Learning outcomes

Lesson 3: Aesthetician (2005)

Read & follow instructions for the use of facial products

This lesson plan teaches skin care for aestheticians. The lesson task, prepared by ESL (English as a Second Language) teachers, is to read and follow instructions for the correct use of facial products. Suggested teacher resources and classroom materials are listed.

The four Essential Skills required are: Reading text, Speaking, Document use, and Listening.

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2009-12-16

Family Math Groups (2009)

An Exploration of Content and Style

In this literature review, the author outlines the relationship of family math and family literacy, explores the importance of play in developing early skills, and traces the mathematical development of early childhood. She reviews several large and small scale family math programs, and discusses common findings as to what makes these programs successful.

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2009-04-28

Adult Workers' Engagement in Formal and Informal Learning (2008)

Insights into Workplace Basic Skills from Four UK Organisations

This report presents four cases that have been drawn from a larger longitudinal study which analyzes the immediate and longer term outcomes of workplace-linked interventions designed to improve adult basic skills.

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2008-06-26

Practitioner Training Strategy (2002)

Phase 2 Final Report

This report discusses a project that was part of a multi-year effort to review and implement the MTCU initiated “Practitioner Training Strategy”-to develop an integrated practitioner training and recognition approach that supports high quality delivery of the Literacy and Basic Skills (LBS) Program, through four phases.

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2003-07-10

Technological Literacy and the Matrix (2001)

An Instructor's Guide

This literacy and basic skills resource for instructors and their learners focuses on learning activities and demonstrations which help learners to use technology.

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2002-07-10

Adult Basic Education & College Preparatory Student Outcomes Project (1997)

1995 - 96 Report

Provides data about ABE students in British Columbia and the educational, social, and economic effects of ABE programs as reported by them. Includes statistical data about who the students are, why they enroll, what outcomes they expect, whether their goals are met, and the barriers they experienced. Third in a series of three reports.

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2000-09-11

Working with Learning Outcomes for Adults with Developmental Disabilities (1999)

During this project, existing literacy outcomes were examined, a literature search was conducted, and focus groups were held with front-line literacy practitioners, adult learners, developmental workers and counselors. The central purpose of the project was to identify ways in which the Demonstrations of the Learning Outcomes could best enhance success for adults with developmental disabilities in literacy programs.

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2000-08-31

Reflecting On Culture Wars In Adult Literacy Education: Exploring Critical Issues In “Contested Ground” (2000)

While the theories of New Literacy Studies are being applied in teaching, they have had much less currency at the level of educational systems and policies - institutions, funding, and accountability. Such a shift in the understanding of literacy means that ‘performance' is defined differently and requires a different approach to accountability.

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2000-01-01

The Level Descriptions Manual (2000)

A Learning Outcomes Approach to Describing Levels of Skill in Communications & Numeracy

The manual is based on the skills listed in the matrix of Working with Learning Outcomes (1998). The summary statements in The Level Descriptions Manual provide literacy assessors and learners with a summary of skills for each level of the communications outcomes of Read with Understanding for Various Purposes and Write Clearly to Express Ideas as well as each outcome in the numeracy domain.

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2000-01-01

Learning Outcomes: Skills or Function? (2000)

Summary of a Workshop Presented at the 7th Annual Conference of Adults Learning Mathematics

This is the report of a workshop that explored the differences between measuring skill-based numeracy (using math in school) and function-based numeracy (using math in real life). Workshop participants discussed how these different approaches to "learning outcomes" can affect the curriculum for teaching adult numeracy.

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2000-01-01

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