Search Results for experience-of-mediated-learning

Author: Reuven Feuerstein

Publisher: Freund Publishing House Ltd.

ISBN: 9652940852

Category: Cognition in children

Page: 390

View: 816

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Offers suggestions and strategies for implementing the principles in "Mediated Learning Experience (MLE)," providing techniques to increase student motivation, improve problem-solving skills, and strengthen thinking processes.

Author: Mandia Mentis

Publisher: Corwin Press

ISBN: 9781412950701

Category: Education

Page: 246

View: 376

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This layperson's guide shows how to implement Professor Reuven Feuerstein's theory of mediated learning that intelligence is modifiable and that people can change with the right kind of intervention.
2008 By Mandia Mentis

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: Reuven Feuerstein

Publisher: Teachers College Press

ISBN: 9780807753262

Category: Education

Page: 220

View: 337

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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: Oon Seng Tan

Publisher:

ISBN: 9814878316

Category: Cognitive learning

Page: 334

View: 953

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2020 By Oon Seng Tan

Author: International Center for Enhancement of Learning Potential

Publisher:

ISBN: OCLC:27348460

Category: Children

Page: 390

View: 198

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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.

Author: David Tzuriel

Publisher: Springer

ISBN: 3030756912

Category: Education

Page: 529

View: 540

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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.
2021-09-08 By David Tzuriel

This book begins with a historical essay charting the origins of the theory in Feuerstein's work with holocaust survivors and immigrant children.

Author: European Association for Research on Learning and Instruction

Publisher: Emerald Group Publishing

ISBN: 0080436471

Category: Education

Page: 366

View: 922

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In this volume the authors examine the impact of Feuerstein's theory of Mediated Learning Experience (MLE) on our understanding of the learning, instruction and cognitive modifiability of children, adolescents and young adults. The book begins with a historical essay charting the origins of the theory in Feuerstein's work with holocaust survivors and immigrant children, to the current international acceptance and application of his ideas. The authors discuss key issues such as: the relationship between Feuerstein's theory and the changing agenda of psychological research; developments in the fields of learning potential assessment and their contribution to a more culturally equitable evaluation procedure; the influence of MLE theory on the enhancement of the learning potential of students. The discussion concludes with a consideration of the more problematic aspects of Feuerstein's work and an examination of alternative assessment methods.

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 ...

Author: Rachel Rosen

Publisher: Xlibris Corporation

ISBN: 9781984561817

Category: Body, Mind & Spirit

Page: 252

View: 246

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This book is a hands-on description of the application of the academic therapy 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.
2019-01-30 By Rachel Rosen

Author: Reuven Feuerstein

Publisher:

ISBN: 9051872747

Category:

Page: 16

View: 430

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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.

Author: Reuven Feuerstein

Publisher: Teachers College Press

ISBN: 9780807772201

Category: Education

Page: 177

View: 945

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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.
2015-04-25 By Reuven Feuerstein

"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.

Author: Mandia Mentis

Publisher: Corwin Press

ISBN: 9781452272245

Category: Education

Page: 152

View: 452

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This updated volume provides fourteen core thinking skills that increase students' cognitive capacity and shows educators how to "bridge" these skills to the home and community.
2009-05-21 By Mandia Mentis

Author: Reuven Feuerstein

Publisher:

ISBN: OCLC:609528304

Category:

Page: 30

View: 908

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Author: Judy Silver

Publisher:

ISBN: OCLC:1064977201

Category:

Page:

View: 434

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2009 By Judy Silver

Author: Girma Berhanu

Publisher: Goteborgs Universitet Acta Univ

ISBN: STANFORD:36105111012386

Category: Education

Page: 298

View: 481

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2001 By Girma Berhanu

Author: Edna Legesse Wakene

Publisher:

ISBN: OCLC:705907223

Category:

Page: 299

View: 558

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Author: Alex Kozulin

Publisher:

ISBN: OCLC:918456155

Category:

Page: 127

View: 145

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2002 By Alex Kozulin

This handbook is written to celebrate the official launch of Mediated Learning Laboratory in National Institute of Education on the 1st September 2016.

Author: Bee Leng Chua

Publisher:

ISBN: 9811107076

Category: Mediated learning experience

Page: 112

View: 216

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This Mediated Learning Experience(MLE) handbook presents the applications across various contexts of MLE, a theory based on the work of Reuven Feuerstein. This handbook is written to celebrate the official launch of Mediated Learning Laboratory in National Institute of Education on the 1st September 2016.
2016 By Bee Leng Chua

In this final work, Feuerstein provides a first-person reflective narrative of the implementation of mediated learning experience (MLE) past and present, including stories, new insights, observations, and newly formulated concepts on MLE ...

Author: Reuven Feuerstein

Publisher: Teachers College Press

ISBN: 9780807773536

Category: Education

Page: 222

View: 553

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Decades before educators began to draw teaching and learning implications from neuroscientists’ groundbreaking findings on brain plasticiy, Reuven Feuerstein had already theorized it and developed practices for teaching and developing higher level cognition and learning for all students, even those with Down syndrome and other learning disabilities. His mediated learning, enrichment instruments, and dynamic assessment are used in urban districts in the United States and around the world to raise student achievement, success levels, and self-regulation. In this final work, Feuerstein provides a first-person reflective narrative of the implementation of mediated learning experience (MLE) past and present, including stories, new insights, observations, and newly formulated concepts on MLE and how it contributes to higher-level thinking and overcoming disability. Featuring both educational and clinical case examples, it offers a more detailed picture of the practical applications than any other publication to date. Those familiar with Feuerstein’s methods will find this book an important resource in deepening their knowledge. It is also essential reading for all educators looking for approaches that promote thinking skills that improve educational outcomes for diverse learners. Book Features: Provides stories of Feuerstein’s inspirational journey as a teacher and learner, often working with special needs children and youth. Relates mediated learning to contemporary learning environments Explores theory and research on whether spiritual and behavioral practices change the brain. Includes chapters devoted to questioning techniques and the effects of modern media access to the development of thinking skills. “Reuven Feuerstein’s concepts will continue to enrich cognitive developmental thinking and research and to bring a richer, fuller cognitive development to children, youth, and adults around the world.” —From the Foreword by H. Carl Haywood, Vanderbilt University “Educators who are devoted to enhancing the intellectual functioning of learners need this book. The principles, skills, and strategies of Mediated Learning should become a prerequisite for all teachers. Reuven Feuerstein has made the world a more thoughtful place.” —Arthur L. Costa, professor emeritus, California State University and co-founder, Institute for Habits of Mind International

Feuerstein built upon Vygotsky's emphasis that the mediated learning experience occurred in the interaction between a human being and his or her sociocultural environment . But Feuerstein has been most concerned with those experiences ...

Author: Cheryl Taylor Desmond

Publisher: SUNY Press

ISBN: 0791429555

Category: Education

Page: 181

View: 658

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Focusing on the cultural history of the origins of outcome-based education (OBE), this book investigates the social and economic culture of Johnson City, New York, schools. OBE has often been proclaimed the salvation for ailing American schools and has spread to thousands of school districts throughout the United States. The reform has also been the lightning rod for fierce challenges from community members who oppose OBE's dismantling of the bell-shaped curve and its promotion of secular humanism. The author uncovers the messy business of school change and its deep roots in the values of the local community and economy. Grounding the story historically and theoretically, Desmond analyzes the reshaping of the Johnson City schools from a production mill for blue collar workers to a development center of technologically minded, middle-class, well-educated citizens. She argues that the heart of successful, synergistic school reform lies in the consensus that children have unlimited learning capacity and a long-term moral leadership that is committed to caring, reciprocal relationships of power.
1996-01-01 By Cheryl Taylor Desmond

Author: Grace May Lin Kim

Publisher:

ISBN: OCLC:154637195

Category: Cognitive learning theory

Page: 286

View: 655

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