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ERIC Number: ED266407
Record Type: Non-Journal
Publication Date: 1984
Pages: 29
Abstractor: N/A
Reference Count: N/A
A Mediated Cognitive Program to Increase the Critical Reasoning and Reading Competencies of College Undergraduates and Pre-Collegiate Learners.
Booker, Theresa
An interdisciplinary critical reasoning and reading course (ICCR), developed to address problems of undergraduates who lack critical reasoning and oral and written communication skills, is described in this paper. The first two sections of the paper provide a rationale for the use of collaborative team instruction based on Feuerstein's model of cognitive modifiability through systematic and consistent mediation and a summary of the program development. The third section discusses the course, including the goals, objectives (increase students' awareness of their own learning strategies), ideas to be stressed (use of precise terminology), and examples of suggested activities. The fourth section analyzes the dynamic assessment techniques (pre and post) upon which the mediated instruction is based and by which students' growth is measured. Rationales are presented for the uses of various instruments and techniques to measure progress at the stages of data gathering, data elaboration (classification, comparison, summarization), and data communication. The other sections discuss the checklist of student behavioral changes, the interrelationship of ICCR with General Education Courses, and the reflective observations of the course's beneficial effects on both teachers and students. Concluding remarks articulate the reasons for a commitment to mediated cognitive instruction. Appendixes include sample syllabi and further information regarding Feuerstein's model. (LLZ)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A