Jerusalemdugald’s Blog

Made it home

All safely made it home – well to Glasgow airport at least!

Everyone now has the task of identifying what we made of it all. Some are already well into the IE process in their authority; some are lone voices; some are interested in the training required to actually use the materials. All have much to go on regarding the development of Scottish children (and non-Scottish children in Scottish schools.

An excellent experience all round.

It’s over for now

So we made it to the Ben Gurion Airport. After a wakeup call we gathered in the hotel lobby for a cuppa and chocolate pastry. A 40 minute trip to the airport for a thorough check-in. Several of us interviewed and cases opened. However, now we are through and awaiting the flight.

What a trip! All of us have really enjoyed the experience. Much has been learned; much has been challenged; and much will follow.

Some of the crowd watched a slideshow of the week.

We plan to get together in a few weeks to reflect on the experience.

We have to say at this point 14 out of the 16 travelled in cramped conditions while Mary and Gillian languished in their first class upgrade. Ah well! There is absolutely no sense of resentment among the rest of us – even Martin who had the last seat before the toilets and was able to enjoy the constant stream of those who passed by. The Incontinence Holy Land Tour Group was particularly welcome.

Wednesday – the last day

After a very pleasant meal with Prof Feuerstein and some of his staff last night, we thought we were getting off lightly with a school visit and back to the Institute the long way round to see out from various points round Jerusalem!

The school visit was very good seeing IE in operation with a class of 10 year olds. The teacher pupil interaction develpoing thinking skills was impressive. They were very welcoming to us. Afterwards the teacher debriefed with us. On the way out we saw a junior assembly and an extended playtime. Key learning point: IE can be used with a whole class prioritising the instruments used within the available time.

We then had a wee tour round the outskirts of Jerusalem.

Out for a snack lunch then back for three more sesions finishing at 6.20pm.

The first was Alex Kozulin who provided a wealth of research evidence to show how IE and the whole programme has impacted the cognitive learning of children and through independent research using standard tools, was impacting curricular development as well. Key learning point: The programme is effective – it works! It also develops in children the capacity to improve in areas not directly being addressed in the IE programme.

Roman Gouzman was next. A Russian who used to be involved in the rocket programme and who was an inventor in his own right, introduced up to how IE can be used with blind pupils and pupils with ADHD utilising very specialised tactile sheets (using specially developed technology to emboss the specially designed shapes). Key learning point: The use of tactile, kinesthetic and aural stimulii can greatly assist pupils who cannot see or whose concentration is severely limited.

Now we are having a last meal before getting an early night for a 3.00am (1.00am GMT) departure. Then back to work on Friday – for some!

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.

Monday Monday

Monday (is that all it is?!?!)

Excellent full day again. We started in the ICELP Special School on the premises visiting 2 very focussed classes: one (8 children; 1 teacher; 1 National Service; 3 assistants) working with 1/2 pupils with a member of staff; the other (4 children (3 away doing one to one) with 1 teacher; Speech Therapist; 2 ~National Service; 2 Assistants) working as a class with teacher direction then mediation by other adults. Both classes in lower to mid-teen age range. Key thought: Calm, intensive and concentrated interactions in a structured high-demand but friendly manner.

We then had an excellent introduction to the IEBasic Programme (Instrumental Enrichment) which is the basis of much of the work done with children. I personally found the emotions unit useful relating to pupils on the Autistic Spectrum. A lot of interesting thoughts for any pupils about working on analytical thinking development rather than impulsive answers – many pupils would benefit. Key thought: Importance of analytical breakdown of everything accompanied by vocabulary explaining it to the child what he is learning and how it helps him in other areas.

The next session was shunted by Professor Feuerstein himself wanting to return to present the MLE (Mediated Learning Enrichment) criteria and categories of interaction. Again we were treated to a rich wealth of experience and wisdom that we all appreciated. Key thought: The ability of the brain to develop and expand with activity rather than to lose a fixed capacity as a result of damage. Not everyone agrees and so can be amazed at the results of the Institutes’ work with children and adults others have written off.

Time was running out so we only had a short time to observe three pupils going through the assessment programme (LPAD – Learning Propensity Development Programme) Again, very interesting. Key thought: “Propensity” not “Potential” as we are being encouraged to consider the modifiability and development of the brain.

45 minute lunch break to find an eaterie, choose, be served at leisure, pay and return in time (or not!) for …..

Work with pupils on the ASD (Autistic) Spectrum came next. A very experienced lady (Shoshona Fox-Levin) presented from her experience outwith and using Feuerstein thinking and techniques which gave a useful balance and grounding for our thinking. Having been a Play Therapist she also showed some of the techniques she uses in assessing and working with these children. Key thought: Look for the “Islands of Normalcy” in the child and build on them.

Still not finished the day …..

Sara Alony spoke to us about the role of training parents and other professionals in the techniques to ensure continuity of interaction and thinking development. (She was very good, but my brain was “nippin’” by this time and I did not recognise what was behind the notes I had taken when I re-looked at them even though they were in my handwriting!) Key thought: We identify the child’s modifiability not his intelligence.

And finally Elana Bucholtz (High School Science teacher) spoke of how she used the techniques to develop thinking skills in a science context. A very fast interactive talker, she paced a lot in (but who did not?). Key thought: Why in Science? Because the development of thinking applies across the board and facilitates all learning for all pupils with or without special needs (However, to prove it was important, a question in the thinking style was inserted into the end of unit exam!).

Then tonight into teh Old City for a wander – a meal – and a rainshower!

Day 1 in Jerusalem

Breakfast was the usual Mediterranean fare with cereal/ cheese and dairy products / raw fish / breads and pastries / egg boiled or scrambled. Fruit juices/ coffee/ tea etc

 

9.00am meeting up for bus tour before the programme swings into action. I will see if anyone is interested in a walk into the Old City instead.

 

 

It ended up with 9 on the walk 7 on the bus. The latter had Louis Hamilton as the driver – without the finesse and are suitable bruised. The driver also had an argument with another driver!

 

The walkers on the other hand had a stroll around the Western Wall, the Church of the Sepulchre and other old city delights. A stop for pomegranate juice (or coffee that really does not include milk!) was appreciated as was the avocado bagel (or whatever) on the way back.

 

Phew – some first session!

 

First of all we had the privilege of a talk introducing Structural Cognitive Modifiability (SCM) by Prof Feuerstein himself. He was allocated an hour and took two and asked to have another with us later. Great gentleman and great thinker. At 88 he held court, attention and imagination.

 

My privilege to meet the Prof

This was followed by Hana Nakav who talked (briefly, having had her time stolen by the great man himself) about preparing children for inclusion.

 

And finally an introduction to Instrumental Enrichment (IE) by Nehama Tzaban who led us through the process with samples.

 

Now a meal then Dr Joseph Lamdan (retired Israeli Ambassador) on “Israel – where are we at?” He was absolutely fascinating giving a review of where Israel is at at present; how it arrived where it is; how conflict, land, ideology, heritage and international influence has affected the land. No easy answers and many complicated questions.

 

The day ran from morning to 10.10pm! Tomorrow we meet up at 8.45 for another full day. We will be exhausted but raring to go.

Heathrow

Now at Heathrow awaiting the 11.55 flight.

Here we go

Some of us are sitting now at Glasgow Airport (Angela, Susan, Mary & Dugald). Hopefully the rest are due to arrive soon. London then Tel Aviv by the early evening.

Sure enough the other 12 arrived.

Blog Gap

Okay. Now that the blog is operational and I have worked out how to do what I need for it, there are unlikely to be more entries until nearer the trip time. It is not intended to be a “Dear Diary” type thing for ever! Who has time to write (or read) these?

We leave on Saturday 14th February.

Study Trip

The whole point of a study trip is to find out more about something you are interested in but of which you are relatively ignorant. Some of course have a significant knowledge and want to find out more or have learned third hand and want to go to the source for the pure revelation. Such is our study group.

However I am towards the ignorant end of the range. So what do I know before the trip about Feuerstein et al and the theories behind his work?

• People who are traumatised do not perform as well as they could
• This applies to children – but it might not be too late to help. (Is it ever?)
• It is difficult to measure their true “intelligence” to know what are realistic expectations for performance.
• Some Holocaust victims performed way below what would be expected.
• Feuerstein tried to identify their true potential and work out strategies to bring these children closer to realising it by developing their thinking.
• The same principles apply to other children affected by other factors – say children on the autistic spectrum or those who exhibit social and communication difficulties. 
• It also applies to children who have emotional and behavioural difficulties.
• The strategies may also be useful in general for all children’s learning. This is the case with some strategies used with autistic children as it is with the use of visual cues and symbols to organise their thinking, for example with visual timetables.

So that it some of the little I know (or think I know) so let’s see if I am on the right track.