Innovate teaching through the Feuerstein method. An experimental project in primary school

Abstract

The article describes the experimental project in teaching the Feuerstein Method (Instrumental Enrichment I and II) conducted for three consecutive school years at “I. Nievo” primary school in Mantua.
The Feuerstein Method, applied continuously within a workshop teaching, with mediation and metacognitive reflection as central aspects to be extended to the various disciplines, allows to achieve inclusive education, able to involve learners in a progressively more autonomous and self-regulated process of growth.
In fact, a more thoughtful behaviour in dealing with the proposed activities was recorded in the students, together with an improvement of observation skills, selection of information, planning, lexicon enrichment and, above all, a greater capacity for analysis with expansion of the ability to grasp the various aspects of a problem or a question.
Moreover, a more open attitude towards what is new and complex has been observed in the students, who are now more willing to confront themselves with difficulties and to accept challenges.
A better ability to abstract and a considerable increase in the use of logical evidence have also been observed. The need for external criteria to establish the correctness of the task performed has progressively decreased, together with an increase in the ability to manage, organize and personally evaluate their own work.