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Bridging Learning: Unlocking Cognitive Potential In and Out of the Classroom
152
Bridging Learning: Unlocking Cognitive Potential In and Out of the Classroom
152Hardcover(Second Edition)
$80.95
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Overview
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.
Product Details
| ISBN-13: | 9781412969949 |
|---|---|
| Publisher: | SAGE Publications |
| Publication date: | 06/09/2009 |
| Edition description: | Second Edition |
| Pages: | 152 |
| Product dimensions: | 8.70(w) x 11.10(h) x 0.60(d) |
About the Author
Mandia Mentis is an educational psychologist and senior lecturer in the Special Education and Educational Psychology Programmes at Massey University, New Zealand. She is an accredited trainer of Instrumental Enrichment (FIE) and the Learning Potential Assessment Device (LPAD), having completed her training at the International Centre for Learning Enhancement in Israel under Reuven Feuerstein. Over the past 20 years, she has run Instrumental Enrichment (FIE) workshops with the Cognitive Research Centre in South Africa and with the Australasian Institute for Learning Enhancement in New Zealand. She has contributed extensively to research projects and publications and has co-written and published two books on Mediated Learning and Instrumental Enrichment. Mentis taught at primary, secondary, and tertiary levels and has worked as an educational psychologist in both special and inclusive education settings. Her teaching and research interests include cognitive assessment, teaching for diversity, and e-learning. Her doctoral research focuses on developing effective e-learning communities of practice.
Marilyn Dunn-Bernstein’s diverse career in education spans 36 years. Along with her 20 years as a high school vice-principal, she has studied under Reuven Feuerstein and implemented the principles of structural cognitive modifiability, IE, and MLE in an extensive range of educational settings. These included 10 years of research, writing, and lecturing with the Cognitive Research Unit of the University of the Witwatersrand and 16 years of work with the Gifted Child Program for disadvantaged individuals in South African townships. Her current work as a psychologist in Australia involves enhancing cognitive, emotional, and creative development in individuals with autism, Down syndrome, Asperger’s, and gifts. She also works with undergraduate psychology and social sciences students, and has been part of the team that runs Feuerstein workshops in Australia, New Zealand, and South Africa. She holds a Ph D in education, a masters in psychology, and a degree in human behavior.
Martene Mentis has twenty years of experience in education and has taught at primary, secondary, and tertiary levels. Her diverse educational background includes 6 years with the Cognitive Research Centre, University of the Witwatersrand, South Africa, where she contributed to research, lectured in Instrumental Enrichment (FIE) workshops, and helped develop educational resources, including two books on Mediated Learning and Instrumental Enrichment. She completed her training in FIE under Reuven Feuerstein, at the International Centre for Learning Enhancement in Israel, and in the Learning Potential Assessment Device (LPAD) at the Cognitive Research Centre in South Africa. She has an honours degree in fine arts and a master's degree in education. She currently is an independent scholar, artist, and illustrator, working as an art educator and graphic designer in New Zealand.
Marilyn Dunn-Bernstein’s diverse career in education spans 36 years. Along with her 20 years as a high school vice-principal, she has studied under Reuven Feuerstein and implemented the principles of structural cognitive modifiability, IE, and MLE in an extensive range of educational settings. These included 10 years of research, writing, and lecturing with the Cognitive Research Unit of the University of the Witwatersrand and 16 years of work with the Gifted Child Program for disadvantaged individuals in South African townships. Her current work as a psychologist in Australia involves enhancing cognitive, emotional, and creative development in individuals with autism, Down syndrome, Asperger’s, and gifts. She also works with undergraduate psychology and social sciences students, and has been part of the team that runs Feuerstein workshops in Australia, New Zealand, and South Africa. She holds a Ph D in education, a masters in psychology, and a degree in human behavior.
Martene Mentis has twenty years of experience in education and has taught at primary, secondary, and tertiary levels. Her diverse educational background includes 6 years with the Cognitive Research Centre, University of the Witwatersrand, South Africa, where she contributed to research, lectured in Instrumental Enrichment (FIE) workshops, and helped develop educational resources, including two books on Mediated Learning and Instrumental Enrichment. She completed her training in FIE under Reuven Feuerstein, at the International Centre for Learning Enhancement in Israel, and in the Learning Potential Assessment Device (LPAD) at the Cognitive Research Centre in South Africa. She has an honours degree in fine arts and a master's degree in education. She currently is an independent scholar, artist, and illustrator, working as an art educator and graphic designer in New Zealand.
Mervyn Skuy is a clinical and educational psychologist who has worked for many years in researching and teaching Feuerstein’s theories and approaches. From 1985 to 2003 he did this within the framework of the Cognitive Research Program, which he established and directed at the University of the Witwatersrand in South Africa. During this time, he was also professor and head of the Division of Specialized Education at that University. He was professor of educational psychology and specialized education at Touro College in New York, and has taught courses in Instrumental Enrichment and Mediated Learning Experience to various organizations and target groups in South Africa, the USA, Israel, Canada, and France. His research has been published in American, British, Canadian, Australian, Dutch, and South African journals and books. He is currently professor emeritus at the University of the Witwatersrand and in private practice as a psychologist. He is also a consultant to Feuerstein’s International Centre for the Enhancement of Learning Potential (ICELP). In this capacity, he is actively engaged in teaching Instrumental Enrichment and in developing programs of study within a project that the ICELP has established in South Africa.
Table of Contents
PrefaceAcknowledgmentsAbout the AuthorsIntroduction1. OrganizationOrganization: What, Why, When, and Where?Bridging Organization to Formal Learning ConceptsBridging Organization to Informal Learning ConceptsApplication of Organization: Energy EffortsFeuerstein's Theory in Mediating Organization2. ComparisonsComparisons: What, Why, When, and Where?Bridging Comparisons to Formal Learning ContextsBridging Comparisons to Informal Learning ContextsApplication of Comparison: Cyber CounselingFeuerstein's Theory in Mediating Comparison3. CategorizationCategorization: What, Why, When, and Where?Bridging Categorization to Formal Learning ContextsBridging Categorization to Informal Learning ContextsApplication of Categorization: Toys and TotsFeuerstein's Theory in Mediating Categorization4. Relational Orientation in SpaceRelational Orientation in Space: What, Why, When, and Where?Bridging Relational Orientation in Space to Formal Learning ContextsBridging Relational Orientation in Space to Informal Learning ContextsApplication of Relational Orientation in Space: Family FeudsFeuerstein's Theory in Mediating Relational Orientation in Space5. Cardinal Orientation in SpaceCardinal Orientation in Space: What, Why, When, and Where?Bridging Cardinal Orientation in Space to Formal Learning ContextsBridging Cardinal Orientation in Space to Informal Learning ContextsApplication of Cardinal Orientation in Space: Cultural CompassFeuerstein's Theory in Mediating Cardinal Orientation in Space6. Analysis and SynthesisAnalysis and Synthesis: What, Why, When, and Where?Bridging Analysis and Synthesis to Formal Learning ContextsBridging Analysis and Synthesis to Informal Learning ContextsApplication of Analysis and Synthesis: Think Global, Act LocalFeuerstein's Theory in Mediating Analysis and Synthesis7. Problem SolvingProblem Solving: What, Why, When, and Where?Bridging Problem Solving to Formal Learning ContextsBridging Problem Solving to Informal Learning ContextsApplication of Problem Solving: Cyber Bullies and Suicide ScriptsFeuerstein's Theory in Mediating Problem Solving8. RelationshipsRelationships: What, Why, When, and Where?Bridging Relationships to Formal Learning ContextsBridging Relationships to Formal Learning ContextsApplication of Relationships: Relatives and RelationsFeuerstein's Theory in Mediating Relationships9. Temporal ConceptsTemporal Concepts: What, Why, When, and Where?Bridging Temporal Concepts to Formal Learning ContextsBridging Temporal Concepts to Informal Learning ContextsApplication of Temporal Concepts: Slow and SteadyFeuerstein's Theory in Mediating Temporal Concepts10. InstructionsInstructions: What, Why, When, and Where?Bridging Instructions to Formal Learning ContextsBridging Instructions to Informal Learning ContextsApplication of Instructions: Implied InstructionFeuerstein's Theory in Mediating Instructions11. ProgressionsProgressions: What, Why, When, and Where?Bridging Progressions to Formal Learning ContextsBridging Progressions to Informal Learning ContextsApplication of Progressions: Cultural Constants and ContinuitiesFeuerstein's Theory in Mediating Progressions12. Transitive RelationsTransitive Relations: What, Why, When, and Where?Bridging Transitive Relations to Formal Learning ContextsBridging Transitive Relations to Informal Learning ContextsApplication of Transitive Relations: Global GreedFeuerstein's Theory in Mediating Transitive Relations13. SyllogismsSyllogisms: What, Why, When, and Where?Bridging Syllogisms to Formal Learning ContextsBridging Syllogisms to Informal Learning ContextsApplication of Syllogisms: Silly SyllogismFeuerstein's Theory in Mediating Syllogisms14. ScaffoldingScaffolding: What, Why, When, and Where?Bridging Scaffolding to Formal Learning ContextsBridging Scaffolding to Informal Learning ContextsApplication of Scaffolding: Project PlanningFeuerstein's Theory in Mediating ScaffoldingAppendix A: 12 Criteria of a Mediated Learning Experience (MLE)Appendix B: Cognitive Functions and DysfunctionsAppendix C: Cognitive MapGlossaryReferencesIndexFrom the B&N Reads Blog
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