1. Pursues Professionalism
2. Applies Skills for Success Best Practices
3. Teaches Skills for Success Strategies
1. Pursues Professionalism
Competency
Competency 1.1Stays informed about current developments in Skills for Success and adult education fields
Performance Indicators
- Uses evidenced-based learning principles based on examination of research studies, reports and other publications and resources relevant to best practices and emerging trends in Skills for Success and Adult Education
- Upskills to understand new concepts and/or procedures by participating in professional development, workshops, courses, etc.
- Integrates new knowledge and skills in design, delivery and/or assessment practices
Supporting Knowledge
- Knowledge of the history and evolution of the
Skills for Success Framework
The Skills for Success Framework is based on the skills needed to participate and thrive in learning, work and life. Skills for Success include skills that are foundational for building new skills and knowledge and important for effective social interaction. These skills overlap and interact with each other, and with other technical and life skills. They are inclusive and can be adapted to different contexts.Digital Resource LibrarySkills for Success framework - Knowledge of research studies,
Literacy Surveys
Literacy surveys are assessments designed to identify and measure a range of adult literacy skills in order to compare literacy across demographic groups.Digital Resource Libraryliteracy surveys and other publications related to theSkills for Success Framework
The Skills for Success Framework is based on the skills needed to participate and thrive in learning, work and life. Skills for Success include skills that are foundational for building new skills and knowledge and important for effective social interaction. These skills overlap and interact with each other, and with other technical and life skills. They are inclusive and can be adapted to different contexts.Digital Resource LibrarySkills for Success framework and adult education fields - Knowledge of research and resources related to the new
Skills for Success Framework
The Skills for Success Framework is based on the skills needed to participate and thrive in learning, work and life. Skills for Success include skills that are foundational for building new skills and knowledge and important for effective social interaction. These skills overlap and interact with each other, and with other technical and life skills. They are inclusive and can be adapted to different contexts.Digital Resource LibrarySkills for Success framework and domains - Knowledge of
Indigenous Principles of Learning
Indigenous Principles of Learning incorporate Indigenous ways of thinking, being and learning into learning curriculum.Digital Resource LibraryIndigenous principles of learning, ways of knowing and worldviews - Knowledge of Canada’s history and legacy of
Colonialism and Racism
Colonialism is a set of policies that resulted in justifying Western practices of education and suppressing all other forms of knowledge. Racism is discrimination against someone based on a particular racial group which can negatively affect a participant's education and learning processes.Digital Resource Librarycolonialism and racism: e.g., Indian residential schools, contemporary racism, and steps towards reconciliation - Knowledge of processes and practices to support the
Indigenization of Education
Indigenization of Education is the process of relating and incorporating Indigenous worldviews, knowledge and perspectives into training methods, curricula and the education system as a whole.Digital Resource LibraryIndigenization of education and curricula - Knowledge of research and resources related to
Social-emotional skills
Social-emotional skills include the self-awareness, self-control, and interpersonal skills that are vital for school, work, and life success.Digital Resource Librarysocial-emotional skills and learning,Growth Mindset
Growth mindset refers to the belief that the most basic abilities can be developed through dedication and hard work.Digital Resource Librarygrowth mindset,Personality
Personality refers to individual differences in characteristic patterns of thinking, feeling and behaving. Personality trait change happens continuously into adulthood and can affect how participants learn as they grow older.Digital Resource Librarypersonality andSoft Skills
Soft skills are interpersonal skills or people skills such as communication, listening and time management. These are important in the workplace as they deal with how people work with each other. Digital Resource Librarysoft skills - Knowledge of
Human Capital Theory
Human Capital Theory suggests that education and training are investments that make individuals more productive.Digital Resource Libraryhuman capital theory,Skill Supply and Demand
Skill supply and demand is the relationship between the supply of skills from the education and training sector and the demand for skills from the labour market.Digital Resource Libraryskill supply and demand and social theories - Knowledge of the theories, principles and approaches of
Andragogy
Andragogy is the theory that adults learn differently than children. Adults need instruction that is tailored to their more self-directed, motivated, practical and goal-oriented nature.Digital Resource Libraryandragogy - Knowledge of
Emerging Trends in Adult Education
Emerging trends in adult education discusses the research and discovery in adult learning. These include mobile training, microlearning and video training, self-led learning and game-based learning. Digital Resource Libraryemerging trends in adult education - Knowledge of learning principles of
Cognitive Psychology
Cognitive psychology focuses on the science of how people think. This branch of psychology explores a wide variety of mental processes, including attention, language use, memory, perception, problem solving, creativity and reasoning. Cognitive psychology can help identify effective instructional strategies, such as interleaving and spacing.Digital Resource Librarycognitive psychology, such as interleaving and spacing
Competency 1.2Contributes knowledge and service to the Skills for Success Professional Community
Performance Indicators
- Contributes to knowledge sharing in the Skills for Success field
- Participates in
Mentorship
Mentorship is a relationship between someone sharing knowledge and providing guidance (the mentor) and someone learning from that person’s experience and example (the mentee).Digital Resource Librarymentorship as a mentee or mentor - Adheres to a code of ethics (Note: TBD for Skills for Success field)
- Advocates for an inclusive, equitable and accessible Skills for Success community
Supporting Knowledge
- Knowledge of
Collaborative Practice
Collaborative practice occurs when people of different backgrounds come together to work towards a common goal. In education, collaborative practice allows for interprofessional team teaching and planning.Digital Resource Librarycollaborative practice: e.g., interprofessional collaboration, team teaching, collaborative planning, etc. - Knowledge of professional communities of inquiry: e.g., collaborative dialogues, book studies, social media, professional networks
- Knowledge of
Training Partner
Training partners include individuals and groups who are involved in and/or impacted by training programs, such as participants, funders, training organizations, employers, instructors, supervisors, mentors, peers and community members. The competency framework uses the term training partners to avoid negative associations with the term stakeholders.Digital Resource Librarytraining partners that make up the Skills for Success community and field: e.g., participants, funders, training organizations, employers, instructors, supervisors, mentors, peers and community members. - Knowledge of
Mentorship
Mentorship is a relationship between someone sharing knowledge and providing guidance (the mentor) and someone learning from that person’s experience and example (the mentee).Digital Resource Librarymentorship frameworks and strategies: e.g.,Mentorship
Mentorship is a relationship between someone sharing knowledge and providing guidance (the mentor) and someone learning from that person’s experience and example (the mentee).Digital Resource LibraryMentorship Matters - Awareness of how race, class, sexual orientation, culture, trauma, disability and gender
Identity
Identity refers to the unique social characteristics of participants in training programs, such as race/ethnicity, gender identity, biological sex, sexual orientation, age, socio-economic status, disability/ability, marital status, migration status, and religion. These identities overlap and intersect in dynamic ways that shape learners experiences in training.Digital Resource Libraryidentity intersect in the workplace and educational contexts and impact adult learners
Competency 1.3Engages in self-reflection
Performance Indicators
- Assesses personal strengths and areas for growth
- Sets professional development goals
- Seeks
Feedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback on performance - Participates in formal and informal professional development activities
Supporting Knowledge
- Knowledge of
Self-Assessment
Self-assessment provides participants with an opportunity to self-evaluate, or make judgments about their learning process and products of learning. Self-assessment activities help participants to realistically judge their own performance and to improve their work.Digital Resource Libraryself-assessment tools and self-reflective exercises: e.g., journaling, Socratic methods, etc. - Knowledge of professional development opportunities: e.g., conferences, workshops, seminars, training sessions, institutes, sharing circles, etc. (Note: Specific opportunities for inclusion in supplemental resource material)
- Knowledge of coursework opportunities: e.g., community courses, certificates, diplomas, graduate work, community college (Note: Specific opportunities for inclusion in supplemental resource material)
Competency 1.4Promotes the role and value of Skills for Success with participants and other Training Partner
Training partners include individuals and groups who are involved in and/or impacted by training programs, such as participants, funders, training organizations, employers, instructors, supervisors, mentors, peers and community members. The competency framework uses the term training partners to avoid negative associations with the term stakeholders.Digital Resource Librarytraining partners
Performance Indicators
- Advocates for the role, value and transferability of Skills for Success in work, learning and life
- Explains the connection between Skills for Success training and improved work performance
- Explains the
Relationship between Skills for Success and social and economic outcomes
The relationship between Skills for Success and social and economic outcomes is that higher levels of skills leads to increases in GDP, productivity, health outcomes and more.Digital Resource Libraryrelationship between Skills for Success and social and economic outcomes - Explains the relationship between efficient skill acquisition in one domain and proficiency level in another domain
Supporting Knowledge
- Knowledge of the definition and constructs of Skills for Success as specified in the framework
- Knowledge of connection between Skills for Success and economic and social prosperity
- Awareness of the ways Skills for Success interconnect and how that affects learning and instruction: e.g., numeracy requires sufficient reading and
Document Use
Document Use is reading and using signs, labels, lists, maps, entry forms, and other visual and spatial displays of information. Document Use was one of the nine Essential Skills in the original framework. In theSkills for Success Framework
The Skills for Success Framework is based on the skills needed to participate and thrive in learning, work and life. Skills for Success include skills that are foundational for building new skills and knowledge and important for effective social interaction. These skills overlap and interact with each other, and with other technical and life skills. They are inclusive and can be adapted to different contexts.Digital Resource LibrarySkills for Success Framework, it is a skill that is embedded in Reading, Numeracy, and Writing.Digital Resource Librarydocument use skills; problem-solving ability improves with greater reading and numeracy skills; collaboration requires communication and problem-solving skills. - Knowledge of
Training Partner
Training partners include individuals and groups who are involved in and/or impacted by training programs, such as participants, funders, training organizations, employers, instructors, supervisors, mentors, peers and community members. The competency framework uses the term training partners to avoid negative associations with the term stakeholders.Digital Resource Librarytraining partners that make up the Skills for Success community and field: e.g., participants, funders, training organizations, employers, instructors, supervisors, mentors, peers and community members
2. Applies Skills for Success Best Practices
Competency
Competency 2.1Integrates Skills for Success into learning materials and activities
Performance Indicators
- Considers job requirements and skill importance and frequency of use to identify the most relevant Skills for Success domains for program design, delivery and assessment
- Uses targeted Skills for Success as the basis for program design, delivery and assessment
- Determines advantageous skill domains for integration into learning activities
- Integrates multiple Skills for Success into learning tasks to reflect the integrated nature of workplace tasks
Supporting Knowledge
- Knowledge of criticality and frequency: i.e., ability to determine the importance and frequency of skills used in specific roles
- Awareness of the ways Skills for Success interconnect and how that affects learning and instruction: e.g., numeracy requires sufficient reading and
Document Use
Document Use is reading and using signs, labels, lists, maps, entry forms, and other visual and spatial displays of information. Document Use was one of the nine Essential Skills in the original framework. In theSkills for Success Framework
The Skills for Success Framework is based on the skills needed to participate and thrive in learning, work and life. Skills for Success include skills that are foundational for building new skills and knowledge and important for effective social interaction. These skills overlap and interact with each other, and with other technical and life skills. They are inclusive and can be adapted to different contexts.Digital Resource LibrarySkills for Success Framework, it is a skill that is embedded in Reading, Numeracy, and Writing.Digital Resource Librarydocument use skills; problem-solving ability improves with greater reading and numeracy skills; collaboration requires communication and problem-solving skills. - Knowledge of
Needs analysis
Needs analysis is the process of identifying and evaluating training needs. It's a consultative process to uncover critical information about the training purpose, audience, format, timing, constraints, etc.Digital Resource Libraryneeds analysis processes (See Design 1. Conducts Needs Analyses)
Competency 2.2Contextualizes Skills for Success training to make learning relevant and practical
Performance Indicators
- Selects and incorporates authentic materials and scenarios into learning activities, including culturally and contextually relevant materials
- Creates
Task-based Learning
In Task-based learning, participants learn by applying their skills to real-life, workplace tasks. Tasks are contextualized to the participants' goals and interests using authentic contexts. Tasks typically require the integrated use of multiple skills.Digital Resource Librarytask-based learning activities based on real-world, workplace applications - Adapts the language, style and presentation of content to maximize relevancy for specific audiences
Supporting Knowledge
- Knowledge of different types of
Authentic documents
Authentic documents are real-world documents that exist outside of the training room. They are workplace materials that workers use on the job and practitioners incorporate in training to contextualize learning and engage participants.Digital Resource Libraryauthentic documents - Knowledge of
Intercultural competence
Intercultural Competence is the ability to interact effectively and appropriately with people across different cultures.Digital Resource Libraryintercultural competence andCulturally relevant and responsive
Culturally relevant and responsive curriculum incorporates participants' cultural experiences and perspectives for effective teaching and learning.Digital Resource Libraryculturally relevant and responsive curriculum - Knowledge of
Task-based Learning
In Task-based learning, participants learn by applying their skills to real-life, workplace tasks. Tasks are contextualized to the participants' goals and interests using authentic contexts. Tasks typically require the integrated use of multiple skills.Digital Resource Librarytask-based learning - Knowledge of the theories, principles and approaches of
Andragogy
Andragogy is the theory that adults learn differently than children. Adults need instruction that is tailored to their more self-directed, motivated, practical and goal-oriented nature.Digital Resource Libraryandragogy, including the connection between adult experience, needs, relevancy and motivation - Knowledge of techniques to gather information and create realistic scenarios: e.g.,
Critical Incident Method
Critical incident method involves analyzing specific situations to determine which communicative actions or behaviors would lead to the best possible outcome of a given situation.Digital Resource Librarycritical incident method
Competency 2.3Applies a competency-based approach to Skills for Success training
Performance Indicators
- Creates performance tasks that require participants to demonstrate what they can do
- Assesses participants’ mastery of required skills and knowledge to determine appropriate individual learning paths
- Facilitates active learning processes with problem, inquiry or
Project-based
Project-based is a student-centered approach to instruction designed to give participants the opportunity to develop knowledge and skills through engaging, real-world projects. Digital Resource Libraryproject-based tasks that are open-ended and challenging - Uses
Proficiency Scales
Proficiency scales are used to describe participants' learning and progression along a continuum of growth. They are used to identify areas of strength and areas for improvement.Digital Resource Libraryproficiency scales and mastery standards to measure participant performance, ladder instruction, monitor progress and motivate participants - Aligns competencies with relevant occupational and industry standards
Supporting Knowledge
- Knowledge of the nature of
Proficiency Scales
Proficiency scales are used to describe participants' learning and progression along a continuum of growth. They are used to identify areas of strength and areas for improvement.Digital Resource Libraryproficiency scales: i.e., the standard metric that supports comparison and aggregation - Understanding of how proficiency levels are established: e.g., probability, mastery and the costs of error, employer expectations or impacts on outcomes
- Understanding of the impact of familiarity and transfer
- Knowledge of occupational and industry standards
- Awareness of the ways Skills for Success interconnect and how that affects learning and instruction: e.g., numeracy requires sufficient reading and
Document Use
Document Use is reading and using signs, labels, lists, maps, entry forms, and other visual and spatial displays of information. Document Use was one of the nine Essential Skills in the original framework. In theSkills for Success Framework
The Skills for Success Framework is based on the skills needed to participate and thrive in learning, work and life. Skills for Success include skills that are foundational for building new skills and knowledge and important for effective social interaction. These skills overlap and interact with each other, and with other technical and life skills. They are inclusive and can be adapted to different contexts.Digital Resource LibrarySkills for Success Framework, it is a skill that is embedded in Reading, Numeracy, and Writing.Digital Resource Librarydocument use skills; problem-solving ability improves with greater reading and numeracy skills; collaboration requires communication and problem-solving skills
Competency 2.4Varies Complexity
Complexity is a task's level of difficulty. Skills for Success are necessary for every job, but the skills are used at different levels of complexity depending on the demands of the job.Digital Resource Librarycomplexity of learning tasks and materials to align to participants’ Skills for Success needs and goals
Performance Indicators
- Uses data from job task analysis to determine the
Complexity
Complexity is a task's level of difficulty. Skills for Success are necessary for every job, but the skills are used at different levels of complexity depending on the demands of the job.Digital Resource Librarycomplexity level of Skills for Success used in specific occupations - Uses pre-assessment and
Needs analysis
Needs analysis is the process of identifying and evaluating training needs. It's a consultative process to uncover critical information about the training purpose, audience, format, timing, constraints, etc.Digital Resource Libraryneeds analysis data to determine differences between participants’ starting levels and required levels - Creates learning tasks at target
Complexity
Complexity is a task's level of difficulty. Skills for Success are necessary for every job, but the skills are used at different levels of complexity depending on the demands of the job.Digital Resource Librarycomplexity levels - Selects and develops materials at the appropriate
Complexity
Complexity is a task's level of difficulty. Skills for Success are necessary for every job, but the skills are used at different levels of complexity depending on the demands of the job.Digital Resource Librarycomplexity level to match participants’ needs
Supporting Knowledge
- Knowledge of
Complexity
Complexity is a task's level of difficulty. Skills for Success are necessary for every job, but the skills are used at different levels of complexity depending on the demands of the job.Digital Resource Librarycomplexity levels for each Skill for Success domain, including the variables that affectComplexity
Complexity is a task's level of difficulty. Skills for Success are necessary for every job, but the skills are used at different levels of complexity depending on the demands of the job.Digital Resource Librarycomplexity for each skill - Knowledge of theoretical foundations of
Complexity
Complexity is a task's level of difficulty. Skills for Success are necessary for every job, but the skills are used at different levels of complexity depending on the demands of the job.Digital Resource Librarycomplexity
Competency 2.5Applies instructional scaffolds to help participants progress
Performance Indicators
- Focuses instruction on areas of skill development where participants are struggling
- Guides participants through progressively more complex learning tasks
- Motivates learners by providing a level of challenge that is slightly beyond learner’s current abilities yet still within reach
- Provides learning supports, such as templates, scripts, outlines and prompts, to assist participants with skill acquisition
- Builds participants’ awareness of aspects of tasks they find difficult and proposes strategies for improvement
- Models
Metacognition
Metacognition is the awareness of thinking about thinking. It helps participants understand their own learning processes.Digital Resource Librarymetacognition using think aloud step-by-step processes - Identifies and develops enabling skills for participants who may require upgrading prior to developing proficiency in other Skills for Success domains
Supporting Knowledge
- Knowledge of
Scaffolding
Scaffolding refers to a variety of instructional techniques which helps to move participants toward a progressively stronger understanding and a greater independence in the learning process.Digital Resource Libraryscaffolding techniques: e.g., provision of examples, models and templates; think aloud step-by-step processes; pre-teach vocabulary; use of visual aids; checks for understanding during lessons; division of large tasks into smaller chunks; slowing of the instructional pace; etc. - Knowledge of how to
Differentiate
Differentiated Instruction (DI) is the planning and delivery of instruction that considers the varied levels of readiness, learning needs, and interests of each training participant. Practitioners might employ different methods with different participants, depending on their readiness and needs, and provide options for demonstrating their understanding and mastery of the material.Digital Resource Librarydifferentiate instruction relative to the needs of individual participants - Awareness of the ways Skills for Success interconnect and how that affects learning and instruction: e.g., numeracy requires sufficient reading and
Document Use
Document Use is reading and using signs, labels, lists, maps, entry forms, and other visual and spatial displays of information. Document Use was one of the nine Essential Skills in the original framework. In theSkills for Success Framework
The Skills for Success Framework is based on the skills needed to participate and thrive in learning, work and life. Skills for Success include skills that are foundational for building new skills and knowledge and important for effective social interaction. These skills overlap and interact with each other, and with other technical and life skills. They are inclusive and can be adapted to different contexts.Digital Resource LibrarySkills for Success Framework, it is a skill that is embedded in Reading, Numeracy, and Writing.Digital Resource Librarydocument use skills; problem-solving ability improves with greater reading and numeracy skills; collaboration requires communication and problem-solving skills
Competency 2.6Provides Direct instruction
Direct instruction refers to instructional approaches that are carefully structured, sequenced, and led by instructors. Explicit instruction can eliminate misinterpretations to improve and accelerate learning.Digital Resource Librarydirect instruction to structure and guide Skills for Success learning
Performance Indicators
- Establishes specific learning outcomes for lessons and communicates those to participants
- Provides explicit instruction on component parts and structure of concepts and performance tasks
- Guides the learning process with step-by-step processes, templates, demonstrations and/or models for participants to follow
Supporting Knowledge
- Knowledge of how to break down large and complex concepts into manageable instructional/learning chunks
- Knowledge of models and
Direct instruction
Direct instruction refers to instructional approaches that are carefully structured, sequenced, and led by instructors. Explicit instruction can eliminate misinterpretations to improve and accelerate learning.Digital Resource Librarydirect instruction strategies
Competency 2.7Incorporates ongoing Formative Assessment
Formative assessment is monitoring participant learning and providing ongoing feedback that can be used by instructors to improve their teaching and by participants to improve their learning. Formative assessment is typically used throughout the training program and does not involve formal grades.Digital Resource Libraryformative assessment and Feedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback to track progress of Skills for Success outcomes
Performance Indicators
- Regularly monitors learning through a variety of
Formative Assessment
Formative assessment is monitoring participant learning and providing ongoing feedback that can be used by instructors to improve their teaching and by participants to improve their learning. Formative assessment is typically used throughout the training program and does not involve formal grades.Digital Resource Libraryformative assessment strategies - Incorporates frequent opportunities to provide participants with formal and informal
Feedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback on progress - Uses
Formative Assessment
Formative assessment is monitoring participant learning and providing ongoing feedback that can be used by instructors to improve their teaching and by participants to improve their learning. Formative assessment is typically used throughout the training program and does not involve formal grades.Digital Resource Libraryformative assessment to adapt and align instruction and curriculum with participant levels, interests and goals - Provides quick and timely formative
Feedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback after and/or during assessment - Focuses
Feedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback on the specific strengths and areas for growth that have the greatest impact on participant performance - Incorporates
Self-Assessment
Self-assessment provides participants with an opportunity to self-evaluate, or make judgments about their learning process and products of learning. Self-assessment activities help participants to realistically judge their own performance and to improve their work.Digital Resource Libraryself-assessment and self-reflection activities throughout the training period - Facilitates participant self-reflection to evaluate progress and set goals for continued improvement
Supporting Knowledge
- Knowledge of
Formative Assessment
Formative assessment is monitoring participant learning and providing ongoing feedback that can be used by instructors to improve their teaching and by participants to improve their learning. Formative assessment is typically used throughout the training program and does not involve formal grades.Digital Resource Libraryformative assessment strategies: e.g., learning observations, discussion, self-reflection, exit-slips, portfolios, quizzes, interviews, questionnaires, student error logs, etc. - Knowledge of approaches to deliver
Feedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback: e.g., supportive vs. corrective, sandwich approach, behavioural based, etc. - Knowledge of goalsetting approaches and frameworks: e.g., SMART, BSQ, BHAG, backward goals, one-word
Goal Setting
Goal setting is the process of setting an outcome (a goal) that makes the direction of learning clear. It also helps increase participants' motivation and achievement levels.Digital Resource Librarygoal setting, golden circle, etc. - Awareness of the ways Skills for Success interconnect and how that affects learning and instruction: e.g., numeracy requires sufficient reading and
Document Use
Document Use is reading and using signs, labels, lists, maps, entry forms, and other visual and spatial displays of information. Document Use was one of the nine Essential Skills in the original framework. In theSkills for Success Framework
The Skills for Success Framework is based on the skills needed to participate and thrive in learning, work and life. Skills for Success include skills that are foundational for building new skills and knowledge and important for effective social interaction. These skills overlap and interact with each other, and with other technical and life skills. They are inclusive and can be adapted to different contexts.Digital Resource LibrarySkills for Success Framework, it is a skill that is embedded in Reading, Numeracy, and Writing.Digital Resource Librarydocument use skills; problem-solving ability improves with greater reading and numeracy skills; collaboration requires communication and problem-solving skills
Competency 2.8Supports social-emotional well-being to develop Self-regulation
Self-regulation is the ability to monitor attention, thoughts and emotions. Participants who have the ability to regulate their emotions and behavior are able to better engage with other participants and respond to the varying activities of the day.Digital Resource Libraryself-regulation skills
Performance Indicators
- Encourages participants to see errors and mistakes as growth opportunities rather than setbacks or failures
- Encourages a
Growth Mindset
Growth mindset refers to the belief that the most basic abilities can be developed through dedication and hard work.Digital Resource Librarygrowth mindset by praising and commenting on participants’ efforts and processes rather than qualities or traits that reinforce a fixed mindset - Supports participants with
Anxiety
Anxiety is a feeling of worry, nervousness or unease. While everyone experiences anxiety at times, some individuals may find that their anxiety seriously impacts their lives and ability to learn. Some participants may experience anxiety only in specific learning situations, such as Math Anxiety.Digital Resource Libraryanxiety, trauma and otherAdverse Experiences
Adverse experiences are potentially traumatic events, such as experiences of violence, abuse, war, substance abuse, mental health issues, natural disasters, loss of a loved one, etc. These experiences can have lasting impacts on an adult's ability to work and learn effectively.Digital Resource Libraryadverse experiences and behaviours - Uses interventions to improve participants’ ability to focus, minimize distractions and regulate emotions
Supporting Knowledge
- Knowledge of
Goal Setting
Goal setting is the process of setting an outcome (a goal) that makes the direction of learning clear. It also helps increase participants' motivation and achievement levels.Digital Resource Librarygoal setting approaches and frameworks: e.g., SMART, BSQ, BHAG, backward goals, one-wordGoal Setting
Goal setting is the process of setting an outcome (a goal) that makes the direction of learning clear. It also helps increase participants' motivation and achievement levels.Digital Resource Librarygoal setting, golden circle, etc. - Knowledge of ways to empathize and support participants with
Anxiety
Anxiety is a feeling of worry, nervousness or unease. While everyone experiences anxiety at times, some individuals may find that their anxiety seriously impacts their lives and ability to learn. Some participants may experience anxiety only in specific learning situations, such as Math Anxiety.Digital Resource Libraryanxiety, trauma and otherAdverse Experiences
Adverse experiences are potentially traumatic events, such as experiences of violence, abuse, war, substance abuse, mental health issues, natural disasters, loss of a loved one, etc. These experiences can have lasting impacts on an adult's ability to work and learn effectively.Digital Resource Libraryadverse experiences and behaviours - Knowledge of outside agencies that support complex participant needs: e.g., trauma, mental health and other
Adverse Experiences
Adverse experiences are potentially traumatic events, such as experiences of violence, abuse, war, substance abuse, mental health issues, natural disasters, loss of a loved one, etc. These experiences can have lasting impacts on an adult's ability to work and learn effectively.Digital Resource Libraryadverse experiences - Knowledge of research and resources related to
Social-emotional skills
Social-emotional skills include the self-awareness, self-control, and interpersonal skills that are vital for school, work, and life success.Digital Resource Librarysocial-emotional skills and learning,Growth Mindset
Growth mindset refers to the belief that the most basic abilities can be developed through dedication and hard work.Digital Resource Librarygrowth mindset,Personality
Personality refers to individual differences in characteristic patterns of thinking, feeling and behaving. Personality trait change happens continuously into adulthood and can affect how participants learn as they grow older.Digital Resource Librarypersonality andSoft Skills
Soft skills are interpersonal skills or people skills such as communication, listening and time management. These are important in the workplace as they deal with how people work with each other. Digital Resource Librarysoft skills - Knowledge of
Psychological Interventions
Psychological interventions are actions used to bring about change in a participants. These could include exercises that that focus onMindfulness
Mindfulness maintains a moment-by-moment awareness of our thoughts, feelings, bodily sensations, and surrounding environment. This can reduce the negative effects of stress and increase a participant's ability to stay engaged, stay on track academically and avoid behavior problems.Digital Resource Librarymindfulness, perspectives and emotional state or feelings rather than academic teaching. Digital Resource Librarypsychological interventions: e.g.,Mindfulness
Mindfulness maintains a moment-by-moment awareness of our thoughts, feelings, bodily sensations, and surrounding environment. This can reduce the negative effects of stress and increase a participant's ability to stay engaged, stay on track academically and avoid behavior problems.Digital Resource Librarymindfulness, acceptance, appraisal/perspective taking-based approaches, box breathing, etc.
Competency 2.9Applies a Learner-centred
Learner-centred Education is a style of teaching that puts the learner at the centre of learning by actively involving them in the learning process while the teacher takes the role of facilitator.Digital Resource Librarylearner-centred approach to Skills for Success training
Performance Indicators
- Acknowledges and builds upon the
Prior Knowledge
Prior knowledge is the knowledge an individual has before learning about a new topic. A participants understanding of new material can be improved by taking advantage of their prior knowledge before dealing with new material.Digital Resource Libraryprior knowledge and experiences of participants - Connects learning to participants’ career and personal goals
- Co-creates learning by involving participants in decisions about content, process and assessment where possible
- Respects, accommodates and incorporates individual differences in learners’ backgrounds, interests, abilities, identities and experiences
- Incorporates culturally responsive materials and activities
- Encourages participants to collaborate and learn from each other
- Creates individual learning plans based on participants’ needs and abilities
- Provides instruction and materials to accommodate a variety of participant levels, abilities and interests
- Offers additional supports and resources for participants who are struggling or seeking additional challenge
- Supports participants with
Learning Differences and Disabilities
Learning differences refer to the diverse ways all students learn and the rates at which they learn. Learning disabilities refer to a wide variety of disabilities which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information.Digital Resource Librarylearning differences and disabilities to accessAssistive Technologies
Assistive technologies are any items, pieces of equipment or products used to improve the learning capabilities of individuals.Digital Resource Libraryassistive technologies
Supporting Knowledge
- Knowledge of the theories, principles and approaches of
Andragogy
Andragogy is the theory that adults learn differently than children. Adults need instruction that is tailored to their more self-directed, motivated, practical and goal-oriented nature.Digital Resource Libraryandragogy, including the connection between adult experience, needs, relevancy and motivation - Knowledge of
Constructivist Learning Theory
Constructivist Learning Theory is based on the idea that participants build on their existing foundation to learn new information. The participants create their own meaning and knowledge based on their experiences.Digital Resource Libraryconstructivist learning theory - Knowledge of
Learner-centred
Learner-centred Education is a style of teaching that puts the learner at the centre of learning by actively involving them in the learning process while the teacher takes the role of facilitator.Digital Resource Librarylearner-centred approaches - Knowledge of
Disability and Accessibility Standards
Disability and Accessibility Standards are standards that help participants live and learn in a barrier-free environment.Digital Resource Librarydisability and accessibility standards as applicable to community context: e.g., Accessible Canada Act, Accessibility for Ontarians with Disabilities Act, Accessibility for Manitobans Act, Nova Scotia Accessibility Act, etc. - Knowledge of
Accommodations
Accommodations allow participants with disabilities to complete the same tasks as their peers but with some variation in time, format or setting. The purpose of an accommodation is to provide participants with equal access to learning and an equal opportunity to show what they know and what they can do.Digital Resource Libraryaccommodations that support participants withLearning Differences and Disabilities
Learning differences refer to the diverse ways all students learn and the rates at which they learn. Learning disabilities refer to a wide variety of disabilities which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information.Digital Resource Librarylearning differences and disabilities - Knowledge of
Assistive Technologies
Assistive technologies are any items, pieces of equipment or products used to improve the learning capabilities of individuals.Digital Resource Libraryassistive technologies for participants withLearning Differences and Disabilities
Learning differences refer to the diverse ways all students learn and the rates at which they learn. Learning disabilities refer to a wide variety of disabilities which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information.Digital Resource Librarylearning differences and disabilities: e.g., screen readers, screen magnifiers, text-to-speech software, etc. - Knowledge of
Indigenous Principles of Learning
Indigenous Principles of Learning incorporate Indigenous ways of thinking, being and learning into learning curriculum.Digital Resource LibraryIndigenous principles of learning, ways of knowing and worldviews - Knowledge of processes and practices to support the
Indigenization of Education
Indigenization of Education is the process of relating and incorporating Indigenous worldviews, knowledge and perspectives into training methods, curricula and the education system as a whole.Digital Resource LibraryIndigenization of education and curricula - Knowledge of
Intercultural competence
Intercultural Competence is the ability to interact effectively and appropriately with people across different cultures.Digital Resource Libraryintercultural competence andCulturally relevant and responsive
Culturally relevant and responsive curriculum incorporates participants' cultural experiences and perspectives for effective teaching and learning.Digital Resource Libraryculturally relevant and responsive curriculum
3. Teaches Skills for Success Strategies
Competency
Competency 3.1Uses instructional strategies to improve participants’ reading skills
Performance Indicators
- Provides instruction on
Foundational Reading Skills
Foundational reading skills are the basic skills and abilities needed to be successful at reading, including alphabet knowledge, phonics and spelling. Digital Resource Libraryfoundational reading skills and knowledge as required - Provides instruction on
Reading Strategies
Reading Strategies are step-by-step models participants can follow to successfully find and interpret information in text.Digital Resource Libraryreading strategies to help participants respond systematically to comprehension questions - Integrates context-specific language and vocabulary-building activities into reading instruction
- Integrates
Authentic documents
Authentic documents are real-world documents that exist outside of the training room. They are workplace materials that workers use on the job and practitioners incorporate in training to contextualize learning and engage participants.Digital Resource Libraryauthentic documents into reading activities, including culturally and contextually relevant documents - Provides instruction on structures, features and purposes of different types of documents
- Provides instruction on strategies for navigating documents through the use of features and structures
- Provides instruction on
Question Structure
Question structure and complexity looks at the specific elements of questions that determine their level of difficulty.Digital Resource Libraryquestion structure and determining requested information
Supporting Knowledge
- Knowledge of
Foundational Reading Skills
Foundational reading skills are the basic skills and abilities needed to be successful at reading, including alphabet knowledge, phonics and spelling. Digital Resource Libraryfoundational reading skills and knowledge: e.g. print concepts, letter knowledge, phonological awareness, phonics, word recognition, etc. - Knowledge of
Reading Strategies
Reading Strategies are step-by-step models participants can follow to successfully find and interpret information in text.Digital Resource Libraryreading strategies: e.g., 4-Step Question Strategy, SQ3R Method, close reading, KWL charts, GIST summary, etc. - Knowledge of
Vocabulary Building Strategies
Vocabulary building strategies are used to help improve participants' vocabulary. There are several strategies that are used such as repetition, word connection, context and flash cards. Digital Resource Libraryvocabulary building strategies: e.g., use of context clues, word clusters, word walls, mnemonics, glossaries, visual associations, flash cards, etc. - Knowledge of different document types: e.g., lists, tables, entry forms, manuals, policies, procedures, diagrams, flowcharts, symbols, regulations, codes, etc.
- Knowledge of document features and structures: e.g., headings, subheadings, numbering systems, bullets, bolding, colour, etc.
- Knowledge of document purposes: e.g., to inform, instruct, explain, describe, analyze, persuade, entertain, etc.
- Knowledge of
Intercultural competence
Intercultural Competence is the ability to interact effectively and appropriately with people across different cultures.Digital Resource Libraryintercultural competence andCulturally relevant and responsive
Culturally relevant and responsive curriculum incorporates participants' cultural experiences and perspectives for effective teaching and learning.Digital Resource Libraryculturally relevant and responsive curriculum - Knowledge of Kirsch Mosenthal Taxonomy and
Question Structure
Question structure and complexity looks at the specific elements of questions that determine their level of difficulty.Digital Resource LibraryQuestion Structure Theory: e.g., Type of Requested Information (TORI), Type of Match (TOM), Type of Processing (TOP) and Competing Information (CI) - Knowledge of reading instructional techniques, academic
Research on Teaching Reading
Reading skills enable participants to find, understand, and use information presented through words, symbols, and images so that they can read items such as emails, reports, news articles, blog posts and instructions.Digital Resource Libraryresearch on teaching reading, andReading Teaching and Learning Materials
Reading teaching and learning materials are designed to help enable participants to find, understand, and use information presented through words, symbols, and images so that they can read items such as emails, reports, news articles, blog posts and instructions.Digital Resource Libraryreading teaching and learning materials
Competency 3.2Uses instructional strategies to improve participants’ numeracy skills
Performance Indicators
- Provides instruction on math operations
- Provides instruction on problem-solving strategies to help participants solve numeracy tasks systematically
- Provides participants with opportunities to use different numeracy approaches and strategies and to explain their reasoning
- Provides instruction on the language of numeracy
- Incorporates concrete, visual and hands-on activities to develop participants’ understanding of numeracy concepts
- Provides participants with opportunities to reflect on their prior learning in numeracy and connect it to new concepts
- Recognizes, assesses and addresses participants’ diverse and potentially negative experiences, beliefs and emotions towards numeracy that may interfere with learning
- Integrates
Authentic documents
Authentic documents are real-world documents that exist outside of the training room. They are workplace materials that workers use on the job and practitioners incorporate in training to contextualize learning and engage participants.Digital Resource Libraryauthentic documents into numeracy activities, including culturally and contextually relevant documents - Provides instruction on strategies for navigating documents through the use of features and structures
- Provides instruction on the structure, features and purposes of different types of documents
- Provides instruction on
Question Structure
Question structure and complexity looks at the specific elements of questions that determine their level of difficulty.Digital Resource Libraryquestion structure and determining requested information
Supporting Knowledge
- Knowledge of basic math operations: e.g., whole numbers, ratios, proportions, percent, geometry, simple and complex correlation
- Knowledge of
Numeracy Problem-Solving Strategies
Numeracy problem-solving strategies are step-by-step models participants can follow to successfully solve numeracy problems.Digital Resource Librarynumeracy problem-solving strategies: e.g., identification of requested and given information, use of the 5-Step Question Strategy, CUBES, RUNS, UPS Check, etc. - Knowledge of multiple methods to calculate an answer
- Knowledge of numeracy language: e.g., ‘total’ means addition and ‘difference’ means subtract
- Knowledge of numeracy visual representations, manipulatives and hands-on tasks: e.g., tape measures, base ten blocks, fraction circles and tiles, Cuisenaire rods, place value blocks, algebra tiles, etc.
- Knowledge of math
Anxiety
Anxiety is a feeling of worry, nervousness or unease. While everyone experiences anxiety at times, some individuals may find that their anxiety seriously impacts their lives and ability to learn. Some participants may experience anxiety only in specific learning situations, such as Math Anxiety.Digital Resource Libraryanxiety - Knowledge of ways to empathize and support participants who are displaying anxious, struggling or challenging behaviours
- Knowledge of different document types: e.g., lists, tables, entry forms, manuals, policies, procedures, diagrams, flowcharts, symbols, regulations, codes, etc.
- Knowledge of document features and structures: e.g., headings, subheadings, numbering systems, bullets, bolding, colour, etc.
- Knowledge of document purposes: e.g., to inform, instruct, explain, describe, analyze, persuade, entertain, etc.
- Knowledge of
Intercultural competence
Intercultural Competence is the ability to interact effectively and appropriately with people across different cultures.Digital Resource Libraryintercultural competence andCulturally relevant and responsive
Culturally relevant and responsive curriculum incorporates participants' cultural experiences and perspectives for effective teaching and learning.Digital Resource Libraryculturally relevant and responsive curriculum - Knowledge of Kirsch Mosenthal Taxonomy and
Question Structure
Question structure and complexity looks at the specific elements of questions that determine their level of difficulty.Digital Resource LibraryQuestion Structure Theory: e.g., Type of Requested Information (TORI), Type of Match (TOM), Type of Processing (TOP) and Competing Information (CI) - Knowledge of numeracy instructional techniques, academic
Research on Teaching Numeracy
Numeracy skills enable participants to find, understand, use, and report mathematical information presented through words, numbers, symbols, and graphics. Digital Resource Libraryresearch on teaching numeracy, andNumeracy Teaching and Learning Materials
Numeracy teaching and learning materials are designed to enable participants to find, understand, use, and report mathematical information presented through words, numbers, symbols, and graphics.Digital Resource Librarynumeracy teaching and learning materials
Competency 3.3Uses instructional strategies to improve participants’ writing skills
Performance Indicators
- Provides instruction on elements of writing
- Provides instruction on the relationship between audience, tone and formality
- Provides instruction on organizational strategies to help participants approach writing tasks systematically
- Provides instruction on strategies for pre-writing and generating ideas, such as brainstorming and discussion
- Provides instruction on strategies for gathering and integrating information from one or more sources into writing content
- Provides instruction on strategies for editing, revising and proofreading
- Integrates context-specific language and vocabulary-building activities into writing instruction
- Integrates
Authentic documents
Authentic documents are real-world documents that exist outside of the training room. They are workplace materials that workers use on the job and practitioners incorporate in training to contextualize learning and engage participants.Digital Resource Libraryauthentic documents into writing activities, including culturally and contextually relevant documents - Provides instruction on structures, features and purposes of different types of documents
- Provides instruction on strategies for navigating documents through the use of features and structures
- Provides instruction on
Question Structure
Question structure and complexity looks at the specific elements of questions that determine their level of difficulty.Digital Resource Libraryquestion structure and determining requested information - Integrates collaboration, communication and digital skills into writing tasks to help participants generate ideas, peer edit, revise writing and share knowledge
Supporting Knowledge
- Knowledge of basic elements of writing: e.g., length, purpose, style, structure, organization, content, audience, etc.
- Knowledge of purposes of writing: e.g., to inform, organize, remind, explain, request, express opinion, give directions, compare, contrast, make recommendations, evaluate, critique, persuade, etc.
- Knowledge of
Elements of Style
Elements of style can be defined as the way a writer writes and the techniques used. Some common elements of style include: voice, diction, tone and mood. Digital Resource Libraryelements of style: e.g., informal, formal, mood, tone, etc. - Knowledge of organizational strategies: e.g., graphic organizers, paragraph outline, writing process, etc.
- Knowledge of
Vocabulary Building Strategies
Vocabulary building strategies are used to help improve participants' vocabulary. There are several strategies that are used such as repetition, word connection, context and flash cards. Digital Resource Libraryvocabulary building strategies: e.g., use of context clues, word clusters, word walls, mnemonics, glossaries, visual associations, flash cards, etc. - Knowledge of different document types: e.g., lists, tables, entry forms, manuals, policies, procedures, diagrams, flowcharts, symbols, regulations, codes, etc.
- Knowledge of document features and structures: e.g., headings, subheadings, numbering systems, bullets, bolding, colour, etc.
- Knowledge of document purposes: e.g., to inform, instruct, explain, describe, analyze, persuade, entertain, etc.
- Knowledge of
Intercultural competence
Intercultural Competence is the ability to interact effectively and appropriately with people across different cultures.Digital Resource Libraryintercultural competence andCulturally relevant and responsive
Culturally relevant and responsive curriculum incorporates participants' cultural experiences and perspectives for effective teaching and learning.Digital Resource Libraryculturally relevant and responsive curriculum - Knowledge of Kirsch Mosenthal Taxonomy and
Question Structure
Question structure and complexity looks at the specific elements of questions that determine their level of difficulty.Digital Resource LibraryQuestion Structure Theory: e.g., Type of Requested Information (TORI), Type of Match (TOM), Type of Processing (TOP) and Competing Information (CI) - Knowledge of writing instructional techniques, academic research on teaching writing, and
Writing Teaching and Learning Materials
Writing teaching and learning materials are designed to increase participants' ability to share information using written words, symbols, and images.Digital Resource Librarywriting teaching and learning materials
Competency 3.4Uses instructional strategies to improve participants’ creativity and innovation skills
Performance Indicators
- Uses conceptual model(s) to help participants work systematically with information in creativity-based tasks
- Creates open-ended, creativity-based tasks to prevent from leading participants’ thinking towards a pre-determined path
- Integrates discussion, brainstorming and collaboration into creativity and innovation activities
Supporting Knowledge
- Knowledge of
Conceptual Models of Creativity
Conceptual models of creativity are guidelines or sets of strategies that practitioners use to direct their instruction of creativity. A model provides a framework to help participants learn creativity skills.Digital Resource Libraryconceptual models of creativity: e.g., Osborn-Parnes Creative Problem Solving (CPS) model, Kaufman & Beghetto Four-C model, etc. - Knowledge of skills related to creative and innovative thinking: e.g., critical thinking, divergent thinking, convergent thinking, constraint identification, analogies, problem solving, conceptual combination, idea generation, abstract thinking,
Intercultural competence
Intercultural Competence is the ability to interact effectively and appropriately with people across different cultures.Digital Resource Libraryintercultural competence, etc. - Knowledge of active learning strategies: e.g. case study,
Problem-based Learning
Problem-based learning (PBL) is a student-centered approach in which participants learn about a subject by working in groups to solve an open-ended problem. Digital Resource Libraryproblem-based learning,Project-based
Project-based is a student-centered approach to instruction designed to give participants the opportunity to develop knowledge and skills through engaging, real-world projects. Digital Resource Libraryproject-based learning, etc. - Knowledge of
Team Dynamics
Team dynamics refer to the relationships between learners in a group and the impact on the way they work and learn together.Digital Resource Libraryteam dynamics - Knowledge of
Creativity Instructional Techniques
Creativity Instructional Techniques involved out-of-the-box problem-solving techniques for participants to develop in the classroom so they can become independent thinkers in the workforce.Digital Resource Librarycreativity instructional techniques, academicResearch on Teaching Creativity
Creativity skills increase participants' ability to imagine, develop, express, encourage, and apply ideas in ways that are new, unexpected, or challenge existing methods and norms. Digital Resource Libraryresearch on teaching creativity, andCreativity Teaching and Learning Materials
Creativity teaching and learning materials are designed to increase participants' ability to imagine, develop, express, encourage, and apply ideas in ways that are new, unexpected, or challenge existing methods and norms.Digital Resource Librarycreativity teaching and learning materials
Competency 3.5Uses instructional strategies to improve participants’ Collaboration Skills
Collaboration skills are used to contribute and support others to achieve a common goal. Effective collaboration requires a number of different skills, such as teamwork, Active Listening
Active listening involves listening with all senses, paying attention to the speaker and listening to understand. Participants with strong active listening skills ask questions to clarify information and paraphrase the message to demonstrate understanding.Digital Resource Libraryactive listening, conflict resolution, fostering inclusivity, providing Feedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback and clarifying roles.Digital Resource Librarycollaboration skills
Performance Indicators
- Provides explicit instruction on
Collaboration Skills
Collaboration skills are used to contribute and support others to achieve a common goal. Effective collaboration requires a number of different skills, such as teamwork,Active Listening
Active listening involves listening with all senses, paying attention to the speaker and listening to understand. Participants with strong active listening skills ask questions to clarify information and paraphrase the message to demonstrate understanding.Digital Resource Libraryactive listening, conflict resolution, fostering inclusivity, providingFeedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback and clarifying roles.Digital Resource Librarycollaboration skills - Provides instruction on strategies for analyzing the context and procedure of collaboration tasks
- Creates challenging collaboration tasks that encourage diverse perspectives and outcomes
- Structures group interactions to encourage participation and individual accountability
- Incorporates activities to develop trust and
Psychological Safety
Psychological Safety is the belief that you will not be punished or humiliated for speaking up with ideas, questions or concerns. This helps participants feel included and are more prepared to succeed in the workplace.Digital Resource Librarypsychological safety in team environments
Supporting Knowledge
- Knowledge of
Collaboration Skills
Collaboration skills are used to contribute and support others to achieve a common goal. Effective collaboration requires a number of different skills, such as teamwork,Active Listening
Active listening involves listening with all senses, paying attention to the speaker and listening to understand. Participants with strong active listening skills ask questions to clarify information and paraphrase the message to demonstrate understanding.Digital Resource Libraryactive listening, conflict resolution, fostering inclusivity, providingFeedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback and clarifying roles.Digital Resource Librarycollaboration skills: e.g., group listening skills, appropriate disagreement, conflict resolution, collaboration strategies, negotiation, etc. - Knowledge of the difference between collaboration, teamwork, cooperative learning, group work, parallel work, etc.
- Knowledge of the effect of group structure on participation and accountability: e.g., size of groups,
Role Assignment
Role assignment includes the various roles that are assigned to participants in a group, such as reader, elaborator, clarifier, writer, etc. These roles allow for participants to clearly understand their duties within the group and what is needed to succeed in a collaborative learning environment. Digital Resource Libraryrole assignment, homogeneous versus heterogeneous skill groupings, etc. - Awareness of the influence of culture on collaboration
- Knowledge of
Role Assignment
Role assignment includes the various roles that are assigned to participants in a group, such as reader, elaborator, clarifier, writer, etc. These roles allow for participants to clearly understand their duties within the group and what is needed to succeed in a collaborative learning environment. Digital Resource Libraryrole assignment in collaboration tasks: e.g., elaborator, clarifier, etc. - Knowledge of
Personality
Personality refers to individual differences in characteristic patterns of thinking, feeling and behaving. Personality trait change happens continuously into adulthood and can affect how participants learn as they grow older.Digital Resource Librarypersonality and behaviour assessments to support understanding self and others: e.g., Myers-Brigs, DISC assessment, PDA Behavioural assessment, etc. - Knowledge of the principles of team cognition and
Team Dynamics
Team dynamics refer to the relationships between learners in a group and the impact on the way they work and learn together.Digital Resource Libraryteam dynamics - Knowledge of strategies to increase
Psychological Safety
Psychological Safety is the belief that you will not be punished or humiliated for speaking up with ideas, questions or concerns. This helps participants feel included and are more prepared to succeed in the workplace.Digital Resource Librarypsychological safety designed to improve teamwork and collaboration: e.g., approach conflict as a collaborator, recognize the emotions/feelings of others, anticipate team member reactions toFeedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback, avoid blaming, etc. - Knowledge of collaboration instructional techniques, academic
Research on Teaching Collaboration
Collaboration skills help participants perform better in a team by understanding how to support and value others, manage difficult interactions and contribute to the team’s work.Digital Resource Libraryresearch on teaching collaboration, andCollaboration Teaching and Learning Materials
Collaboration teaching and learning materials are designed to help participants perform better in a team by understanding how to support and value others, manage difficult interactions and contribute to the team’s work.Digital Resource Librarycollaboration teaching and learning materials
Competency 3.6Uses instructional strategies to improve participants’ problem-solving skills
Performance Indicators
- Provides explicit instruction on the basic elements and procedures of problem solving
- Uses
Problem-solving Models
Problem-solving models are guidelines or sets of strategies that practitioners use to direct their instruction of problem-solving. A model provides a framework to help participants learn problem-solving skills.Digital Resource Libraryproblem-solving models that provide systematic processes for participants to follow - Provides instruction on cognitive
Bias
Bias is a disproportionate weight in favor of or against an idea, person or thing, usually in a way that is closed-minded, prejudicial or unfair.Digital Resource Librarybiases and how they can hamper successful problem solving - Provides instruction on
Research Methods
Research methods refer to the way of collecting and analyzing data as well as the tools that are used when researching. These can be either qualitative (experiences, emotions, behaviours) or quantitative (numerical data, measurements, statistical analysis).Digital Resource Libraryresearch methods and determining relevancy of information - Provides instruction on thinking strategies to choose the best course of action and evaluate its effectiveness
- Provides participants with sufficient time to work through problem-solving steps and find their own solutions
- Intervenes in problem-solving activities to provide structured guidance,
Feedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback and questions, rather than leaving participants solely to the discovery method - Debriefs the process and results of problem-solving to model critical thinking processes and encourage participant reflection
- Provides opportunities for participants to compare each other’s work and critique alternative problem-solving strategies
- Integrates discussion, brainstorming and collaboration into problem-solving activities
Supporting Knowledge
- Knowledge of problem-solving elements and procedures: e.g., identifying the issue, gathering information, analyzing the issue, considering multiple routes of action, addressing the issue, and evaluating the effectiveness of the solution or decision, etc.
- Knowledge of different
Problem-solving Models
Problem-solving models are guidelines or sets of strategies that practitioners use to direct their instruction of problem-solving. A model provides a framework to help participants learn problem-solving skills.Digital Resource Libraryproblem-solving models: e.g., IDEALS, the 5 Whys, PROACT, etc. - Knowledge of cognitive
Bias
Bias is a disproportionate weight in favor of or against an idea, person or thing, usually in a way that is closed-minded, prejudicial or unfair.Digital Resource Librarybiases: e.g., confirmationBias
Bias is a disproportionate weight in favor of or against an idea, person or thing, usually in a way that is closed-minded, prejudicial or unfair.Digital Resource Librarybias, fundamental attribution,Bias
Bias is a disproportionate weight in favor of or against an idea, person or thing, usually in a way that is closed-minded, prejudicial or unfair.Digital Resource Librarybias blind spot, pre-conceptions, habits, etc. - Knowledge of thinking strategies to choose the best course of action: e.g., logical thinking, if-then thinking, etc.
- Knowledge of problem, inquiry and
Project-based
Project-based is a student-centered approach to instruction designed to give participants the opportunity to develop knowledge and skills through engaging, real-world projects. Digital Resource Libraryproject-based learning - Knowledge of
Feedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback and intervention strategies in group activities - Knowledge of question strategies and
Bloom’s Taxonomy
Bloom's Taxonomy is a hierarchical framework that encourages participants to work their way up towards more complex thinking and cognitive tasks.Digital Resource LibraryBloom’s Taxonomy - Knowledge of problem-solving instructional techniques, academic
Research on Teaching Problem-Solving
Problem solving enable participants to identify, analyze, propose solutions, and make decisions. Problem solving helps address issues, monitor success, and learn from the experience.Digital Resource Libraryresearch on teaching problem-solving, andProblem-Solving Teaching and Learning Materials
Problem solving teaching and learning materials are designed to help enable participants to identify, analyze, propose solutions, and make decisions. Problem solving helps address issues, monitor success, and learn from the experience.Digital Resource Libraryproblem-solving teaching and learning materials
Competency 3.7Uses instructional strategies to improve participants’ adaptability skills
Performance Indicators
- Uses
Adaptability Training Models
Adaptability Training Models are guidelines or sets of strategies that practitioners use to direct their instruction of adaptability. A model provides a framework to help participants learn adaptability skills.Digital Resource Libraryadaptability training models to guide instruction - Uses frameworks to teach participants how to manage goals and time
- Provides instruction on
Adaptive Thinking Strategies
Adaptive thinking strategies are ways of thinking that help participants to respond effectively to change. They build resilience and help participants manage their emotions and adapt their mindset.Digital Resource Libraryadaptive thinking strategies to build resilience and positivity in the face of change - Provides constructive
Feedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback to encourage adaptability - Encourages a
Growth Mindset
Growth mindset refers to the belief that the most basic abilities can be developed through dedication and hard work.Digital Resource Librarygrowth mindset by praising and commenting on participants’ efforts and processes rather than qualities or traits that reinforce a fixed mindset - Encourages participants to see errors and mistakes as growth opportunities rather than setbacks or failures
- Uses interventions to improve participants’ ability to focus, minimize distractions and regulate emotions
Supporting Knowledge
- Knowledge of
Adaptability Training Models
Adaptability Training Models are guidelines or sets of strategies that practitioners use to direct their instruction of adaptability. A model provides a framework to help participants learn adaptability skills.Digital Resource Libraryadaptability training models: e.g., experiential variety, strategic information provision and frame-changing guidance, error management training, and perspective taking - Knowledge of goal-setting approaches and frameworks: e.g., SMART, BSQ, BHAG, backward goals, one-word
Goal Setting
Goal setting is the process of setting an outcome (a goal) that makes the direction of learning clear. It also helps increase participants' motivation and achievement levels.Digital Resource Librarygoal setting, golden circle, etc. - Knowledge of approaches to
Time Management
Time Management is process of organizing and planning how participants divide their time between different activities. Time management skills allow participants to perform better and develop a strong work ethic.Digital Resource Librarytime management: e.g., Kanban, Pomodoro, time blocking, Getting Things Done (GTD), Bullet Journal, 1-3-5 List, Parkinson’s Law ofTime Management
Time Management is process of organizing and planning how participants divide their time between different activities. Time management skills allow participants to perform better and develop a strong work ethic.Digital Resource LibraryTime Management, etc. - Knowledge of
Adaptive Thinking Strategies
Adaptive thinking strategies are ways of thinking that help participants to respond effectively to change. They build resilience and help participants manage their emotions and adapt their mindset.Digital Resource Libraryadaptive thinking strategies: e.g., reframing (finding the “silver lining”), replacing (finding something to replace a loss) and reinventing (finding new ways to do things) - Knowledge of constructive
Feedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback techniques: e.g., providing comments instead of marks and having participants useFeedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback to make changes to their work - Knowledge of
Growth Mindset
Growth mindset refers to the belief that the most basic abilities can be developed through dedication and hard work.Digital Resource Librarygrowth mindset and self-directed learning - Knowledge of the research on
Personality
Personality refers to individual differences in characteristic patterns of thinking, feeling and behaving. Personality trait change happens continuously into adulthood and can affect how participants learn as they grow older.Digital Resource Librarypersonality trait change - Knowledge of
Psychological Interventions
Psychological interventions are actions used to bring about change in a participants. These could include exercises that that focus onMindfulness
Mindfulness maintains a moment-by-moment awareness of our thoughts, feelings, bodily sensations, and surrounding environment. This can reduce the negative effects of stress and increase a participant's ability to stay engaged, stay on track academically and avoid behavior problems.Digital Resource Librarymindfulness, perspectives and emotional state or feelings rather than academic teaching. Digital Resource Librarypsychological interventions: e.g.,Mindfulness
Mindfulness maintains a moment-by-moment awareness of our thoughts, feelings, bodily sensations, and surrounding environment. This can reduce the negative effects of stress and increase a participant's ability to stay engaged, stay on track academically and avoid behavior problems.Digital Resource Librarymindfulness, acceptance, appraisal/perspective taking-based approaches, box breathing, etc. - Knowledge of adaptability instructional techniques, academic
Research on Teaching Adaptability
Adaptability Skills help participants deal effectively with change, learn new skills and behaviours when needed, stay focused on responsibilities and goals, and not give up when situations are difficult.Digital Resource Libraryresearch on teaching adaptability, andAdaptability Teaching and Learning Materials
Adaptability teaching and learning materials are designed to help participants deal effectively with change, learn new skills and behaviours when needed, stay focused on responsibilities and goals, and not give up when situations are difficult.Digital Resource Libraryadaptability teaching and learning materials
Competency 3.8Uses instructional strategies to improve participants’ communication skills
Performance Indicators
- Provides instruction on strategies to reduce public-speaking
Anxiety
Anxiety is a feeling of worry, nervousness or unease. While everyone experiences anxiety at times, some individuals may find that their anxiety seriously impacts their lives and ability to learn. Some participants may experience anxiety only in specific learning situations, such as Math Anxiety.Digital Resource Libraryanxiety - Provides instruction on techniques to improve
Active Listening
Active listening involves listening with all senses, paying attention to the speaker and listening to understand. Participants with strong active listening skills ask questions to clarify information and paraphrase the message to demonstrate understanding.Digital Resource Libraryactive listening skills - Provides instruction on intercultural communication skills
- Incorporates
Role-play
Role-play is a technique that allows participants to immediately apply what they have learned in theory to a real-world situation within the confines of the classroom. This allows participants to think more critically about complex subjects and to see situations from a different perspective.Digital Resource Libraryrole-play and simulation-based communication tasks - Presents expert and peer models of successful communication performance
- Provides instruction on
Non-verbal
Non-verbal communication is the transfer of information through body language, facial expressions and gestures. The ability to understand and use nonverbal communication can help you connect with others, express what you really mean, navigate challenging situations, and build better relationships.Digital Resource Librarynon-verbal aspects of communication - Creates learning tasks that require participants to consider their own and others’ perspectives,
Bias
Bias is a disproportionate weight in favor of or against an idea, person or thing, usually in a way that is closed-minded, prejudicial or unfair.Digital Resource Librarybiases, purposes and intentions - Provides instruction on adapting communication approaches to different contexts depending on the needs, preferences, interests, abilities, cultures and relationships with
Training Partner
Training partners include individuals and groups who are involved in and/or impacted by training programs, such as participants, funders, training organizations, employers, instructors, supervisors, mentors, peers and community members. The competency framework uses the term training partners to avoid negative associations with the term stakeholders.Digital Resource Librarytraining partners
Supporting Knowledge
- Knowledge of public-speaking
Anxiety
Anxiety is a feeling of worry, nervousness or unease. While everyone experiences anxiety at times, some individuals may find that their anxiety seriously impacts their lives and ability to learn. Some participants may experience anxiety only in specific learning situations, such as Math Anxiety.Digital Resource Libraryanxiety and strategies to reduce it: e.g., relaxation techniques, cognitive reappraisal techniques and training to improve public-speaking skills to boost confidence - Knowledge of
Active Listening
Active listening involves listening with all senses, paying attention to the speaker and listening to understand. Participants with strong active listening skills ask questions to clarify information and paraphrase the message to demonstrate understanding.Digital Resource Libraryactive listening techniques: e.g., paraphrasing, verbalizing emotions, summarizing, clarifying, encouraging/prompting and asking questions - Knowledge of intercultural communication skills
- Knowledge of action methods to enhance
Role-play
Role-play is a technique that allows participants to immediately apply what they have learned in theory to a real-world situation within the confines of the classroom. This allows participants to think more critically about complex subjects and to see situations from a different perspective.Digital Resource Libraryrole-play inProblem-based Learning
Problem-based learning (PBL) is a student-centered approach in which participants learn about a subject by working in groups to solve an open-ended problem. Digital Resource Libraryproblem-based learning: e.g., warmups, role-creation, doubling, role-reversal and sharing - Knowledge of
Non-verbal
Non-verbal communication is the transfer of information through body language, facial expressions and gestures. The ability to understand and use nonverbal communication can help you connect with others, express what you really mean, navigate challenging situations, and build better relationships.Digital Resource Librarynon-verbal aspects of communication: e.g., tone of voice, facial expression, body language, etc. - Knowledge of the role of conscious and unconscious
Bias
Bias is a disproportionate weight in favor of or against an idea, person or thing, usually in a way that is closed-minded, prejudicial or unfair.Digital Resource Librarybias in communication - Knowledge of communication instructional techniques, academic
Research on Teaching Communication
Communication skills help participants' ability to receive, understand, consider, and share information and ideas through speaking, listening, and interacting with others. Digital Resource Libraryresearch on teaching communication, andCommunication Teaching and Learning Materials
Communication teaching and learning materials are designed to help develop participants’ ability to receive, understand, consider, and share information and ideas through speaking, listening, and interacting with others.Digital Resource Librarycommunication teaching and learning materials
Competency 3.9Uses instructional strategies to improve participants’ digital skills
Performance Indicators
- Provides instruction on the technical “how to” of digital tasks and the contextual “when” and “why” to foster participant
Transfer of Learning
Transfer of learning occurs when participants apply information, strategies and skills they have learned in the training room to a new situation or context, such as further training or the workplace.Digital Resource Librarytransfer of learning to new digital technologies Differentiate
Differentiated Instruction (DI) is the planning and delivery of instruction that considers the varied levels of readiness, learning needs, and interests of each training participant. Practitioners might employ different methods with different participants, depending on their readiness and needs, and provide options for demonstrating their understanding and mastery of the material.Digital Resource LibraryDifferentiates instruction and curriculum to address participants’ different learning needs and starting points- Addresses the needs of participants with low confidence in their digital skills
- Provides instruction on basic functions and terminology of digital devices
- Provides instruction on strategies for navigating digital content through the use of features and structures
- Provides instruction on strategies to evaluate the relevance and reliability of digital information
- Provides instruction on digital safety, storage, privacy, protection and ethics
- Supports participants with
Learning Differences and Disabilities
Learning differences refer to the diverse ways all students learn and the rates at which they learn. Learning disabilities refer to a wide variety of disabilities which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information.Digital Resource Librarylearning differences and disabilities to accessAssistive Technologies
Assistive technologies are any items, pieces of equipment or products used to improve the learning capabilities of individuals.Digital Resource Libraryassistive technologies
Supporting Knowledge
- Knowledge of current and
Emerging Technologies
Emerging Technologies are any new technological tools used to create innovative and engaging teaching methods and learning experiences. Some examples are Artificial Intelligence, Augmented Reality and Virtual Reality.Digital Resource Libraryemerging technologies and digital skills: e.g., digital and mobile applications, online communication and social media platforms,Learning Management Systems
Learning management systems (LMS) are software applications for the administration, documentation, tracking, reporting and delivery of training programs and learning materials. They can be used for exclusively online courses as well as to support face-to-face and blended programs.Digital Resource Librarylearning management systems, etc. - Knowledge of
Differentiate
Differentiated Instruction (DI) is the planning and delivery of instruction that considers the varied levels of readiness, learning needs, and interests of each training participant. Practitioners might employ different methods with different participants, depending on their readiness and needs, and provide options for demonstrating their understanding and mastery of the material.Digital Resource Librarydifferentiated instruction methods: e.g., flexible learning groups, choice in learning tasks, varied content presentation, differently leveled materials, etc. - Ability to empathize and support participants who are displaying anxious, struggling or challenging behaviours: e.g., through the provision of one-to-one support, positive
Feedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback, appropriate staging of difficulty, earlyDirect instruction
Direct instruction refers to instructional approaches that are carefully structured, sequenced, and led by instructors. Explicit instruction can eliminate misinterpretations to improve and accelerate learning.Digital Resource Librarydirect instruction to ensure participants succeed and build confidence, a welcoming learning climate with adequate resources, a sense of community amongst participants, etc. - Knowledge of
Assistive Technologies
Assistive technologies are any items, pieces of equipment or products used to improve the learning capabilities of individuals.Digital Resource Libraryassistive technologies for participants withLearning Differences and Disabilities
Learning differences refer to the diverse ways all students learn and the rates at which they learn. Learning disabilities refer to a wide variety of disabilities which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information.Digital Resource Librarylearning differences and disabilities: e.g., screen readers, screen magnifiers, text-to-speech software, etc. - Knowledge of digital skills instructional techniques, academic
Research on Teaching Digital Skills
Digital skills help participants to use technology to find, manage, apply, create and share information and content. Digital skills enable participants to keep up with changing demands in the modern workplace, daily life and in education.Digital Resource Libraryresearch on teaching digital skills, andDigital Skills Teaching and Learning Materials
Digital teaching and learning materials are designed to help participants to use technology to find, manage, apply, create and share information and content. Digital skills enable participants to keep up with changing demands in the modern workplace, daily life and in education.Digital Resource Librarydigital skills teaching and learning materials
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