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Feuerstein Instrumental Enrichment Basic 1 2022062ZA is a Course

Feuerstein Instrumental Enrichment Basic 1 2022062ZA

May 11 - Dec 30, 2022

$1,800 Enrol

Full course description

Date and time

Day 1: Thursday 12 May 2022, 9.00 am to 4.00 pm (in-person)

Day 2:  Friday 13 May 2022, 9.00 am to 4.00 pm (in-person)

Day 3:  Wednesday 1 June 2022, 4.00 pm to 6.00 pm (online)

Day 4: Thursday 16 June 2022,  9.00 am to 4.00 pm (in-person)

Day 5: Friday 17 June 2022,  9.00 am to 4.00 pm (in-person)

Additional self-paced learning will occur outside specified course hours.

Delivery mode

A blend of face to face and online - for the online components a Zoom link will be provided 24 hours prior to the event.

Audience 

This learning event is right for you if you are teacher, parent, therapist or head of school interested in early childhood education  (4-9 years old).

Description                                  

The Feuerstein Instrumental Enrichment (FIE) Basic program creates systematic, persistent and structured conditions to engage young children in problem solving by developing their ability to understand and elaborate information. Children learn to identify, isolate and practise the application of necessary concepts and efficient cognitive behaviours, facilitating the development of their social-emotional reasoning and adaptive functions. The Basic program provides them with a firm foundation to become skillful, analytic learners, considerate friends and contributing members of society.

FIE Basic consists of a set of playful learning activities that help teachers, therapists and parents 'mediate' the development of children's basic concepts and thinking skills according to the same theories of cognitive modifiability and mediated learning that have made the long lasting FIE program so successful.

FIE Basic teaches young children how to learn, how to infer, act, and behave with thoughtful intelligence, even how to be a friend and a contributing member of society.

This learning events supports creating best practice toward the following VRQA standard(s):

  • Curriculum and Student Learning – Curriculum framework                                                                             
  • Curriculum and Student Learning – Student learning outcomes outcomes                                                               
  • Curriculum and Student Learning – Monitoring and reporting on students’ performance performa           

 

Key takeaways               

  • understanding of how to provide children with a firm foundation to become skillful and analytical learners
  • strategies to help children develop general basic concepts
  • methods to develop children's intrinsic motivation
  • ways to support children to develop emerging cognitive functions such as self regulation, generalisation and conceptualisation
  • strategies to provide instruction in interpersonal topics such as inferring, acting and behaving with thoughtful intelligence.

 

Presenter information

Diane Bourke                 

Diane is an experienced educator who has worked at all levels of primary and secondary schooling over a number of years. She has held various leadership roles, most recently as Head of Junior School. Since retiring from this position her interest in education has not waned and she remains passionate about how we can inspire, facilitate and develop children's learning and thinking in all aspects of life.

 

 

 

Lili-Ann Kriegler

Lili-Ann Kriegler is an Education Consultant at Independent Schools Victoria. She has been an educator at preschool, primary, secondary and tertiary levels. Prior to her engagement at Independent Schools Victoria, she spent a decade at Fintona Girls’ School as Director of the Coeducational Early Learning Centre (ELC). Her practice is inspired by the pedagogy of the Reggio Emilia Schools in northern Italy, and she attended study tours there in 2000, 2010 and 2017. .She has worked with the International Baccalaureate’s Primary Years Program (PYP) and is knowledgeable about influential educational theories relating to the early years. Lili-Ann holds a Master’s in Education from Monash University, specialising in leadership and early education. She has a project managed research programs in both Early Years practice and in the application of neuroscience research findings to the enhancement of students’ educational success. Supporting metacognition and thinking is one of her abiding interests. As an extension of her work in the area of cognitive development she has completed several courses in the work of Professor Reuven Feuerstein and is a trainer in Basic methodology (birth to 9 years) and Standard (9 years to adult).