Dynamic Assessment for Young Children - Theory and Application (Seminar & 2-day Workshop)

Description

Seminar: Mediated Learning Experience and Cognitive Modifiability

The Mediated Learning Experience (MLE) is a powerful approach to developing intellectual capacities and enhancing learning potential throughout the life cycle, but especially for individuals with learning difficulties. The seminar will be presented by Prof. David Tzuriel, a world leader in clinical psychology and dynamic assessment of learning potential. Prof. Tzuriel has developed his approach over the past 45 years and will outline the theoretical foundations and practical strategies of mediated learning, as well as their implementation in developmental psychology, educational interventions with children experiencing learning difficulties, and innovative evaluations. He will also provide a live demonstration of the approach with children and simulations with participants using creative instruments.

2-day workshop: Executive Functions (EF) – Assessment and Intervention Processes

Executive functions (EF) are central cognitive functions responsible for academic success and daily life functioning. The goals of the seminar are to focus on major EF, including working memory, self-regulation, and planning behavior (“two sides of the same coin”), as well as cognitive flexibility. Self-regulation and planning behavior are related to high-order cognitive processes and correlate with goal-directed, flexible, and adaptive behavior. Prof. Tzuriel will present the Modifiability of Working Memory (MODWM) model and educational program using the innovative instruments developed for the enhancement of WM. The workshop will focus on innovative measures designed to enhance EF, which are considered crucial for academic success and in many life situations.

What is Dynamic Assessment (DA)?

Dynamic assessment (DA) refers to an assessment, by an active teaching process, of a child’s perception, learning, thinking, and problem solving. The process is aimed at modifying an individual’s cognitive functioning and observing subsequent changes in learning and problem-solving patterns within the testing situation.

What is the Information We Get from DA?

DA can provide accurate information about the individual's learning ability, specific deficient cognitive functions, change processes, and mediation strategies that are responsible for cognitive modifiability or learning-how-to-learn. DA was found as a much better predictor of children’s future educational performance than static test scores. Research findings support the conception of DA as an effective approach for revealing a “hidden” intellectual potential of special needs students.

Criticism of Standardized Tests

• They are biased towards minority groups and children with special needs and do not reflect their true ability.
• They are characterized many times by selective administration procedures and selective interpretation of results among high- risk children.
• Motivational, emotional, and personality factors are not well taken as in DA which is a holistic approach.
• There is lack of information on learning processes and metacognitive factors affecting academic success
• Very frequently static tests provide inadequate recommendations on specific remediation processes, interventions strategies, and prescriptive teaching.

What are the Goals of DA?

• To examine the capacity of the child to grasp the principle underlying an initial problem presented to the child and solve it correctly.
• • To assess the specific deficient cognitive functions (e.g., impulsivity, lack of systematic exploratory behavior) and the adequate cognitive functions that are responsible for the child's failures and successes, respectively.
• To examine the nature and amount of investment required in order to teach the child a given principle or modify a deficient cognitive function.
• To examine the extent to which the newly acquired principle is successfully applied in solving problems that become progressively more complex than the initial task (i.e., transfer of learning).
• To examine the differential preference of the child for one or another modality of presentation of the problem (i.e., pictorial, linguistic, numerical).
• To examine the differential effects of different training strategies given to the child to improve his/her functioning.

In What Ways DA is Different from Conventional Standardized Testing?

• Goals of Testing
• Change in Nature of the Tasks
• Change in Test Situation
• Change of Focus: From End Products to Process Orientation
• Change in Interpretation of Results

What are the Major Strategies of Mediation in DA?

• Improvement of (deficient) cognitive functions.
• Preparing the child for complex tasks by establishing pre- required thinking behaviors.
• Self-regulation by planning and organization of the solution. Enhancement of reflective, insightful, and analytic processes.
• Teaching of specific contents that are related to the task- specific context.
• Feedback on success or failure in the learning process.
• Development of basic communication skills and adequate response style.

This event is composed of two parts, including a 3-hour Seminar and 2-day workshop. The seminar is titled “Mediated Learning and Cognitive Modifiability. It introduces the theory of Structural Cognitive Modifiability and Mediated Learning Experience and the validation of these theories in studies of mother-child interactions. The effects of dynamic assessment in cognitive education programs will also be presented. The 2-day workshop is titled “Executive Functions (EF): Assessment and Intervention Processes”. It introduces the theoretical foundations of the DA approach and dynamic assessment tests. The participants would have hands-on practice using the tests in the workshop.

The tools are based on the Seria-Think Instrument-Revised (STI-R), the Cognitive Modifiability Battery, the Children's Analogical Thinking Modifiability—Closed Analogies (CATM-CL, a new version developed recently), and two Working Memory tests (Children's Spatial Working Memory, CSWM, test and the Children's Verbal Working Memory, CVWM, test)

Continuing Professional Development

Hong Kong Institute of Speech Therapists - please refer to Continuing Professional Development Framework (HKIST >>> Continuing Professional Development)

The Continuous Professional Development points to be granted by the professional bodies related to the event participants including speech therapists, psychologists, pediatricians, psychiatrists, social workers, occupational therapists, etc. will be confirmed later.

Biography of Speakers

 Professor David Tzuriel is a clinical and educational psychologist, an expert on dynamic assessment (DA) of learning potential, and a leader in the dynamic assessment movement. He received his Ph.D. from Peabody College of Vanderbilt University in 1977 and is currently a Professor Emeritus at Bar-Ilan University. He served as President of the International Association for Cognitive Education and Psychology from 1999 to 2001 and as Editor-in-Chief of the Journal of Cognitive Education and Psychology (JCEP) from 2006 to 2011 and again from 2016 to 2021. His scientific work focuses on the empirical validation, implementation, and modification of theories by Feuerstein and Vygotsky, and his research is frequently cited in the literature. David Tzuriel has supervised 96 M.A. and Ph.D. students and published 150 papers and seven books on DA, mediated learning experiences, and cognitive education programs. For the last four decades, he has taught 200 international workshops on DA and cognitive education programs and developed 12 DA measures for young children. .

Program Rundown

Seminar Date: 15 Jun 2025 (Sunday)

Workshop Day 1: 16 Jun (MON) / 18 Jun (WED)

Workshop Day 2: 17 Jun (TUE) / 19 Jun (THU)

Terms and Regulations

• All video or audio recordings, or using mobile devices for filming or photography is prohibited during the seminar.
• Contingency Plan in case of Bad Weather: If Typhoon Signal No. 3, Red, or Amber Rainstorm Signal is hoisted, the seminar will be held as scheduled. If Typhoon Signal No.8 or above, or Black Rainstorm Signal remains hoisted by 6:30 am on the event date or other unforeseeable circumstances, the seminar will be switched to Zoom. You will be informed of the Zoom link by email in due course.

Refund & Exchange Policy

• Speech and Hearing Social Enterprise (SHSE) reserves the right to cancel event due to insufficient enrolment in order to ensure the best use of resources. All fees paid will be refunded in accordance with the related procedures.
• For applying for a refund, applicants need to submit the request by e-mail at the latest 7 days before the event day. SHSE will deduct 50% of the registration fee as administrative expenses and refund 50% of the fee to the participants. Refund request raised within 7 days before the event day will not be accepted.
• If SHSE cancel event due to administrative reason, all fees paid will be refunded in accordance with the related procedures.
• Refund would not be granted to participants who cannot attend the event due to personal reason. SHSE shall consider the request on a case-by-case basis for event postponement.
• SHSE reserves the right to amend the event details without prior notice and reserves the final decision on any disputes.