Description
Book SynopsisThis book seamlessly blends theory with practical, real-life applications and activities that can be completed quickly and easily in both school and home/community settings. This encourages a partnership between all stakeholders to help students succeed.
Betty Brandenburg Yundt, Sixth-Grade Teacher, Curriculum Coordinator
Walker Intermediate School, Fort Knox, KY
Using real-world examples and applications, this book makes cognitive psychology and cognitive education accessible to all who work with children and other learners. I immediately felt more confident in applying my new thinking and understanding to my practice.
Wendy Holley, School Psychologist
Bend-La Pine School District, OR
Develop lifelong learners by promoting effective thinking skills in school and beyond!
Based on Instrumental Enrichment (IE), a cognitive education approach pioneered by internationally renowned psychologist and child development expert Reu
Trade Review
"A practical and useful resource. Covers 14 specific thinking skills, explains why each skill is important, and describes when and where we use it. The book presents strategies for use in school and gives bridging activities to use at home and in the community." -- Pam Jackson, Alternative Seventh-Grade Teacher
"This book seamlessly blends theory with practical, real-life applications and activities that can be completed quickly and easily in both school and home/community settings. This encourages a partnership between all stakeholders to help students succeed." -- Betty Brandenburg Yundt, Sixth-Grade Teacher, Curriculum Coordinator
"The idea that cognitive potential can be unlocked has become a powerful and influential idea in all sectors of education, be it early childhood education or higher education. This book consists of a series of activities framed by the most up-to-date thinking and research on cognition and mediation. The book makes available to parents, teachers, caregivers, community workers, and counselors a thought-provoking stance on thinking and learning and easy-to-apply techniques for getting it right." -- Ruksana Osman, Professor
"Using real-world examples and applications, this book makes cognitive psychology and cognitive education accessible to all those who work with children and other learners. The format is easy to follow, as the authors explore one key cognitive strategy in each chapter. I immediately felt more confident in applying my new thinking and understanding to my practice." -- Wendy Holley, School Psychologist
"A valuable companion text for educators and others utilizing Reuven Feuerstein′s programs and methods for the teaching of thinking. The authors provide practical examples and clearly illustrate how to effectively mediate each of the fourteen areas of thinking identified by Feuerstein." -- John Thickpenny, Clinical Psychologist
"Effective learning of thinking strategies and skills requires inspired bridging to meaningful examples. The authors share exciting up-to-date examples, particularly for bridging generally to all learning, to personal and community health, and to technology." -- Dorothy Howie, Senior Lecturer
Table of Contents
Preface Acknowledgments About the Authors Introduction 1. Organization Organization: What, Why, When, and Where? Bridging Organization to Formal Learning Concepts Bridging Organization to Informal Learning Concepts Application of Organization: Energy Efforts Feuerstein′s Theory in Mediating Organization 2. Comparisons Comparisons: What, Why, When, and Where? Bridging Comparisons to Formal Learning Contexts Bridging Comparisons to Informal Learning Contexts Application of Comparison: Cyber Counseling Feuerstein′s Theory in Mediating Comparison 3. Categorization Categorization: What, Why, When, and Where? Bridging Categorization to Formal Learning Contexts Bridging Categorization to Informal Learning Contexts Application of Categorization: Toys and Tots Feuerstein′s Theory in Mediating Categorization 4. Relational Orientation in Space Relational Orientation in Space: What, Why, When, and Where? Bridging Relational Orientation in Space to Formal Learning Contexts Bridging Relational Orientation in Space to Informal Learning Contexts Application of Relational Orientation in Space: Family Feuds Feuerstein′s Theory in Mediating Relational Orientation in Space 5. Cardinal Orientation in Space Cardinal Orientation in Space: What, Why, When, and Where? Bridging Cardinal Orientation in Space to Formal Learning Contexts Bridging Cardinal Orientation in Space to Informal Learning Contexts Application of Cardinal Orientation in Space: Cultural Compass Feuerstein′s Theory in Mediating Cardinal Orientation in Space 6. Analysis and Synthesis Analysis and Synthesis: What, Why, When, and Where? Bridging Analysis and Synthesis to Formal Learning Contexts Bridging Analysis and Synthesis to Informal Learning Contexts Application of Analysis and Synthesis: Think Global, Act Local Feuerstein′s Theory in Mediating Analysis and Synthesis 7. Problem Solving Problem Solving: What, Why, When, and Where? Bridging Problem Solving to Formal Learning Contexts Bridging Problem Solving to Informal Learning Contexts Application of Problem Solving: Cyber Bullies and Suicide Scripts Feuerstein′s Theory in Mediating Problem Solving 8. Relationships Relationships: What, Why, When, and Where? Bridging Relationships to Formal Learning Contexts Bridging Relationships to Formal Learning Contexts Application of Relationships: Relatives and Relations Feuerstein′s Theory in Mediating Relationships 9. Temporal Concepts Temporal Concepts: What, Why, When, and Where? Bridging Temporal Concepts to Formal Learning Contexts Bridging Temporal Concepts to Informal Learning Contexts Application of Temporal Concepts: Slow and Steady Feuerstein′s Theory in Mediating Temporal Concepts 10. Instructions Instructions: What, Why, When, and Where? Bridging Instructions to Formal Learning Contexts Bridging Instructions to Informal Learning Contexts Application of Instructions: Implied Instruction Feuerstein′s Theory in Mediating Instructions 11. Progressions Progressions: What, Why, When, and Where? Bridging Progressions to Formal Learning Contexts Bridging Progressions to Informal Learning Contexts Application of Progressions: Cultural Constants and Continuities Feuerstein′s Theory in Mediating Progressions 12. Transitive Relations Transitive Relations: What, Why, When, and Where? Bridging Transitive Relations to Formal Learning Contexts Bridging Transitive Relations to Informal Learning Contexts Application of Transitive Relations: Global Greed Feuerstein′s Theory in Mediating Transitive Relations 13. Syllogisms Syllogisms: What, Why, When, and Where? Bridging Syllogisms to Formal Learning Contexts Bridging Syllogisms to Informal Learning Contexts Application of Syllogisms: Silly Syllogism Feuerstein′s Theory in Mediating Syllogisms 14. Scaffolding Scaffolding: What, Why, When, and Where? Bridging Scaffolding to Formal Learning Contexts Bridging Scaffolding to Informal Learning Contexts Application of Scaffolding: Project Planning Feuerstein′s Theory in Mediating Scaffolding Appendix A: 12 Criteria of a Mediated Learning Experience (MLE) Appendix B: Cognitive Functions and Dysfunctions Appendix C: Cognitive Map Glossary References Index
