist on Student Assessment at http://www.kn.pacbell.com/wired/fil/pages/cat3
Provides a multitude of links to websites that relate to learner assessment. Includes: varieties of assessment information, performance assessment for many subjects, portfolio and rubric discussions and samples.
Métis Resource Centre of Manitoba at http://www.metisresourcecentre.mb.ca/
Home page for the Métis Resource Centre in Manitoba. The Centre is working towards the preservation and restoration of Métis history, culture, and genealogy. This contains history, biographies, historical maps, and connections to other resources such as a personal genealogy search and Métis products. Of special interest is a 10-lessons, on-line course in the Michif Language.
Our Elders: Interviews with Saskatchewan Elders. Saskatchewan Indian Cultural College at http://www.sicc.sk.ca/elders/tofc.html
Elders from several First Nations were interviewed. Searches can be conducted by First Nation or by elder’s name. Subject searches on topics ranging from agriculture to treaty rights can also be conducted. The website contains a map of band locations in Saskatchewan. This site could be used to develop Internet search skills, to develop reading skills, or to integrate with topics in Social Sciences.
“Outta Ray’s Head” at http://www.rayser.ca/
This is a collection of lesson plans and handouts in literature, writing, poetry, and use of the library for students at a grade 7 level or higher. There are also links to additional sites with a range of topics from the writing process to research papers and online journals.
Prairie books NOW at www.bookpublishers.mb.ca/PBN
This paper is published three times per year and contains reviews of books, poetry, and plays. The online subscription is free. Back issues are listed on the website and may have resources of interest to Level 3 learners (e.g., The No.25 Spring 2001 edition features Aboriginal authors of short stories, plays, and novels).
Public Legal Education Association of Saskatchewan (PLEA) at http://www.plea.org/
This is the home page for the Public Legal Education Association of Saskatchewan. It provides general information to educate and inform people about Saskatchewan law and the legal system. Contains many free publications indexed under the categories of Consumer, Criminal, Domestic, Crisis, Family, Farming, and General. Also provides access to many resources that can be printed or ordered from the site, current issues in Aboriginal law with activities for students, and a calendar of public presentations on specific topics throughout Saskatchewan.
Saskatchewan Indian Cultural Centre at http://www.sicc.sk.ca/
This site promotes and enhances the cultural values and traditions of the First Nations of Saskatchewan. It “has played a key role in preserving Saskatchewan's First Nations heritage and fostering cultural awareness and cross cultural understanding in Saskatchewan, Canada, and internationally for the last 30 years.” There are many links to information on culture, language, art, and ongoing initiatives. The Aboriginal Faces of Saskatchewan section is particularly useful for highlighting community leaders and role models.
Saskatchewan Learning (formerly Saskatchewan Education) at www.sasked.gov.sk.ca
Extensive bibliographies are available online on Saskatchewan Learning’s website. The resources (print and non-print) need to be reviewed for their appropriateness for adult learners. Some K-12 resources currently used by delivery organizations have been included in this document. You may want to explore the bibliographies for English Language Arts: Grade 10 and English Language Arts 6-9: A Bibliography for the Middle Level. The Aboriginal Education Unit also has a bibliography of print and video selections for English Language Arts at http://www.sasked.gov.sk.ca/docs/aboriginal/k_12_resources/index
Schools of California Online Resources for Education (SCORE) at http://www.sdcoe.k12.ca.us/score/actbank.html
The Activity Bank contains various graphic organizers (e.g., clustering, Venn diagrams, KWLH), journal activities (e.g., metacognitive, reflective and dialectical journals), and sample rubrics. There is a section for teachers and one for students.
Turtle Island Native Network at www.turtleisland.org
This website provides access to a wide range of information on topics such as treaty rights, justice, and Aboriginal business needs. There are also sections on education, resources, healing and wellness, and Aboriginal newspapers and television networks.
“Teaching Reading to Adults: Comprehension Strategies.” Grassroots Press www.literacyservices.com 1-888-303-3213
This 28-minute video demonstrates methods for instructors to use to teach reading. The video demonstrates reading strategies such as DRTA, Invisible messages, Herringbone, ReQuest, and SQ3R.
Dirkx, J. & Prenger, S. (1997). A Guide for Planning and Implementing Instruction for Adults: A Theme-based Approach. San Francisco: Jossey-Bass. ISBN0-7879-0837-1
An excellent resource with explanations and examples related to theme-based planning.
Draayer, Ken. (1990). Discoveries in Writing. Scarborough, ON: ITP Nelson Canada. ISBN 0-17-603101-4
This resource introduces the writing process, deals in depth with invention and revision, and looks at particular kinds of writing such as the persuasive essay, narratives, and writing in response to literature. Included are table of contents, models, activities to support each type of writing, and an appendix of media study projects.
Ellis, Dave. (2003). Becoming a Master Student, 10th Edition. New York: Houghton Mifflin.
Various editions of this resource are used by delivery organizations. The Canadian Second Edition (1998) is most frequently mentioned. The most recent American edition includes new features – student voices, workplace applications, and cultural diversity. Tips, self-assessments, readings, and activities are provided on a variety of topics including time management, test anxiety, memory, learning styles, goal setting, critical reading/thinking, and note taking. Learners will be able to do some activities independently and other activities will need to be adapted by the instructor.
Irvine, Jacqueline Jordan & Armento, Beverly Jeanne. (2001). Culturally Responsive Teaching: Lesson Planning for Elementary and Middle Grades. New York, NY: McGraw-Hill Higher Education.
This text begins with an articulation of the principles of a culturally responsive curriculum in moving closer to equity and excellence in education. It moves theoretical concepts about cultural diversity to practical lesson plans and critical pedagogy so teachers can see field-tested lessons in language arts, mathematics, science, and social studies. These lessons can be adapted for an adult learning environment.
Miller, J., Cassie, J., & Drake, S. (1990). Holistic Learning: A Teacher’s Guide to Integrated Studies. Toronto: OISE Press. ISBN 0-7744-0358-6
Examples of how to integrate curriculum around human processes (problem solving) and human themes (mythology).
Ministry of Advanced Education, Training and Technology (1991). Adult Basic Education Intermediate Level English Theme Units. Victoria, BC: Author. ISBN 0-7718-9117-2 (Available from the Open Learning Agency)
Theme-based units allow for the integration of reading, writing, speaking, and listening activities. The seven themes include mysteries, First Nation education, third world literature, the environment, families, liberation movements in Canada and violence. This resource also contains a section on generic teaching strategies.
Ministry of Education, Skills and Training. (1996). Applied English: Intermediate and Advanced Levels. Victoria, BC: Author. Available at www.c2t2.ca/aaap/eng-use.htm
An instructor developed collection of instructional strategies, assessment strategies, and learning resources to be used in applied academics classes. Instructional ideas are provided in the context of the workplace, home, or community. Although the strategies are organized according to Adult Basic Education in British Columbia, most Learning Outcomes are universal in nature and easily applicable to Saskatchewan. Suggestions are provided for areas such as critical thinking, oral communications, reading, research, and computer literacy. This is recommended as a good place to get ideas when planning courses.
Nonesuch, K. (Ed.). (1996). Making Connections: Literacy and EAL Curriculum from a Feminist Perspective. Toronto, ON: Canadian Congress for Learning Opportunities for Women (CCLOW). ISBN 0921283-18-0
An anthology of examples of curriculum and lesson plans for adult learners; written by fifteen women from across Canada. The material focuses on various themes, such as herstory, role models, self-esteem, cross-cultural awareness, roles, everyday life, and safer sex and work. The genres of poetry, song, and women’s ways of learning are also explored. Although directed at female learners, the material is often non-sexist, and can be used or easily adapted to use with learners of both sexes. The material is learner-centred, respectful of differences, and offers instructors a variety of activities to suit a variety of learning styles.
Northlands College. (2000). Developmental Studies Phases 1, 2, 3. La Ronge, SK: Author.
A complete Adult 10 program based on a group delivery model. In the Communications program, learners “are encouraged to use communication skills as tools for success in academics, in the workplace and at home “ (Communications, p. 11). The program includes lessons and resources related to speaking, listening, reading, and writing. Suggestions for assessment include reading logs, oral communication checklists, writing portfolios, and quizzes. These approaches are congruent with the Level 3 Communications curriculum guide.
Samaritan House Training Centre. (2000). Bridging the Gap Between Literacy & Technology. Brandon, MB: Author. (Order print copy or download from http://www.nald.ca/resource/rsc3205.htm)
This is a two-part course with an Educational Component and a Computer Component. The Educational Component consists of four theme units: Ourselves, Humour, Employment, and Memories. Each theme unit contains lesson plans, activities, journal entry suggestions, blackline masters, a list of resources, and evaluation tools. The evaluation section contains numerous rubrics and checklists ranging from responses to literature to technical writing and group participation. In each lesson plan, suggested computer tasks are provided and cross-referenced to the Computer Component. The Computer Component is a guide for word processing applications and can be used as a separate computer course or integrated with the lessons in the Educational Component. Lessons were designed for Stages 3 & 4 (approximate grades 8-9) in Manitoba’s adult delivery system.
Sawyer, D. & Napoleon, A. (1991). Native English Curriculum Guidelines: A Resource Book for Adult Educators. Victoria, BC: Ministry of Advanced Education, Training and Technology. (Available from the Open Learning Agency or Grass Roots Press)
The first section of this book consists of an introduction to teaching English to adults and provides information on philosophy, the writing process, teaching strategies, and student resources. The second section consists of five theme units: personal development, individual and society, land claims (would need to be adapted for Saskatchewan), self-government, and community development. The theme units develop reading, writing, speaking, and listening skills around a general topic or issue.
Tchudi, Stephen & Mitchell, Diana. (1998). Exploring and Teaching the English Language Arts. 4th Edition. New York, NY: Addison-Wesley Educational. ISBN 0321002156
This book briefly traces the traditional literature curriculum and advocates for change to better incorporate learners’ experiences. Knowing content is only one small piece of the puzzle. The authors share ways to involve learners in meaningful ways of learning by motivating learners to learn. Creative and practical ideas translate theory into practice with an awareness of technological literacy and multicultural education.
Weaver, Constance. (1998). (Ed.) Lessons to Share: On Teaching Grammar in Context. Portsmouth, NH: Boynton/Cook. ISBN 0867093943
A sequel to Weaver’s Teaching Grammar in Context that provides sample lessons increasing in sophistication, intended to be repeated throughout different learning environments. The lessons (not reproducible handouts) presented are clearly grounded in transactional approaches to learning.
Weaver, Constance. (1996). Teaching Grammar in Context. Portsmouth, NH: Boynton/Cook. ISBN 0867093757
Weaver provides a historical philosophy of learning theory that has shaped how grammar has traditionally been taught. She further presents a more effective, research-based approach that is consistent with a transactional curriculum orientation. She examines aspects of grammar to focus on when guiding students in writing, revising sentences, and editing selected pieces.
Barrell, Barrie R.C. & Hammett, Roberta F. (Eds.) (2000). Advocating Change: Contemporary Issues in Subject English. Toronto, ON: Irwin.
This book offers a collection of academic articles that explore important issues such as authentic assessment, teaching Aboriginal literature, being critical of whose story is told, and using the Internet to teach. The authors argue for the necessity of changing to a critical perspective of teaching.
Daloz, Laurent. (1999). Mentor: Guiding the Journey of Adult Learners. 2nd Edition of Effective Teaching and Mentoring. San Francisco, CA: Jossey-Bass. ISBN 0787940720
As a transformational journey, Daloz offers educators new insights to building student-mentor relationships that empower students to cultivate strong, articulate voices and to claim the power to become responsible citizens in control of change. On one level, this book can be read as adult learning theory; yet, on a second read, this book is about the developmental process of adult learners.
Galbraith, M. (Ed.). (1998). Adult Learning Methods: A Guide for Effective Instruction (2nd ed.). Malabar, FL: Krieger. ISBN 1-57524-015-7
This is organized into two parts: understanding and facilitating adult learning, and methods and techniques. It includes a discussion of adult learner characteristics, an inventory for identifying philosophical orientation to adult education, and chapters on information access and distance learning skills.
Henderson, James & Hawthorne, Richard. (2000). Transformative Curriculum Leadership. 2nd Edition. Upper Saddle River, NJ: Prentice-Hall.
The authors provide readers with a sense of the possibilities of democratic education and suggest some of the means through which those possibilities can be achieved. Becoming a transformative teacher requires new roles and an on-going reflective practice with new ways of thinking about the school in relation to community.
Lee, Enid. (1985). Letters to Marcia: A Teacher’s Guide to Anti-Racist Education. Toronto, ON: Cross Cultural Communication Centre.
This little book presents thoughtful concerns and practical ideas to assist educators in furthering anti-racist education. It is designed to allow each educator to begin anti-racist education at his/her own entry point.
Nieto, Sonia. (2003). Affirming Diversity: The Sociopolitical Context of Multicultural Education. 3rd Edition. New York, NY: Allyn & Bacon. ISBN 020538692X
Nieto provides a conceptual framework, 12 diverse case studies, and suggestions for implementing multicultural education in today’s classroom. Multicultural education represents a way of rethinking and a way for changing the way education has contributed to the problematic factors of school underachievement and failure, particularly for minority groups. Nieto defines multicultural education as antiracist, basic, important for all students, and pervasive. Multicultural education addresses social justice, is process orientated, and uses critical pedagogy.
Penney, M., Ahluwalia, S., Nobel, B., Tremayne, A., & Thomson, I. (1996). Guidelines for Inclusive Curriculum. Victoria, BC: Ministry of Education, Skills and Training. ISBN: 0-7718-9476-7 (Available from the Open Learning Agency)
Outline and supporting materials for a half-day workshop for instructors. This focuses on issues of sexism, racism, and discrimination as they affect the classroom.
Schniedewind, Nancy & Davidson, Ellen. (1998). Open Minds to Equality: A Sourcebook of Learning Activities to Affirm Diversity and Promote Equity. 2nd Edition. Needham Heights, MA: Allyn & Bacon. ISBN 0-205-16109-X
This book is a resource for multicultural educators to help move students toward social justice. The book is theoretically grounded, yet practical and shows a sequential process for developing critical thinking. Equity issues include the complexities of oppression, sharing privilege, creating alternatives, and gaining confidence and skills for change.
Wilson, Arthur & Hayes, Elisabeth. (2000). Handbook of Adult and Continuing Education. San Francisco, CA: Jossey-Bass. ISBN 0787949981
This new handbook captures the exciting intellectual and professional development of adult education in the last decade. The authors explore a wealth of topics: learning from experience, adult learning for self-development, race and culture in adult learning, technology and distance learning, learning in the workplace, adult education for community action and development, and much more.
York-Barr, Jennifer; Sommers, William; Ghere, Gail & Montie, Jo. (2001). Reflective Practice to Improve Schools: An Action Guide for Educators. Thousand Oaks, CA: Sage Publications. ISBN 0761977635
For improved teaching and learning, experience alone is not enough. This book provides practical tools and insightful examples that can be used to facilitate a comfortable transition from theory to practice for addressing reflection at all levels of the educational organization.
Resources for Facilitators to Read Aloud
(Source: Developmental Studies, Phase 3 (2000). La Ronge, Saskatchewan: Northlands College. Reprinted with permission.)
Note: Learners with strong reading skills may want to select some books from the previous list.
Novels for Independent Reading