FIE and Mediation
How does Feuerstein Instrumental Enrichment (FIE)
compare to the host of other cognitive training programs on the market today?
The FIE program regards the individual as a growing, modifiable, unique
powerhouse of ability and creativity that can be spring-loaded for
success. Cognitive functions (thinking
skills) are strengthened methodically through novel “instruments” that help
individuals make critical connections.
Instead of exercises that
serve to help students only become better at a defined set of abilities within
the scope of a particular program, FIE “bridges” to the broad spectrum of experiences
that make up our lives.
Mediated Learning Experience (MLE)
It has been observed that individuals
who have “ learned how to learn” are more flexible and adapt more easily to
change. To facilitate this quality, a
certified mediating agent (mediator)
assists the individual in organizing incoming information in ways that allows
the student to eventually become his own mediator. This is another integral part of the FIE program.
How can I mediate my child at home?
Parents are an important part
of the program and can provide an environment at home that will help the process
along. Many of us have had mediators in
our lives. A parent or grandparent, a
teacher or an older sibling who knew how to interpret information or direct our
attention so we could make sense of it. Much of the effectiveness of the program is
due to the types of questions that the mediator asks the student.
When a child is struggling
with a problem, whether it is academic or a social behavior and we “tell the
answer”, we are taking away his chances for an “aha” moment. Instead, ask probing questions, focus on
processes (why, how) rather than on responses (what, the right answers, etc)
Techniques
of Mediation
· Ask questions, lots of questions, process questions
that elicit process answers
· Require that the responses be justified, even correct
ones, even from very young or developmentally delayed children
· Communicate your enthusiasm for learning, both the
process and the outcomes
· Bridge what is being learned to what has already been
learned or experienced, connect to different aspects of learning or experience,
relate new to familiar experiences
· Point out the order, sequences, predictability of the
universe
· Create a degree of anxiety around imprecision, inaccuracy,
lack of logical evidence
· Communicate your enthusiasm for learning, both the
process and the outcomes
· Accept as much as possible of children’s responses,
but correct inaccurate or incomplete responses
Mediating Children’s Behavior and Learning
L.H. Falik,
Mediational
Questions
· What do you need to do next?
· Tell me how you did that?
· What do you think would happen if. . .?
· When have you
done something like this before?
· Yes, that’s right, but how did you know it was right?
· Stop and look carefully at what you are doing.
· What do you think the problem is?
· Can you think of another way we could do this?
· Why is this one better than that one?
· Let’s make a plan so we don’t miss anything.
· How can you find out?
· How is. . . different from. . . .?
From Bright Start, the
Mediational Teaching Style”
H.C. Haywood, P. Brooks, and S.
Burns
Of course, this is by no means an exhaustive list of
questions to ask. They may help get you
started toward a very rewarding learning experience with your child. As you work together, in a calm and supportive environment, your child will
“teach” you the questions to ask.
