Introduction

Program development is an essential task for practitioners who work in adult literacy programs in Ontario. This course provides training on how to design and create day-to-day programming that 1) meets the needs of individual learners and 2) works well in a classroom setting.

Designing a quality LBS program begins with a good understanding of the particular approach to adult education and literacy training that is unique to LBS. As described in the Ontario Adult Literacy Curriculum Framework, LBS is:

1. Transition-oriented
2. Task-based
3. Goal-directed
4. Learner-centred.

Every aspect of the LBS program is influenced in some way by these four important and interconnecting principles. If we could disengage them and look at each one by itself, we might explain the terms this way:

1.    Transition-oriented describes the goal and ultimate purpose of the program

2.    Task-based or Outcome-based describes the general focus and primary emphasis of daily programming

3.    Goal-directed describes an assessment process that determines what the learner will focus on in the porgram.

4.    Learner-centred describes the contextualization of day-to-day instruction and learning in ways that meet the needs of each learner.

When it comes to program planning, LBS instructors always keep these four terms in mind because they are prescriptive as well as descriptive. During the course of this training, you will see:

• what the terms, “transition-oriented”, “task-based” (or “outcome-based”), “goal-directed”, and “learner-centred” mean in relation to program planning
• a number of ways practitioners can approach program planning for individual learners and for learners in groups
• key resources and supports in the Ontario Adult Literacy Curriculum Framework that are available to help with program planning.

The course is organized into 6 sections plus a final assignment as follows:

• Transition-Oriented Programming
• Task-Based/Outcomes-Based Programming
• Goal-Directed Assessment
• Learner-Centred Programming
• Approaches to Program Planning
• Key Program Planning Resources

COURSE OUTLINE

4.1 Transition-Oriented Programming

• What is transition-oriented programming?
• Goal-path, contextualized learning
• Coordinated support services
• Goal Paths, Milestones and Culminating Tasks

4.2 Task-Based/Outcomes-Based programming

• Outcomes/Task-Based Programming
• Competency-based learning
• Understanding a task-based approach to programming
• Balancing skill-based and task-based program content

4.3 Goal-Directed Assessment Process

• A goal-directed assessment process
• Gathering background information
• Setting realistic goals
• Analyzing goal requirements and identifying goal path tasks
• Assessing the learner’s current knowledge, skills and behaviours

4.4 Learner-Centred Programming

• Individualized learner plans
• Contextualization in program planning
• Linguistic and cultural considerations

4.5 Approaches to Program Planning

• Strategic planning
• Contextualizing the learner’s program
• Selecting appropriate learning materials
• Different approaches in classroom delivery
• Various approaches to program planning
• One step-by-step approach

4. 6 Key Program Planning Resources

• OALCF Resources and Documentation
• Understanding the curriculum framework
• Using the curriculum framework in Program Planning

4.6  FINAL ASSIGNMENT