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Module 1 Activities:
1.
2.
3.
4.
5.
Tip:
Module 3, pg 6
Getting Started
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1.
2.
3. Family-School-Community Partnership
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The goal for successful school systems in a complex, global system goes
beyond achieving high literacy and numeracy levels: It is about
learning to learnIt is about the joy of learning and the pleasure and
productivity of using ones learning in all facets of work and life
pursuits. (Fullan, Hill, & Crevola, 2006, p.3).
Goals
The goal of CEA is to teach learners how to learn. CEA assists students, teachers, and
families to learn and use a common language about cognitive, motivational, and
affective processes. Greenberg (2000a) describes this language as being
metastrategic because children use this language to develop their own personal
learning strategies in a variety of situations. Children are not given or directly taught
specific strategies. Through mediated learning experiences children are assisted to
discover and apply a language about thinking.
Greenbergs interest in assisting children to learn how to learn is echoed throughout
the theories and investigations into metacognition, general thinking skills and the
effect on childrens learning (Georghiades, 2004). Many authors have underlined the
importance of helping children to develop effective thinking practices (Flavell, 1987,
Georghiades, 2004, Nutbrown, 1994,). There is promising evidence that learners
learn best when they are aware of their own strengths and weaknesses
and can access their own best ways to learn (Georghiades, 2004).
Within the CEA approach teachers and families are assisted to adopt a mediational
teaching style, as well as learn about the common metastrategic language (MalloyMiller, Currie & Tucker, 2002). Mediated learning occurs when a more expert person
assists a learner to discover needed information or strategies (Feuerstein, 1980).
Greenberg (2000b) believes that it is essential for teachers and families to use
mediational questioning for children to be able to truly understand the CEA concepts
and construct their own strategies. Greenbergs studies indicate that a child benefits
most after two years of exposure to CEA methods (Greenberg, 2000a).
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studies were in Grades Kindergarten to Grade 4 and had been involved with CEA
over a two-year period. Data was collected using standardized norm-referenced tests
(Tennessee Comprehensive Assessment Program and Standford Achievement Test)
concerning potential gains in reading, language, and math. Fidelity of treatment was
ensured by provision of weeklong workshops to teachers involved and periodic in
school support and consultation.
The effect size for reading ranged from +0.20 to + 0.55; for language, from +0.90 to
+1.0; and for math from +1.0 to +1.5, in favour of the CEA school sites 1 .
Greenberg (1994) also studied the effect of CEA on the teaching style of teachers.
Teachers from both the CEA school sites and comparison schools were videotaped.
The interactions between the teacher and the students were analysed for examples of
mediational teaching by an observational system (Greenberg 1990), a rating scale
(Lidz, 1993, cited in Greenberg, 2000a), and a teacher-child interaction rating
(Brophy & Good, 1969, cited in Greenberg, 2000a). Teachers in the CEA sites
displayed greater use of mediational teaching methods (effect size of +0.9).
Greenberg (2000a) also collected data from a smaller group of students from both
CEA schools and comparisons schools, using dynamic assessment measures
concerning intrinsic motivation and attention. Students from CEA schools revealed
significantly increased intrinsic motivation and attention relative to students in
comparison schools. Greenbergs work meets all of the evidenced-based practice
quality indicators described by Montague and Dietz (2009).
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Planning
Goal Orientation
Connecting Events
Feeling of Competence
One of the central CEA motivational concepts that children learn is Self Regulation.
Children from Kindergarten to Grade 8 have discovered, discussed, and applied the
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concept of Self Regulation. They understand this concept relative to the tasks and
expectations of their grade level Malloy-Miller, et al., 2002). Students knowledge of
Self Regulation builds over time (Ylvisaker & Feeney, 2008). Parents and teachers
find that after extended exposure to CEA concepts, their children/students became
more independent at home and at school and often used the term Self Regulation
(Malloy-Miller et al., 2002).
Pashler et al. (2007) generated a practice guide for organizing instruction and
improving student learning. Based on their combined expertise in the field of
teaching and learning and a current review of best practice literature, they detailed a
list of recommendations which are complementary to those described by Murphy
and Alexander (2007). Pashler et al. rated the level of evidence for each
recommendation:
Space learning over time (moderate evidence).
Interweave worked examples with problem-solving exercises
(Moderate evidence).
Combine graphics with verbal descriptions (moderate evidence).
Connect and integrate abstract and concrete representations of
concepts (moderate evidence).
Ask deep explanatory questions (strong evidence).
CEA incorporates many of these best instructional practices. For example:
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A similar effect for deep level questioning has also been demonstrated with
grade eight students (Chi, De Leeuw, Chiu & Lavancher, 1994) and with grade
four students (King, 1994).
Inherent in mediated learning techniques used in CEA is the belief that
mediators guide the child with questions and statements that assist the child
to develop their own understanding and strategies (Greenberg, 1994,
Greenberg, 2000b). CEA teachers use questions or statements to prompt
students to reflect on their current actions and strategies and evaluate the
success of these strategies (Malloy-Miller & Shuttleworth, 2009). Teachers
are encouraged to guide students to develop their own plans and strategies.
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Chi, De Leeuw, Chiu, and Lavancher (1994) investigated the role of self-explanations
with eighth grade students. They found that students, regardless of ability level, who
engaged in more detailed and inferential self-explanations tended to understand the
content at a deeper level and made less errors. King (1994) investigated the effect of
training Grade 4 and 5 students to ask each other experience-based questions versus
factual questions versus just explaining to each other. The results of her study
indicated that student dyads using experience-based questions with explanations
developed more complex and stable mental models and were more likely to retain
what they had learned (King 1994). King, Staffieri, and Adelgais (1998) extended this
comparison with Grade 7 students to determine the effect of training students to ask
integrative, experienced-based questions in a set sequence of increasing complexity.
They found a small treatment effect in favour of training students to ask other
students sequenced higher level questions. They felt that the students required more
time and practice to internalize the question strategy. They found again that without
explicit training, students tend to question and explain in a more factual, concrete
manner and are less likely to retain what they have learned.
CEA provides students with an explicit structure to reflect on their thinking and an
Cexplicit set of metastrategic concepts to generate their own strategies (Greenberg,
2000a). Within the CEA framework students are encouraged to bridge their
growing knowledge of the CEA concepts to a variety of situations at home, school and
in their community (Greenberg, 2000a). Greenbergs (2000a) original studies were
based on children having exposure to the CEA concepts over a two-year period.
Greenberg (2000b) noted that CEA is not a quick fix. Greenberg, based on
Feuersteins (1980) research, believes that improving learner effectiveness requires
time and effort.
Teachers trained to use the CEA method are helped to learn questioning skills
(describe, analyze, plan, and evaluate) that encourage children to engage in
frequent self-explanations.
Best Practices in TeachingDevelop Critical Thinking Skills:
Facione (2006) reported the consensus from an international group of experts about
the meaning of critical thinking skills. This panel of experts described critical
thinking as a pervasive and purposeful human phenomenon characterized by skills
including: interpretation, analysis, inference, explanation, evaluation and self-
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regulation. They added that a disposition toward critical thinking would include
being analytical, systematic, inquisitive, judicious, truth seeking, confident, and
open-minded.
All of these features of critical thinking are represented in the list of cognitive,
affective, and motivational concepts that are presented to children through the CEA
method (Greenberg 2000b).
Tracy, Reid, and Graham (2009) summarized the extensive research concerning the
direct teaching of writing strategies to enhance the skills of struggling writers. They
noted that explicit and systematic strategy instruction in planning, drafting, and
revising had a strong impact on improving the overall quality of writing. In
conjunction to explicitly being taught these writing skills, students need explicit
instruction to use self regulation procedures, such as self-instruction, goal setting,
self-monitoring and self-reinforcement (Tracy et al., 2009). CEA introduces students
to similar metastrategic concepts (Planning, Goal Orientation and Self Regulation)
and encourages children to apply these concepts to all activities at home, school, and
in their community (Greenberg 2000b). The CEA concepts fit with and extend many
of the cognitive strategies that are explicitly taught in relation to a particular
academic area. Greenberg (2000a) intentionally planned to make metastrategic
concepts or knowledge explicit for children. This gives them a basis to develop their
own strategies rather than implement expert-derived strategies. Greenberg felt that
children are more likely to generalize strategies that they have actively developed.
Conclusion:
Cognitive Enrichment Advantage incorporates educational and psychological best
practices related to children learning how to learn. Kathy Greenberg (2000a)
completed effectiveness studies to verify the best practice basis of CEA. Cognitive
Enrichment Advantage can be an effective toolkit for teachers and parents whom
support and guide childrens learning.
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Kids Count
Investing in Children
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Module 1:
Cognitive Enrichment Advantage
(CEA): Practice Activity
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Watch the video interviews with teachers who use the CEA approach in their
classrooms (Video 7).
Tip:
Mediated Learning is the key to CEA.
Check out Module Two and Video 2.
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