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LEARNING TO LEARN

• Describe the role of learning to learn in the workplace and students' lives.
• Assess students' abilities and goals in learning to learn.
• Select or develop and use appropriate activities and materials to teach learning to learn in context.
• Assess learning outcomes in learning to learn.
• Identify and accommodate learning, disabilities and differences in learning styles.

THINKING SKILLS

• Describe the role of thinking skills in the-workplace and students' lives.
• Assess students' abilities and goals in thinking skills.
• Select develop and use appropriate activities and materials to teach thinking skills in context.
• Assess learning outcomes in thinking skills.

PERSONAL MANAGEMENT FOR THE JOB

• Describe the role of personal management in the workplace and students' lives.
• Assess students' abilities and goals in personal management.
• Select or develop and use appropriate activities and materials to teach personal management in context.
• Assess learning outcomes in personal management.

GROUP EFFECTIVENESS

• Describe the role of group effectiveness in the workplace and students' lives.
• Assess students' abilities and goals in group effectiveness.
• Select or develop and use appropriate activities and materials to teach group effectiveness in context.
• Assess learning outcomes in group effectiveness.

INFLUENCE

• Describe the role of influence in the workplace and students' lives.
• Assess students' abilities and goals in influence.
• Select or develop and use appropriate activities and materials to teach influence in context.
• Assess learning outcomes in influence
  

MATH

• Describe role of math in the workplace and students' lives.
• Assess students' abilities and goals in math.
• Select or develop and use appropriate activities and materials to reach math in context.
• Assess learning outcomes in math.
• Integrate math and the new basic skills.

READING, WRITING AND COMMUNICATION

• Describe the role of reading, writing and communication in the workplace and students' lives.
• Assess students' abilities and goals in reading, writing and communication.
• Select or develop and use appropriate activities and materials to reach reading, writing an communication m context.
• Assess learning outcomes in reading, writing and communication.
• Identify components of the whole language philosophy and the psycholinguistic theory upon which it is based.
• Apply whole language approaches to literacy acquisition practices in I*CANS.
• Construct lessons that embody whole language activities.
• Teach lessons based on whole language principles.
• Adapt use of contextual materials to reflect the whole language approaches.
• Distinguish between reading to do and reading to learn and describe how each is used on the job.
• Identify on-the job writing skills.
• Integrate reading, writing and communication with the new basic skills

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