Hi the assignment question is attached below together with it explained in detail what's expected in the 2nd attachment and lastly some information in the 3rd attachment
PowerPoint Presentation Don’t forget to pull your video up here *Make sure none of your text is covered Unit 5: Feuerstein’s Theory of Structural Cognitive Modifiability (Part C) Core reading for Part C: Donald, D., Lazarus, S. and Moolla, S. 2014. Educational psychology in Social Context: Ecosystemic applications to southern Africa. 5th edn. Oxford University Press: Cape Town. Pp. 82-84; 136-138. EPS401 Course Reader: Green, L. 2014. 'Thinking students: how children and adolescents develop as thinkers'. In Green, L. (ed.). Schools as thinking communities. Pretoria: van Schaik: Pp. 29-34. EPS401 Course Reader: Lomofsky, L. 2014. ‘Instrumental Enrichment (IE)’. In Green, L. (ed.). Schools as thinking communities. Pretoria: van Schaik: Pp. 179-187; 196-199.. Don’t forget to pull your video up here *Make sure none of your text is covered Enrichment of learning • Part C of Feuerstein’s Theory focuses on the enrichment of learning: How we as teachers use his theory of MLE to enhance the cognitive functions of learners so that they can maximise their learning potential and widen their knowledge base • The main focus reading for this section is the chapter by Lomofsky from your EPS401 course reader (pages given); the pages from other readings will be noted when relevant • We will cover: Cultural transmission and MLE, criteria for MLE, mediation of cognitive functions, instrumental enrichment, enrichment as a process being implemented in South Africa Don’t forget to pull your video up here *Make sure none of your text is covered• We have discussed the SCM theory and the important principle of Mediated Learning Experience (MLE) • Feuerstein and his followers put together a number of assessments to identify the strengths and difficulties of learners and exercises and to develop cognitive functions • e.g. Learning Propensity Assessment Device (LPAD): assess learners strengths and difficulties • e.g. the Instrumental Enrichment programme (FIE): practical exercises to enhance cognitive functions • e.g. Shaping modifying environment (SME): identify environmental, social and academic support needs to building a more facilitative general environment for learning Don’t forget to pull your video up here *Make sure none of your text is covered Cultural transmission and MLE • As covered in Part B, children learn through Direct Learning Exposure and Mediated Learning Experience (MLE): a mediator is required to facilitate the process • In so doing, mediators (starting with parents) mediate the ways of doing things and understanding things from their own cultural experience and thereby enhance the learning of their children in particular ways • Teachers continue this by exposing learners to the culture of learning in the classroom and school environment and thereby extend on the learners’ abilities in terms of their cognitive functions and their knowledge base See example on page 181 of your reading Don’t forget to pull your video up here *Make sure none of your text is covered • Remember talking about cultural deprivation and cultural difference in Part B of this unit? In linking the points of the previous slide to this, can you see that we are talking about cultural transference of the ways in which children understand, reason and think about things in the world as they learn? It’s not about culture per se but culture does have something to do with this because it influences how we might go about problem-solving or goal-setting within our cultural understanding • The aim is to develop children’s cognitive functions so that they can be successful within the expected cultural framework of learning at their particular institution: pre-primary, junior primary, senior primary, high school and/or higher education studies Andreatta, B. 16 June 2017. Creating a Learning Culture. [online]. Available at: https://Lynda.com/Business-Skills- tutorials/Creating-Culture-Learning/585003- 2.html [Accessed on 27 April 2020]. https://lynda.com/Business-Skills-tutorials/Creating-Culture-Learning/585003-2.html Don’t forget to pull your video up here *Make sure none of your text is covered Criteria for MLE • This was also covered in Part B but it is important to highlight here as well in that, however we are going to go about building enrichment programmes for children in our care, we need to be mindful of these criteria which are needed to make it happen • You already know about Intentionality and reciprocity, mediation of meaning and transcendence: these have to be present in everyday interactions with learners in any given teaching and learning situation • They guide how we develop lessons: we have a purpose, we want to make sure that we engage with learners meaningfully, we need to find ways to assess that learners have indeed understood and can use what they have learned, and then we want to know that they can use what they have learned in novel situations and apply their learning Don’t forget to pull your video up here *Make sure none of your text is covered • Feuerstein also talks about situational parameters of MLE: they are used when the situation requires it. We will briefly go through them now (summarised in a diagram for you as an added word document) • Feelings of competence: children must experience success to build their own sense of worth • Regulation and control of behaviour: metacognitive skill to monitor own behaviour and ways of thinking • Sharing behaviour: learning skills of cooperation and collaboration • Individuation and differentiation: value children’s uniqueness and differences in sharing their contributions • Goal-seeking, goal-setting and goal-achieving behaviour: how to plan, set and achieve goals for learning Don’t forget to pull your video up here *Make sure none of your text is covered • Search for challenge, novelty and complexity: encouraging learners to adapt to new and challenging situations • Self-change: awareness of being a modifiable entity: changes to be strengthened and rewarded • Optimistic alternatives: expectation of achieving positive outcomes in learning • Sense of belonging: encourage a sense of belonging among the learners, acknowledging diversity and range of experiences • All of these criteria are important in enhancing the development of cognitive functions: some are used for the enhancement of a particular cognitive function that the teacher would like to focus on e.g. being able to compare two ways of going about a Maths problem • What cognitive functions would be useful to use in this situation? Don’t forget to pull your video up here *Make sure none of your text is covered Mediating cognitive functions • Each learner comes into the classroom with his/her set of cognitive functions that have been mediated by parents and the learner’s community • Once at school, the teacher needs to acknowledge these but slowly bring the learner to reach the level of cognitive functions as required by the curriculum of the subject at the specific grade level (those critical outcomes and learning outcomes) • Children coming from more deprived environments in terms of their opportunities to learn are likely to require a lot more MLE in a sustained way to enhance the child’s overall functioning and reach his/her potential to learn Don’t forget to pull your video up here *Make sure none of your text is covered Instrumental enrichment • As indicated briefly in the introduction, the FIE can be used to enhance cognitive modifiability • By enriching the learning experience for learners through practical exercises to move learners towards the specific cognitive function being targeted, learners get to experience this in MLE and to develop their own repertoire of skills for learning • With practice, they will be more likely to learn how to apply this new learning to new situations as they arise and also to build on them as they progress through their phases of education • The FIE can prove to be very motivating for learners and encourage them to become more independent in their learning Don’t forget to pull your video up here *Make sure none of your text is covered • In shaping modifying environments (SME), teachers work together with parents, the school as a whole and the community from which the learner comes as a means to provide opportunities that take into account the rich diversity of children, their past and current experiences and at the same time orientate them to the needs of the national curriculum • It would be useful to communicate with parents and the wider community in terms of the cognitive functions being imbued at the present time, so all can work together in participating as an ecosystem in the enrichment of children’s learning Learner Teacher School Parents & community Don’t forget to pull your video up here *Make sure none of your text is covered Conclusions • Feuerstein’s work brings us as South Africans much hope for the children we serve as teachers: the brain has the capacity to be dramatically changed with the right kind of stimulation, mediation and care • He and his followers provided evidence that new neural pathways can be laid down with the appropriate MLE in very deprived communities and the brain appears to have what we call ‘brain plasticity or neuroplasticity’ (p.32 of reading) as it is constantly restructuring and reorganising with the inclusion of developing cognitive functions and thereby enlarging the knowledge of learners and giving them the tools to continue to develop their knowledge Don’t forget to pull your video up here *Make sure none of your text is covered • Children’s brains have been shown to have developed new neural pathways and connections in the brain after being exposed to a period of sustained MLE • Consider how much can be developed with the cooperative MLE from parents, teachers, schools and communities if they could work together (whole school approach: See Donald, Lazarus & Moolla reading: p. 136-138) • Even without the use of expensive assessments from the Feuerstein Institute, a teacher can apply these ideas within the every day classroom • What challenges do you foresee in achieving this in an SA milieu? Creating neural pathways. 01 May 2019. [online]. Available at: www.jassalchiropractic.com/2019/05/creating-new- neural-pathways/ [Accessed on 27 April 2020]. http://www.jassalchiropractic.com/2019/05/creating-new-neural-pathways/ Don’t forget to pull your video up here *Make sure none of your text is covered • This marks the end of the presentations on Feuerstein’s Theory: Ensure that you have participated in Parts A, B and C • Do the readings as suggested in each PowerPoint • Then do the Activities associated with this unit • Following this, you will be fully ready to tackle your assignment Children in Africa need your help. n.d. [online]. Available at: www.facebook.com/pages/category/Community/Children-in-Arica- Need-Your-Helps-387170568281579 [Accessed on 27 April 2020]. http://www.facebook.com/pages/category/Community/Children-in-Arica-Need-Your-Helps-387170568281579