This book provides an introduction to Feuerstein's theory of the Mediated Learning Experience in an inclusive and evidenced-based way. It presents an overview of the tools developed by Feuerstein, such as instrumental enrichment and the learning potential assessment.
This book provides an introduction to Feuerstein's theory of the Mediated Learning Experience in an inclusive and evidenced-based way. It presents an overview of the tools developed by Feuerstein, such as instrumental enrichment and the learning potential assessment.
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.
Inhaltsangabe
Preface and acknowledgements Chapter 1. A Rationale for the Teaching of Thinking Chapter 2. The Feuerstein Approach to Teaching Thinking Chapter 3. The Criteria for Mediated Learning Experience Chapter 4. The Place and Importance of Feuerstein's Theoretical Approach Chapter 5. Parents as Mediators Chapter 6. Imitative Learning, and the Teacher as Model and Mediator Chapter 7. A Whole School Approach to Using Feuerstein Chapter 8. Thinking in a Multicultural Context Chapter 9. Assessing and Meeting Learning Needs Chapter 10 Meeting Learning Needs Through Feuerstein's Cognitive Intervention Programme Chapter 11. Meeting the Needs of Able Students Chapter 12. Real-Life Problem-Solving and Self-Advocacy Chapter 13. Conclusion
Preface and acknowledgements Chapter 1. A Rationale for the Teaching of Thinking Chapter 2. The Feuerstein Approach to Teaching Thinking Chapter 3. The Criteria for Mediated Learning Experience Chapter 4. The Place and Importance of Feuerstein's Theoretical Approach Chapter 5. Parents as Mediators Chapter 6. Imitative Learning, and the Teacher as Model and Mediator Chapter 7. A Whole School Approach to Using Feuerstein Chapter 8. Thinking in a Multicultural Context Chapter 9. Assessing and Meeting Learning Needs Chapter 10 Meeting Learning Needs Through Feuerstein's Cognitive Intervention Programme Chapter 11. Meeting the Needs of Able Students Chapter 12. Real-Life Problem-Solving and Self-Advocacy Chapter 13. Conclusion
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