Over the years, a number of excellent program materials and resources have been produced for practitioners and learners as each year MTCU funds field development projects to build capacity and to enhance program delivery. Resources that are developed by the Ministry of Training Colleges and Universities, however, are considered core documents or primary texts because they most accurately reflect the Ministry’s perspective in particular program areas. The following list constitutes a collection of the most commonly used and most important Ministry-developed resources.
Core Ministry Documents and Key Resources
|
Name |
Purpose |
Insights |
Strategies |
Tools |
|
1. LBS Program Guidelines |
To define the program’s principles, objectives and focus, and to describe in detail the programs services, funding and administrative procedures.
|
x |
x |
|
|
2. Curriculum Framework – Conceptual Foundations |
To introduce key features of the CF; lay foundations for how it can be used; describe how it was developed
|
x |
|
|
|
3. Foundations of Assessment |
To strengthen overall understanding of assessment; describe 2 new OALCF assessment strategies
|
x |
|
|
|
4. Foundations of Learning Materials |
To explore issues related to learning materials: assigning levels to LM; kinds of LM; OALCF tools to support LM selection
|
x |
|
|
|
5. Foundations of Transitions-Oriented Programming |
To describe transition-oriented programming; and the key features of goal-directed learning; explain learning that is task-based and contextualized; identify roles of learner supports and service coordination
|
x |
|
|
|
6. OALCF Curriculum Framework |
To provide orientation to the features of the CF; briefly introduce curriculum framework applications; present the CF itself
|
x |
x |
x |
|
7. OALCF Glossary |
To provide definitions of key OALCF acronyms, terms and references
|
x |
|
|
|
8. Checklist for Evaluating Learning Materials |
A tool in the form of a checklist for evaluating learning materials
|
|
|
x
|
| 9. How to Use the Checklist for Evaluating LM | To describe the Checklist for Evaluating Learning Materials and how it is organized; explain how to use the checklist | x | x | |
| Integrated Tasks by Goal Paths | To provide a more in-depth description of the curriculum framework – how it was developed, what the key features are, how it is organized, and how it can be used | x | x | x |
| Introducing the Curriculum Framework | x | x | ||
| Selected Assessment Tools | To provide examples of a range of assessment tools that can be used within the OALCF; to develop increased understanding of different tools for different assessment purposes; to provide a template that can be used by practitioners for future evaluation of assessment tools | x | x | x |
| Selected Learning Materials List- Anglophone | To provide a list of familiar materials that are appropriate for Anglophone learners and for various goal paths and show how they can continue to be used in OALCF programming | x | ||
| Selected Learning Materials List: AU | To provide a list of familiar materials that are appropriate for academic upgrading learners and for various goal paths and show how they can continue to be used in OALCF programming | x | ||
| Selected Learning Materials List -Deaf | To provide a list of familiar materials that are appropriate for deaf learners and for various goal paths and show how they can continue to be used in OALCF programming | x | ||
| Selected Learning Materials List - Native | To provide a list of familiar materials that are appropriate for native learners and for various goal paths and show how they can continue to be used in OALCF programming | x | ||
| OALCF Supplemental Tasks | To provide information on cultural considerations when selecting tasks for learners and to provide additional sample tasks organized by culture, by competency, task group and complexity level | x | x | x |
| Practitioner’s Guide to Task-Based Programming | To explain task-based programming and guide practitioners in working through the various aspects of a task-based programming process | x | x | |
| The Goal-Directed Assessment Process | To describe goal-directed assessment in LBS; to provide a framework for goal directed assessment; to describe the 5 steps of a goal-directed assessment process | x | x | |
| Working with Learning Outcomes and Matrix |
To provide basic information on the characteristics and guiding principles of a learning outcomes approach to literacy; understanding and working with a learning outcomes matrix; and working with demonstrations. The Learning Outcomes Matrix charts the skills, learning outcomes and performance markers along a continuum of skill development at five levels of reading, writing, and numeracy. It also introduces key ideas and outcomes in the domain of Self-Management and Self-Direction. |
x | x | x |
| The Level Descriptions Manual | To be a companion piece to the Working with Learning Outcomes and Matrix, the LDM is more useful when a synthesized description of performance or skills is required. Content is linked more closely to an adult learning context. | x | x | x |
| Common Assessment in the Literacy and Basic Skills Program | To introduce the concept of common assessment in LBS; to lay out the basis for common assessment; to describe an approach for implementing common assessment | x | x | |
| Adult Literacy in Ontario: the IALS Results | x |
To find these resources
|
Document # |
Name |
Location |
|
1 |
LBS Program Guidelines |
http://www.tcu.gov.on.ca/eng/eopg/publications/20110309_lbs_guidelines.pdf |
|
2-18 |
OALCF Core Documents |
|
|
19 |
The Goal-Directed Assessment Process |
http://www.tcu.gov.on.ca/eng/training/literacy/goal/goal.pdf |
|
20 |
Working with Learning Outcomes and Matrix |
Not available online. Order from the Ministry of Training, Colleges and Universities |
|
21 |
The Level Descriptions Manual |
|
|
22 |
Common Assessment in the Literacy and Basic Skills Program |
http://www.tcu.gov.on.ca/eng/training/literacy/assessmt/assess.pdf |
|
23 |
Adult Literacy in Ontario: the IALS Results |
http://www.tcu.gov.on.ca/eng/training/literacy/internation/internat.pdf |
| JOURNAL REFLECTIONS: What do you think? | |
 |
View the OALCF Supports and Resources PowerPoint Presentation located in the OALCF section of this website and list the documents you think will have the greatest value for you. |
| < PREVIOUS LBS in the School Board Sector |
