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.
Problem solving enable participants to identify, analyze, propose solutions, and make decisions. Problem solving helps address issues, monitor success, and learn from the experience.
The following links include research data and evidence to support the instruction of problem solving.
Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13(5), 533-568. https://doi.org/10.1016/S0959-4752(02)00025-7 (login required).
Evans, S., & Swan, M. (2014). Developing students’ strategies for problem solving in mathematics: The role of pre-designed “Sample Student Work.” Educational Designer, 2(7).
Friesen, S., & Scott, D. (2013). Inquiry-Based Learning: A Review of the Research Literature. Prepared for the Alberta Ministry of Education.
Government of Ontario. (2020). High-Impact Instructional Practices in Mathematics.
Gyarmati, D., Leckie, N., Dowie, M., Palameta, B., Shek-wai Hui |, T., Dunn, E., & Hébert, S. (2014). UPSKILL: A Credible Test of Workplace Literacy and Essential Skills Training [Technical Report]. Social Research and Demonstration Corporation.
Jozwiak, J. (2004). Teaching Problem-Solving Skills to Adults. Journal of Adult Education, 33(1), 19-34.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75-86. https://doi.org/10.1207/s15326985ep4102_1(login required).
McCormick, N. J., Clark, L. M., & Raines, J. M. (2015). Engaging Students in Critical Thinking and Problem Solving: A Brief Review of the Literature. Journal of Studies in Education, 5(4). https://doi.org/10.5296/jse.v5i4.8249 (login required).
Program for the International Assessment for Adult Competencies (PIAAC)?XProblem Solving in Technology-Rich Environments Domain. (n.d.). National Center for Education Statistics. Retrieved April 27, 2021, from https://nces.ed.gov/surveys/piaac/problem-solving.asp
Snyder, L. G., & Snyder, M. J. (2008). Teaching Critical Thinking and Problem Solving Skills. The Delta Pi Epsilon Journal, L(2).
Social Research and Demonstration Corporation. (2021). Research Report to Support the Launch of Skills for Success: Structure, Evidence and Recommendations. Final draft report.
Tiruneh, D. T., Verburgh, A., & Elen, J. (2014). Effectiveness of critical thinking instruction in higher education: A systematic review of intervention studies. Higher Education Studies, 4(1), 1-17. https://doi.org/10.5539/hes.v4n1p1 (login required).
Walker, A., & Leary, H. (2009). A Problem Based Learning Meta Analysis: Differences Across Problem Types, Implementation Types, Disciplines, and Assessment Levels. Interdisciplinary Journal of Problem-Based Learning, 3(1), 6-28.
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.
The following links include research data and evidence to support the instruction of reading:
Kruidenier, MacArthur, & Wrigley. (2010). Adult Education Literacy Instruction: A Review of the Research. Washington, DC: National Institute for Literacy. https://fileseric.ed.gov/fulltext/ED521229.pdf.
National Research Council. (2012a). Improving Adult Literacy Instruction: Options for Practice and Research. Washington, DC: The National Academies Press. https://doi.org/10.17226/13242. (login required).
National Research Council. (2012b). Improving Adult Literacy Instruction: Supporting Learning and Motivation. Washington, DC: The National Academies Press. https://doi.org/10.17226/13469. (login required).
National Research Council. (2012c). Improving Adult Literacy Instruction: Developing Reading and Writing. Washington, DC: The National Academies Press. https://doi.org/10.17226/13468. (login required).
NRC. (2012a). Improving Adult Literacy Instruction: Options for Practice and Research. https://doi.org/10.17226/13469 (login required).
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.
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.
Scaffoldingrefers to a variety of instructional techniques which helps to move participants toward a progressively stronger understanding and a greater independence in the learning process.
Scope refers to the list of project or training program goals, deadlines, and tasks. Scope defines the boundaries of what will and won’t be part of the project.
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.
Bin Mubayrik, H. F. (2020). New trends in formative-summative evaluations for adult education. SAGE Open, 10(3), 215824402094100. https://doi.org/10.1177/2158244020941006
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.
Sitzmann, T., & Ely, K. (2011). A meta-analysis of self-regulated learning in work-related training and educational attainment: What we know and where we need to go. Psychological Bulletin, 137(3), 421-442. https://doi.org/10.1037/a0022777 (login required).
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.
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