Thinking about the Teaching of Thinking
Thinking about the Teaching of Thinking

Author: Dorothy R. Howie

Publisher: Routledge

Published: 2019-08-06

Total Pages: 225

ISBN-13: 1000134776

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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.

Can We Teach Intelligence?
Can We Teach Intelligence?

Author: Nigel Blagg

Publisher:

Published: 2016-04-24

Total Pages: 0

ISBN-13: 9781138988057

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First Published in 1990. Routledge is an imprint of Taylor & Francis, an informa company.

The Cambridge Companion to Vygotsky
The Cambridge Companion to Vygotsky

Author: Professor Harry Daniels

Publisher: Cambridge University Press

Published: 2007-04-30

Total Pages: 365

ISBN-13: 0521831040

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A comprehensive text providing a critical perspective on Vygotsky and his work.

Facilitating Cognitive Development
Facilitating Cognitive Development

Author: Milton Schwebel

Publisher: Psychology Press

Published: 1986

Total Pages: 230

ISBN-13: 9780866564151

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The vital aspects of designing, implementing, and evaluating programs and services that will facilitate cognitive development in children and adolescents are the focus of this important book. Leading scholars, researchers, and practitioners from throughout the world address these issues, offering a sound conceptual and empirical knowledge base for special services providers in taking a leadership role in facilitation of cognitive development in schools.

Mediated Learning
Mediated Learning

Author: Mandia Mentis

Publisher: Corwin Press

Published: 2008

Total Pages: 273

ISBN-13: 1412950694

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Features an expanded discussion of mediated learning and includes case studies, reflective activities for the reader, and in-depth coverage of metacognition, metalearning, metateaching, and metatasking.

Developing Thinking; Developing Learning
Developing Thinking; Developing Learning

Author: McGregor, Debra

Publisher: McGraw-Hill Education (UK)

Published: 2007-03-01

Total Pages: 350

ISBN-13: 033521780X

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The author discusses how thinking programmes, learning activities and teachers' pedagogy in the classroom can fundamentally affect the nature of pupils' thinking, and considers the effects of the learning environment created by peers and teachers.

Interactive Assessment
Interactive Assessment

Author: H. Carl Haywood

Publisher: Springer Science & Business Media

Published: 2013-11-11

Total Pages: 533

ISBN-13: 1461243920

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The terms interactive and dynamic would never have been associated with psychological and psychoeducational assessment a generation ago. They have currency now because of widespread dissatisfaction with the normative, standardized testing model, criticism of theoretical concepts of intelligence, recognition of abuses of standardized intelligence testing, and frustration with prediction and classification as primary goals of assessment. It is almost certainly true that public policy concerns propel scientific activity far more often than science propels public policy! In the case of psychological assessment, public policy concerns have arisen in the last 20 years primarily around issues of possible "discrimination" against members of ethnic minorities. At the same time, there has been a re surgence of dedication to "excellence in education" goals. These concerns have led to such extreme measures as prohibition of the use of standard ized intelligence tests to determine school placement decisions, especially for minority children. They have led also to a search for alternatives to standardized, normative testing. The chapters in this volume represent a variety of answers to this need.

Teaching Students Thinking Skills and Strategies
Teaching Students Thinking Skills and Strategies

Author: Dorothy Howie

Publisher: Jessica Kingsley Publishers

Published: 2011-08-15

Total Pages: 242

ISBN-13: 0857005189

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Developing the ability to think is a major part of education, which helps students become independent learners and participate fully in a learning environment. This book sets out the theory and outlines a model for implementing the teaching of thinking at whole-school, group and individual levels in inclusive settings. The model uses a three-tier approach to ensure that all learners are included: teaching thinking for all, which takes into account common needs; working with small groups, for those with exceptional needs such as learning difficulties or high ability; and addressing individualised learning needs, including those with a complex disability. The book covers key approaches to the teaching of thinking, giving examples of how each can best be used at each tier level. It also addresses the impact of different social contexts, cultures and environmental surroundings on learning. This book will be essential reading for all members of school communities, including education leaders and teachers. Educational psychologists, special educational needs co-ordinators, speech and language therapists, and those with particular interest in educating children who are vulnerable, from disadvantaged backgrounds, and from culturally different backgrounds, will find much of value in this book.