Bridging Learning
Purchase
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.
Contents
Preface
Preface
Acknowledgments
Acknowledgments
About the Authors
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
- 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 A: 12 Criteria of a Mediated Learning Experience (MLE)
Appendix B: Cognitive Functions and Dysfunctions
Appendix B: Cognitive Functions and Dysfunctions
Appendix C: Cognitive Map
Appendix C: Cognitive Map
Glossary
Glossary
References
References
Index
Index
Additional materials
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.
Contents
Preface
Preface
Acknowledgments
Acknowledgments
About the Authors
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
- 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 A: 12 Criteria of a Mediated Learning Experience (MLE)
Appendix B: Cognitive Functions and Dysfunctions
Appendix B: Cognitive Functions and Dysfunctions
Appendix C: Cognitive Map
Appendix C: Cognitive Map
Glossary
Glossary
References
References
Index
Index
Additional materials
Reviews
Bridging Learning
Unlocking Cognitive Potential In and Out of the Classroom
May 2009 | 152 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 28/04/2023 | 9781412969956 | $39.95 |
| Hardcover | 27/02/2023 | 9781412969949 | $80.95 |
| Lifetime | 28/04/2023 | 9781452272245 | $36.00 |
"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.
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
- 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