. Please note that I have no formal training in this field. These are simply my notes and an effort to learn and share what I learn. If anything I write seems useful or of interest to you, I strongly encourage you to purchase the book (of which I am not associated with in any way), attend some workshops, and learn more. And, please, share your insights with me! I am very much the student in this field and am very interested in learning more myself!Rather than pessimistically predict future outcomes based on the student's current low level of functioning, the teacher should optimistically view this as the baseline for potential change in the student's ability to learn. This change should be seen as being dependent on the quality of teacher-student and parent-student interaction. It is through this interaction that the cognitive and motivational functions needed for learning will be modified. This approach is based on having a belief that change is possible, and then having the skills and strategies to bring about that change.
This book is organized into three major sections and that is how I will organize my study. They are:
- Structural Cognitive Modifiability - the belief in change
- Mediated Learning Experience - the method of change
- Cognitive Functions and Cognitive Tools - tools of change
So, let's begin...
1. Structural Cognitive Modifiability - the belief in change
Well, how's that for a mouthful, "Structural Cognitive Modifiability." What the heck is that supposed to mean anyway?
Let's break it down word by word.
Structural refers to the organization and integration of the components that make up our thinking. An analogy might be to think of a computer. The hardware, the microchips, etc are the physical elements that make up the computer. The physical components of the computer must all be working in order for the computer to work. And they must all be put together in such a way to allow them to work efficiently. A misplaced wire could render the whole machine useless.
Cognitive refers to the ability to think, reason and to learn. Again, going back to our computer analogy, one can think of the software as being the method through which the computer "thinks." Even if the computer is put together well, until it has its programming installed and working, it remains useless. Once the software is installed, suddenly one can use a computer to do a great many things.
Modifiability refers to the ability to adapt, to alter and to regulate. Thinking of the computer again, imagine that your computer's browser is malfunctioning. For whatever reason, it is not able to access the web. The fact that the software can be "modified" or changed means that the computer is not stuck at its less than useful state. It can be improved. It is modifiable. To stretch the analogy a little more, think of the computer accessing a site that you are forbidden access to. A hacker could install new programming to gain entry into the previously forbidden site. The computer has been modified to improve its usefulness to the user.
Now, replace the computer in the analogies above with the most powerful computer known to us, the human brain. One can see how an imperfection in its structure or cognition can cause difficulties in learning. However, a person who is skilled at programming, or teaching, and knows how to find the problem and overcome it can improve the brain's ability to think, to learn and to grow.
Do you believe that it is possible to change? Can a person who seems delayed in so many ways change and improve their mental functions? Can my delayed son learn to carry a conversation, stop running out into traffic, pay attention to his surroundings and become more independent?
According to Feuerstein, the answer to these questions is yes, but only with teachers, parents, mediators who are hopelessly optimistic that CHANGE IS POSSIBLE! And, that this is change can happen through the interactions between teacher/parent and student/child.
Is this what I believe? Is this what you believe? Really? What would have been your first thought when presented with the case of M (found here)? I know that my first thought was that this poor boy had no hope of ever living an independent life given his poor start. I am finding that I really need to work on this whole aspect of a positive attitude towards LB's future. But that is definitely what I need to do. Forget the past failures and mistakes by all concerned, including my own, and move forward. He will succeed in spite of it all.
That's what's needed for ALL teachers and learners, isn't it?
Another important difference in Feuerstein's methods is found in its purpose. Most teaching is done towards helping the learner to accomplish a specific skill. Not so with Feuerstein. He aims to teach learners how to learn so that they can adapt their own learning to their current environment and LEARN TO TEACH THEMSELVES.
Isn't that the goal of any teacher? It's certainly mine.
So how does Feurestein propose to accomplish this? That's where Mediated Learning comes in.
2. Mediated Learning Experience - the method of change
There are two basic modes of learning. The Direct Approach involves the student learning directly from their environment with no help from a teacher or helping tool. For example, a child sees a bee flying. Right away the child can learn several things. Bees can fly. Bees are small. Bees have stripes. No instructor is needed for the child to learn this, though prior knowledge (what are stripes, what is flight) is. The learning is direct and instantaneous. This kind of learning is also incidental and, according to Feurestein, not enough for optimal development.
In the Mediated Approach, a human mediator acts to provide meaning to what the child is seeing. She may point out that the bee is feeding on a flower. She may point out where the bee is coming from and that it makes honey. She might then remind the child of much they enjoy a spoonful of honey as a treat. In short, she acts to give meaning to what the child is learning and bring attention to the fact that the child is learning something new and worth remembering.
Both forms of learning are necessary. The mediator's role is to act to improve the student's ability to learn directly from the environment more easily and effectively on their own without the need for mediation.
There are 12 points to consider when acting as a mediator. They include...
- Intentionality and Reciprocity
- Transcendence
- Meaning
- Competence
- Self-Regulation and Control of Behaviour
- Sharing
- Individuation
- Goal Planning
- Challenge
- Self-Change
- Optimistic Alternative
- Sense of Belonging
I'll be talking about them in future posts over the next few days as each deserve a post of their own. Stay tuned...
If you believe there is a way, you will find a solution, irrespective of the difficulties that have come before.
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