Phase 1 Learning Outcomes

Learning outcomes, as previously mentioned, are broad statements of the knowledge, skills, and behaviours that learners demonstrate at five levels (LBS levels) of proficiency. These statements provide a common language to describe and document learner progress.

The learning outcomes were introduced to the field in 1998 in the Ministry document, Working with Learning Outcomes: Validation Draft.

They are comprised of the following:

  • Three literacy domains: Communications, Numeracy, and Self-Management and Self-Direction
  • Component outcomes within each domain, e.g., Read with Understanding for Various Purposes
  • Skill sets within the component outcomes, e.g., Read to Find Information and for Research
  • Success markers (and transition markers) within the skills sets. e.g., makes reasoned judgements on the accuracy and reliability of information found

The outcomes are also linked to the Ontario Curriculum (Grades 1 to 9).

Many practitioners found the skills sets and success markers too analytic. In 1999, the Ontario Literacy Coalition (OLC) was funded to provide a more holistic version of the outcomes. This resulted in the document, The Level Descriptions Manual. LBS practitioners have the option of using (a) the more analytic approach (b) the more holistic approach, or (c) a combination of both.

graphic - two closed loose-leaf binders
TASK: Read the introduction to both documents. Do a quick comparison of both approaches. Skim through the levels. Which approach appeals to you? Find out which approach or approaches other LBS college practitione rs are using. Find out why.

notes:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________