DEL-1.3 – Skills for Success Practitioner Tools & Resources

Culturally relevant and responsive

Diversity and InclusionDEL-1.2, DEL-1.3, DEL-2.1, DES-2.2, DES-3.1, SFS-2.9, SFS-3.1, SFS-3.2

Culturally relevant and responsive curriculum incorporates participants’ cultural experiences and perspectives for effective teaching and learning.

Inclusion Canada: Culturally Relevant Education: http://www.inclusioncanada.net/culturallyrelevantpedagogy.html
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116. https://doi.org/10.1177/0022487102053002003 (login required)

Flexible Delivery Strategies

Adult Learning Theory, ResearchDEL-1.3

Flexible Delivery Strategies are various teaching strategies designed to allow for flexibility of time, place, audience and technology in an educational setting.

Alex, J. L., Miller, E. A., Platt, R. E., Rachal, J. R., & Gammill, D. M. (2007). Making the Invisible Visible: A Model for Delivery Systems in Adult Education. Journal Of Adult Education, 36(2), 13-22.
Cornelius, S., Gordon, C., & Ackland, A. (2011). Towards flexible learning for adult learners in professional contexts: an activity-focused course design. Interactive Learning Environments, 19(4), 381-393. https://doi.org/10.1080/10494820903298258 (login required)
LeNoue, M., Hall, T., & Eighmy, M. A. (2011). Adult Education and the Social Media Revolution. Adult Learning, 22(2), 4-12. https://doi.org/10.1177/104515951102200201 (login required)

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.

Learning requires exploration of one’s identity. First Peoples Principles of Learning. (2019, August 9). https://firstpeoplesprinciplesoflearning.wordpress.com/learning-requires-exploration-of-ones-identity/
The International LGBTQ Youth and Student Organisation. Intersectionality Toolkit. http://briguglio.asgi.it/immigrazione-e-asilo/2015/marzo/toolkit-intersezionalita’.pdf
Intersectionality. The roadmap to pursue gender equality in the workplace. https://genderequalityblueprint.unglobalcompact.ca/intersectionality/
Gender-based Analysis Plus (GBA Plus). https://women-gender-equality.canada.ca/en/gender-based-analysis-plus.html

Intercultural competence

Diversity and InclusionDEL-1.2, DEL-1.3, DEL-2.1, DES-2.2, DES-3.1, SFS-2.9, SFS-3.1, SFS-3.2, SFS-3.3, SFS-3.4

Intercultural Competence is the ability to interact effectively and appropriately with people across different cultures.

Cultural Intelligence Center: https://culturalq.com/
Developing Intercultural Competence in my Classroom: https://www.edcan.ca/wp-content/uploads/Final_What-is-intercultural-competence_.pdf
What is Culture and Intercultural Competence? (2021) Canadian Settlement in Action: History and Future. NorQuest College. https://openeducationalberta.ca/settlement/chapter/introduction-4/

Metacognition

Active Learning Strategies, Adult Learning TheoryDEL-1.3, SFS-2.5

Metacognition is the awareness of thinking about thinking. It helps participants understand their own learning processes.

Teaching Metacognitive Skills. https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/metacognitive
Owen, D., & Vista, A. (2022, March 9). Strategies for teaching metacognition in classrooms. Brookings. https://www.brookings.edu/blog/education-plus-development/2017/11/15/strategies-for-teaching-metacognition-in-classrooms/
Bingham, B. E., Coulter, C., Cottenie, K., & Jacobs, S. R. (2021). A Metacognitive Instructional Guide to Support Effective Studying Strategies. The Canadian Journal for the Scholarship of Teaching and Learning, 12(1). https://doi.org/10.5206/cjsotl-rcacea.2020.3.8318
metacognition. LearnAlberta.ca. (n.d.). https://www.learnalberta.ca/metacognition

Self-regulation

Social-Emotional LearningDEL-1.3, DES-2.2, SFS-2.8

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).
Parrish, N. (2022). How to Teach Self-Regulation: To succeed in school, students need to be able to focus, control their emotions, and adjust to change. Edutopia. https://www.edutopia.org/article/how-teach-self-regulation

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