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1. ISOLATED AND TARGETED APPROACH TO TEACHING THINKING SKILLS
1. ISOLATED AND TARGETED APPROACH TO TEACHING THINKING SKILLS
Each skill is systematically worked on in great depth and breadth, and targeted to student's "zone of proximal development". The isolation and scrutiny of skills from each other enables a much deeper grasp of their operations and functions. It leaves little room for any oversight in the development of those critical skills.
2. CONTENT FREE COACHING
2. CONTENT FREE COACHING
When content is at 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.
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 isolated training can differ from normal subject infused thinking skills development. IT IS A REVERSE APPROACH TO DIRECT OR DISCOVERY LEARNING.
THINKING SKILLS ARE ACTIVATED AND REMAIN IN 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. More importantly it also sets in motion a process whereby the child applies the skills independently to new problems, and in doing so, a strong base for continual growth is formed and carries on beyond the period and confines of the training programme.
3. UNDERSTANDING THE BRAIN AND THE GROWTH OF NEURAL NETWORKS
3. UNDERSTANDING THE BRAIN AND THE GROWTH OF NEURAL NETWORKS
Our programme runs alongside an exploration and understanding of how the brain functions to assist in the learning process. Children explore how their brain forms networks as the neurons fire together, and the idea of neuroplasticity. 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.
4. STYLE OF COACHING - MEDIATING LEARNING
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
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).
5. ADOPTING LEARNING PRINCIPLES
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 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.
6. META-COGNITION AND PHILOSOPHY
6. META-COGNITION AND PHILOSOPHY
As the child begins to identify universal RULES, PATTERNS, ORGANISATION and STRUCTURE, they continually and independently connect the dots and expand their thinking.
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 owns 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.
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