Teacher's Question of the Week

A. In the Question of the Week series, we have been looking at Feuerstein's Cognitive Map (listed below for reference). This answer will focus upon levels of complexity, which means taking into account the following in relation to a lesson or task:

Quantitative Factors:

1. How many units of information must be integrated?

2. How many operations are involved?

3. How much new information must be generated?

Qualitative Factors:

1. Is this a novel task, one for which the learner lacks experience or background knowledge? Feuerstein noted that a person lacking in cultural knowledge, for example, might need to exert not equal but increased motivation to get the same results as peers. This needs to be taken into account when assessing performance and potential for learning.

Thinking of levels of complexity in terms of requirements of a lesson brings up the issue of covert prerequisities. The parameter of levels of complexity helps to identify both the overt, stated requirements, as well as reveals covert prerequisites, those we often assume the student has in place. If they are not in place for a certain reason, i.e., a processing deficit, second language, lack of background or cultural experience, the student is not likely to be able to learn very well. This leads to a question of how to make it accessible for that student, which might involve lessening the level of complexity until the covert requirements are in place, and then moving the student up to the required level of mastery.

Background Information: What is the Cognitive Map?

The cognitive map provides an analytical tool by which to locate specific points of difficulty in a lesson for the ultimate purpose of drawing out students’ potentials. By pinpointing possible causes of student error, you can give precise feedback to students or make subtle adjustments in the lesson to increase accessibility.

The seven parameters include the following:

1. Content: subject matter.

2. Kinds of operations involved: eg., classification, algorithmic problem solving, syllogistic, analogical, or inferential reasoning, etc. (the abilities and skills activated by your lesson)

3. Modality or the “language” of instruction, presentation or information processing: eg., visual, graphic, numerical, symbolic, verbal, auditory, sign language, kinesthetic, tactile, etc.

4. Phase of the mental act: reception, elaboration, expression.

5. Level of complexity: number, quality, & degree of novelty of units.

6. Level of abstraction: distance between mental act & object or event on which it operates, ranging from objects perceived by the senses to hypothetical propositions.

7. Level of efficiency: rapidity/precision (often confused with capacity).

We will explore some other ways to use Feuerstein's Cognitive Map in the Question of the Week series.

Source: Reuven Feuerstein’s Learning Potential Assessment Device. (Used with permission.)