Mind Lab Methodology

Mind Lab Method’s Goals

  • Develop Awareness – Awareness of thinking processes is essential for personal enhancement in every walk of life. The Mind Lab Method enhances students’ capacity for reflective thinking and enables students to be more aware of internal and external processes.
  • Imparting Thinking Skills – In our information-rich age, an ever-increasing emphasis is being placed on the importance of basic thinking skills. The Mind Lab Method provides a broad range of these skills: problem-solving strategies, decision-making models, logical and mathematical thinking, verbal and communication skills, and more.
  • Strengthening Life Skills – The game-playing experience is an extraordinary simulator of emotional and social processes. It obliges us to deal with situations involving cooperation and competition, winning and losing, success and failure, and it reinforces our ability to effectively manage and control our emotions, to defer gratification, and to enhance our determination, perseverance and self-discipline.
  • Interdisciplinary Transfer – The application of content and skills learned in one setting to another is considered by many researchers to be one of the most important learning abilities. The Mind Lab Method establishes an organizing base for many aspects of our lives. Through this method, children develop the ability to identify links between different fields of human thinking and activity; this consequently enables them to transfer knowledge and apply it to other fields.

The Mind Lab Method

Stage 1: Children learn one of the many strategy games in the program, and then go on to play in small groups. The facilitator provides them with a game kit and explains the game strategies and underlying thinking concepts, which help the children, develop their game-playing skills.

Stage 2: Facilitator and the children summarize the game-playing session with the help of a thinking model. This model relates to cognitive processes triggered by game-playing (for example, identifying and dealing with a problem, or having to make a difficult decision), or to emotional or social processes (for example, recognizing having made a mistake or the need to cooperate as part of a group.)

Stage 3: Facilitator and children examine the game patterns and then initiate a discussion, which relates to relevant real-life situations. In so doing, the pupils succeed in applying the knowledge derived from the game experience to other aspects of life – from their studies (and later on, their occupation) to their emotional and spiritual life, as well as social and familial relationships.