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Student : Compare and Discover the Absurd B

Instrument

Student : Compare and Discover the Absurd B $9.50
Student : Compare and discover the absurd level 2
Student : Compare and discover the absurd level 2 $28.00
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 : Family Relations

Instrument

Student : Family Relations $9.50
Student : From Empathy to Action

Instrument

Student : From Empathy to Action $9.50
Student : Identify Emotions

Instrument

Student : Identify Emotions $9.50

Student : Illustrations

Instrument

Student : Illustrations $9.50
Student : Instructions

Instrument

Student : Instructions $9.50
Student : Know and Identify

Instrument

Student : Know and Identify $9.50

Reading Comprehension (LQRC)

Instrument

Student : Learn to Ask Question for Reading Comprehension (LQRC) $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 : 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 : Organization of Dots Basic

Instrument

Student : Organization of Dots Basic $9.50
Student : Orientation in Space Basic

Instrument

Student : Orientation in Space Basic $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 : 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 : 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
Think and Learn to Prevent Violence

Instrument

Student : Think and Learn to Prevent Violence (TLPV) $9.50
Student : Transitive Relations

Instrument

Student : Transitive Relations $9.50

Student: : From Unit to Group

Instrument

Student: : From Unit to Group $9.50
Tactile - Analytic Perception Tactile - Analytic Perception

Instrument

kit

Tactile - Analytic Perception $140.00
Tactile - Animals Tactile - Animals

Instrument

Kit

Tactile - Animals $140.00

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