URGENT FINISH ORDER - CGEA Curriculum Report Example

URGENT FINISH ORDER - CGEA Curriculum Report Example URGENT: FINISH ORDER - CGEA Curriculum Report â€" Essay Example > Selected Curriculum The targeted group of students who will be taught under this curriculum will be adult learners, and as such I have elected to utilize the CGEA curriculum due to its broad scope and wide acceptability. The CGEA has had various incarnations. It was first formed in 1993, based on an earlier adult literacy curriculum frame work by the Adult Community and Further Education Board (ACFEB), and its purpose was to accredit non-school training pathways up to tertiary entrance standards. It has also sustained itself through a number of revisions, the most recent being in 2006. In spite of its relative infancy, it has been adopted in Victoria and in most states as a basis for program funding and planning. The providers of the CGEA curriculum are TAFE College and CAE. Funding is made jointly by both state and Commonwealth governments. The CGEA lends itself admirably to those concepts which enhance strategy training and its applicability to adult learning. Strategic learning is described by Richards, Platt Platt (1992 p. 355)) as “… [it is] training in the use of learning strategies in order to improve a learners’ effectiveness” (Richards et al 1992) In so doing, Richards et al describe a number of strategy trainings which can be used. “(1) Explicit or direct training: Learners are given information about the value and purpose of particular strategies, taught how to use them and how to monitor their own use of the strategies” (Richards et al). “(2) Embedded strategy training; the strategies to be taught are not taught explicitly but are embedded in the regular content of an academic subject area such as reading, math, or science” (ibid) “(3) Combination strategy training: explicit strategy training is followed by embedded training” (Ibid) Additionally, the thrust of CGEA is the concept that skills development occurs best when it is within a social context and geared for social purposes Learner training can aptly be characterized as teaching learners how to become independent and autonomous learners. As stated by Zimmerman 1986, “self regulation refers to the degree to which individuals become metacognitively, motivationally, and behaviourally active participants in their own learning process” (Zimmerman, p.307). According to Livingston 1997, students possess the capacity to control their learning. “…Although most individuals of normal intelligence engage in metacognitive regulation when confronted with an effortful cognitive task, some are better than others are. Those with greater metacognitive abilities tend to be more successful in their cognitive endeavors. The good news is that individuals can learn how to regulate their cognitive activities” (Livingston 1997). Brown 2000, recognizes the work on the effectiveness of learning strategies for various learners in a variety of contexts, he states…”we probe its implications for your teaching methodology in the classroom, specifically, how your language classroom techniques can encourage, build, and sustain effective language learning strategies in your students” (Brown 2000, p. 130). The CGEA is a set of certified courses designed to develop and heighten the literacy, numeracy and general education proficiencies of adults ages 15 and above. The premise is well established that adults have differing learning requirements and personal goals, and that flexibility is necessary in terms of the