The Feuerstein Method / Feuerstein Instrumental Enrichment programme

(FIE)
FIE: is a strategy for the development of a learners cognitive structures. Designed and
developed over 40 years ago as a direct and focused attack on the mental processes that, because
of their absence, fragility, or inefficiency, are responsible for inadequate intellectual performance
that occurs when learners are confronted with challenging and / or unfamiliar tasks.
FIE can be used as a remediation programme for individuals with special needs and as an
enrichment programme for individuals with normative performance.
FIE is highly structured and non-subject-specific.
Age range: 5 to adulthood and these are often, but not always, people who experience problem
with learning.

Is based on the understanding that intelligence is not a fixed state.
Feuersteins theory of structural cognitive modifiability (SCM), suggests that cognitive
functioning (neuro-plasticity) can be changed. SCM is the increased ability to become changed
through the learning process. It goes beyond the acquisition of academic skills, and depends on
the ability of individuals to use their-own resources in drawing inferences, making decisions, and
planning ahead to anticipate future contingencies.

Deficient Cognitive Functions:
Input: Ex. blurred and sweeping perception
Elaboration: Ex. Inability to select relevant vs. non-relevant cues in defining a problem.
Output: Ex. Deficiency of visual transport.

Feuerstein developed criteria for mediated learning experience (MLE), a special and focused
interaction in the learning situation, which aims to promote quality teaching and learning.

The FIE programme consists of 14 instruments, each of which works to improve habits of mind
and to correct deficient cognitive functioning. Bridging from the instruments to other areas of
learning is an essential element of the work. The programme emphasizes the metacognitive
classroom.

Instruments are explicitly designed as vehicles for the development, refinement, and
crystallization of the operational prerequisites of learning.
1. Orientation in space 1
2. Analytic perception
3. Comparisons
4. Orientation of Dots Thinking Strategies
5. Categorization
6. Transitive relations
7. Syllogisms
8. Instructions
9. Illustrations
10. Orientation in time
11. Numerical progressions
12. Family relations
13. Orientation in space 11
14. Representational stencil design


Research:
Teachers should have an understanding of cognition of what is meant by thinking skills, of
what a thinking school should be?
Will a direct, explicit focus on the teaching of thinking skills have a measurable impact on the
attainment of students. Kate O Hanlon

Fluid vs. Crystallized Intelligence:
Fluid intelligence involves being able to think and reason abstractly and solve problems. This
ability is considered independent of learning, experience, and education. (solving puzzles and
coming up with problem-solving strategies.
Crystallized Intelligence:
Involves knowledge that comes from prior learning and past experiences (comprehension and
vocabulary exams). This type of intelligence is based upon facts and rooted in experiences. As
we age and accumulate new knowledge and understanding, crystallized intelligence becomes
stronger.