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  1. Primary Intended Learning Objective (PILO)

    https://calp.ca/e-learning/?id=801
    When you are planning your program you will identify a “primary intended learning objective” or PILO, so it is clear which skills will be taught throughout the program. Of course, the learning opportunities...

  2. Step 11: Keeping on Top of Data Collection All Year

    https://calp.ca/e-learning/?id=343
    Now that you’ve collected all this great information throughout the previous 10 steps, where do you put it all? It’s important to keep all of the data organized throughout a program and throughout...

  3. Selecting and Using Assessment Tools

    https://calp.ca/e-learning/?id=646
    Choosing the Right Tool Whether you're working with a learner focused on literacy, English language learning, computer skills or academic upgrading, you'll find there is a long list of formal assessment...

  4. Planning: Assessing Your Organization’s Volunteer Needs

    https://calp.ca/e-learning/?id=773
    Have you come into an organization that already has volunteers? Perhaps you have been directed to engage volunteers or maybe you’ve never worked with volunteers and think now is the perfect time! To...

  5. Finding the Right Volunteer: Be Easy to Find

    https://calp.ca/e-learning/?id=777
    “How do I find volunteers?” Throughout the CALP system, this is one of the most common questions. What’s been discovered is that there is not one way that works for everyone. Each community is unique...

  6. Introduction

    https://calp.ca/e-learning/?id=830
    Welcome to the Instructional Strategies for Reading e-Learning The topics in this e-Learning are: Basic components of reading Combine meaning and decoding Reading practice 3 explicit strategies...

  7. Outline

    https://calp.ca/e-learning/?id=832
    Motivation, Methods and Teaching Approaches Gaining a Better Understanding of Learners’ Success or Failure A Program Model that can be used in a Classroom or in Tutoring Putting Learner-Centered...

  8. Teaching Old Dogs New Tricks

    https://calp.ca/e-learning/?id=846
    We all know adults can teach adults. We have been doing this since the beginning of time. Adults, not children, have been the teaching focus for millennia. Well before Socrates. Believe it or not, the...

  9. The Meaning of Past Schooling

    https://calp.ca/e-learning/?id=849
    One easily generalized point about our learners is that almost all have been early school-leavers. One of the complications of our teaching is we have adults who have dropped or stopped out, with some...

  10. About Section Four

    https://calp.ca/e-learning/?id=873
    In this section, Allan introduces a working formula for motivational teaching. This formula is supported by three basic teaching methods that can be used interchangeably when teaching and tutoring adults. Motivating...

  11. Ways to use the Social Justice Approach

    https://calp.ca/e-learning/?id=925
    The social justice approach does not always have to be confrontational. In fact, it is often difficult to see where social justice ends and transformative learning begins, as seen below. We can include...

  12. Acknowledgements

    https://calp.ca/e-learning/?id=980
    More than 1,000 adult learners, over many years, helped me invent the Never-Fail Writing Method. Sometimes they worked with me and sometimes they resisted me; always they made their own decisions for their...

  13. Benefits for Practitioners

    https://calp.ca/e-learning/?id=982
    Job satisfaction. Learners making progress, engaging in the work, co-operating with you and others, making progress that they can see for themselves. That’s what I come for, every day. A stronger relationship...

  14. Learners Read Their Work

    https://calp.ca/e-learning/?id=991
    Set the Ground Rules I start by reminding everyone that we are commenting on what’s good and ignoring the mistakes, because that is the fastest way to help people get better at writing. I explain the...

  15. Learners Write

    https://calp.ca/e-learning/?id=997
    Writing is hard. It is work that requires thinking, planning, organizing, and remembering all at once, while at the same time requiring attention to spelling and sometimes even to the shape of the letters...

  16. Equal Treatment

    https://calp.ca/e-learning/?id=999
    Every learner gets the same number of comments, and the same amount of time and enthusiasm spent on their writing. This practice reinforces the idea that every learner is capable of good writing, and everybody...

  17. Learners Write

    https://calp.ca/e-learning/?id=1018
    Writing is hard. It is work that requires thinking, planning, organizing, and remembering all at once, while at the same time requiring attention to spelling and sometimes even to the shape of the letters...

  18. Sharing is Optional

    https://calp.ca/e-learning/?id=1021
    Learners who do not want to share their writing with the group put a “Do Not Copy” message on it when they hand it in. I read and make comments on their paper, but do not take it to the writing group....

  19. The Judges Report Back

    https://calp.ca/e-learning/?id=1026
    Each panel of judges reports back to the whole group. Occasionally I ask a panel to say why they made the award, especially if I know they have had a good discussion. If nearly every panel makes the same...

  20. The Complex Sentence

    https://calp.ca/e-learning/?id=1043
    I explicitly teach the complex sentence pattern because most sentence fragment errors in learners’ work are the result of putting a period where the comma should be in a complex sentence. The pattern...