Looking for quality teaching and learning materials?
This is the place! The Digital Resource Library is a curated collection of online resources recommended by the Skills for Success community. Explore key terms from the framework and connect to Skills for Success relevant articles and resources to improve your practice.
Please help us grow the library by sending relevant links and articles to: esprof@skillplan.ca.
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.
Gregg, N. (2012). Increasing access to learning for the adult basic education learner with learning disabilities: Evidence-based accommodation research. Journal of Learning Disabilities, 45(1), 47-63. https://doi.org/10.1177/0022219411426855
Wang, P. P., Badley, E. M., & Gignac, M. A. (2004). Perceived need for workplace accommodation and labor-force participation in canadian adults with activity limitations. American Journal of Public Health (1971), 94(9), 1515-1518. https://doi.org/10.2105/AJPH.94.9.1515
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.
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.
The following links include practical, printable, ready-made resources to use in the delivery of Skills for Success training.
ABC up Skills for Work Workbook 7 web. (n.d.). Adaptability
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.
Experiential Variety – Nelson, J. K., Zaccaro, S. J., & Herman, J. L. (2010). Strategic information provision and experiential variety as tools for developing adaptive leadership skills. Consulting Psychology Journal: Practice and Research, 62(2), 131–142. https://doi.org/10.1037/a0019989 (login required)
Strategic Information Provision and Frame-changing Guidance – Nelson, J. K., Zaccaro, S. J., & Herman, J. L. (2010). Strategic information provision and experiential variety as tools for developing adaptive leadership skills. Consulting Psychology Journal: Practice and Research, 62(2), 131–142. https://doi.org/10.1037/a0019989 (login required)
Error management training – Keith, N., & Frese, M. (2008). Effectiveness of error management training: A meta-analysis. The Journal of Applied Psychology, 93(1), 59–69. https://doi.org/10.1037/0021-9010.93.1.59 (login required)
Perspective taking – Holtkamp, M. (n.d.). Leadership skills and the role of adaptability and creativity in effective leadership: A literature review geared toward an integrative model.
Mithaung Model – Mithaug, D. E., Martin, J. E., & Agran, M. (1987). Adaptability Instruction: The Goal of Transitional Programming. Exceptional Children, 53(6), 500–505. https://doi.org/10.1177/001440298705300603 (login required)
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.
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.
Aggregatedata refers to information that is collected from multiple sources or assessments and compiled into summary reports for the purpose of evaluating program effectiveness and improving participant performance.
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.
Khaldi, M., & Erradi, M. (2020). Between Pedagogy and Andragogy: Definitions and Concepts. In M. Tadlaoui, & M. Khaldi (Ed.), Personalization and Collaboration in Adaptive E-Learning (pp. 55-93). IGI Global. https://doi.org/10.4018/978-1-7998-1492-4.ch003 (login required)
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.
Barroso, C., Ganley, C.M., McGraw, A.L., Geer, E.A., Hart, S.A., and Daucourt, M.C. (2021). A meta-analysis of the relation between math anxiety and math achievement. Psychological Bulletin, 147(2), 134-168.
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