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Bridging Learning
Unlocking Cognitive Potential In and Out of the Classroom

Second Edition
Edited by:


May 2009 | 152 pages | Corwin
'This book seamlessly blends theory with practical, real-life applications and activities that can be completed quickly and easily in both school and homemmunity 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

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, counsellors, 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.

 
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

"A practical and useful resource. Covers 14 specific thinking skills, explains why each skill is important, and describes when and where we use it. The book presents strategies for use in school and gives bridging activities to use at home and in the community."

Pam Jackson, Alternative Seventh-Grade Teacher
Elkhorn Middle School, Frankfort, KY

"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

"The idea that cognitive potential can be unlocked has become a powerful and influential idea in all sectors of education, be it early childhood education or higher education. This book consists of a series of activities framed by the most up-to-date thinking and research on cognition and mediation. The book makes available to parents, teachers, caregivers, community workers, and counselors a thought-provoking stance on thinking and learning and easy-to-apply techniques for getting it right."

Ruksana Osman, Professor
Wits School of Education, South Africa

"Using real-world examples and applications, this book makes cognitive psychology and cognitive education accessible to all those who work with children and other learners. The format is easy to follow, as the authors explore one key cognitive strategy in each chapter. 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

"A valuable companion text for educators and others utilizing Reuven Feuerstein's programs and methods for the teaching of thinking. The authors provide practical examples and clearly illustrate how to effectively mediate each of the fourteen areas of thinking identified by Feuerstein."

John Thickpenny, Clinical Psychologist
Codirector, Australasian Institute for Learning Development

"Effective learning of thinking strategies and skills requires inspired bridging to meaningful examples. The authors share exciting up-to-date examples, particularly for bridging generally to all learning, to personal and community health, and to technology."

Dorothy Howie, Senior Lecturer
Centre for Educational Studies, University of Hull, United Kingdom

Sample Materials & Chapters

Introduction

Chapter 1


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