Full course description
Date and Time
Day 1: Thursday 20 October 2022, 9.00 am to 4.00 pm (in-person)
Day 2: Friday 21 October 2022, 9.00 am to 4.00 pm (in-person)
Day 3: Wednesday 9 November 2022, 4.00 pm to 6.00 pm (online)
Day 4: Thursday 24 November 2022, 9.00 am to 4.00 pm (in-person)
Day 5: Friday 25 November 2022, 9.00 am to 4.00 pm (in-person)
Additional self-paced learning will occur outside specified course hours.
A blend of face to face and online - for the online components a Zoom link will be provided 24 hours prior to the event.
This learning event is right for you if you are a teacher, parent, therapist or Head of School interested in early childhood education (4-9 years old) and you have completed Feuerstein's Instrumental Enrichment Basic One.
Feuerstein’s Instrumental Enrichment Basic Two is a cognitive enrichment program that creates systematic, persistent, and structured conditions to engage young children in problem-solving by developing their ability to understand and elaborate information.
Instrumental Enrichment Basic Two includes a deeper dive into the theories of structural cognitive modifiability and mediated learning and includes the instruments Compare and Find the Absurd 2, Empathy to Action, Think and Learn to Prevent Violence, Tri Channel Attentional Learning, and Know and Identify.
Instrumental Enrichment Basic One is a prerequisite for this course.
This learning event supports creating best practice toward meeting the following VRQA standard(s):
- Curriculum and Student Learning – Curriculum framework
- Curriculum and Student Learning – Student learning outcomes
- Curriculum and Student Learning – Monitoring and reporting on students’ performance
- greater understanding of how to provide children with a firm foundation to become skillful and analytical learners
- further strategies to help children develop general basic concepts
- methods to develop children's intrinsic motivation
- consolidate ways to support children to develop emerging cognitive functions such as self regulation, generalisation and conceptualisation
- extend strategies to provide instruction in interpersonal topics such as inferring, acting and behaving with thoughtful intelligence.
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).
Diane Bourke is a Project Manager at Independent Schools Victoria after a long career as Head of Junior School. Diane facilitates a variety of projects including Feuerstein Instrumental Enrichment, Junior Great Books and Project Wayfinder. She has a passion for reading and learning and strongly believes that a great teacher is one who never stops the quest for collaboration and learning.