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Feuerstein, R., Falik, L., & Feuerstein Ra.S. (2010). Beyond Smarter: Mediated Learning and the Brain's Capacity for Change. New York: Teachers College Press.
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. Similar to cognitive mediated learning, the authors address mediation of the social and emotional skills that impact learning. This new book from an educational icon and his colleagues will inform the work of any educator seeking to improve student achievement in their school or district.
Feuerstein, S. & Feuerstein, R. (2008). Hitnasut belemida metavehet be teoria ve behayei yom yom. (Mediated learning experience in theory and in everyday life). Jerusalem: ICELP and Ashkelon Academic College.
The authors provide theoretical introduction to the theory of Mediated Learning Experience (MLE) and elaborate specific criteria of mediation. The applications of the theory are based on papers written by students who attended the MLE courses at the Ashkelon Academic College. The areas of application range from academic (reading) to artistic (puppet theater) to everyday (stress caused by terrorist attacks).
Kinard, J. and Kozulin, A. (2008). Rigorous mathematical thinking: Conceptual formation in mathematics classroom. New York: Cambridge University Press.
This book demonstrates how rigorous mathematical thinking can be fostered through the development of students’ cognitive tools and operations. The authors argue that children’s cognitive functions cannot be viewed as following a natural maturational path: They should be actively constructed during the educational process. The Rigorous Mathematical Thinking (RMT) model is based on two major theoretical approaches allowing such an active construction: Vygotsky's theory of psychological tools and Feuerstein's concept of mediated learning experience. The book starts with general cognitive tools that are essential for all types of problem solving and then moves to mathematically specific cognitive tools and methods for utilizing these tools for mathematical conceptual formation. The application of the RMT model in various urban classrooms demonstrates how mathematics education standards can be reached even by the students with a history of educational failure who were considered hopeless underachievers.
Mentis, M., Dunn-Bernstein, M., & Mentis, M. (2008). Mediated Learning: Teaching, tasks and tools to unlock cognitive potential. Thousand Oaks, CA: Corwin Press.
This is a second revised edition of the volume that originally appeared as Mediated Learning In and Out of the Classroom. For each criterion of Mediated Learning Experience (MLE) the authors designed work-pages that suggest application in the classroom, home, and community. The same practical elaborations are made for cognitive functions. Particular attention is paid to the multicultural nature of modern classrooms. The book is intended for teachers and other practitioners who implement MLE and Instrumental Enrichment in formal and informal educational framework.
Minuto, M. & Ravizza, R. (2008). Migliorare i processi di apprendimento: Il Metodo Feuerstein – dagli aspetti teorici alla vita quotidiana. Gardolo, TN: Erickson.
The authors offer a comprehensive account of the theory of Mediated Learning Experience and its applied systems including Feuerstein’s Learning Potential Assessment Device and the Instrumental Enrichment (IE), Tzuriel’s Cognitive Modifiability Battery, Haywood’s Bright Start program and the Learning Strategies program of Buchel. The central place of the book is occupied by the detailed analysis of cognitive functions as manifested in formal educational as well as everyday life contexts, and the methods of their correction. The book can be recommended as a textbook for students and professionals participating in the MLE and IE training courses.
Minuto, M., Zippel, G., Lombardini, E., Buono, S. & Garbo, R. (2008). L’Applicazione del metodo Feuerstein nei diversi ambiti. Torino: Associazione Connessioni.
The volume is based on presentations made by the authors during the IE applications seminar held in July 2008 in Jesolo, Italy. Different formats of the IE program application are discussed in the context of family, school, clinical work and industry.
Oon-Seng Tan & Seok-Hoon Seng (Eds) (2008). Cognitive modifiability in Learning and Assessment: International Perspectives. Singapore: Sengage Learning.
This edited volume offers a truly international perspective on current research and practice in the field of cognitive modifiability including authors from Belgium, Germany, New Zealand, South Africa, Sweden, Singapore, UK and USA. The issues discussed include working memory, cognitive plasticity across the lifespan, various cognitive enrichment programs, profiles of cognitive abilities and the use of cognitive map for the analysis of everyday life problem solving. The book is recommended for students, researchers and practitioners in the field of cognitive assessment and intervention.
Pou, L. (2008). Mediating learning to children: A practitioner's journal. Singapore: Centre for Enhancing Learning Potential Pte Ltd.
This book systematically examines the "who", "what", "how" and "why" of adult-child interaction that have the potential to modify, build up and develop children. It is suitable for anyone working with children, whether the person is a teacher, parent, caregiver or therapist. The book includes a set of exercises for mediators and an appendix with photocopy masters.
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