Digital Resource Library – Page 12 – Skills for Success Practitioner Tools & Resources

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.

a b c d e f g h i j k l m n o p q r s t u v w x y z

Training Partner

Diversity and Inclusion, Indigenous, Needs AnalysisASS-3.1, ASS-3.3, ASS-4.1, DES-1.1, DES-1.2, DES-1.3, DES-1.4, DES-1.5, SFS-1.2, SFS-3.8

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.

Indigenous Corporate Training Inc. 9 Terms to Avoid in Communications with Indigenous Peoples. https://www.ictinc.ca/blog/9-terms-to-avoid-in-communications-with-indigenous-peoples
Government of BC. Terminology in Indigenous Content. Be mindful of the words you are using.

Transfer of Learning

Communication, Skills for Success Best PracticesASS-4.3, SFS-3.9

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.

Transfer of learning: Planning effective workplace education programs. http://library.copian.ca/item/369
Doyle, S. (n.d.). The Transfer of Learning Participants’ Perspectives of Adult Education and Training. https://www.academia.edu/. www.academia.edu/8705385/The_Transfer_of_Learning_Participants_Perspectives_of_Adult_Education_and_Training (login required)
The Seven Factors in the Transfer of Learning Process. https://www.sarclearningcentral.ca/wp-content/uploads/2021/07/The-Seven-Factors-in-the-Transfer-of-Learning-Process.pdf

Universal Design for Learning

Disability, Diversity and Inclusion, Skills for Success Best PracticesASS-1.1, ASS-1.2, DES-2.1, DES-2.2

Universal Design for Learning (UDL) is a framework that helps give all participants an equal opportunity to succeed. This approach offers flexibility in the ways participants access material, engage with it and show what they know.

Universal Design for Learning: https://www.cast.org/impact/universal-design-for-learning-udl
Tobin, T. J., & Behling, K. T. (2018). Reach everyone, teach everyone : Universal design for learning in higher education. West Virginia University Press.

Validity and Reliability

ResearchASS-1.1, ASS-2.1, ASS-3.1, ASS-3.3

Validity and Reliability both refer to how well a method is measured.

Validity refers to the whether the results really do represent what they are supposed to measure.

Reliability refers to whether the results can be reproduced under the same conditions.

Government of Canada, S. C. Measuring Adult Literacy and Life Skills: New Frameworks for Assessment. Government of Canada, Statistics Canada. https://www150.statcan.gc.ca/n1/en/pub/89-552-m/89-552-m2005013-eng.pdf%3Fst%3DJBzir8Ag

Virtual Conferencing

Communication, DigitalDEL-1.1

Virtual conferencing is hosting or meeting in a virtual environment online. Virtual conferencing allows participants to connect with instructors and other participants no matter where they are located.

Video conferencing guidelines: Ontario college of teachers. https://www.oct.ca/. (n.d.). https://www.oct.ca/resources/advisories/video-conferencing-guidelines

Vocabulary Building Strategies

ReadingSFS-3.1, SFS-3.3

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.

The role of vocabulary instruction in adult basic education. www.ncsall.net. (n.d.). https://www.ncsall.net/fileadmin/resources/ann_rev/comings_ch3.pdf

Writing Organizational Strategies

WritingSFS-3.3

Writing organizational strategies can help decide how to present the information in writing and depends on what you are writing, who you are writing for and where will your writing be read. These strategies include outlines, brainstorming and graphic organizers.

(2015, October 27). 9.3 organizing your writing. Writing for Success. https://open.lib.umn.edu/writingforsuccess/chapter/9-3-organizing-your-writing/
Writing – activate learning. https://abcactivatelearning.ca. (n.d.). https://abcactivatelearning.ca/wp-content/uploads/2020/04/AL-ABC-EssentialSkills-Writing-WEB-1.pdf

Writing Teaching and Learning Materials

Teaching and Learning Materials, WritingSFS-3.3

Writing teaching and learning materials are designed to increase participants’ ability to share information using written words, symbols, and images.

The following links include practical, printable, ready-made resources to use in the delivery of Skills for Success training.

Brooks, C. (2020). Building Blocks of Academic Writing. Pressbooks. Building Blocks of Academic Writing
Ivitis, S. (2020). BC Reads: Adult Literacy Fundamental English – Reader 6. Pressbooks. BC Reads: Adult Literacy Fundamental English – Reader 6
ABC up Skills for Work Workbook. (n.d.). Writing

Zone of Proximal Development

Adult Learning Theory, ResearchDEL-1.3, DEL-3.2

Zone of proximal development is defined as the space between what a participant can do without assistance and what they can do with guidance or in collaboration with more capable peers.

Eun, B. (2019). The zone of proximal development as an overarching concept: A framework for synthesizing vygotsky’s theories. Educational Philosophy and Theory, 51(1), 18-30. https://doi.org/10.1080/00131857.2017.1421941