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Bridging Learning

Unlocking Cognitive Potential In and Out of the Classroom

Second Edition
By: Mandia Mentis, Marilyn J. Dunn-Bernstein, Martene Mentis, Mervyn Skuy

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 expert Reuven Feuerstein, this updated volume outlines fourteen core thinking skills that increase students' cognitive capacity, including organization, comparison, categorization, and problem solving, and shows educators how to "bridge" these skills to the home and community. Each chapter features:

An introduction to and description of a specific skill
Examples and applications for formal and informal learning contexts
An outline of how the skill aligns with Feuerstein's theories of Mediated Learning and Cognitive Modifiability

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Product Details

Grade Level: K-12
ISBN: 9781412969956
Published By: Corwin
Year: 2009
Page Count: 152
Publication date: June 09, 2009

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Description

"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
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 Reuven Feuerstein, this updated volume provides practitioners with much-needed techniques to develop students' thinking skills and "bridge" these skills to the home and community.

This user-friendly book outlines fourteen core thinking skills that increase students' cognitive capacity, including organization, comparison, categorization, and problem solving. The authors demonstrate how teachers can mediate learning in the classroom and help parents, social workers, counselors, and other adults who work with youth to extend learning beyond the classroom. Each chapter features:

An introduction to and description of a specific skill
Examples and applications for formal and informal learning contexts
An outline of how the skill aligns with Feuerstein's theories of Mediated Learning and Cognitive Modifiability

Expanded to include an overview of many IE-related research studies and quotes to stimulate reflection on each skill, this second edition of Bridging Learning is a dynamic resource for creative educators dedicated to enhancing thinking skills in all learners.

Author(s)

Mandia Mentis

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 J. Dunn-Bernstein

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 PhD in education, a masters in psychology, and a degree in human behavior.

Martene Mentis

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

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

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

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

Reviews

"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
Elkhorn Middle School, Frankfort, KY

"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
Walker Intermediate School, Fort Knox, KY

"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
Wits School of Education, South Africa

"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
Bend-La Pine School District, OR

"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
Codirector, Australasian Institute for Learning Development

"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
Centre for Educational Studies, University of Hull, United Kingdom

Other Titles in: Special Education | Teaching At-Risk Students | School Counseling

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