For many agencies, the introduction of learning outcomes represented a shift from traditional, curriculum-based teaching approaches. This has resulted in a challenging and sometimes difficult journey for many LBS practitioners. They have had to interpret and adjust to new literacy standards, learn about effective goal-setting approaches, develop appropriate (and sometimes individualized) learning activities, and incorporate demonstration activities into their current assessment structures. They’ve also had to find the time and means to get together with practitioners from other agencies to (a) share information on the types of assessment tools they use, and (b) compare assessment results.

If your previous teaching experience has been in a more traditional educational setting, you will want to take some time to reflect on this new direction for adult literacy.

TASK: See if your program has a copy of the OLC handbook, Designing Down, Assessing Up, by Jane Barber. The handbook asked LBS agencies and practitioners about the challenges involved in developing programs that are outcomesbased and goal-directed. It also offers effective strategies from instructors throughout Ontario. Try the Quiz on page 2.

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