The perceptual mediated learning program for the blind children

2012 ◽  
Vol 1 (1-2) ◽  
pp. 130-141
Author(s):  
Claudia Veronica Marinache
Keyword(s):  
Fourth Grade ◽  
Spatial Relations ◽  
Tactile Sensitivity ◽  
Mediated Learning ◽  
Learning Program ◽  
Reading And Writing ◽  
Long Period ◽  
Preschool Period ◽  
Reuven Feuerstein ◽  
Blind Children

Tactile exploration is very important for the blind children and the development of the tactile sensitivity must begin from preschool period and must be realized step by step during a long period of time. As a therapist I was interested in training and developing the tactile perception regarding spatial relations in blind children. As a result I created The Perceptual Mediated Leaming Program in order to stimulate tactile sensitivity from preschool to the fourth grade. The Mediated Leaming Experience (MLE) was introduced by the theory's author of the cognitive structural modifiability, Reuven Feuerstein. This concept (MLE) underlies my program. The Perceptual Mediated Learning Program uses the dots and lines and their combinations and consists of the different sections: the dot, the group of the 6 dots, the line, the angle, the shapes, the draws with lines and shapes. Tactile exercises are graduated as difficulty. The program allows to find out how important the early education and preschool stimulation are for the development of the tactile sensitivity in blind children and their preparation for school, for Braille reading and writing.

The perceptual mediated learning program for the blind children

2018 ◽  
Vol 1 (1-2) ◽  
pp. 130-141
Author(s):  
Claudia Veronica Marinache
Keyword(s):  
Fourth Grade ◽  
Spatial Relations ◽  
Tactile Sensitivity ◽  
Mediated Learning ◽  
Learning Program ◽  
Reading And Writing ◽  
Long Period ◽  
Preschool Period ◽  
Reuven Feuerstein ◽  
Blind Children

Tactile exploration is very important for the blind children and the development of the tactile sensitivity must begin from preschool period and must be realized step by step during a long period of time. As a therapist I was interested in training and developing the tactile perception regarding spatial relations in blind children. As a result I created The Perceptual Mediated Leaming Program in order to stimulate tactile sensitivity from preschool to the fourth grade. The Mediated Leaming Experience (MLE) was introduced by the theory's author of the cognitive structural modifiability, Reuven Feuerstein. This concept (MLE) underlies my program. The Perceptual Mediated Learning Program uses the dots and lines and their combinations and consists of the different sections: the dot, the group of the 6 dots, the line, the angle, the shapes, the draws with lines and shapes. Tactile exercises are graduated as difficulty. The program allows to find out how important the early education and preschool stimulation are for the development of the tactile sensitivity in blind children and their preparation for school, for Braille reading and writing.

scholarly journals Principal's Strategy in Forming Students' Religious Character (Case Study at SD Muhammadiyah 1 Sedati, Sidoarjo)

2020 ◽  
Vol 5 ◽  
Author(s):  
Furqon Furqon ◽  
Nurdyansyah Nurdyansyah
Keyword(s):  
Elementary School ◽  
Research Data ◽  
Data Sources ◽  
Learning Program ◽  
Reading And Writing ◽  
Public Data ◽  
School Programs ◽  
E Learning ◽  
Character Building

This study aims to explain in depth the principal's strategy in forming the religious character of students: a case study in Muhammadiyah 1 Primary School, Sedati, Sidoarjo. This research is a descriptive qualitative research. Data sources were taken from the principal, teachers, employees, students, parents of students and the general public. Data collection tools include interviews, observations, and documentation. From the results of the study illustrate that the Religious Character Building of Students in Muhammadiyah 1 Sedati Elementary School, Sidoarjo includes: (a) Al Qur'an Reading and Writing Program (BTQ) (b) Tahfidh Al Quran Learning Program (c) Implementation of Dhuhur and Asr Prayer (d) ) Customizing Smile Greetings and Shaking Hands (e) Learning ISMUBA curriculum (f) Commemoration of Islamic Holidays (PHBI) (2) The principal's strategy in building the religious character of students is manifested in religious cultured school programs in Muhammadiyah Elementary School 1 Sedati, Sidoarjo.

scholarly journals MODEL PEMBELAJARAN COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) UNTUK MENINGKATKAN KEMAMPUAN SOSIAL MAHASISWA

2019 ◽  
Vol 2 (2) ◽  
pp. 55
Author(s):  
Ayu Faiza Algifahmy
Keyword(s):  
Learning Outcomes ◽  
Group Learning ◽  
Learning Model ◽  
Learning Program ◽  
Reading And Writing ◽  
Social Ability ◽  
Average Group ◽  
Social Abilities ◽  
History Of ◽  
Islamic Civilization

The CIRC (Cooperative Integrated Reading and Composition) learning model is a comprehensive learning program to teach reading and writing to students used in each course in the History of Islamic Civilization. This study aims to determine the effect of the CIRC learning model of learning outcomes of cognitive aspects of students in the History of Islamic Civilization course at the Faculty of Da'wah and Communication. This research is an experimental research. The population in this study are students of the History of Islamic Civilization course, so it can be concluded that the average group learning outcomes will be better. The purpose of this study is to describe the application of the CIRC method in improving students' social abilities and describing their improvement. Based on these results, it can be concluded that the application of the CIRC method can improve social skills and read students' understanding. Keywords: CIRC method, social ability, student

A Process Approach to Teaching Braille Writing at the Primary Level

1991 ◽  
Vol 85 (5) ◽  
pp. 217-221 ◽  
Author(s):  
A.M. Swenson
Keyword(s):  
Young Children ◽  
Writing Instruction ◽  
Regular Education ◽  
Process Approach ◽  
Reading And Writing ◽  
Primary Level ◽  
Positive Attitudes ◽  
Attitudes Toward Writing ◽  
Blind Children ◽  
Approach To Teaching

This article describes the process approach to writing instruction, now being implemented in many regular education classes, as it has been modified and used effectively for teaching braille writing to young children who are blind. Children who are taught braille writing as a process develop positive attitudes toward writing, making connections between reading and writing, and use writing for a variety of purposes.

Using An Integrated Literacy Curriculum with Beginning Braille Readers

1988 ◽  
Vol 82 (8) ◽  
pp. 336-338 ◽  
Author(s):  
A.M. Swenson
Keyword(s):  
Oral Language ◽  
Skill Development ◽  
Careful Selection ◽  
Literacy Curriculum ◽  
Literacy Experiences ◽  
Reading And Writing ◽  
Academic Instruction ◽  
Blind Children ◽  
Meaningful Literacy

Beginning braille readers may benefit from the integrated-literacy curriculum now used as the basis for academic instruction in many regular kindergartens. This approach reflects the interrelationships of oral language, reading, and writing, and stresses the pleasurable and purposeful aspects of literacy and skill development. Careful selection and adaptation of materials and techniques by the vision teacher will enable young blind children to participate in many meaningful literacy experiences.

Incorporating project-based language learning into distance learning: Creating a homepage during computer-mediated learning sessions

2020 ◽  
pp. 136216882095445
Author(s):  
Fumie Kato ◽  
Ryan Spring ◽  
Chikako Mori
Keyword(s):  
Language Learning ◽  
Foreign Language Learning ◽  
The United States ◽  
Target Language ◽  
Mediated Learning ◽  
Learning Program ◽  
Spring Semester ◽  
Technical Problems ◽  
Quasi Experimental ◽  
Target Languages

This quasi-experimental study reports on the outcomes of a video-synchronous learning program in which an element of project-based foreign language learning was integrated. The project chosen was to cooperatively create a homepage. American students learning Japanese in the United States and Japanese students learning English in Japan made pairs and communicated in both their native and target languages via Skype to complete the project. The goals of this educational program were to increase intrinsic motivation in learners and improve their target language oral abilities, and identify challenges and problems with implementation. The program was conducted during the spring semester in 2017 and evaluated both quantitatively (via pre- and posttests) and qualitatively (via surveys and reflection papers). The results show that both groups of students had improved their mean length of utterance in their target language, a strong indicator of increased speaking ability. Furthermore, qualitative analysis showed their motivation levels increased as compared to previous similar programs. Although the majority of the students were interested in creating a homepage, there were some technical problems with the homepage creation software.

scholarly journals Mathematics Preservice Teachers’ Views on Mathematical Literacy

2019 ◽  
Vol 1 (3) ◽  
Author(s):  
Ani Afifah ◽  
Miftahul Khoiri ◽  
Nur Qomaria
Keyword(s):  
Preservice Teachers ◽  
Common Sense ◽  
Real Life ◽  
Basic Knowledge ◽  
Mathematical Literacy ◽  
Learning Program ◽  
Mathematical Concepts ◽  
Reading And Writing ◽  
Life Problems ◽  
Learning Mathematics

This study aims to know mathematics preservice teachers’ common sense understanding of mathematical literacy. The results will later be used to design a learning program to introduce mathematical literacy to preservice teachers so that they have a better understanding of mathematical literacy. Data were collected by giving questionnaires to one hundred and eight mathematics preservice teachers. The result showed that mathematics preservice teachers’ views on mathematical literacy can be categorised into 5 areas: 1) ability that has to do with problems in people’s daily life, 2) communicating using mathematics concepts and properties, 3) interpreting mathematical sentences into everyday language or vice versa, 4) activity related to reading and writing about mathematics, 5)  basic knowledge of mathematics. Preservice teachers agreed that learning mathematics in schools should connect mathematical concepts with real-life problems. They are also ready to increase the mathematical literacy abilities of their future students.

Participatory culture meets critical practice

2016 ◽  
Vol 15 (3) ◽  
pp. 355-374
Author(s):  
Cassandra Scharber ◽  
Kris Isaacson ◽  
Tracey Pyscher ◽  
Cynthia Lewis
Keyword(s):  
Social Justice ◽  
Literacy Practices ◽  
Participatory Culture ◽  
Primary Data ◽  
Mediated Learning ◽  
Learning Program ◽  
Content Type ◽  
Literate Practices ◽  
Complex Technology ◽  
Participatory Literacy

Purpose This paper aims to closely examine the features of an urban community-based learning program to highlight the synergy between its educational technology, literate practices and social justice ethos that impact youths’ learning and documentary filmmaking. This examination of a learning setting illuminates the “what is possible” and “how it comes to be possible” (Gomez et al., 2014, p. 10), illustrating possibilities for youths’ tech-mediated literacies to facilitate, support and extend engagement in social justice. Design/methodology/approach Grounded in the theoretical and analytical concept of activity theory, this study uses qualitative methods and activity systems analysis. Observations are the primary data source coupled with a detailed activity analysis supported by artifacts, images and interviews. Program participants included 12 youth, 2 youth mentors, 1 adult coordinator and 1 adult facilitator. Findings Findings illustrate that all subjects (participants) in the program co-created and shaped the activity system’s object (or purpose). Analyses also reveal the ways in which the program enables and empowers youth through its development of participatory literacy practices that “can facilitate learning, empowerment, and civic action” (Jenkins et al., 2016). Originality/value Overall, this study is a contribution to the field as it responds to the need for close examinations of complex technology-mediated learning settings “through the lens of equity and opportunity” (Ito et al., 2013).

Sign in / Sign up

Export Citation Format

Share Document