DEL-3.2 – Skills for Success Practitioner Tools & Resources

Bloom’s Taxonomy

Adult Learning TheoryASS-1.1, DEL-2.3, DEL-3.2, DES-2.3, SFS-3.6

Bloom’s Taxonomy is a hierarchical framework that encourages participants to work their way up towards more complex thinking and cognitive tasks.

Bloom’s taxonomy. Centre for Teaching Excellence. (2021, November 10). https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/planning-courses-and-assignments/blooms-taxonomy
Using Bloom’s taxonomy: Teaching adults to learn effectively. Gina Abudi. (n.d.). https://www.ginaabudi.com/using-blooms-taxonomy-teaching-adults-to-learn-effectively/

Differentiate

Active Learning Strategies, Adult Learning Theory, Skills for Success Best PracticesDEL-3.2, DEL-3.3, SFS-2.5, SFS-3.9

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.

Knowing and Responding to Learners – A Differentiated Instruction Educator’s Guide (2016). (n.d.). http://edugains.ca/resourcesDI/EducatorsPackages/DIEducatorsPackage_2016/DI_EducatorsGuide_AODA.pdf
Huisman, J. (1998). Differentiation and diversity in higher education systems. HIGHER EDUCATION-NEW YORK-AGATHON PRESS INCORPORATED-, 13, 75-110.
TEAL Center Fact Sheet No. 5: Differentiated Instruction. LINCS. https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/diffinstruct

Direct instruction

Skills for Success Best PracticesDEL-3.2, SFS-2.6, SFS-3.9

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.

Margaret Berry Wilson. (2016). Interactive Modeling : a Powerful Technique for Teaching Children. Center For Responsive Schools, Inc.
National Institute for Direct Instruction

Learner-centred

Adult Learning Theory, Diversity and Inclusion, Skills for Success Best PracticesDEL-3.2, SFS-2.9

Learner-centred Education is a style of teaching that puts the participant at the centre of learning by actively involving them in the learning process while the teacher takes the role of facilitator.

What is Learner-Centered Education

Prior Knowledge

Active Learning Strategies, Adult Learning TheoryDEL-2.2, DEL-3.2, SFS-2.9

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.

The recognition of prior learning in adult basic education . OECD. (n.d.). https://www.oecd.org/els/emp/skills-and-work/adult-learning/Prior_learning.pdf

Scaffolding

Adult Learning Theory, Skills for Success Best PracticesASS-2.2, ASS-2.3, DEL-3.2, DES-3.2, SFS-2.5

Sabbott. (2015, April 6). Scaffolding definition. The Glossary of Education Reform. https://www.edglossary.org/scaffolding/
Digital Promise. (2016). Designing Technology for Adult Learners: Support and Scaffolding. http://digitalpromise.org/wp-content/uploads/2016/09/designing_-technology.pdf
Salyers, Vincent & Carter, Lorraine & Cairns, Steve & Durrer, Luke. (2014). The Use of Scaffolding and Interactive Learning Strategies in Online Courses for Working Nurses: Implications for Adult and Online Education. Canadian Journal of University Continuing Education. Available online at: http://ejournals.library.ualberta.ca/index.php/cjuce-rcepu/article/view/22199. 1-26. 10.21225/D59S3Z.

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