In every case, we attempted to balance the need to create authentic demonstrations with the need to create demonstration activities that accurately reflect the integrated use of literacy and basic skills.

We also tried to keep in mind that LBS instructors are not qualified to teach the trade-specific skills that hairstylist or electrician’s apprentices would need. We therefore had to include trade-specific information within the demonstration itself, using concepts and vocabulary that are consistent with the learner’s current level of functioning.

Give the demonstration a title
The title for each demonstration needed to be meaningful, and actually reflect what the learner would do during the demonstration.

Describe the demonstration activity
This step is designed to provide learners and practitioners with an overview of the demonstration. It tells them precisely what the learner will be doing, and gives them an idea about how the demonstration is linked to the short-term goal and to the LBS Learning Outcomes.

State the main goal path
This step is intended to link the demonstration to a long-term goal as described in LBS Programs. It also provides practitioners with a way to record the demonstration on the training plan for statistical purposes and record keeping. There are three possible main goal paths for each demonstration.

• employment;
• further education or training; or
• personal independence.

State the short-term goal(s)
For each demonstration, there are several possible short-term goals. These are listed so that practitioners and learners can decide whether the demonstration activity meets their current needs. Learners may be working on one or more of the listed shortterm goals.

Assign an overall LBS level
For this step, we examined both the demonstration materials and the complexity of the tasks that the learner was expected to perform. We also considered the level of integration that the learner would need to use to successfully complete the task. Using MTCU’s Working With Learning Outcomes, we assigned an overall LBS level.

State the Domains and Learning Outcomes
Each demonstration lists the specific domains that are embedded in it, as well as the relevant learning outcomes for each domain. This allows practitioners and learners to quickly decide whether the demonstration activity is appropriate. It also provides evidence of the demonstration’s validity in that it shows exactly what will be assessed.