Author: Mandia Mentis Publisher: Corwin Press ISBN: 1412950694 Category : Education Languages : en Pages : 273
Book Description
Features an expanded discussion of mediated learning and includes case studies, reflective activities for the reader, and in-depth coverage of metacognition, metalearning, metateaching, and metatasking.
Author: Reuven Feuerstein Publisher: Teachers College Press ISBN: 0807753270 Category : Cognition in children Languages : en Pages : 129
Book Description
The authors bring to life the theory of mediated learning. Through numerous examples and scenarios from classrooms and museums, they show how mediated learning helps children to become more effective learners. --from publisher description.
Author: David Tzuriel Publisher: Springer Nature ISBN: 3030756920 Category : Education Languages : en Pages : 558
Book Description
This book portrays an extensive and intensive discussion of theories and research that refer to Vygotsky’s and Feuerstein’s theories of mediated learning and their effects on learning potential and cognitive modifiability. Most topics are discussed in relation to a broad spectrum of developmental and cognitive research that are under the conceptual umbrella of mediated learning and cognitive modifiability. Some topics such as neural plasticity, executive functions, mental rotation, and cognitive education are related to mediated learning, though indirectly, and therefore are included in this book. In many ways the book presents an extension of Vygotsky and Feuerstein’s theories and empirical validation in a variety of family, social and cultural contexts. The book includes a thorough analysis and summary of 50 years of research and methodology of the intimate relation between mediated learning interactions and cognitive modifiability and of dynamic assessment underlying measurement of cognitive modifiability. Special emphasis is given to Tzuriel’s dynamic assessment instruments developed during more than four decades. Tzuriel’s novel instruments are interwoven in the extensive research on parent-child interactions, siblings’ , teachers' and peers' mediation and in validation of dynamic assessment approach and cognitive education programs aimed at development of thinking skills and academic achievements.
Author: Reuven Feuerstein Publisher: Teachers College Press ISBN: 0807772208 Category : Education Languages : en Pages : 304
Book Description
Originally developed to help students overcome learning obstacles created by emotional trauma or neurobiological learning disabilities, Reuven Feuersteins work is now used in major cities around the world to support improved thinking and learning by all students. This book is the most up-to-date summary of his thinking and includes accessible descriptions of his tools and methods for cognitive modifiablilty and mediated learning. With dramatic case studies throughout the text, Feuerstein and his co-authors define intelligence as a dynamic force that drives the human organism to change the structure of thinking in order to answer the needs it encounters. They describe in detail the specific skills of the three stages of thinking: input or observation and data-gathering stage; development or processing stage; and output stage, including analysis, synthesis, and communication. They show how student thinking can stall in multiple ways at any of these stages and how intentional mediation can help students restructure their thinking and improve their ability to learn. Similarly to cognitive mediated learning, the authors address mediation of social and emotional skills that impact learning.
Author: Mandia Mentis Publisher: Corwin Press ISBN: 1412950708 Category : Education Languages : en Pages : 273
Book Description
Features an expanded discussion of mediated learning and includes case studies, reflective activities for the reader, and in-depth coverage of metacognition, metalearning, metateaching, and metatasking.
Author: Tim S. Roberts Publisher: IGI Global ISBN: 9781591402275 Category : Education Languages : en Pages : 342
Book Description
Online Collaborative Learning: Theory and Practice provides a resource for researchers and practitioners in the area of online collaborative learning (also known as CSCL, computer-supported collaborative learning), particularly those working within a tertiary education environment. It includes articles of relevance to those interested in both theory and practice in this area. It attempts to answer such important current questions as: how can groups with shared goals work collaboratively using the new technologies? What problems can be expected, and what are the benefits? In what ways does online group work differ from face-to-face group work? And what implications are there for both educators and students seeking to work in this area?
Author: Kelsey, Sigrid Publisher: IGI Global ISBN: 1613500785 Category : Education Languages : en Pages : 324
Book Description
"This book examines online interactions from different national, cultural, linguistic, legal, and economic perspectives, exploring how the increasingly international and intercultural Internet affects the ways users present ideas, exchange information, and conduct discussions online"--Provided by publisher.
Author: Katherine H. Greenberg Publisher: KCD Harris & Associates Press ISBN: 9780976809500 Category : Education Languages : en Pages : 244
Book Description
The Cognitive Enrichment Advantage Teacher Handbook provides a theoretical framework teachers can use to help their students learn how to learn. It builds upon an open and safe classroom atmosphere where students are encouraged to focus on the process of learning at least as much as the product. The Handbook explains how teacher/mediators employ guided discovery to help students socially construct a shared vocabulary as they focus on developing personal learning strategies. The approach is based upon theory and research showing how cognitive enrichment can help develop flexibility in thinking. This flexibility, together with an understanding how feelings and motivation influence learning, can help every student become a more effective, life-long, independent and interdependent learner. The approach has been used most often with marginalized students from preschool through adults in more than six countries.
Author: Rachel Rosen Publisher: Xlibris Corporation ISBN: 1984561812 Category : Body, Mind & Spirit Languages : en Pages : 250
Book Description
This book is a hands-on description of the application of the methods developed by Professor Reuven Feuerstein to remediate and elaborate the skills and functions of young children who are experiencing a variety of learning disabilities and delays, based on his theories of structural cognitive modifiability (SCM) and the application of mediated learning experience (MLE). The lead author is an experienced educational therapist who has worked with a variety of children, initially in the Feuerstein Institute (formerly the International Center for the Enhancement of Learning Potential [ICELP]) in Jerusalem, Israel. This experience under the supervision of Professor Feuerstein and his staff is the basis for the content of this book. Her case studies have been elaborated to illustrate examples of the creative potential in the application of the methodology incorporating mediated learning experience (MLE) into learning activities designed to be effective with a variety of learning dysfunctions. The chapter format highlights important insights in identifying difficulties and resolving them. This book describes how MLE can be used to formulate insightful and creative interventions that make a difference through the structural cognitive modifiability of very low-functioning children. After initial chapters establish the theoretical and conceptual foundations of the Feuerstein approach, the subsequent chapters present interventions provided for children presenting a variety of learning difficulties. The book will be appropriate for several potential audiences: (1) teachers and parents who interact with special-needs children and who are seeking effective interventions to improve educational performance, (2) clinicians seeking a broadening of their therapeutic repertoires, and (3) scholars who are familiar with or wishing to gain understanding of the implementation of structural cognitive modifiability (SCM) and mediated learning experience (MLE) that was formulated and elaborated by Professor Feuerstein.
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Author: Mandia Mentis
Author: Reuven Feuerstein
Author: David Tzuriel
Author: Reuven Feuerstein
Author: Mandia Mentis
Author: Tim S. Roberts
Author: Reuven Feuerstein
Author: Kelsey, Sigrid
Author: Katherine H. Greenberg
Author: Rachel Rosen