Jerusalemdugald’s Blog

Tuesday

Yet another marvellous, and full, day. We are well aware that we are meeting with brilliant educational thinkers who, were we to be in Scotland, we would have to travel miles to be at a conference of several hundred and pay a fortune. Here we are in a room with 16 of us and one of them – one after another after another!

Today we started with Prof Steven Gross who has to be commended for demonstrating (above) that academics have a sense of humour as in “See you Stevie!” He said, “You will hear a lot about instruments, but I am interested in children.” He brought the reality to us by including a visit by two lovely children who were being worked with by an expert therapist (Tracy). She demonstrated techniques that had brought both these children (one from Brazil and one from Croatia who had come for the programme). He had much to say about the work, but also commented on medication, books and experts (particularly commending those ASD writers with deep insights), the need NEVER to say “no” to ASD/ AS children/ adults etc. He also emphasised the need to focus on the child’s special interestes as a medium on which to build. “Turn the core deficit into a valuable ally.” He also had strong words to say about Applied Behavioural Analysis – and not favourable words at that! Excellent session.

You began to think that we must have had all the good stuff by now…. But no there was more.

Lea Yosef talked about the need for accurate and detailed analytical (there’s that word again) assessment. She emphasised that we were on a “Magical Mystery Journey” in this. The goal was not to assess a fixed quantity but the potential for change through structured intervention. There are so many “instruments” that they identify which are required for each child. It is not just the pre-test or post-test that counts but the actual ongoing assessment through the process of mediation. Using the Learning Propensity (NOT “potential”) Assessment Device (LPAD) the precise cognitive learning that would most benefit the child is evaluated. It does not end up with a score like many other assessment strategies but a plan and takes 10 to 20 hours to carry out. She even gave us a task to do!

In order to set the study trip in context Anne Theresa Lawrie who is leading our trip presented a Scottish context with a review of the findings of the independent research on the work being done in Borders Council which has demonstrated very positive outcomes. Over 200 Borders’ teachers are now training in the Feuerstein techniques and philosophy. (NB one of my own staff was a Probationer Teacher in Borders and was very positive about having had the first 3 days of the training as a part of their Probationer programme – well done Borders Council!

Alex Kozulin gave a brief input (more tomorrow) regarding Dynamic Assessment of which there are several forms other than Feuerstein techniques (cf Assessment is for Learning). He indicated that many relate to curricular aspects as part of teaching, but there is a need to focus on the cognitive processes – what are we thinking, how is the thinking being done and how is it developing. There is a strong belief that without concentrating on the brain activity and processes we miss the opportunity to bring about success. “We teach subjects not cognitive functions (which is really teaching the child.” And “Some sort of cognitive programme is essential.” He pointed out that “IE is not classical music but jazz. Professor Feuerstein has written the melody but then you improvise. It all requires investment but is very rewarding.

After all this we dispersed to a little sight seeing with some going to the Holocaust Museum and two of us going to see the Dead Sea Scrolls. The taxi back to the Hotel dropped us of at the wrong hotel and we ended up walking twice as far as we would have without the taxi! Buy hey! We saw bits of Jerusalem that were new to us.

Tonight we have dinner with the Professor Feuerstein and some of his team.

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