MEDIATED LEARNING EXPERIENCES (MLE) OBSERVATION

An Adaptation of the MLE Rating Scale by Carol Lidz (1991)

Valerie J. Cook-Morales (1994) San Diego State University
Mediator:_____________________

Student: _____________________

Observer: _____________________

Setting Description:

Characteristics of
Mediated Learning
1. INTENTIONALITY
conscious
communication of
purpose of task and
involvement; interest in
the students activity
involvement

2. MEANING
articulates content value
and importance

Date: _______

Start Time: _______ Stop Time: ________

Task Description:

Observation Notes

Mediators or Teachers Implementation

____ 0 = no evidence
____ 1 = inconsistently present; loses involvement
____ 2 = consistently in evidence
____ 3 = in evidence, with statement of a principle to
induce self-regulation; applies to the
students ability to maintain attention and
inhibit impulsivity

Students Reciprocity
____ 0 = highly resistant, mediation
cannot proceed
____ 1 = minimally receptive;
frequent resistance
____ 2 = moderately receptive;
occasional lapses
____ 3 = consistently receptive and
cooperative

____ 0 = not in evidence

____ 1 = calling up labels or concepts already within
the students repertory; saying that it is
important and should be noticed, but
without elaboration
____ 2 = animation or affect to make the activity
come alive and provoke interest
____ 3 = elaborates information about the activity,
addressing information that is perceptible to
the student within the situation

____ 0 = highly resistant, mediation

cannot proceed
____ 1 = minimally receptive;
frequent resistance
____ 2 = moderately receptive;
occasional lapses
____ 3 = consistently receptive and
cooperative

Characteristics of
Mediated Learning
3. TRANSCENDENCE
bridges between current
task and students past or
anticipated future
experiences; promotes
imagery to facilitate
move from perceptual to
conceptual

Observation Notes

Mediators or Teachers Implementation

____ 0 = not in evidence
____ 1 = simple, nonelaborated reference to past or
future experience
____ 2 = elaborated reference
____ 3 = elaborated reference includes hypothetical,
inferential, or cause-and-effect thinking

Students Reciprocity
____ 0 = highly resistant, mediation
cannot proceed
____ 1 = minimally receptive;
frequent resistance
____ 2 = moderately receptive;
occasional lapses
____ 3 = consistently receptive and
cooperative

4. SHARING
(Joint Regard)
demonstrates
understanding of
students experience with
task (e.g., expresses
empathy and we-ness
of the experience).

____ 0 = not in evidence

____ 1 = clear occurrence, but unelaborated reference
____ 2 = elaborated reference
____ 3 = helping the student express a thought that
the student was otherwise unable to
elaborate; the expression of the thought
should appear to be an accurate reflection
of the students thinking or feeling.

____ 0 = highly resistant, mediation

cannot proceed
____ 1 = minimally receptive;
frequent resistance
____ 2 = moderately receptive;
occasional lapses
____ 3 = consistently receptive and
cooperative

5. SHARING
(of Experiences)
uses own prior
experiences to facilitate
students understanding

____ 0 = not in evidence

____ 1 = clear but nonelaborated reference
____ 2 = elaborated reference
____ 3 = elaborated reference includes hypothetical,
cause-and-effect, or inferential thinking

____ 0 = highly resistant, mediation

cannot proceed
____ 1 = minimally receptive;
frequent resistance
____ 2 = moderately receptive;
occasional lapses
____ 3 = consistently receptive and
cooperative

Characteristics of
Mediated Learning
6. COMPETENCE
(Task Regulation)
manipulation of task to
facilitate mastery

7. COMPETENCE
(Praise/Encouragement
)
verbal or nonverbal
communication of job
well-done.

8. COMPETENCE
(Challenge/ Zone of
Proximal Development)
matches task demands
with students skills yet
sufficiently challenges
students next step in
development

Observation Notes

Mediators or Teachers Implementation

____ 0 = not in evidence
____ 1= simple directions or passive manipulation of
the task (e.g., holding it, moving pieces
toward the child)
____ 2 = elaborated directions; nonverbal
organization into a conceptual grouping
____ 3 = induction/statement/ encouragement of
strategic thinking and a planful attitude
(e.g., Where shall we start?), or statement
of a principle that can be used to solve
similar problems

Students Reciprocity
____ 0 = highly resistant, mediation
cannot proceed
____ 1 = minimally receptive;
frequent resistance
____ 2 = moderately receptive;
occasional lapses
____ 3 = consistently receptive and
cooperative

____ 0 = not in evidence

____ 1 = occasional nonverbal touch/hug or
statement of Good, Fine, Right, etc.
____ 2 = frequent nonverbal touch/hug or statements
of Good, Fine, Right, etc.; encouraging remarks to preserve the students
self-esteem, even if not clear praise
____ 3 = occasional or frequent praise, including
information about the students
performance (e.g., You really looked at all
the choices; that was great!)

____ 0 = highly resistant, mediation

cannot proceed
____ 1 = minimally receptive;
frequent resistance
____ 2 = moderately receptive;
occasional lapses
____ 3 = consistently receptive and
cooperative

*NOTE* Deduct 1-point for negative put-down

____ 0 = not in evidence; activity is overly frustrating
or far below the level of challenge
____ 1 = some accuracy toward ZPD; inconsistently
maintained
____ 2 = general success; more in evidence than not
____ 3 = general success, including articulation of
the principle (e.g., You really had to think
and work hard on this, but you were able to
do it with only a little help! I want to
make this a little hard for you so you have
to think, but Ill give you some help so you
will know what to do.)

____ 0 = highly resistant, mediation

cannot proceed
____ 1 = minimally receptive;
frequent resistance
____ 2 = moderately receptive;
occasional lapses
____ 3 = consistently receptive and
cooperative

Characteristics of
Mediated Learning
9. PSYCHOLOGICAL
DIFFERENTIATION
focuses on facilitating the
learning experience
rather than product
creation

10. CONTINGENT
RESPONSIVITY
reads students cues and
signals related to
learning, affective and
motivational needs, then
responds in a timely and
appropriate way

11. AFFECTIVE
INVOLVEMENT
communication (overt or
covert) of caring and
enjoyment of the student

Observation Notes

Mediators or Teachers Implementation

____ 0 = not in evidence; mediator poorly
differentiated
____ 1 = activity is mostly mediators, only
occasionally the students
____ 2 = activity is mostly students, with only
occasional lapses by the mediator
____ 3 = activity is clearly and consistently
students, with mediator maintaining an
objective, facilitating role

*NOTE* Deduct 1-point if rejects students efforts

____ 0 = not in evidence
____ 1 = infrequent, inconsistent (ill timed or
inappropriate)
____ 2 = present, but occasionally missing the mark
in timing or appropriateness
____ 3 = consistently well timed and appropriate to
students cues and signals

____ 0 = not in evidence; indifferent; may be

negative
____ 1 = minimal evidence; neutral, but not negative
or indifferent
____ 2 = clear evidence; may have lapses
____ 3 = clear and consistent enjoyment

Students Reciprocity
____ 0 = highly resistant, mediation
cannot proceed
____ 1 = minimally receptive;
frequent resistance
____ 2 = moderately receptive;
occasional lapses
____ 3 = consistently receptive and
cooperative

____ 0 = highly resistant, mediation

cannot proceed
____ 1 = minimally receptive;
frequent resistance
____ 2 = moderately receptive;
occasional lapses
____ 3 = consistently receptive and
cooperative

____ 0 = highly resistant, mediation

cannot proceed
____ 1 = minimally receptive;
frequent resistance
____ 2 = moderately receptive;
occasional lapses
____ 3 = consistently receptive and
cooperative

Characteristics of
Mediated Learning
12. CHANGE
communication of
growth, change, progress
compared to the starting
point; attention to
behavior as well as
product

Observation Notes

ANALYSIS OF THE MEDIATORS (TEACHERS) PATTERNS:

Mediators or Teachers Implementation

____ 0 = not in evidence
____ 1 = weak evidence
____ 2 = strong, but unelaborated evidence
____ 3 = strong indications, including elaborated
feedback regarding what the student did
and what the changes were; may include
elicitations from the student regarding
perceptions of change

Students Reciprocity
____ 0 = highly resistant, mediation
cannot proceed
____ 1 = minimally receptive;
frequent resistance
____ 2 = moderately receptive;
occasional lapses
____ 3 = consistently receptive and
cooperative

PATTERNS IN THE STUDENTS RECIPROCITY:

Notes for further assessment or intervention: