Handbook For Facilitators
Authors: Wendy Magahay
The AWAL Guide: Handbook for Facilitators is essentially “AWAL in a box.” The background information, suggestions, and resources collected here are intended to provide you with the tools and support you need to understand, plan for, deliver, and benefit from an AWAL Workshop for your organization.
AWAL (Applications of Working and Learning) is a valuable and effective program that can result in strong benefits for both faculty development and curriculum resource development. Through meeting with and learning from employers and employees, AWAL provides a means for educators to incorporate into their own teaching practice an emphasis on the skills that Canadian workplaces have identified as essential.
However, AWAL is not intended to provide a complete examination of a job, and certainly not of the people who do those jobs.
Series: Language for Work
This guidebook was developed by the Centre for Canadian Language Benchmarks (CCLB) to help immigrants meet employment goals in the Canadian workplace by enhancing the understanding of Essential Skills (ES) for facilitators who work with immigrants. In addition, it is an excellent tool for a diverse range of individuals such as workplace trainers, teachers in educational institutions, members of labour unions, training consultants and counsellors in social service agencies, who may have little or no prior training in teaching English as a Second Language (ESL).
Vignettes and Learning Activities focusing on the Literacy - Workplace Link
This document includes two adult learner stories regarding their family background, their memories of school and learning, and some of their work experiences.
There are also learning activities such as a vocabulary matching game, learning about past tense, a comparison game, and a question & answer section regarding either or both stories.
This portfolio assessment initiative has several lists of goals for students and teachers. It includes:
- personal goals
- reading progress checklist
- listening and speaking progress checklist
- writing progress checklist and,
- mathematics progress checklist
Series: Connecting to Workplaces
Authors: Maxine Belille
The Taxi Driver Demonstration - LBS Level 3 booklet gives learners and instructors information on a career as a taxi driver.
It includes essential core skills chart, exercises and answer keys, suggested learning activities and other useful information.
This is one of ten booklets in a series entitled "Connecting to Workplaces". The other careers in the series include:
1- Security Officer LBS Levels 2/3
2- Pet Groomer LBS Levels 3/4
3- Hunting/Fishing or Recreation Guide Demonstration LBS Levels 2/3
4- Laundromat Operator Demonstration LBS Level 4
5- Chambermaid/Housekeeping Cleaner Demonstration LBS Level 3
6- Florist Assistant Demonstration LBS Level 3
7- Cashier Demonstration LBS Level 3
8- Forestry Worker Demonstration LBS Level 3
9- Nanny/Caregiver Demonstration LBS Levels 2/3
Positive Pathways To A Brighter Future
This report is developed to assist literacy agencies and their partners in developing a Trails to Literacy project. Trails is a ‘participatory’ learning concept developed to link learner-driven literacy upgrading with community marketing.
This report includes the following:
- Background on our original project at North Frontenac Literacy Program in Sharbot Lake, ON
- Different stages of the project:
Vision (includes goals, concept, benefits and recruiting)
Action (includes theory on authentic, collaborative and participatory learning)
Activities (includes pilot projects)
- Suggested activities
- Sample forms
In a Trails project, practitioners and learners take part at various levels. The original goals, benefits and concepts need to be evaluated, as well as the activities and direction of the participants. Beyond this, the learning also has to be evaluated for the group and all individuals. Challenges and hopes for the future for Trails to Literacy will also be discussed.
Authors: NWT Literacy Council
This short video is part of a series developed by the Northwest Territories Literacy Council to celebrate International Adult Learners’ Week (IALW) 2012.
Two senior instructors at Aurora College in Inuvik discuss the inspiration they continue to find in their work. They talk about the pleasure of being able to share in the learners’ excitement at discovering new things and the pride they feel as their students take on bigger roles in the community.
How Experienced Literacy Workers Move from the Generalities of Training Plans to the Specifics of Daily Practice
Authors: Guy Ewing
In 1999-2000, the Metro Toronto Movement for Literacy conducted a project called Adapting for a New Environment. The purpose of this project was to try to relate existing knowledge about literacy work to the new requirements of the provincial Literacy and Basic Skills Section. Two sets of workshops were held.
The first set of workshops was called Rereading the Matrix. The second set of workshops was called What Doesn't Get Written Down: How Experienced Literacy Workers Move from the Generalizations of Training Plans to the Particulars of Daily Practice . These workshops looked at the interaction between written documentation and spoken language in the new Literacy and Basic Skills environment, which requires written “training plans” as one kind of documentation. What kinds of relationships are possible between a written training plan and the ongoing process in which a learner and the people who support his or her learning work and plan together?
This resource book presents some follow-up material from their presentations. It also includes an interview with Wendy Tanner, a community literacy worker at Parkdale Project Read. This interview elaborates on an evocative point that Wendy made at one of the workshops, that “what doesn't get written down is who the learner is.”
Authors: NWT Literacy Council
Prepared by the Northwest Territories (NWT) Literacy Council, this short video is part of a series celebrating International Adult Learners’ Week (IALW) 2012.
In this video, a community college instructor describes how she was inspired to become an educator in order to preserve the knowledge of Gwich’in, considered one of the most endangered Aboriginal languages.
Two other instructors explain that while they had always intended to become teachers, they hadn’t originally planned to become adult educators. However, they discovered that teaching adults was their special niche.