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continued from previous page... June 13 - 15, 2002 June 14, 2002 June 14, 2002 June 17, 2002 June 19, 2002 June 19, 2002 June 19 - 20, 2002 June - exact date to be determined
June 23 - 24, 2002 July 8 - 10, 2002 July 10, 2002 August 8, 2002 Cognitive Enrichment Advantage
Cognitive Enrichment Advantage (CEA) is a comprehensive teaching method used in correctional settings, that assists students to learn how to learn and empowers them to understand, build, and articulate their own learning strategies. The method is based on a conversation held among teacher and students within the context of the classroom and regular curriculum. The method is holistic in that the teacher and students use the shared vocabulary of Building Blocks of Thinking (which are cognitive in nature) and Tools of Learning (which are the emotional and motivational responses within the learning experience) to discuss learning. The results shown in quantitative research studies, as well as in the qualitative research with students and teachers include accelerated learning rates, improved self-regulation of learning and social behaviours and improved awareness of self and others. These results assist in making a meaningful connection between education and crime prevention. CEA’s goals include: The labels of CEA (12 Building Blocks of Thinking, which are cognitive in nature and 8 Tools of Learning, which are motivational and behavioral in nature) are the learning tools for offenders. Students use the labels as tools with which to build their own personal learning strategies. By building metastrate-gic knowledge, students think out their strategies before acting, making their decisions more focused and successful. This process improves their academic achievement as well the level of their engagement in learning. The labels are in fact, simply named pieces of the learning process. Learners are taught the concept of the labels and then are made accountable for their use. These labels give the student a vocabulary of learning which he can use as flags, as indicators of progress in his growing ability to self-assess at the same time as the teacher is using the same labels for assessment purposes. Teachers use Mediated Learning Experience techniques to assist students to make appropriate connections between the learning process and the process of living. This includes classroom discussions around how to use the Building Blocks and Tools of Learning in other situations the offender may encounter, including those in family, work, and with friends. In corrections we have offenders for less and less time in which to make meaningful interventions. A teaching methodology which targets change, targets learning process, and targets the transferability of skills means a more focused approach. This refines our teaching skills and sets the stage for better results in that we can give the offender the Building Blocks and Tools of Learning and be more confident that he can apply the approaches to any learning situation he may encounter in other aspects of his life. [This article was taken with permission, from the Correctional Service of Canada website, Literacy 2000 Conference section, under Best Practices.] |
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