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Skills In Action
How Are Teaching Skills
Demonstrated In Daily Work?
The following skills have been taken from the document: Adult Literacy
Educators’ Core Skills List: School Board Sector. Each skill is further
explained by a number of ways in which it can be recognized in an
instructor’s work with learners.
SKILL: Facilitates the
learning process of planning, work, and growth for individuals in a
classroom setting.
Demonstrated
in the following ways:
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encourages learners to share ideas, ask questions, make
comments and cooperate with each other.
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offers direction and responds to learners in an appropriate
and timely manner.
-
fosters a cooperative, collaborative approach to classroom
management issues.
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accepts and gives constructive criticism.
-
shows sensitivity to different ways of participation based
in individual and cultural factors, asking for feedback on the learning
process and modifying procedures as necessary.
-
facilitates independent and self-directed learning through
structured activities.
-
assists learners in developing a realistic vision for their
optimum potential
SKILL:
Selects, adapts and creates appropriate learning materials
and resources.
Demonstrated in the following ways:
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designs activities to meet a variety of learning styles,
experiences, expectations and skill levels.
-
uses clear language and design in adapting/creating
materials.
-
critically examines tools and resources within the context
of LBS learning levels.
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supports the use of computers and information technology in
the development of literacy and numeracy skills.
SKILL: Communicates effectively in a
learning environment.
Demonstrated in the following ways:
-
gathers, prepares and reports statistical and program
information
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promotes and models effective interpersonal skills with
active listening, open-ended questioning, and sensitivity to learner
diversity.
-
presents information clearly with appropriate tone, style
and pace.
-
encourages and responds to learner feedback.
SKILL: Develops strategies for the
teaching of reading, writing, speaking and listening.
Demonstrated in the following ways:
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identifies the learner’s initial instructional level and
needs in reading, writing speaking and listening.
-
determines the sequence or reading and writing skill sets
required by the learner’s goals and the learning gaps.
-
plans and facilitates activities for reading, writing,
speaking and listening outcomes in an integrated instructional context
to support real life learning.
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uses a variety of teaching methods to help learners develop
specific communications skills i.e. decoding, comprehension, spelling,
grammar, and vocabulary according to the learner’s needs.
SKILL: Develops strategies for the
teaching of numeracy.
Demonstrated
in the following ways:
-
identifies the learner’s initial level and needs in
numeracy.
-
organizes required numeracy concepts and skills into
manageable and sequential units.
-
equips the learner to apply math concepts and skills to
solve word problems.
-
plans and facilitates activities for goal required numeracy
outcomes in an integrated instructional context to support real life
learning.
-
helps learners transfer math skills to daily life
situations.
SKILL: Uses on-going assessment and
evaluation processes.
Demonstrated in the following ways:
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selects or designs appropriate demonstrations to reflect
learner progress.
-
assesses and documents demonstrations of progress based on
meaningful tasks.
-
involves the learner in modifying the training plan,
clarifying goals and exploring options.
-
gives regular and frequent progress feedback to the learners
in both formal and informal ways.
SKILL: Uses final assessment and
evaluation for exit.
Demonstrated in the following way:
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