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E-raamat: Thinking about the Teaching of Thinking: The Feuerstein Approach

  • Formaat: 224 pages
  • Ilmumisaeg: 06-Aug-2019
  • Kirjastus: Routledge
  • Keel: eng
  • ISBN-13: 9781000134773
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Thinking about the Teaching of Thinking: The Feuerstein ApproachSuurem pilt
  • Formaat: 224 pages
  • Ilmumisaeg: 06-Aug-2019
  • Kirjastus: Routledge
  • Keel: eng
  • ISBN-13: 9781000134773
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Thinking about the Teaching of Thinking provides an accessible and comprehensive introduction to Feuerstein’s theory of Mediated Learning Experience and its related tools and programmes. It details up-to-date international and New Zealand research on the Feuerstein approach which reflects the current issues in the teaching of thinking.

The book begins by defining what is meant by the teaching of thinking and provides an easy to understand explanation of the Feuerstein method and its value for children with learning challenges. It champions a ‘whole school’ approach to the teaching of thinking and details the practical tools and programmes developed by Feuerstein – such as Instrumental Enrichment and the Learning Propensity Assessment Device – to aid in its implementation. It also recognises the key importance of cultural factors in the teaching of thinking, bringing together the author’s considerable research experience using the Feuerstein method in the multicultural New Zealand context with her extensive knowledge of international Feuerstein research.

This book provides a user-friendly and unique coverage of the Feuerstein method for researchers and postgraduate students researching and working in educational psychology. It will also be of great value for teachers and parents looking to understand and decide on implement of the Feuerstein approach in their schools.

Arvustused

"Howie has again produced an admirable work on cognitive education, with a specific focus on the theory and application of the Instrumental Enrichment program (Feuerstein, 2006). She includes laudable examples to tie the program and its effects to New Zealand and the Maori population, but the work extends world-wide also. This volume adds importantly to the corpus of work on cognitive education in general and to Instrumental Enrichment in particular." David S. Martin, Professor/Dean Emeritus, Gallaudet University

List of illustrations
ix
Preface and acknowledgements x
1 A rationale for the teaching of thinking
1(1)
A definition of thinking
1(1)
Why teach thinking?
2(3)
Conclusion
5(1)
2 The Feuerstein approach to the teaching of thinking
6(1)
What is Mediated Learning Experience?
6(1)
Brain plasticity and the Feuerstein approach
7(2)
What tools and programmes has Feuerstein developed, based on his theory of Mediated Learning Experience?
9(16)
The modifying environment
25(2)
Conclusion
27(1)
3 The criteria for Mediated Learning Experience
28(1)
What are the criteria for Mediated Learning Experience?
28(2)
What are the universal criteria?
30(6)
Winch criteria are important for individual difference?
36(3)
What are the criteria for motivational factors?
39(2)
Are there any criteria which are not covered above which are important within unique cultural contexts?
41(1)
Checklists for informing, monitoring and evaluating the quality of mediation
42(1)
Conclusion
43(1)
4 The place and importance of Feuerstein's theoretical approach
44(1)
The contributions of Vygotsky
44(3)
The measurement of cognitive process
47(1)
Metacognition
48(2)
Feuerstein and Sternberg in comparison and in tandem
50(8)
A combined approach?
58(1)
Conclusion
59(1)
5 Parents as mediators
60(1)
The importance of parental mediation
60(1)
A parent---son partnership
61(5)
Other international, New Zealand and South Pacific experiences of parental mediation
66(4)
Conclusion
70(1)
6 Imitative learning, and the teacher as model and mediator
71(1)
Why is imitative learning important?
71(4)
Some early New Zealand work on imitation
75(2)
International findings on the role of teacher and peer as model and mediator
77(2)
New Zealand research: Maori teachers as mediators and models
79(5)
Conclusion
84(1)
7 A whole school approach to using Feuerstein
85(1)
Rationale
85(5)
A New Zealand project on `Best practice in the inclusive and whole school teaching of thinking'
90(5)
The American studies
95(2)
Conclusion
97(1)
8 Thinking in a multicultural context
98(1)
The relevance of Feuerstein's Mediated Learning Experience within a multicultural setting
98(3)
The use of Feuerstein's Learning Potential/Propensity Assessment Device in a multicultural context
101(1)
The use of Feuerstein's Instrumental Enrichment programme in a multicultural context
102(1)
Feuerstein's distinction between cultural difference and cultural deprivation
103(1)
Kozulin's model for understanding cultural difference and cultural deprivation
104(6)
Cultural issues in the implementation and evaluation of the Feuerstein's Instrumental Enrichment programme
110(5)
Conclusion
115(1)
9 Assessing and meeting learning needs
116(1)
Definition of `learning needs' and an inclusive view of learning needs
116(1)
Understanding the learner's process
117(1)
Why assess process?
118(5)
How can we assess process?
123(1)
Research and evaluation designs to look at process
124(1)
Use of Feuerstein's Cognitive Functions to address learning needs
125(2)
What are the core elements of Feuerstein's cognitive functions/dysfunctions?
127(1)
How can this tool be used?
128(2)
Using Feuerstein's Cognitive Map to meet individual learning needs
130(1)
Conclusion
131(1)
10 Meeting learning needs through Feuerstein's cognitive intervention programme
132(1)
Individual learning needs and responses to the IE programme
132(1)
How does an individual change and develop? The initial New Zealand study with students with learning disabilities
133(1)
How was the IE programme adapted to meet individual learning needs?
134(1)
The responses of two individuals to this Instrumental Enrichment intervention
135(2)
How does an individual transfer and generalise learning?
137(1)
How generalisation was measured in a New Zealand study with adolescents with severe hearing disability
137(1)
How can time factors be explored?
138(1)
How was the Instrumental Enrichment programme adapted to meet the needs of students with considerable hearing disabilities?
138(1)
What were the findings of the study?
139(1)
How can the Instrumental Enrichment programme meet the unique cultural needs of individual students?
140(1)
How was the Instrumental Enrichment programme adapted to meet the learning needs of Maori students?
140(1)
What were the findings of the study?
141(2)
Conclusion
143(1)
11 Meeting the needs of able students
144(1)
Introduction
144(1)
The New Zealand Farmcove Study
145(1)
How was the value of the programme measured?
146(1)
The enrichment programme
146(5)
The results of the study
151(2)
Infusion into the curriculum
153(1)
Conclusion
154(1)
12 Real-life problem-solving and self-advocacy
155(1)
Introduction
155(1)
The origins of the project
156(1)
Which skills were to be taught in the study?
157(1)
How were the items used for assessment?
158(1)
How were the motivational and emotional aspects of problem-solving addressed?
159(1)
How was the training provided?
160(4)
How successful was the project?
164(1)
Conclusion
165(1)
13 Conclusion
166(1)
A summary of main points
166(1)
What are the needs for a widespread application of a programme for the teaching of thinking, and how well can the Feuerstein approach meet this need?
167(3)
The systematic use of the Instrumental Enrichment programme for the teaching of thinking
170(8)
Conclusion 178(1)
Bibliography 179(23)
Index 202
Dorothy R. Howie has considerable experience as a teacher and researcher in the fields of the teaching of thinking and inclusion at the University of Auckland, New Zealand, and the University of Hull, UK. She is currently based in the School of Psychology at the University of Auckland, in an honorary position, and leads the New Zealand training in the Feuerstein approach.
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