Here are what teachers and students have to say about us:

“As an educator of over 35 years who has studied and experimented with all kinds of educational theory and teaching methodology, nothing has impacted my understanding of learning, the learning-teaching process, and my concrete teaching practice more than the work of Reuven Feuerstein.”

–Kenneth Pransky, Instruction and Curriculum Consultant

(Hampshire Educational Collaborative, Northampton, MA)


“After receiving the Instrumental Enrichment training and realizing the impact that it could make on our students, we decided to implement the program across the curriculum at Hope Academy, an urban school in Lancaster, Pennsylvania.  The social cognition component in the K-3 Basic Level is foundational for our students to accurately read and respond appropriately in social situations.  In today’s globalized and interconnected world, being able to work cooperatively with others is an essential skill that must be learned, and FIE gives our students the chance to start working on those critical social and reasoning skills right from the start.  The thinking skills developed in the Standard Level are taught explicitly and then bridged into the content areas, giving students the skills they need to be our next generation’s leaders and problem solvers!”

–Karen Bailey, Director, The Hope Academy (Lancaster, PA)


I used Instrumental Enrichment with fourth graders and found that it does more to create access and equity for all students than any of the educational initiatives that I have explored. The explicit teaching of executive functioning benefits students at any achievement level.  The greatest benefit to my students came during other instructional periods when we could all lean on the skills and strategies learned in the I.E. lessons—bridging to other tasks across content areas. The program equips students to think deeply and critically about the world around them.”

–Amy Chang, Fort River School, Amherst, MA


“Implementing the Instrumental Enrichment curriculum was at times challenging with my students who are deaf, due to the difficulty they may have with receptive and expressive language–all language skills and vocabulary need to be directly taught for the students to grasp language structures to use when communicating.  It was quite a pleasant surprise to see how the direct teaching of IE dovetailed along with so many of the concepts I was already aiming to teach!  The structure of FIE allowed me to present these concepts in a highly structured and tiered fashion, strengthening the teaching and learning of language skills, thinking strategies, and metacognition.  The skills we learned were easily generalized and transferred into other content area learning as well, which was another bonus.”

–Betsy Grenier, Willie Ross School for the Deaf, Longmeadow, MA