Reframing Abilities Portfolios for Inmates in Transition Robin Millar Centre for Education and Work
Reframing Abilities Project • 6 month project • Work with inmates in maximum security and minimum security prisons close to release date • Funded through Corrections Canada • Demonstrate effectiveness of portfolio as a tool to facilitate transition from jail to community
Traditional Portfolio • Brainstorm with a partner what you think are the elements of a traditional portfolio or PLAR course • How long is the course? • Who are participants? • What’s the purpose? • What do the participants get in the end? • What steps or processes do you go through with participants?
Traditional Portfolio- CEW • 20- 30 hour course • Review work, home, community life to identify learning • Identify skill outcomes statements • Link statements to credit or learning • Product is a physical binder of evidence that documents learning • Process is reflective and valuable to participants
RAC Portfolio • Longer course • Less writing • More scripts • On hands learning
Literacy Issues • Limited reading and writing skills • Various levels of schooling: most dropped out before Grade 9 • Ability to do work outside class
Learning Issues • Low concentration levels • Easily distractible • Overcoming jail culture • Working as a group • Listening to one another • Showing interest in one another • Very concrete learners
Challenges Limited work experience outside Under estimation of work experience inside jail Linking experience to learning Learning how to reflect
Learner Pilot Additions to portfolio Essential Skills Who moved my cheese? Values and goals Workplace culture Preparing for work
Essential Skills • Framework for gathering evidence • Some skills even for limited experience • Easily taught
The 9 Essential Skills Reading Document Use Writing Numeracy Oral Communication Working with Others Continuous Learning Computer Use • Thinking Skills • Decision Making • Problem Solving • Critical Thinking • Job Task Planning and Organizing • Significant Use of Memory • Finding Information
Thinking about Tyrone What was Tyrone’s problem? What did he do to try and solve the problem? What did he do that was effective? What did he decide to do in the end? What happened?
Exploring • Working with transitions and change • Scripts from “Who moved my cheese?” • Values and goals
Locus of Control • Divide a page in half. • On one side list all the aspects of their life you have control over • On the other half list all the aspects of your life for which there is no control.
Medicine Wheel • The survivor • The warrior • Healer
Preparation for work • Informational interviews • Employer visits • What does the workplace want and expect?