1 11 Cognitive Enrichment Advantage ________________________________________ Cognitive Enrichment Advantage (CEA) is a comprehensive approach, developed by Katherine Greenberg, to assist students to become independent thinkers. This approach includes a common language about critical thinking skills. CEA gives teachers and students a way to ‘think about their thinking’ – or engage in ‘metacognition’. Constructing your own learning: Think about how your students learn. How does it affect your students when they have explicit vocabulary for concepts that they are learning? What happens when they do not have this vocabulary? What helps students be prepared to learn? When does learning new concepts really ‘stick’ with your students? When are students most likely to apply what they have learned? Check back to your answers once you have worked through this module. Module 1 Activities: 1. 2. 3. 4. 5. Read Cognitive Enrichment Advantage Description. Read about CEA Best Practices. Check out the CEA Reading List. Try out the practice task. Check, are you ready to go onto Module Two? a) What are the three CEA components? b) How long does Katherine Greenberg recommend that students be involved with the CEA approach? c) What are three examples of best practices inherent in CEA? Tip: Module 2 leads you through the key to CEA- Mediated Learning Experience. Tip: Module 3, pg 6 – Getting Started… -4- What is Cognitive Enrichment Advantage? ________________________________________________________________________ 1. Explicit, Common Language About Thinking 2. CEA is a comprehensive Cognitive Education model, developed by Katherine Greenberg (2000). Children are explicitly assisted to discover 12 cognitive concepts and 8 affective- motivational concepts. Children use these 20 metacognitive concepts to develop their own learning strategies at home, school and in their community. The cognitive concepts are called Building Blocks of Learning and the affective and motivational concepts are called Tools of Learning. This common language about metacognition is integrated into all activities of the child’s day via mediated learning techniques. Mediated Learning Experience: Children are assisted to discover the common language about thinking through the assistance of a more skilled learner. This is called a mediated learning experience (MLE). The essence of MLE is that the child is assisted to discover and develop their own understanding and is not explicitly given information. The most frequently used mediational technique is ‘deep level questioning’. The intent of MLE is to assist learners to become both independent and interdependent or collaborative learners. 3. Family-School-Community Partnership CEA encourages a partnership between home, school and community agencies. All significant people in a child’s life develop a common purpose in using a shared language about thinking. There is recognition that families need broad-based support and need to be integral team members. It is expected that a child will learn how to learn when they are always encouraged to actively be involved in what they are learning. Understanding of the CEA ‘language about thinking’ takes time and effort. It is recommended by Katherine Greenberg that students be engaged in the CEA approach for at least two years for optimal benefits. Reference: Greenberg, K. (2000) Cognitive Enrichment Advantage: Teacher Handbook. -5- ‘Learning to Think and Thinking to Learn’ Cognitive Enrichment Advantage Uses Evidence-Based Practices to Develop Students’ Thinking and Learning Skills _____________________________________________ The goal for successful school systems in a complex, global system goes beyond achieving high literacy and numeracy levels: “It is about learning to learn…It is about the joy of learning and the pleasure and productivity of using one’s learning in all facets of work and life pursuits.” (Fullan, Hill, & Crevola, 2006, p.3). What is Cognitive Enrichment Advantage (CEA)? CEA, developed by Katherine Greenberg (2000b), is based on the theory of Lev Vygotsky, the work of Reuven Feuerstein, and others from the fields of cognitive education and collaborative/ cooperative learning. 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’. Greenberg’s 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 children’s 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. Greenberg’s studies indicate that a child benefits most after two years of exposure to CEA methods (Greenberg, 2000a). What is the Evidence Basis for CEA? Greenberg (2000a) completed a series of four studies from 1988-1994. CEA was implemented in 4 school sites in rural and urban Tennessee with 3 matched comparison schools, which did not implement CEA. The children involved in the -6- 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. Greenberg’s work meets all of the evidenced-based practice quality indicators described by Montague and Dietz (2009). CEA Uses Evidence-Based, Best Teaching Practices to Enhance Student Learning: Cognitive Enrichment Advantage (CEA) reflects current evidenced-based practices supporting children’s learning. Recently there has been an effort to detail best practices for teaching and learning based on current research literature (Facione, 2006; McCombs, 2001; Murphy & Alexander, 2007; & Pashler, Bain, Bottege, Graesser, Koedinger, McDaniel & Metcalfe, 2007). CEA principles encompass many of these best practices. Best Practices in Teaching—Use Learning Principles to Guide Teaching Practice: Murphy and Alexander (2007) summarized the 14 optimal learning principles, generated by the American Psychological Association Board of Educational Affairs in 1995, into five crucial themes: 1. A learner’s current knowledge serves as a basis for association with new knowledge, a filter for new experiences, and a guide for organizing and representing future learning. 2. Motivational and affective factors play a significant role in the learning process. 3. The ability to reflect upon and regulate thoughts and actions is critical to learning. An effect size of .20 is considered small, .30 is considered educationally important, .50 as medium and .80 or higher as a large effect size. 1 -7- 4. Learning progresses through common developmental stages and is influenced by heredity and environment. This is expressed in a unique way for all learners. 5. Learning is significantly shaped by social context or situation. Vygotsky’s concept of a Zone of Proximal development, where a more knowledgeable learner guides the learning of less skilled learner, is recognized as a frequent and effective source of learning. These learning principles are reflected in the design and delivery of the CEA Program. Best Practices in Teaching—Incorporate Children’s Background Knowledge and Experience into Learning Experiences: Greenberg (2000b) emphasized the importance of recognizing the background knowledge and experience of children in order to actively engage them in the learning process. The foundation for CEA is the theory of mediated learning experience, initially described by Feuerstein (1980). One of the key factors for mediated learning is the need for ‘reciprocity’ between the child and the mediator (Feuerstein, 1980, Greenberg, 2000b). Reciprocity underlines the importance of building a responsive connection and understanding between the child and the mediator. In CEA it is assumed that for learning to occur the mediator must understand the background experience and values of the learner and the learner must also understand the values and beliefs of the mediator. Best Practices in Teaching—Recognize the Importance of Affective and Motivational Practices in Learning: CEA is a holistic cognitive education method. The common CEA metastrategic language that children use to develop their own strategies encompasses motivational and affective concepts as well as cognitive concepts (Greenberg, 2000a). Greenberg believes that as children become aware of motivational and affective concepts that they will be more likely to realize how these factors can support or interfere with their learning (Greenberg, 2000a). The CEA concepts most frequently used by teachers include Self Regulation (motivational concept) and Feeling of Competence (affective concept) (Malloy-Miller et al., 2002). CEA teachers also learn to provide frequent, specific positive feedback to assist children to build a positive self picture (Greenberg, 2000b, Malloy-Miller & Shuttleworth, 2009). Picture (Greenberg, 2000b, Malloy-Miller & Shuttleworth, 2009). Most Frequently Used CEA Concepts Self-Regulation Exploration Making Comparisons Problem Identification Planning Goal Orientation Connecting Events Feeling of Competence Best Practices in Teaching—Teach and Promote the Use of SelfRegulation: 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 -8- 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). Best Practices in Teaching—Attend to the Developmental Stages of Learning While Still Recognizing that Learning is Shaped by Social Context: Greenberg (2000b) recognizes the developmental nature of learning and as with Feuerstein’s theory of mediated learning experience, the emphasis of CEA is on the social construction of knowledge. Vygotsky’s theory of the ‘zone of proximal development is central in Feuerstein’s (1980) theory of mediated learning experience and Greenberg’s development (2000b) of CEA: “With the use of mediated learning experiences in an atmosphere that facilitates the social construction of knowledge, CEA maximizes learning potential and nurtures the human spirit in all learners by helping them to believe in themselves and their ability to become effective learners.” (Greenberg, 2000b, pg. 25) Classroom teachers select CEA concepts that match the developmental level and needs of their students. Teachers help students to connect the concepts to their daily academic and social activities (Malloy-Miller, et al., 2002). Best Practices in Teaching—Employ Effective Instructional Methods: 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: Space Learning Over Time: Greenberg (2000b) acknowledged that CEA is not a quick fix and recommended that students be exposed to the CEA method for at least two years. The CEA metastrategic language is interspersed throughout the school day to assist with understanding and completion of regular classroom activities. CEA is not intended to be a separate activity or instruction time. The learning of CEA concepts is therefore naturally spaced over time with frequent, embedded examples in children’s activities at home and at school. -9- Provide Examples and Encourage Students to Apply to Their Problems; Connect Abstract and Concrete Examples; Combine Graphic and Verbal Descriptions: As children in CEA classrooms are guided through a discovery discussion about a new CEA concept, the teacher-mediator offers examples of how she/he might use that concept and then the children add their examples. Examples are generated throughout the school day and the children begin to use the concepts to develop their own learning strategies. During the introduction discussions, teachers pose a series of questions prompting the students to think more deeply about the CEA concept. The responses of the children are recorded in mind maps, concept maps or other graphic organizers. Teachers often keep these records as anchor charts to refer back to or add onto with their students. During the introductory discussion, the students summarize their ideas about the CEA concept into a general statement or principle about the main idea of that concept (e.g., “If I use ‘Exploration’ then I will get the information that I need and be ready to learn”). This takes the concrete examples of the students and helps them to build a more abstract rule that they can apply in a variety of situations (Greenberg, 2000b, Malloy-Miller et al., 2002). Use Deep Level Questioning: Deep level questioning is strongly supported as a teaching strategy that prompts greater comprehension, learning and memory. Craig, Sullins, Witherspoon and Gholson (2006) studied the effect of deep-level reasoning questions on the vicarious, computer-based learning of college students. The questions were drawn from a question frame (i.e., comparison, interpretation, causal antecendent/consequent, instrumental/procedural and enablement). They found that learners who received prompts for deep-level questioning out preformed students who participated in an interactive dialogue, observed an interactive dialogue, or observed a monologue of the same content. Craig et al. hypothesized that deep level questioning may have led the learner to selfexplain, detect incomplete mental models and find discrepancies between their model and the presented model. 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. Best Practices in Teaching—Actively Engage the Learner: VanLehn, Graesser, Jackson, Jordan, Olney, and Rose (2007) examined the difference between reading and dialogue. In their review of the literature, they found that learning gains are dependent on how actively engaged the learner is. If the learner actively works with the information in some way then the learning effect is the same for reading, listening, and dialogue. In their study they found a ‘content’ - 10 - factor and couched their explanation relative to Vygotsky’s Zone of Proximal Development (VanLehn et al, 2007). If the content is familiar to students then dialogue is not more helpful than reading and listening. However, if the content is in the upper zone of the learners’ ZPD, then dialogue facilitates learning. They posit that dialogue may add content and keep the learner engaged in complex tasks (VanLehn, et. al. 2007). CEA teachers develop the mediational style of not giving students more assistance than is needed. They are encouraged to engage students in ‘exploration thinking’ when they are learning new academic concepts to benefit from what students already know (Malloy-Miller & Shuttleworth, 2009). The Mediator constantly attends to the balance between challenge and level of difficulty (Greenberg, 2000b). Greenberg (1994) observed that CEA teachers are more likely to ask higher-level questions than teachers who have not had CEA training. Best Practices in Teaching—Encourage Students’ Creation of SelfExplanations: 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). Greenberg’s (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 Feuerstein’s (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 Teaching—Develop 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- - 11 - 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). Best Practices in Teaching—Explicit Strategy Instruction: 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. Best Practices in Teaching—Differentiating Instruction: In the Ontario Ministry of Education document, Education For All (2005), differentiated instruction is described as a best practice standard. As with CEA, the theory base behind differentiated instruction is that of Lev Vygotsky. Teachers are encouraged to differentiate the content, the processes, or the products to match the needs of individual students (Ministry of Education, 2005). The Education For All document lists “Strategy Instruction” as an evidenced-based practice for both numeracy and literacy in terms of assisting students to ‘learn how to learn’ and become more efficient learners. Specific strategy instruction is felt to be most effective, especially when students learn when, where and how to use a strategy (Ministry of Education, 2005). CEA provides children with an explicit language about thinking that they can use for numeracy and literacy tasks, as well as activities at home and in their community (Greenberg, 2000a). Greenberg’s (2000a) research demonstrated that CEA does have a positive effect on both children’s numeracy and literacy achievement. CEA reflects accepted best practices to support children’s learning. 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 children’s learning. - 12 - A Little Bit of History… _________________________________________________________________________ Cognitive Enrichment Advantage (CEA) has been used by teachers within the Thames Valley District School Board since 2000. CEA was introduced to the Thames Valley district through a community partnership between the primary children’s service agencies in the London area. These included: Thames Valley Children’s Centre Thames Valley District School Board London District Catholic School Board Madame Vanier Children’s Services Learning Disabilities Association – London Region Middlesex-London Health Unit Kids Count Investing in Children Parents for Children with Attention Deficit Disorder. From that Steering Committee group the project, Kids On-Track (KOT), was formed as a vehicle to demonstrate CEA and provide educational opportunities for families and teachers. From 2000 to 2003 funding support was received from the: National Crime Prevention Centre The Solicitor General’s Office of Ontario The Trillium Foundation May Court Club of London. All of the Community Partners made in-kind donations. From 2003 to 2010 funding was shared between TVCC and TVDSB. The Kids On-Track (KOT) project sent out an annual invitation to Elementary School Principals to consider beginning with the CEA approach. Since September 2000 KOT has coached more than 250 TVDSB teachers in 24 TVDSB school sites, and through workshops an additional 25 teachers, 6 School Support Counselors, staff in the TVDSB Steps For Success program and staff at Madame Vanier Children’s Services. Four schools from the London and District Catholic School Board participated in the first two years of the KOT project and a number of teaching staff from the LDCSB have attended CEA workshops.. KOT has had many connections with families over the years via family meetings, newsletters and attendance at workshops. Through the KOT project a group of dedicated and knowledgeable educational and health professionals was built who are readily able to foster the development of children’s critical thinking skills. Now in 2010, the coaching and educational support of the Kids On-Track project has been transformed into an electronic learning tool. The vision is still the same. The core belief is that children can be supported to develop their potential through the development of critical thinking skills. This is especially important for children who are at risk for learning, attention, movement and behavioural difficulties. The intent is to foster the use of a language about thinking as a basis for children to develop their own success strategies for schoolwork, playground activities, leisure pursuits and community participation. - 13 - Cognitive Enrichment Advantage is all about “Learning to Think and Thinking to Learn”. This is the essence of metacognitive functioning and the basis of metacognitive strategies. Thank you for joining in the pursuit of helping all children be the best thinkers possible! The Kids On-Track Steering Committee: Terry Wilkins, Chair, Bonaventure Meadows P.S. Theresa Malloy-Miller, KOT Coordinator, TVCC Susan Shuttleworth, Retired Teacher Annie Timms, Northdale P.S. Patti Westaway, Southdale, P.S. Lori Hargreaves, Aberdeen P.S. Chris Murray, TVCC Sharon Clements, Caradoc North P.S. Lisa Ancans, Bonaventure Meadows P.S. Cynthia Rhamey, Eastdale P.S. - 14 - Module 1: Cognitive Enrichment Advantage (CEA): Practice Activity _________________________________________________________ Check out Katherine Greenberg’s books about CEA. o Cognitive Enrichment Advantage: Family School Partnership Handbook . ISBN: 1-57517- 269-0 o Cognitive Enrichment Advantage: Minilessons ISBN: 1-57517- 269-0 o This book provides a more informal introduction to the Cognitive Enrichment Advantage approach. Stories and checklists are used to illustrate how the shared vocabulary about thinking could be used by families. This is a very practical manual that breaks up each thinking skill into smaller parts. Discussion points and facilitation questions are listed to provide examples of how to guide students to discover their own understanding of these essential thinking skills. Cognitive Enrichment Advantage: Teacher Handbook ISBN: 1-57517-194-5 This manual describes an innovative method for assisting students to learn how to think. Cognitive Enrichment Advantage is a cognitive education model based on the learning and use of a shared vocabulary about thinking. The intent is to assist children to create their own learning strategies when this language of thinking is embedded into their daily activities. The essential relationship between the teacher and the student is described in detail, based on the theory of ‘mediated learning experience’. Detailed descriptions of the 20 cognitive, affective and motivational concepts are included, as well as practical teaching tips, visual aides and background theory. Watch the video interviews with teachers who use the CEA approach in their classrooms (Video 7). Did you watch Video 1 for an introduction to CEA? Tip: Mediated Learning is the key to CEA. Check out Module Two and Video 2. - 15 - Cognitive Enrichment Advantage: Reading List: ________________________________________________________________________ Ashman, A. F., & Conway, R. N. (1997). An introduction to cognitive education: Theory & applications. London: Routledge. Ben-Hur, M. (2000). Learning and transfer- A Tautology. In A. Costa (Ed.), Teaching for Intelligence II: A Collection of Articles, Arlington Heights, Illinois: Skylight Professional Development. Chi, M. T., De Leeuw, N., Chiu, M., & Lavancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439- 477. Craig, S. D., Sullins, J., Witherspoon, A., & Gholson, B. (2006). The deep-level reasoningquestion effect: The role of dialogue and deep-level reasoning questions during vicarious learning. Cognition and Instruction, 24, 565-591. Duffy, G. G. (1993) Teacher’s progress toward becoming expert strategy teachers. The Elementary School Teacher, 94,109-120. Expert Panel On Literacy and Numeracy Instruction For Students With Special Education Needs, Kindergarten to Grade 6. (2005). Education for all. Toronto, ON: Ontario Ministry of Education. Facione, P. A. (2006). Critical thinking: What is it and why does it count? Retrieved from www.insightassessment.com. Feuerstein, R., Rand, Y., Hoffman, M., & Miller, M. (1980). Instrumental enrichment: An intervention program for cognitive modifiability. Baltimore, MD: University Park Press. Flavell, J. H. (1985). Cognitive development (2nd ed.). Englewood Cliffs, NJ: Prentice Hall. Fullan, M., Hill, P., & Crevola, C. (2006). Breakthrough. Thousands Oaks, CA: Corwin Press. Garet, M. S., Porter, A. C., Desimone, L., Birman, B., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. Educational Research Journal, 38, 915-945. Georghiades, P. (2004). From the general to the specific: Three decades of metacognition. International Journal of Science Education, 26, 365-383. Greenberg, K. (1991). Cognitive enrichment network follow through research report: Studies on impact on children, teachers, and parents. (Report # TAC-B-192). Washington: U.S. Department of Education. Greenberg, K. H. (1990). Mediated Learning in the classroom. International Journal of Education and Mediated Learning, 1, 33- 43. - 16 - Greenberg, K. H. (1994). Differences in the degree of mediated learning and classroom interaction structure for trained and untrained teachers. Journal of Classroom Interaction, 29, 1-9. Greenberg, K.H. (2000). Attending to hidden needs: The cognitive enrichment advantage perspective. Educational and Child Psychology, 17, 51- 69. Greenberg, K. H. (2000). Cognitive Enrichment Advantage – Teacher Handbook. Arlington, IL: Skylight Professional Development. Greenberg, K. H. (2000). Cognitive Enrichment Advantage – Minilessons. Arlington, IL: Skylight Professional Development. Greenberg, K. H. (2000). Cognitive Enrichment Advantage – Family-School Partnership Handbook. Arlington, IL: Skylight Professional Development. Haywood, C. (1987). A mediational teaching style. The Thinking Teacher, 6, (1), 1-6. King, A. (1994). Guiding knowledge construction in the classroom: Effects of teaching children how to question and how to explain. American Educational Research Journal, 31, 338-368. King, A., Staffieri, A., & Adelgais, A. (1998). Mutual peer tutoring: Effects of structuring tutorial interaction to scaffold peer learning. Journal of Educational Psychology, 90, 134152. Malloy-Miller, T. , Currie, M., & Tucker, M. A. (2002). A qualitative analysis of parent and teacher observations of a community–based cognitive education program: Experiences, issues and strategies. Unpublished manuscript, London, ON: Thames Valley Children’s Centre. Malloy-Miller, T. & Shuttleworth, S. (2009). Cognitive enrichment advantage: Learning to think and thinking to learn. Unpublished workshop manual, London, ON: Thames Valley Children’s Centre. McCombs, B. L. (2001). What do we know about learners and learning? The learnercentered framework: Bringing the educational system into balance. Educational Horizons, Spring, 182-193. McCombs, B. L., & Vakili, D. (2005). A learner-centered framework for e-learning. Teachers College Record, 107, 1582-1600. Montague, M., & Dietz, S. (2009). Evaluating the evidence base for cognitive strategy instruction and mathematical problem solving. Exceptional Children, 75, 285-302. Murphy, K., & Alexander, A. (2007). Contextualizing learner-centered principles for teachers and teaching. In W. D. Hawley, & D. L. Rollie (Eds.), The keys to effective schools (pp.13-32). Thousand Oaks, CA: Corwin Press. - 17 - Nutbrown, C. (1994). Threads of thinking. London, UK: Paul Chapman. Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., & Metcalfe, J. (2007). Organizing instruction and study to improve student learning (NCER 20072004).Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ncer.ed.gov. Tracy, B., Reid, R., & Graham, S. (2009). Teaching young students strategies for planning and drafting stories: The impact of self-regulated strategy development. The Journal of Educational Research, 102, 323-331. VanLehn, K., Graesser, A. C., Jackson, G. T., Jordan, P., Olney, A., & Rose, C. P. (2007). When are tutorial dialogues more effective than reading? Cognitive Science, 31, 3-62. Ylvisaker, M., & Feeney, T. (2008). Helping children without making them helpless: Facilitating development of executive self-regulation in children and adolescents. In V. H. Anderson, R. Jacobs, & P. Anderson (Eds.), Executive functions and the frontal lobe: A lifespan perspective (pp. 409- 438). London, UK: Taylor and Francis. - 18 -