Index
Heidi Flavian
(Achva Academic College, Israel)
ISBN: 978-1-78756-023-9, eISBN: 978-1-78756-020-8
Publication date: 27 September 2019
This content is currently only available as a PDF
Citation
Flavian, H. (2019), "Index",
Publisher
:Emerald Publishing Limited
Copyright © 2019 Heidi Flavian
INDEX
Academic skills
, 33
Arguing vs. discussing
, 88–93
Awareness
of human being
, 45
of person as changing entity
, 82, 90, 113, 118
Behaviour
challenging
, 45
goal seeking
, 44, 85–86
goal setting
, 44, 85–86
goal-achieving
, 44, 85–86
regulation and control of
, 43–44, 107
sharing
, 44, 89, 111
Bloom’s taxonomy
, 66, 73, 82, 86, 90, 96, 108, 114, 118
Bodily/kinesthetic intelligence
, 25
Children’s experiences
, 9
Cognitive assessment
, 49
Cognitive development
, 35–36, 38
Cognitive functions
, 17–20
Competence, feeling of
, 43, 82, 85, 95, 107, 113
Cultural psychology
, 13–14
Culture, learning and thinking development
, 53–58
Dewey’s mediation approach
, 6–10
Differentiation
, 48–50
among learners
, 63
among students
, 49
Discussing, arguing vs.
, 88–93
Down Syndrome (DS)
, 55
Educators
, 47–48, 52–53, 66–67, 99
Extrinsic motivation
, 72
Feuerstein’s cognitive functions
, 82, 86, 90–91, 108, 113, 118
Feuerstein’s criteria of mediation
, 81, 84, 89, 94, 95, 107, 113, 117
Feuerstein’s mediation approach
, 16–17, 55
elaboration phase
, 18–19
input phase
, 17–18
output phase
, 19–22
Feuerstein’s universal parameters of mediation
, 42–43
Freedom to learn
, 9–10
Gardner’s mediation approach
, 22–26, 39
Goal seeking behaviour
, 44, 85–86
Goal setting behaviour
, 44, 85–86
Goal-achieving behaviour
, 44, 85–86
Human mediation
, 37, 40
Human thinking analysis
, 23
Individual mediation
, 38–39
Individuation
, 44, 90, 107
Information
, 35, 48
Instrumental Enrichment (IE)
, 21
Integrated learning process
, 99
Integrated model for planning thinking development
, 68–69
data collection
, 69–72
reflective assessment
, 76–77
scheme of planning mediated interaction
, 73–76
setting goals for mediated interaction
, 72–73
Integrative mediation model
, 66
Intelligence
, 23
bodily/kinesthetic
, 25
interpersonal
, 25
intrapersonal
, 25–26
linguistic/verbal
, 24
logical/mathematical
, 24
multiple
, 23
musical/rhythmic
, 24
spatial/visual
, 24–25
Intentionality
, 42, 81, 84, 89, 94, 107, 113, 117
Intercultural teacher-training programme
, 38
Intrapersonal intelligence
, 25–26
Intrinsic motivation
, 72
Learning Potential Assessment Device (LPAD)
, 21
Linguistic/verbal intelligence
, 24
Logical/mathematical intelligence
, 24
Meaning, mediation of
, 42–43, 81, 85, 89–90, 95, 107, 113, 118
Mediated interaction
, 72, 81, 89
reflective assessment
, 84, 88, 93, 98, 105, 111, 116, 120
scheme of planning
, 73–76, 82–83, 87–88, 91–93, 96–98, 103–105, 109–111, 114–116, 119
setting goals for
, 72–73, 81–82, 84, 89, 94–96, 101–103, 107–108, 113–114, 117–118
Mediated Learning Experience (MLE)
, 2, 16, 41, 112
situational parameters reinforcing and elaborating
, 43–46
Mediatees
, 70–71, 81, 84, 89, 94, 107, 110, 113, 117, 119
Mediation
, 1–3, 21–22, 31, 62, 71, 81, 84, 89, 94, 99, 107, 113, 117
experiences
, 17
Feuerstein’s universal parameters
, 42–43
intelligence and human
, 14
as key for thinking development
, 34–36
necessary foundations for practicing
, 37–46
parameters of
, 75
situational parameters reinforcing and elaborating MLE
, 43–46
sociocultural types
, 14
structure
, 15
teaching and learning
, 32–34
Mediation and learning processes
in classroom
, 98–120
in early childhood
, 77–98
Modifiability
, 45
Motivation, learning and thinking development
, 50–53
Musical/rhythmic intelligence
, 24
Neuropedagogy
, 3, 5–6, 26–30, 65
Optimistic alternatives, search for
, 45
Pedagogy
, 58–63, 67
Piaget’s mediation approach
, 11–13
Psychological differentiation
, 44, 90, 107
Quality of experience
, 8–9
Reciprocity
, 42, 81, 84, 89, 94, 107, 113, 117
Reflective assessment
, 76–77, 84, 88, 93, 98, 105
S → O → R model
, 40
Schools
development of
, 48
environment
, 56
getting ready for
, 93–98
organisation
, 8
role of
, 47
Science education
, 117
Social interactions
, 55–56, 80, 89
influence of
, 12–13
Socrates
, 34
Spatial/visual intelligence
, 24–25
Structural Cognitive Modifiability (SCM)
, 16, 22
Taxonomy
, 58–63
Teachers
, 6–7, 62, 71, 101
complexity
, 48
mediation
, 35
as models of society
, 8
Teaching strategies
, 58–63
Teaching-learning
, 32–34
interactions
, 69
Thinking development
, 1, 5
Dewey’s approach
, 6–10
Feuerstein’s approach
, 16–22
Gardner’s approach
, 22–26
integrated model for planning
, 68–77
through mediation
, 78
mediation and learning processes in classroom
, 98–120
mediation and learning processes in early childhood
, 77–98
mediation as key for
, 34–36
neuropedagogy approach
, 26–30
Piaget’s approach
, 11–13
Vygotsky’s approach
, 13–16
Transcendence
, 83
mediation for
, 42, 81, 85, 89, 94–95, 107, 113, 117–118
Vygotsky’s approach
, 13–16
Zone of Proximal Development (ZPD)
, 2, 15–16, 38