The Thinking for a Change curriculum comprises 25 lessons plus the optional aftercare lesson. Each lesson has several activities that help participants learn to use cognitive self-change theory. Social skills development, and develop problem-solving skills.
The Thinking for a Change course is a series of 25 lessons intended to be taught over ten weeks in group sessions that last between one and two hours. The program can be delivered in prisons, jails, community corrections, and probation supervision settings for adult and juvenile participants.
Lesson activities are the heart of the course and must be taught with fidelity by trained facilitators. Each lesson has a script for the instructor to read aloud. Which can be followed precisely or modified according to the needs of a particular group. The right-hand column of the lesson provides supplemental notes and directions. including thumbnail graphics that show when slides should be brought up for presentation or when handouts should be distributed. To ensure fidelity to the Thinking for a Change curriculum. Agency leaders must participate in training and offer ongoing support to staff. Agencies should also develop a clear selection process for facilitators that includes empathy. objectivity, facilitation/teaching skills, and an ability to manage group dynamics through non-coercive means.
Unlike lectures, where students take copious notes and may feel they have covered discernible ground, discussions are more prone to stalemate if instructors do not set the stage for meaningful exchange. This includes making clear the criteria for high-quality participation. One way to do this is by identifying what kinds of contributions will be graded, such as raising thoughtful questions, analyzing relevant issues, building on the ideas of others, and expanding the class perspective.
Establishing a discussion climate early is also essential by encouraging active participation from the first day of class (perhaps through an icebreaker activity) and modeling acceptable behaviors throughout the course. Further, instructors should avoid asking yes/no questions and leading questions, which stall discussions. Instead, follow-up questions should probe reasoning, ask for evidence, and explore the implications of answers. This helps to create a conversation that tells a story.
Homework can be a valuable way to build a bridge between students’ daily lives and the content topics covered in class. But, assignments should always be designed with a clear purpose. Whether it’s an essay assignment or an analysis of a current news article, homework should support the goals of the course and be a step toward developing students as independent learners.
It’s also important to consider the audience of each assignment. When students are asked to write for only the instructor. they may often assume that the assignment doesn’t require much explanation or development – a mindset that can lead them to undervalue their work. Identifying different audiences for writing assignments can help encourage them to take the time needed to create thoughtful work.
Unless there is a strong pedagogical reason for a comprehensive. High-stakes exam, consider replacing it with a take-home paper or some other low-stakes authentic assessment. This can provide students with more time to write and help reduce anxiety. If you decide to use this approach. It is a good idea to provide some clear parameters (e.g., how many hours they should spend on it. Whether they can cite lecture notes or textbooks, and so on) to quell students’ anxieties. Thinking for a Change is a research-based curriculum that teaches cognitive restructuring theory. Social skills development, and problem-solving skills to justice-involved individuals. It is designed to help people make thoughtful decisions before acting impulsively in their daily lives. It is a group-based program taught by trained facilitators. Read more exciting articles on Today World Info