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A SUMMARY OF THE CHAPTER “WHAT CAN TEACHERS DO TO PROMOTE

LEARNING”

Teachers need to understand also the many different ways in which their words and
actions can influence the learning that occurs in their classrooms so the issue about what
teachers can do to help their learners become effective and independent. In thıs topic ıt is
considered that teachers as a person in their classrooms.

Feuerstein’s Theory of Mediation

What is the difference between mediator and teachers as disseminator of information?

First, mediation must be concerned with empowering , with helping learners to acquire the
knowledge, skills and strategies they will need in order to progress to learn more to tackle
problmes to functşon effectively in a particular culture and a changing society, and to meet
new emerging and unpredictable demands. It is also concerned with helping learners to
become autonomous, to take control of their own learning , with the fundamental aim of
enabling them to become independent thinkers and problem-solvers. Second, it is important to
establish that mediation involves interaction between mediator and learner and that the learner
is an active participant in the process. Third, there is an emphasis on reciprocation, that is, the
importance of the learner reciprocating the intentions of the mediator or teacher. This means
that learner is ready and willing to carry out the task presented and that there is an aggrement
as to what should be done and why. Fourth , it is important to note that learne autonomy
involves more than the provision of suitable self-access materials. The mediator needs to help
the larners to interact with the materilas in various ways until they become truly self-directed.

Key Features of Mediation

There are twelve features of Feuerstein’s theory; The first three features are considered to be
essential for all learning tasks. The other nine are important and helpful but they do not
necessarily apply to all tasks and depend to some extent on the situation and culture in which
the learning is taking place.

 Significance : Learner should see the value of the learning.

 Purpıose beyond the here and now : Learners must be aware of the way in which the
leanring experince will have wder relevance to them beyond the immediate time and
place
 Shared Intention : In an presenting a task the teacher must have a clear intentioni whic
is understoood and reciprocated by the learners.
 A Sense of Competence : The feeling that they are capabşe of coping successfully with
any particular task with whic they are faced
 COntrol of own Behaviour : The ability to control and regulate their own learninfg
thinking and actions
 Goal Setting : The ability to set realistic goals and to plan ways of achieving them
 Challenge :An internal need to respond to chaşlenges and to search for new challenges
in life
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 Awareness of Change : An understanding that uman beings are constantly changing nd

the ability to recognise and assess changes in themselves:
 A belief in positive outcomes: A belief that even when faced with an apparenlt
intractable problem there is always the possibility of findings a solution
 Sharing: Co-Operation among learners together with the recognition that some
problmes are better solved co-operatively;
 Indıvduality: A recognition of their own individuality and uniqueness
 A sense of belonging: A feeling of beonging to a community and a aculture

Application of Mediation Theory

Here is an example of applying it to some language teaching classroom. Before doing so it is

important to state that it is not being advocated using each aspect of mediation for ecery
language task given ; far from it. Teachers will need to select which areas of mediation
toconsider for a particular activity with the needs of a specific class and context in mind.

Example:

A vocabulary exercise involving adjectives that describe people.

Value, and purpose beyond the here and now

The purpose of this exercise is to learn some adjectives which are used to describe oneself
an other people.

The task has a value at anpther level, as it requires learners to reflect upon aspects of
themselves thereby leading to a better undrstanding of themselves. In order to mediate these
aspects the teacher would need to explain the purpose of the ec-xercise and to help learners to
see the value to them at a personal level.

Sense of Competence

In chosşng where they fit on the grid all leraners can succeed in the tast. A teacher wishing to
mediate in this way would make it clear to the learners that they are all capable of success.
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Goal Setting

There are a number of settings. One way . is to extend the task by asking learners to decide
how many more pairs of words they ca-n find. They set themsekves a target fisrt. At another
level, learners can be asked to set personal goals for themselves using the words given.

Change

Learners could be asked to reflect either orally or n wiritng on What I learned What I can do
now or even What I learned about myself.

Individuality

This task lends itself particulary to mediation of individuallity.The teacher would need to
make it clear to the learners that whatever they say about themselves is acceptable that they
have a right to their own uniqueness.

Investigating Mediation in Language Classrooms

Some designed questionnaires for teachers to use to evaluate their own mediation in language
classes. Video the class and then watch rthe video witi-h an observer in order to complete the
w-qauestionnaire

But as the rsuşt of these questionnaires , people view different aspects of mediation is likely
to vary within different cultural contexts.

Here is a book for teaching language based on mediation theory. It concludes a number of
activities related to mediation.
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