TRACK H Sessions

Date: Thursday, October 1

Time: 2:50pm – 4:20pm


Choice of 9 sessions:

  1. Introduction to Adult Foundational Learning (A6, B6, C6, D6, E6, F6, G6, H6) - Two-day session (Part 8 of 8)
  2. Diversity & Inclusion: LGBTQ2S Allyship (E1, F1, G1, H1) - Full-day session (Part 4 of 4)
  3. Adult Literacy and Learning (A.L.L.) in Family Literacy Programs (E4, F4, G4, H4) - Full-day session (Part 4 of 4)
  4. Creating Learning Partners (E5, F5, G5, H5) - Full-day session (Part 4 of 4)
  5. Creating Safer Spaces - Indigenous Learning in the CALP Model (E9, F9, G9, H9) - Full-day session (Part 4 of 4)
  6. HR - Leadership & Conflict Resolution (G3-H3) - Half-day session (Part 2 of 2)
  7. Effective Intercultural Communication (G7-H7) - Half-day session (Part 2 of 2)
  8. Why Learners Stay or Leave Programs (H2) - 90-minute breakout session  FULL
  9. Teaching Reading Through Language Experience (H8) - 90-minute breakout session - REPEAT SESSION

Introduction to Adult Foundational Learning (A6, B6, C6, D6, E6, F6, G6, H6) - Two-day session (Part 8 of 8)

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Introduction to Adult Foundational Learning (A6, B6, C6, D6, E6, F6, G6, H6) - Two-day session

This 2-day training workshop aligns with the Government of Alberta Community Adult Learning Program (CALP) Guidelines, and is intended to give CALP practitioners knowledge, skills and strategies that will help them be successful in their roles. Introduction to Adult Foundational Learning (IAFL) takes a hands-on approach for exploring how to engage and support adult foundational learners in our communities. This training will also provide the opportunity for new and seasoned CALP practitioners alike to participate in a collaborative learning environment, which fosters building and strengthening CALP communities of practice.

Note: Attendance for both full days is required to receive a certificate.

Presenters:

Cheryl Lovstrom is the Central Region Support Staff with CLN. She draws from her prior experience in the CALP system and her enthusiasm for adult foundational learning to help staff and facilitators understand CALP-funded programming. Cheryl is passionate about lifelong learning and believes in the power of CALP-funded programs to build foundational skills in adult learners.

Val Rathjen has been engaged in the community adult learning world since 2005. Her journey began as a Coordinator at Flagstaff Adult Learning for 10 years, and has continued as a member of the CLN’s Regional Support team. She has both operational and program experience along with years of working with learners in small town Alberta. Helping CALP staff acquire the skills and tools they need for success is her passion.

Purpose:

The purpose of this required training is for CALP staff to learn approaches and strategies for creating learner-centred programming for adult foundational learners that aligns to the CALP guidelines.

Learning Objectives:

  • Participants will gain an understanding of adult foundational learning, the priorities for CALP programming, and be introduced to strategies for creating relevant and effective adult learning experience
  • We will examine theory and practice-based approaches to enhancing adult learner engagement and success in CALP Literacy and Foundational Learning programs
  • Participants will take away a copy of the IAFL manual and CALP Guidelines, as well as suggested resources and links for further learning

Session Threads: Literacy & Foundational Learning (LFL), Foundational Learners and Learning

Intended Audience:

  • CALP Operational Staff, CALP Program Staff, CALP Program Facilitators / Instructors, CALP Board Members, CALP Volunteer Tutors, CALP Executive Directors / Senior Staff / Managers
  • Any level of experience

Diversity & Inclusion: LGBTQ2S Allyship (E1, F1, G1, H1) - Full-day session (Part 4 of 4)

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Diversity & Inclusion: LGBTQ2S Allyship (E1, F1, G1, H1) - Full-day session

You've seen the acronym. What does LGBTQ2S mean? What’s with all the rainbows? If it doesn't affect me, why should I care?

This casual and entertaining workshop breaks down the confusing terms, provides a safe space for you to ask questions, and gives you the opportunity to really find out what it means to be an ally to the LGBTQ2S community.

Come join us and learn the skills and tools you'll need to fight discrimination and make the world a little friendlier for all Albertans.

Presenter:

B Adair has experienced the realities of coming out as a gay, transgender man in rural Alberta and facilitates training to increase knowledge and improve diversity and inclusion practices. He’s worked with educators, healthcare practitioners, students, community organizations, and religious groups to bridge the gaps and eliminate stereotypes and stigma.

Purpose: Talking about hot issues can be tricky and uncomfortable. This workshop provides a safe, non-judgemental learning environment for participants to feel comfortable and confident learning and asking questions about the queer community.

Learning Objectives:

  • This engaging and interactive workshop will cover basic LGBTQ2S knowledge, inclusive language and how we can all combat oppression and marginalization. We'll discuss the importance of acknowledging privilege and how intersectionality connects us all
  • We will learn how to be better allies to the queer community by taking part in a combination of visual images, group discussions, fun activities, and even an arts and crafts project!
  • Participants will leave this session with better awareness of the disparities LGBTQ2S folks face every day. You'll be armed with the tools, skills, and confidence you need to stand up against discrimination and hate, and most importantly, everyone leaves with a smile

Sessions Threads: Inclusion, Diversity and Safer Spaces, Coaching & Modeling Strategies, Community Partnerships and Engagement

Intended Audience:

  • CALP Operational Staff, CALP Program Staff, CALP Program Facilitators / Instructors, CALP Board Members, CALP Volunteer Tutors, CALP Executive Directors / Senior Staff / Managers
  • Any level of experience

Adult Literacy and Learning (A.L.L.) in Family Literacy Programs (E4, F4, G4, H4) - Full-day session (Part 4 of 4)

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Adult Literacy and Learning (A.L.L.) in Family Literacy Programs (E4, F4, G4, H4) - Full-day session

This full-day training has been developed for staff of CALP-funded organizations who offer, or plan to offer, family literacy programs in their community that they would like to align to the CALP Guidelines. This “how-to” course helps practitioners learn planning strategies to teach adult literacy and foundational learning skills with learners. In this participatory training, CALP-funded staff will gain an understanding of adult literacy strategies and learn how to teach adult foundational skills while engaging the whole family. Materials and strategies learned in the training are transferrable to all literacy and foundational learning areas.

Presenters:

Rebecca Still is the West-Central Regional Support Staff with the CLN and has over 20 years experience in adult learning. Rebecca has first-hand experience as a tutor and coordinator for adult and family literacy programs. She is passionate about supporting adults on their learning journey, whether they are a practitioner or a foundational learner.

Wendy Peverett is the Professional Development Specialist at ECALA. She has been in the field of family and adult literacy as a program developer, facilitator, mentor and trainer for over 20 years. Being the recipient of the Ruth Hayden Family Literacy Practitioner Award in 2016 is a highlight in her career.

Purpose: CALP-funded staff will gain knowledge, skills and confidence to provide family literacy programs that support Literacy and Foundational Learning in adults within a family context.

Learning Objectives:

  • To understand the role of CALP-funded family literacy programs in supporting adult foundational learning 
  • To understand how to use adult-focused literacy and foundational learning content within a program that is engaging to all family members
  • To participate in a research based learning approach – “I do, We do, You do”. Identify training and resources to learn more about planning and delivering effective family literacy programs
  • Participants will take with them a participant guide, templates, and links to further learning and resources

Session Threads: CALP-funded Family Literacy Programs, Learning Activities, Adult Literacy

Intended Audience:

  • CALP Program Staff, CALP Program Facilitators / Instructors
  • Any level of experience

Creating Learning Partners (E5, F5, G5, H5) - Full-day session (Part 4 of 4)

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Creating Learning Partners (E5, F5, G5, H5) - Full-day session

This 1-day training will give CALP staff the understanding, tools and resources they need to begin training contracted instructors, facilitators and volunteers to work with adult literacy learners and support foundational learning in their community. This session will focus on Creating Learning Partners (CLP), which is a comprehensive training manual developed by literacy practitioners for Alberta's literacy and learning programs.

Presenter:

Emily Robinson Leclair - The Creating Learning Partners resource was sitting on her desk when Emily began her journey into adult literacy. She built her very first tutor training agenda using its contents and continues to rely on the wealth of knowledge and experience provided within its 13 units. Her vision for 2020 is that the Creating Learning Partners manual experiences a resurgence over the next decade! 

Purpose: Participants will learn the key steps, activities and strategies for delivering effective, engaging and relevant training for contracted instructors, facilitators and volunteers.

Learning Objectives:

  • Participants will learn the key steps, activities and strategies for delivering effective, engaging and relevant training within their organizations.
  • Participants will draw on their own experiences and work together to explore the content and facilitation strategies outlined in the Creating Learning Partners manual.
  • Participants who complete this training will be able to facilitate their own training for new and experienced contracted instructors, facilitators and volunteers. 

Note: Please note, this training includes the content previously offered by Training Your Tutors (one-day face to face workshop or online Study Group).

Session Threads: Tutoring in Literacy and Foundational Learning (LFL), Tutor Training, Volunteer Recruitment and Retention, Coaching & Modeling Strategies, Facilitation Skills

Intended Audience:

  • CALP Operational Staff, CALP Program Staff, CALP Program Facilitators / Instructors, CALP Executive Directors / Senior Staff / Managers
  • Any level of experience

Creating Safer Spaces - Indigenous Learning in the CALP Model (E9, F9, G9, H9) - Full-day session (Part 4 of 4)

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Creating Safer Spaces - Indigenous Learning in the CALP Model (E9, F9, G9, H9) - Full-day session

Smudging Notification: Smudging is an Indigenous tradition, involving the burning of sweetgrass, sage and/or cedar. Sage and cedar smudges produce a very strong and distinct aroma but the smoke is minimal and lasts a very short time. A smudge is burned primarily for purification and to help create a positive mindset.

CLN is notifying all individuals who have sensitivities to scents or smoke, that smudging may cause reactions.

This session will explore the issue of culture and its implications on Indigenous Learners in the CALP model. We explore concepts such as cultural bias and history while exploring specific strategies that will help facilitators create learning spaces and opportunities that will more effectively meet the needs of Indigenous learners.

Presenters:

Kelly Schram has been with the Community Adult Learning Program as a Coordinator, Facilitator and now Executive Director for 20 years. She is committed to strategies and community development initiatives that reduce barriers to clients who are isolated from regular programming.

Georgina Supernault is a devoted Kokum who has worked with CALP initiatives and as a community service provider and educator for over 15 years. She has worked as a community advocate for her community and recently has been an active member of the PDAC committee and the CLN Board.

Dave is an Elder in the Peace River area, educator, artist, native dancer and a residential school survivor. He has worked as an educator, advocate, and Elder for the Peace Regional Outreach Campus, Peace River Corrections as well as serve in an advisory capacity as for initiatives on Missing and Murdered Indigenous Women, K Division, and on provincial Truth and Reconciliation initiatives.

Purpose: Exploring Indigenous learning principles.

Learning Objectives:

  • Explore specific strategies providers can use in their classrooms and learning opportunities
  • Share interactive activities that incorporate indigenous learning principles such as discussions on bias, medicine wheel teachings, storytelling, sharing circle facilitation
  • Learn how to use specific principles to increase indigenous participation in their programs

Session Threads: Indigenous, Metis and/or Inuit Learning and Learners, Inclusion, Diversity and Safer Spaces, Instructional Strategies, Community Partnerships and Engagement

Intended Audience:

  • CALP Program Staff, CALP Program Facilitators / Instructors, CALP Volunteer Tutors, CALP Executive Directors / Senior Staff / Managers
  • Any level of experience

HR - Leadership & Conflict Resolution (G3-H3) - Half-day session (Part 2 of 2)

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HR - Leadership & Conflict Resolution (G3-H3) Half-day session

According to research conducted, employees spend on average 2.8 hours/week in conflict, which – when unresolved – leads to absenteeism, stress leaves, mistakes, decreased productivity, employee turnover and many more negative effects. This highly interactive workshop will teach you how to resolve and/or manage workplace conflict so you can manage this risk and prevent losing valued employees.

Presenter:

Julianna Cantwell is the President of JUNA Consulting Inc., a strategic human resources consulting practice that helps organizations improve individual and group performance. Specializing in learning & development for over 20 years and communications for more than 15 years, Julianna logs over 100 days a year speaking and facilitating learning.

Purpose: To help leaders successfully manage and resolve conflict in their work environments.

Learning Objectives:

- Upon completion of this course, participants will be able to

  • Identify their natural conflict style and understand how others may perceive it 
  • Know how to adapt their conflict approach to suit each situation 
  • Describe the stages of conflict

- Identify current conflict situation and develop strategies to successfully manage those relationships using the tools learned in this workshop

- Participants will take away a Conflict Styles Assessment; Conflict Resolution Planner

Session Threads: Human Resources

Intended Audience:

  • CALP Operational Staff, CALP Program Staff, CALP Program Facilitators / Instructors, CALP Board Members, CALP Executive Directors / Senior Staff / Managers
  • Any level of experience

Effective Intercultural Communication (G7-H7) - Half-day session (Part 2 of 2)

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Effective Intercultural Communication (G7-H7) - Half-day session

This interactive session intends to examine the concept of culture, the effect culture has on one's personal and professional life, as well as the role that our cultural biases play in our communications with others. It will equip the participants with practical tools to reflect on their practices and achieve effective intercultural practice.

Presenter:

Elli Dehnavi holds a PhD in Cultural Studies and is a university teacher and public educator. She has developed educational resources and training programs and has managed community-based research projects on Diversity and Inclusion, Gender Equity, and Human Rights. Elli also works as the Executive Director of the Centre for Race and Culture, a non-profit organization that promotes intercultural understanding and racial equity.

Purpose: To increase the participants' capacity for effective intercultural communication.

Learning Objectives:

  • Participants will understand the ways cultural biases and assumptions can lead to discrimination in their work and how to prevent it
  • Participants will use culturally-informed practices to guide their interactions for effective intercultural practice
  • Participants will take away practical tools to foster effective communication in working with diverse communities

Session Threads: Inclusion, Diversity and Safer Spaces, Community Partnerships and Engagement, Human Resources

Intended Audience:

  • CALP Operational Staff, CALP Program Staff, CALP Program Facilitators / Instructors, CALP Board Members, CALP Volunteer Tutors, CALP Executive Directors / Senior Staff / Managers
  • Any level of experience

Why Learners Stay or Leave Programs (H2) - 90-minute breakout session

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Why Learners Stay or Leave Programs (H2) - 90-minute breakout session

It’s the start of a new term in your program . . . which of your learners is going to stay and who’s going to leave? In this session, we reflect on the value of in-depth program review to reveal which learners are being well-supported and which learners need additional, or different, supports. We explore ways of knowing your learners and their needs, determining whether your program can meet those needs, and how to find collaborators to help create a network of support for learners.

Presenters:

Heidi Grogan is a supervisor of community services with Catholic Family Services and was previously an educator in the Never Too Late program. She has worked with learners who have experienced trauma, poverty, addiction and mental health in community-based programs for the past 20 years, including Humanities 101 and Servants Anonymous Society.

Jeb Gaudet is an educator and tutor with Catholic Family Service’s Never Too Late program. He combines his experience as a researcher, mental health peer support facilitator, and instructor to support adult learners in their educational journey.

Purpose: The purpose of this session is to demonstrate the importance of identifying learner needs and the importance of collaboration and community in meeting those needs.

Learning Objectives:

  • Participants will learn about the importance of program reviews and responsive adaptations to program design and delivery that consider learner needs and how to best meet those needs
  • Practitioners will engage in an ice breaker activity in which they will get to know one another by getting to know their learners and what their learners’ diverse needs (educational, emotional)
  • Participants will learn how program evaluation can identify factors affecting learner outcomes

Session Threads: Foundational Learners and Learning, Inclusion, Diversity and Safer Spaces, Trauma-Informed Practices, Mental Health & Learning, Instructional Strategies

Intended Audience:

  • CALP Program Staff, CALP Program Facilitators / Instructors
  • Any level of experience

Teaching Reading Through Language Experience (H8) - 90-minute breakout session - REPEAT SESSION

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Teaching Reading Through Language Experience (H8) - 90-minute breakout session - REPEAT SESSION

Language Experience Approach is a method that teaches reading through the learner's own stories. It is a wonderful tool for tutors to use with non-readers. It is scalable, and easily grows along with the learner's reading ability. This teaching method will be reviewed and modelled, and all participants will be invited to take part in developing language experience stories and building learning activities to go along with each story.

Presenter:

Marci Bulloch’s background includes facilitation, program coordination, community development and curriculum development. Her early years in the field were spent teaching in a correctional facility in the north, which deepened her understanding of the impact of limited literacy and essential skills. Marci is currently a Program Manager with Decoda Literacy Solutions in BC.

Purpose: To explore and review how easy and effective the Language Experience Approach is.

Learning Objectives:

  • Participants will learn how to use the Language Experience Approach
  • Everyone will take part in creating a language experience story along with extension activities
  • Participants will develop the knowledge and skill to use language experience with their learners, or to teach this approach to tutors in their programs

Session Threads: Adult Literacy, Foundational Learners and Learning, Learning Activities, Tutoring in Literacy and Foundational Learning (LFL), Tutor Training, Instructional Strategies

Intended Audience:

  • CALP Program Facilitators / Instructors, CALP Volunteer Tutors
  • Any level of experience