Menu 0

FIE Standard

Home   FIE Standard   Page 1 of 2
Student : Organization of Dots

Organiztion of dots Provides students' with prctice in projecting virtual relationships through tasks that require a student to identify and outline given figures within a cloud of dots. The projection of apotential relationship requires that the students search  for meaning among otherwise separate phenomena. Through encourages task-intrinsic motivation and activates a variety of cognitive functions.

  • Definition of the problem.
  • Selection of dots that are relevant to the figure that is sought.
  • Planning Behavior.
  • Hypothetical thinking.
  • Use of logic.
  • Comparison of projected figure to the model.
  • Summative behavior.
Student : Organization of Dots $9.50
Student : Comparisons

Comparisons increase the students' ability to differentiate between parameters of comparison and develops critical thinking involved in comparative behavior. The instrument provides concepts, labels, and operations with which to decribe similarities and differences. From comparisons students learn to organize and integrate seperate and distinct bits of information into coordinated and meaningful systems. The instrument helps build students' feeling of competence and independence by enriching thhe repertoire of attributes by which they compare objects and events.

  • Ability to keep in mind a great number of parameters during the process.
  • Making a plan that will take into account the complexity of the tasks.
  • Use of hypothetical thinking and hypotheses testing of evaluate the alternative response.
Student : Comparisons $9.50
Student : Orientation in Space I

Orientation in space I addresses the poor articulation, differentiation, and respresentation of space that may result from an inability to detach oneself from one's own body position as a reference. It deals with a relative system of reference for localizing objects in space and in relation to one another. As a result of their experience with these tasks, student discover why there are differing points of view in the perception of an object or experience and how to give consideration to an opinion that is different from their own.

  • Definition of problem when no instructionsare given.
  • Hypothetical thinking: "if...then."
  • Use of logic to solve tasks for which the information is not directly provided.
  • Comparison as a strategy for checking one's work.
  • Internalization of the relationship between the elements of the system of reference.
Student : Orientation in Space I $9.50

Student : Analytic Perception

Analytic Perception enhances students' ability to differentiate ( divide a whole into its part). and integrate ( join parts into a whole). Adaptation to the world depends upon the flexibility to alternate between these two perceptual processes. A result of their experiences with the task in this instrumet, students begin to differentiate between inner and outer sources of reference. They are then able to form and discriminately use internal referents to process information and too structure and restructure their varied life experiences.

  • Comparison to the model.
  • Establishment of relationship between parts and between the parts of the model.
  • Categoriztion of parts according to their shapes and colors.
  • Visual transport of parts to the model.
Student : Analytic Perception $9.50
Student : Categorization

Categorization is based on successful comparison, differentiation, and discrimination. This instrument helps students develop the flexibility and divergent thinking necessary for categorization and re-categorization of the same objects into different stes as the principles and parameters of categorization change with new needs and objectives. In categorizing, students' moves from establishing relationships among cocrete items to projecting relationships among concepts.

  • Comparison of certain similarities and differences.
  • Selection of relevant information.
  • Summative behavior.
  • Projection of relationships.
  • Determination of cognitive categories.
Student : Categorization $9.50
Student : Instructions

Instrument

Student : Instructions $9.50

Student : Temporal Relations

Temporal Relations develops students' ability to use concepts of time to describe and order their experiences. An adequate orientation to time is important to relational thinking and is acquired through mediated learning experiences. Without an awareness of the continuity of time and its ordered succession and of the rhythm of events, students' make use of their past to predict, anticipate, plan, and prioritize future events. Temporal Relations hels mediate relationships of time (related to space) and use precise concepts and relationships.

  • Comparison of the temporal charcteritics of events.
  • Use of relevant cues.
  • Hypothetical thinking and use of logical evidence to support hypotheses. 
Student : Temporal Relations $9.50
Student : Numerical Progressions

Numerical Progressions

Numerical Progressions helps students search for deduced relationships between seperate objects or events. Students draw accurate coclusions regarding the rules and formulae of progressions as the instruent increases their ability to compare, infer, and reason deductively and inductively. This instrument mediates precision, discrimination, and willingness to defer judgment until all of the elements have been worked out in determining a common rule for progression.

  • Use of relevant tacit cues like index ( the place of  number in the progression).
  • Finding relationships between the elements of the progression.
Student : Numerical Progressions $9.50
Student : Illustrations

Instrument

Student : Illustrations $9.50

Student : Family Relations

Instrument

Student : Family Relations $9.50
Student : Orientation in Space II

Instrument

Student : Orientation in Space II $9.50
Student : Representational Stencil Design

Instrument

Student : Representational Stencil Design $9.50

Student : Syllogisms

Instrument

Student : Syllogisms $9.50
Student : Transitive Relations

Instrument

Student : Transitive Relations $9.50
Feuerstein Online IE Organization of Dots Standard

To administer Feuerstein Online IE digital  Organization of dots, you only need to buy an administration for each pupil you would like to work. As a new customer, you will be set up with an account -manager interface, by customer services.

The current version is in English, Italian and Hebrew


Feuerstein Online IE Organization of Dots Standard $5.00

Teacher : Orientation in Space I

User's Guide

Teacher : Orientation in Space I $35.00
Teacher : Comparisons

User's Guide

Teacher : Comparisons $35.00

User's Guide

Teacher : Organization of Dots $35.00

Teacher : Analytic Perception

User's Guide

Teacher : Analytic Perception $35.00
Feuerstein Online IE Analytic Perception

To administer Feuerstein Online IE digital  Analytic Perception, you only need to buy an administration for each pupil you would like to work. As a new customer, you will be set up with an account -manager interface, by customer services.

The current version is in English, Italian and Hebrew


Feuerstein Online IE Analytic Perception $5.00
Teacher : Categorization

User's Guide

Teacher : Categorization $35.00

Teacher : Instructions

User's Guide

Teacher : Instructions $35.00
Teacher : Illustrations

User's Guide

Teacher : Illustrations $35.00
Feuerstein Online IE Orientation is space I

To administer Feuerstein Online IE digital  Orientation in space 1, you only need to buy an administration for each pupil you would like to work. As a new customer, you will be set up with an account -manager interface, by customer services.

The current version is in English, Italian and Hebrew


Feuerstein Online IE Orientation is space I $5.00

1 2 Next »