Liberating all children to gain a deeper understanding of the world
Roman Gouzman and Judy Silver describe how Feuerstein’s methods can be applied not just to the blind and visually impaired but also to other learners. Through the use of a tactile-kinesthetic approach cognitive functions are enhanced, guiding learners towards a clear and ordered perception of the world.
No natural limits! – Enhancing language development in children with Down Syndrome
Sari Alony and Alex Kozulin explain that the potential of children with Down’s Syndrome is being severely underestimated. They describe their research in using Feuerstein’s Mediated Learning Experience (MLE) and how this led to significant progress in the children’s language development. They reflect on what this can mean particularly in the context of mainstream classrooms and on the implications for professional development.
Learning to look and looking to learn
Cynthia Pelman describes a cognitive education programme for young children in deprived township communities in South Africa, drawing on Feuerstein’s ideas for cognitive development.
A mediational approach to family-centered care
Abraham Salinas-Miranda, Shawna Green and Martha Coulter sound a call to action for improving family centred care programmes using a mediational approach based on the work of Feuerstein.
Closing the achievement gap in Ulster
The golden rule of thinking skills programmes is to ‘turn-round’ children with learning difficulties. Kate O’ Hanlon’s long-term study shows that Feuerstein’s Instrumental Enrichment can allow ‘no-hopers’ to achieve surprising GCSE results.
Learning how to learn
Anne-Theresa Lawrie describes how Feuerstein’s programmes have been explored by schools in the Scottish Borders and in particular examines the teacher training dimension.
Pedagogy of Confidence – applying Feuerstein’s Theory to dispel the colour achievement gap myth
Yvette Jackson confronts the low expectations of students of colour which she sees as endemic in the United States. She shows how Feuerstein’s Thinking can inspire high intellectual performances and transform learning.
Thinking journeys in the classroom – the power of uncertainty and mediation
Yaron Schur examines the emotional processes at the heart of learning and explores how the Thinking Journey approach, based on Feuerstein’s ideas, can make learning meaningful to children and help transform teaching.
How do we identify gifted children and what factors contribute to our understanding of giftedness Maria Dolores Calero explains through her review of developments of Feuerstein Theory.
Creative learning, assessment and connecting with Feuerstein
Anne-Theresa Lawrie explores the potentially dynamic relationship between Assessment for Learning and Feuerstein’s Mediated Learning Experience and how together they ensure learning is placed at the heart of the curriculum.