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There are several features of our programme which is worth noting as they are unique and different from most normal learning environments.
FEATURE 1. ISOLATED AND TARGETED APPROACH TO TEACHING THINKING SKILLS
FEATURE 1. ISOLATED AND TARGETED APPROACH TO TEACHING THINKING SKILLS
Isolating and targeting means each area of thinking skills is systematically isolated from others and zoomed into and worked through in detail. In this way it becomes easier to target the student's "zone of proximal development".
The isolation and scrutiny of these skills enables a much deeper grasp of their operations and functions.
It leaves little room for any oversight in their exposure and development of those critical skills.
This quality of scrutiny is also not possible in a subject driven lesson (described below) where content is the focus and thinking skill is generally assumed.
FEATURE 2. CONTENT FREE COACHING
FEATURE 2. CONTENT FREE COACHING
When subject content is first removed from coaching, it leaves bare the core skill to be explored.
These skills are not wrapped in stories but presented as pure logic.
Once a particular skill is understood it is tested in a bridging situation where the child introduces the content.
Content is not driven by the teacher but by the student. It is the REVERSE APPROACH to how learning occurs in normal environments
Bridging brings back content that is relevant to the child's immediate environment. The child finds their own bridging material as a sign of having learnt the skill. If a child can bridge the thinking skill to a particular problem or situation then in future they can scaffold their thinking to solving new and more complicated problems.
The above diagram illustrates how content free training can differ from normal subject infused thinking skills development.
The above diagram illustrates how content free training can differ from normal subject infused thinking skills development.
THE ACTIVATED SKILLS REMAIN AS THE TOOLBOX OF THE CHILD'S ACCESSIBLE SKILLS, TO BE USED AS REQUIRED.
Thinking is no longer attached to a topic or subject, but is vividly seen as a tool in the child's mind, at the child's command.
More importantly as the child applies the skills independently to new problems it sets in place a strong base for continual growth which carries on beyond the period and confines of the training programme.
For example a child can use daily life challenges as situations to bridge the new skills to and exercise new and explicit thinking skills to solving those challenges.
FEATURE 3. UNDERSTANDING THE BRAIN AND THE GROWTH OF NEURAL NETWORKS
FEATURE 3. UNDERSTANDING THE BRAIN AND THE GROWTH OF NEURAL NETWORKS
Our cognitive activities run alongside an exploration and understanding of how the brain functions to provide a context for the child so they can appreciate the learning process.
Children explore how their brain forms networks of neurons that physically fire together and become stronger. They examine the idea of neuroplasticity and its role in the pursuit of improving their learning ability.
They are empowered with the feeling of being the control center of learning, and equipped with and understanding that the brain grows new neural networks when they make an effort. There is a physical and tangible change.
FEATURE 4. STYLE OF COACHING - MEDIATING LEARNING
FEATURE 4. STYLE OF COACHING - MEDIATING LEARNING
Mediated learning Experience or MLE is a special manner of coaching that involves the coach or the tutor intercepting and interpreting stimulus and signals for the learner.
This occurs in little chunks from the input signals, to elaboration or the synthesis of signals in the brain, to preparing relevant and effective output that can easily be received by others.
Professor Feuerstein used the diagram above to illustrate the process of MLE. The O stands for the learner (or organism), the S stands for stimulus and the R stands for response. The H is the mediator or the human, helping the learner through the process.In most normal learning environments the stimulus (S) and the Organism (O) and the response (R) would be carried out by the learners alone without intervention from the mediator (H or Human). Whereas in MLE the Human (H) intervenes between the stimulus and Organism and the Organism and the Response (R).
FEATURE 5. ADOPTING LEARNING PRINCIPLES
FEATURE 5. ADOPTING LEARNING PRINCIPLES
Out of the experience of exploring isolated thinking skills the child adopts useful and universal learning principles.
These principles become apparent during the exploration of the skill. They become apparent because the activities are clinical in nature, the weakness of NOT FOLLOWING the principles become self evident. The child has no option but to follow the principle.
They become a critical part of learning so their "cause & effect" is validated, and not just wishful thinking.
The child takes ownership of the principle, not because they are told to do so, but because they have discovered the value of each of the learning principles. Put simply they have discovered the secrets to learning.
FEATURE 6. META-COGNITION, GROWTH MINDSET AND PHILOSOPHY
FEATURE 6. META-COGNITION, GROWTH MINDSET AND PHILOSOPHY
To be able to meta-cognate, a child needs the right language to describe what they are thinking, how they are thinking and what impact their thinking has on their environment.
Meta cognate is to think about one's own thinking, to understand own patterns and habits of thinking.
Through the practice of meta-cognition we can encourage a GROWTH MINDSET in children
We also let children philosophize as deep as they wish and often find that they enjoy "Connecting the Dots" to life's bigger questions.
As long as a child is able to meta-cognate their thoughts, and apply their thinking skills and learning principles consciously, we do not place any road blocks in their personal journeys.
As the child begins to identify universal RULES, PATTERNS, ORGANISATION and STRUCTURE, they continually and independently connect the dots and expand their thinking.
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