EQUIPPING MINDS: APPLYING A BIBLICALLY BASED CURRICULUM FOR IMPROVING WORKING MEMORY Carol Thompson Brown Ed.D. The Southern Baptist Theological Seminary, 2016 Supervisor: Dr. Danny R. Bowen Recent findings in neuroscience confirm the neuroplasticity of the brain. There has been strong interest in applying these discoveries to learners with learning disorders focusing on increasing working memory capacity. The aim of the present study was to explore the effectiveness of cognitive intervention with the Equipping Minds Cognitive Development Curriculum (EMCDC), based on Feuerstein’s theory of structural cognitive modifiability. Feuerstein’s theory states that a learner’s cognitive functioning can be modified through mediated learning. EMCDC is aimed at enhancing processing, working memory, comprehension, and reasoning abilities. Participants were learners with Specific Learning Disorders (SLD) Learners were randomly assigned into one of two groups. The active control group received small group intervention in academic subjects an hour a day five times a week for 7 weeks. The training group received small group intervention in the Equipping Minds Cognitive Development Curriculum an hour a day five times a week for 7 weeks. Both groups were tested on measures of working memory, verbal and nonverbal ability, and academic attainment before training and re-tested on the same measures after training. Analysis of the pre-to post-test scores demonstrated significant (p<0.05) advantage of the training over the active control group on the KBIT-2 in verbal, nonverbal, and IQ composite, as well as far transfer effects in science. This study’s design could be replicated in multiple educational settings with other neurodevelopmental disorders. Key words: Neuroplasticity, cognitive development, Feuerstein, Equipping Minds, mediated learning, working memory, Specific Learning Disorders

This study investigated the effectiveness of Feuerstein’s mediated intervention programme on a sample of the Grade Five population, in a remedial school. The participants (n=20) were systematically sampled and they constituted two groups, namely, Individual Mediation (n=10) and Group Mediation (n=10). It was hypothesised that participants exposed to this programme would yield significant improvement in cognitive functioning as measured by the (Raven’s Coloured Progressive Matrices (RCPM). As a result of the intensity and the duration of the mediation that was provided to the participants within the Individual Mediation, it was hypothesised that they would perform significantly better than those within the Group Mediation. Set Variations B-8 to B-12 from Feuerstein’s Learning Potential Assessment Device served as vehicle for mediating cognitive deficiencies. Following the intervention, a significant improvement on the RCPM was only obtained within the Individual Mediation. Although there was significant improvement, no significant difference was found between the Individual Mediation and the Group Mediation. The pre-post-test results of the Individual Mediation corroborate existing literature that provision of adequate and appropriate mediated learning experience is effective in improving cognitive functioning. However, non-significant results between the two groups suggest that a pre-post significant finding within the Individual Mediation was as an effect of pre-test differences. These findings are therefore inconclusive. It might be helpful to further replicate this investigation in order to determine whether support is found for the previous or for the present findings.

According to South African Curriculum Assessment Policy Statements, learners’ first language should be the language of learning and teaching in Grade R. However, there is a mismatch between policy and practice since English is the language of Grade R learning and teaching in rural schools in Mpumalanga. The ECD manager should provide evidence-based guidance on the best facilitation approach to follow in a particular context. The study is underpinned by: ‐ Cummins’ distinction between Cognitive Academic Language Proficiency and Basic Interpersonal Communicative Skills (Cummins, 2000) ‐ Cummins’ interdependence hypothesis (Cummins, 2000) ‐ Distinction between Implicit versus Explicit learning (Dekeyser, 2003) ‐ The Mediated Learning Experience Theory within the poverty context of South Africa where the role of the teacher is seen as the mediator (Feuerstein, 1980) The literature overview focuses on the development of the Grade R curriculum, and two prominent facilitation approaches used in Grade R, the play-based and formal instruction. Research on the effectiveness of each method and language debates both internationally (Wong-Fillmore (1991), Bialystok (2006), Cummins (2000) and nationally (MacDonald (1990), Heugh (2000), Alexander (2005), Balfour (2007) and Jordaan (2011) are provided. The aim of the study was to determine the effect of facilitation on Grade R performance scores in E-L2 learning in rural schools in Mpumalanga. Teachers’ first language, teachers’ qualifications, learners’ first language, learners’ gender, teachers’ age and teachers’ experience on Grade R learners’ performance scores were also tested for interaction effects. Research was conducted in ten randomly selected schools, equally divided between the play-based and formal instruction approaches, and five different languages used in the province. There were 175 Grade R learners and ten teachers in the study sample. The English Language Proficiency standards assessment tool (ELP) was used to collect data and is reported to have no cultural bias. A quantitative methodology was followed, using a two-group comparison design. Participants were matched according to learners’ age, similar exposure period to E-L2 learning, similar rural upbringing, culture, poverty level and mainstream learners. A one-way and two-way ANOVA was used to analyse the data. It was found that the formal approach contributes to better E-L2 learner scores when compared to the play-based approach. The differences in participants’ performance scores were mostly observed in the listening scores and not so much in the speaking scores. IsiNdebele speaking teachers and younger qualified teachers, who were better trained, achieved better learner E-L2 scores than other teachers. Although learners in formal instruction classrooms achieved better results, they still did not achieve competency in basic interpersonal communicative skills in English after three months in Grade R. There was no interaction effect between the gender of the learners and the facilitation approach that was used. A hybrid model, i.e. combination of the play-based and the formal instructional approach is proposed to be implemented in rural Grade R classrooms in Mpumalanga. Further recommendations are to train teachers in educational linguistics, teach listening skills to learners and inform parents about the benefits of first language proficiency before a second language is acquired. / Thesis (DPhil)--University of Pretoria, 2013. / gm2014 / Speech-Language Pathology and Audiology / Unrestricted

Made available in DSpace on 2017-07-21T20:31:46Z (GMT). No. of bitstreams: 1 nalba.pdf: 1174941 bytes, checksum: 975db944b2a54cd9af0530de872c49c6 (MD5) Previous issue date: 2006-12-04 / The present work investigates the interaction in classroom, under the trine conception of the mediation of the learning. The object of the study is composed by the very mediation elements: pupils, teacher, and learning object. The research main target was to demonstrate how, under the perspective of Feuerstein, the interaction among mediator, mediated and learning object is processed. Specifically, the proposal is: to characterize the relationships that occur between the constituent elements of the mediation and the mediational criteria; to demonstrate how the mediation criteria occurs in the teaching and learning process; and to identify the possibilities and impediments in the planning and accomplishment of the classes under the parameters of the moderated activity experience. The theoretical reference is based in Reuven Feuerstein's theoretical-instrumental proposal, particularly on the concerns of the mediated learning experience (MLE) – conceived as a process of mediated intentions that promote the structural cognitive modifiability (SCM) – and of the mediation criteria, that constitute the basic condition for characterization of the mediation. The methodology proposes the observation of the educational practices of mediation, according to the mediational categories, to be evaluated either by the pupils as by the teacher in classroom. In a research-action idea, the teacher and the twenty-five students – of the Normal Course, at a private school in the city of Ponta Grossa (state of Parana, Brazil) – became subject/object of the research, in the sense of the mediational actions evaluation. As instruments, the following were used: class plans, teacher's diary notes and recordings, teacher's and students’ records protocols, video-recording and questionnaires. The analysis and discussion were constituted in the interlacement of quantitative and qualitative indicators. The conclusion was that the interaction mediator-moderated – object of the learning, took place in different ways. The variables that interfere in such distinctions refer to: the cognitive and subjective aspects of the mediator and of the moderated ones, the specificities of the learning object, the didactic-methodological strategies, time, space, the moment lived by the group, and the differences of each criterion. From the interaction between each criterion and the elements of the mediation, some unilateral, bilateral and trine relationships emerged, which demonstrated the differentiation of the actions promoters of the mediation of each criterion. The occurrence of all of the criteria, with different frequencies, superior indexes for the criteria of mediation of the meaning, of the behavior of sharing, and of the intentionality/reciprocity, was observed. The mediational criteria are interdependent; the closest link was observed between the mediation of meaning, and the mediation of transcendence; however, the mediation of all of the criteria was permeated from those which are considered universal and fundamental parameters for the occurrence of the MLE: the intentionality/reciprocity mediation, the mediation of meaning, and the mediation of transcendence. The mediation is a two-way road: in the same class, each individual goes thru different processes of interaction and subjectivity, he attributes a self sense to a certain same lived social situation, and he constitutes his autonomy and identity as subject of the learning. Despite the distinct interactions, the indicators denote that the richness of the interaction enabled progresses, and the use of the parameters as advisors of the class favored the MLE in the school context. So, learning and teaching rendered being inseparable actions for mediators and mediated. / da mediação da aprendizagem. Compõem o objeto de estudo os próprios elementos da mediação: alunos, professor e objeto de aprendizagem. A pesquisa objetiva demonstrar como se processa a interação entre mediador, mediados e objeto da aprendizagem, sob a perspectiva de Feuerstein. Especificamente, propõe-se: caracterizar as relações que ocorrem entre os elementos integrantes da mediação e os critérios mediacionais; demonstrar como os critérios de mediação ocorrem no processo de ensino e aprendizagem e identificar as possibilidades e entraves no planejamento e realização das aulas sob os parâmetros da experiência de atividade mediada. O referencial teórico fundamenta-se na proposta teórico-instrumental de Reuven Feuerstein, especialmente no que concerne à experiência de atividade mediada, EAM - concebida como processo de intenções mediadas promotoras da modificabilidade cognitiva estrutural - e aos critérios de mediação, que constituem condição básica para caracterização da mediação. A metodologia propõe a observação das práticas docentes de mediação, conforme as categoriais mediacionais, a serem avaliadas pelos alunos e a professora em sala de aula. Numa idéia de pesquisa-ação, o professor e os vinte e cinco alunos - do Curso Normal, em uma escola da rede particular da cidade de Ponta Grossa - tornam-se sujeitos/objetos da pesquisa, no sentido da avaliação das ações mediadoras. Como instrumentos utilizam-se: planos das aulas, anotações do professor em diário, protocolos de registro do professor e dos alunos, videofilmagem e questionários. A análise e a discussão são constituídas no entrelaçamento de indicadores quantitativos e qualitativos. Conclui-se que a interação: mediador – mediado - objeto da aprendizagem, ocorre de formas distintas. As variáveis que interferem em tais distinções referem-se a: aspectos cognitivos e subjetivos do mediador e dos mediados, especificidades do objeto da aprendizagem, estratégias didático-metodológicas, tempo, espaço, momento vivido pelo grupo e diferenças de cada critério. Da interação entre cada critério e os elementos da mediação emergem relações unilaterais, bilaterais e tríades, que demonstram a diferenciação das ações promotoras da mediação de cada critério. Houve a ocorrência de todos os critérios com freqüências distintas, índices superiores para os critérios de mediação de significado, do comportamento de compartilhar e de intencionalidade/reciprocidade. Os critérios mediacionais são interdependentes, o vínculo mais estreito deu-se entre a mediação de significado e transcendência; porém a mediação de todos os critérios foi permeada com aqueles que são considerados parâmetros universais e fundamentais para a ocorrência da EAM: a mediação de intencionalidade/reciprocidade, mediação de significado, e mediação de transcendência. A mediação é uma via de mão dupla: na mesma aula, cada indivíduo passa por processos distintos de interação e subjetivação, atribui sentido próprio à mesma situação social vivenciada, constitui sua autonomia e identidade como sujeito da aprendizagem. Apesar das interações serem distintas, os indicadores denotam que a riqueza da interação possibilitou avanços, a utilização dos parâmetros como orientadores da aula viabilizam a EAM no contexto escolar. Assim, aprender e ensinar se tornam ações indissociáveis para mediador e mediados. Palavras-chave: ensino-aprendizagem, pesquisa-ação, experiência de atividade mediada, subjetividade.

The aim of this thesis is to verify the practical utility of the Application of Cognitive Functions Scale (ACFS) to determin cognitive development of pre-school children. The theoretical part looks into specifics of the pre-school period and introduces the precise meaning of dynamic assessment, which is typical by its format consisting of three phases: pre- test - intervention - post-test. This part outlines the ACFS method and the influence of an adult on the process of mediated learning experience, which is a vital part of the intervention phase of the dynamic assessment. The empirical part describes the use of dynamic assessment and examines the possibilities of the ACFS method to observe the potential of cognitive functions development of pre-school children. The results show that the ACFS method is well-adapted to identify the potential of cognitive functions development of children and it provides specific and efficient guidelines for further development of their cognitive skills. Keywords: pre-school period, dynamic assessment, mediated learning experience, ACSF method, cognitive development of children

Thesis deals with the use of mediated learning experience in the focus on the communication skills of preschool children. Thesis follows up the theoretical knowledges of preschool education especially content of it and related to main documentes. Thesis describes the development of child in preschool age and describes the speech development and speech impairments. Thesis is focused on the mediated learning experience, its principles, goals and also on the theory of structural cognitive modifiability. In the last part of thesis is describede the program of Feuerstein instrumental enrichment, which is the main part of the research. The goal of thesis is to analysed the use of the Feuerstein instrumental enrichment program in the focus on development of preschool children's communication skills.

This thesis deals with manners of interaction of teachers with children in kindergartens and focuses mainly on solving problematic situations. We are examining question on how to strengthen resilience of children and what ways of interactions with teachers contribute to this process. To find recommendations for interactions with preschool children, we are looking at needs and characteristics of preschool children and comparing various models of resilience in the theoretical part of the work. The theories of Bandura and Seligman form a basis for our approach, but we also contrast them with other sources. At the same time, we are looking at results of international studies describing nature of interactions in their preschool institutions. In the empirical part, we look at the question, which interactions teacher-child occur with highest frequency when solving a problematic situation and if these interactions from teacher to child can be considered as supportive for strengthening resilience of the child. Our research is based on the analysis of 242 events recorded in preschool institutions in Prague. We compare our results with German study of König (2006), from which we have adapted part of the coding scheme. Keywords: resilience, self-efficacy, mediated learning experience, children (preschool...

This thesis presents a draft of a diagnostic tool, intented to use to analyze mediated learning experience ("MLE") in the interactions of parents and school aged children. The first chapter deals with historical roots of MLE and theoretical concepts, which inspired Reuver Feuerstein, author of MLE. Next chapters of the thesis are giving insight to MLE parameters and connecting the parameters to the contemporary knowledge from psychological practice. The thesis is also focused on MISC approach, created by Pnina Klein, which hasn't been described yet in the czech psychological literature, even though it is based on MLE and it is commonly used in foreign research and interventional programmes. The thesis describes the structure of MLE and possibilities of it's uses. At the end of the theoretical part of the thesis, methods, based on MLE theory, used in the Czech republic, are described. Contemporary methods of analyzing interactions of parents and children are also mentioned. Research project of the thesis was focused on designing a draft of a specific form of a diagnostic tool Observed Interactions of Mediated Learning Experience (Pozorované Interakce Zkušenosti Zprostředkovaného Učení - "PIZZU"). It's contents and graphic form was created in cooperation with pedagogues and psychologists. Creating PIZZU...

The thesis deals with topics of Attention deficit hyperactivity disorder (ADHD) and dynamic assessment. The first section briefly characterizes ADHD and it provides an overview of studies on interventions for ADHD pupils in school settings. Specifically, the effect of incentive therapy and daily report cards, adjustments in the school environment and during the lessons, and finally the intervention supporting the development of homework, planning and organizational skills are discussed. The next part of the theory focuses on dynamic assessment and its use in identifying the learning potential of pupils with special educational needs, learning and social disadvantage, or gifted pupils. The empirical part verifies the use of dynamic assessment in pupils with ADHD. The aim was to evaluate the effect of the mediation phase on performance in the posttest of The Seria- Think Instrument among pupils with ADHD. As a result, pupils with ADHD improved their posttest performance. The benefit of the mediation phase in this research was observed in reducing the number of insertions of wooden sticks into the wholes, in changing the problém solving strategy, and in shortening the time of tasks performance. Keywords: ADHD, dynamic assessment, intervention, The Seria-Think Instrument, Tzuriel, mediation phase,...

This diploma thesis deals with influence of Feuerstein's method of Instrumental Enrichment on didactics of elementary school teacher. The Instrumental Enrichment method is a very sophisticated strategy for developing individual cognitive structures. A person who helps develop cognitive structures acts as a mediator. These mediators are most often parents or teachers. So, according to Feuerstein, the teacher is not merely a knowledge builder, but he tries to develop his / her thinking and teaching potential. The aim of my work is to deepen the general knowledge of the influence of this method on teachers' didactics from the perspective of those teachers who work with it. To clarify in which areas didactics teachers perceive the impact of this method and how concrete changes are reflected. The theoretical part of the thesis introduces the author of the method, Professor Reuven Feuerstein, and the theoretical starting points from which his method is based. In addition, Feuerstein's Instrumental Enrichment Program is introduced, which is an application of mediated learning to pedagogical practice. It further defines the concept of didactics. The last part deals with available research on the influence of the method on teachers' didactics. In the empirical part, which is based on qualitative research...