Incorporating Mediated Learning Experience in Geography Lessons, pp. 6 of 9

Mapping of Lesson Resources and Guiding Questions to Cognitive Functions

Mediated learning experience involves intervention taking place at two levels – design of lesson resources and the mediation process (Pou, Seng, & Tan, 2003). Thus, to allow for the intentional development of cognitive functions, both the lesson resources and the questions used during the mediation process should be mapped to the cognitive functions which the teacher seeks to enhance. In this way, the mapping ensures that every aspect of the lesson is purposeful in mediating the desired cognitive functions.

At the first level of intervention, the teacher prepares lesson resources that are directed at mediating the intended cognitive functions. Lesson resources refer to all the resources that the teacher would use to teach the geography lesson. This includes resources such as PowerPoint slides for teaching, handouts for students and stimulus material which may range from videos, texts to pictures. Therefore, once the cognitive functions have been identified, teachers may select and prepare the lesson resources such that they intentionally develop cognitive functions. For instance, if the teacher wishes to develop the cognitive function of evaluation, he/she may design a handout that provides students with the opportunity to assess the reliability of different geographical information sources.

The interaction between the teacher and students constitutes the second level of intervention in MLE. During the mediation, teachers play the role of an active facilitator and are responsible for asking students questions with the aim of enhancing the desired cognitive functions. Table 3 (seen below) shows a mapping of cognitive functions to possible guiding questions, allowing the teacher to intentionally mediate cognitive functions through questioning.

Incorporation of MLE Principles To Strengthen Mediation

To improve upon the quality of interaction between the teacher and students, MLE parameters may be employed to underpin the mediation process. Hence, this section aims to provide examples of how the mediation of different parameters would occur in reality, demonstrating how interaction between teacher and students could possibly look like when underpinned with MLE parameters.

Related Teaching Materials

Annex299.66 KB

An Inspiring Quote

"[Open-mindedness] includes an active desire to listen to more sides than one; to give heed to facts from whatever source they come; to give full attention to alternative possibilities; to recognize the possibility of error even in the beliefs that are dearest to us."

~ John Dewey, How We Think

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