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.
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.
Mandia Mentis is an educational psychologist and senior lecturer in the Special Education and Educational Psychology Programmes at Massey University, New Zealand. She is an accredited trainer of Instrumental Enrichment (FIE) and the Learning Potential Assessment Device (LPAD), having completed her training at the International Centre for Learning Enhancement in Israel under Reuven Feuerstein. Over the past 20 years, she has run Instrumental Enrichment (FIE) workshops with the Cognitive Research Centre in South Africa and with the Australasian Institute for Learning Enhancement in New Zealand. She has contributed extensively to research projects and publications and has co-written and published two books on Mediated Learning and Instrumental Enrichment. Mentis taught at primary, secondary, and tertiary levels and has worked as an educational psychologist in both special and inclusive education settings. Her teaching and research interests include cognitive assessment, teaching for diversity, and e-learning. Her doctoral research focuses on developing effective e-learning communities of practice.
Inhaltsangabe
Foreword by Reuven Feuerstein Preface Acknowledgments Publisher¿s Acknowledgments About the Authors Part I. Metalearning: Structural Cognitive Modifiability 1. Unlocking Cognitive Potential Part II. Metateaching: Mediated Learning Experience 2. Intentionality and Reciprocity 3. Meaning 4. Transcendence 5. Competence 6. Self-Regulation and Control of Behavior 7. Sharing 8. Individuation 9. Goal Planning 10. Challenge 11. Self-Change 12. Search for the Optimistic Alternative 13. Sense of Belonging Part III. Metacognition: Cognitive Functions and Dysfunctions 14. Input 15. Elaboration 16. Output Part IV. Metatask: Cognitive Map 17. Analyzing the Task Resource A: Answers to Work Pages Resource B: Rating Scale Resource C: Glossary References Index
Foreword by Reuven Feuerstein Preface Acknowledgments Publisher's Acknowledgments About the Authors Part I. Metalearning: Structural Cognitive Modifiability 1. Unlocking Cognitive Potential Part II. Metateaching: Mediated Learning Experience 2. Intentionality and Reciprocity 3. Meaning 4. Transcendence 5. Competence 6. Self-Regulation and Control of Behavior 7. Sharing 8. Individuation 9. Goal Planning 10. Challenge 11. Self-Change 12. Search for the Optimistic Alternative 13. Sense of Belonging Part III. Metacognition: Cognitive Functions and Dysfunctions 14. Input 15. Elaboration 16. Output Part IV. Metatask: Cognitive Map 17. Analyzing the Task Resource A: Answers to Work Pages Resource B: Rating Scale Resource C: Glossary References Index
Foreword by Reuven Feuerstein Preface Acknowledgments Publisher¿s Acknowledgments About the Authors Part I. Metalearning: Structural Cognitive Modifiability 1. Unlocking Cognitive Potential Part II. Metateaching: Mediated Learning Experience 2. Intentionality and Reciprocity 3. Meaning 4. Transcendence 5. Competence 6. Self-Regulation and Control of Behavior 7. Sharing 8. Individuation 9. Goal Planning 10. Challenge 11. Self-Change 12. Search for the Optimistic Alternative 13. Sense of Belonging Part III. Metacognition: Cognitive Functions and Dysfunctions 14. Input 15. Elaboration 16. Output Part IV. Metatask: Cognitive Map 17. Analyzing the Task Resource A: Answers to Work Pages Resource B: Rating Scale Resource C: Glossary References Index
Foreword by Reuven Feuerstein Preface Acknowledgments Publisher's Acknowledgments About the Authors Part I. Metalearning: Structural Cognitive Modifiability 1. Unlocking Cognitive Potential Part II. Metateaching: Mediated Learning Experience 2. Intentionality and Reciprocity 3. Meaning 4. Transcendence 5. Competence 6. Self-Regulation and Control of Behavior 7. Sharing 8. Individuation 9. Goal Planning 10. Challenge 11. Self-Change 12. Search for the Optimistic Alternative 13. Sense of Belonging Part III. Metacognition: Cognitive Functions and Dysfunctions 14. Input 15. Elaboration 16. Output Part IV. Metatask: Cognitive Map 17. Analyzing the Task Resource A: Answers to Work Pages Resource B: Rating Scale Resource C: Glossary References Index
Rezensionen
"Teachers are often told to improve students' problem-solving abilities, but this is a book that explains HOW a teacher can go about that task. The authors teach the practitioner how to recognize dysfunctions in cognition, and provide strategies for helping students become independent learners." Lauren Mittermann, Social Studies Teacher 20061128
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