Reuven Feuerstein – författare

Presenting the major trends, theories, and practices in assessing culturally diverse clients, Advances in Cross-Cultural Assessment comprises chapters from some of the key leading authors in intelligence and intelligence testing. Author Ronald J. Samuda and associates contend that classic IQ tests and traditional standardized tests of cognitive ability are only appropriate for middle-class mainstream individuals, not for those of different cultural backgrounds. For those who grow up in deficient "environmental backgrounds" (inadequate rearing, serious economic stress), the traditional objective standardized tests are neither valid nor reliable in measuring intelligence. A number of scholars, some of whom are among the bookÆs contributing authors, have introduced alternative approaches to assessing cognitive ability in persons from such backgrounds. A groundbreaking volume that encourages professionals to treat individuals on an individual basis, Advances in Cross-Cultural Assessment will heighten the awareness of professionals and academics in clinical and counseling psychology, educational psychology, social work, psychology, public health, and ethnic studies.

A summary of the work of Reuven Feuerstein. Feuerstein and his co-authors define intelligence as a dynamic force that drives the human organism to change the structure of thinking in order to answer needs. They describe the specific skills of the three stages of thinking - the input and data-gathering stage; the processing stage; and the output stage - and show how student thinking can stall at any of these stages and how intentional mediation can help students restructure their thinking and improve their ability to learn.

A summary of the work of Reuven Feuerstein. Feuerstein and his co-authors define intelligence as a dynamic force that drives the human organism to change the structure of thinking in order to answer needs. They describe the specific skills of the three stages of thinking - the input and data-gathering stage; the processing stage; and the output stage - and show how student thinking can stall at any of these stages and how intentional mediation can help students restructure their thinking and improve their ability to learn.

Brings to life the theory of mediated learning. Through numerous examples and scenarios from classrooms and museums, they show how mediated learning helps children to become more effective learners. Readers learn the steps in the process, including analysing the child’s problem, teaching the child to focus on the difficulty, and using the techniques of mediated learning to enable the child to overcome the learning challenge.

While self-talk like “Now we are buckling you in the car seat so we can go to the store” is common parental practice, this book shows how teachers, parents, and therapists can take this to higher levels to advance language cognitive development and learning potential. Based on neuroscience and their own innovative work, the authors provide the rationale and a step-by-step process for using intentional self-talk and think-aloud methods to improve both language and cognitive development in normal and language-delayed children, as well as in older individuals with disabilities. Stories are sprinkled throughout the text to demonstrate mediated self-talk in action and the remarkable results achieved with real children. With clear guidelines for delivery, content, and timing, the crucial core of the process is to narrate thinking, action, and emotion in the presence of children without requiring their response.

While self-talk like “Now we are buckling you in the car seat so we can go to the store” is common parental practice, this book shows how teachers, parents, and therapists can take this to higher levels to advance language cognitive development and learning potential. Based on neuroscience and their own innovative work, the authors provide the rationale and a step-by-step process for using intentional self-talk and think-aloud methods to improve both language and cognitive development in normal and language-delayed children, as well as in older individuals with disabilities. Stories are sprinkled throughout the text to demonstrate mediated self-talk in action and the remarkable results achieved with real children. With clear guidelines for delivery, content, and timing, the crucial core of the process is to narrate thinking, action, and emotion in the presence of children without requiring their response.

Decades before educators began to draw teaching and learning implications from neuroscientists’ groundbreaking findings on brain plasticiy, Reuven Feuerstein had already theorized it and developed practices for teaching and developing higher level cognition and learning for all students, even those with Down syndrome and other learning disabilities. His mediated learning, enrichment instruments, and dynamic assessment are used in urban districts in the United States and around the world to raise student achievement, success levels, and self-regulation.In this final work, Feuerstein provides a first-person reflective narrative of the implementation of mediated learning experience (MLE) past and present, including stories, new insights, observations, and newly formulated concepts on MLE and how it contributes to higher-level thinking and overcoming disability. Featuring both educational and clinical case examples, it offers a more detailed picture of the practical applications than any other publication to date. Those familiar with Feuerstein’s methods will find this book an important resource in deepening their knowledge. It is also essential reading for all educators looking for approaches that promote thinking skills that improve educational outcomes for diverse learners.