Thinking about the Teaching of Thinking provides an accessible and comprehensive introduction to Feuerstein’s theory of Mediated Learning Experience and its related tools and programmes. It details up-to-date international and New Zealand research on the Feuerstein approach which reflects the current issues in the teaching of thinking.
The book begins by defining what is meant by the teaching of thinking and provides an easy to understand explanation of the Feuerstein method and its value for children with learning challenges. It champions a ‘whole school’ approach to the teaching of thinking and details the practical tools and programmes developed by Feuerstein – such as Instrumental Enrichment and the Learning Propensity Assessment Device – to aid in its implementation. It also recognises the key importance of cultural factors in the teaching of thinking, bringing together the author’s considerable research experience using the Feuerstein method in the multicultural New Zealand context with her extensive knowledge of international Feuerstein research.
This book provides a user-friendly and unique coverage of the Feuerstein method for researchers and postgraduate students researching and working in educational psychology. It will also be of great value for teachers and parents looking to understand and decide on implementation of the Feuerstein approach in their schools.
Table of Contents
Preface and acknowledgements
Chapter 1. A Rationale for the Teaching of Thinking
Chapter 2. The Feuerstein Approach to Teaching Thinking
Chapter 3. The Criteria for Mediated Learning Experience
Chapter 4. The Place and Importance of Feuerstein’s Theoretical Approach
Chapter 5. Parents as Mediators
Chapter 6. Imitative Learning, and the Teacher as Model and Mediator
Chapter 7. A Whole School Approach to Using Feuerstein
Chapter 8. Thinking in a Multicultural Context
Chapter 9. Assessing and Meeting Learning Needs
Chapter 10 Meeting Learning Needs Through Feuerstein’s Cognitive Intervention Programme
Chapter 11. Meeting the Needs of Able Students
Chapter 12. Real-Life Problem-Solving and Self-Advocacy
Chapter 13. Conclusion
Dorothy R. Howie has considerable experience as a teacher and researcher in the fields of the teaching of thinking and inclusion at the University of Auckland, New Zealand, and the University of Hull, UK. She is currently based in the School of Psychology at the University of Auckland, in an honorary position, and leads the New Zealand training in the Feuerstein approach.
"Howie has again produced an admirable work on cognitive education, with a specific focus on the theory and application of the Instrumental Enrichment program (Feuerstein, 2006). She includes laudable examples to tie the program and its effects to New Zealand and the Maori population, but the work extends world-wide also. This volume adds importantly to the corpus of work on cognitive education in general and to Instrumental Enrichment in particular." David S. Martin, Professor/Dean Emeritus, Gallaudet University