There is one main idea in this chapter. The main idea is that there are nine additional parameters of the mediated learning experience (MLE) that are appropriate to the situation. The key concepts for the second half of this chapter are the specific parameters of the situation or event identified by the authors. Here each of the parameters will be identified and any connection with the classroom will be noted. Additionally, a brief correlation with traditional and contemporary learning theories will be identified. The first parameter identified is the mediation of a feeling of competence. The authors indicate that this parameter is important because many of the human experiences we are part of do not allow many cases to feel competent. Therefore, a mediator with the intent of creating a meaningful moment for the student in which they feel competent in their abilities is one way to mediate a feeling of competence. The other way is mediation with the intention of expanding the existing feeling of competence. In the classroom, these experiences are valuable to the student in building their identity as a student. A student who frequently experiences feelings of competence may develop confidence as a learner and learn to take control of their learning experiences. This parameter leads to the mediation criteria of challenge in that when a student gains confidence in their abilities through experiences in which they feel competent, the student can then be challenged and also seeks challenge in their learning. Challenge mediation is a parameter that describes how the mediator would bring new experiences, new ideas and potentially difficult situations into the student's scope. The challenge is the search for the next level; it's... middle of the paper... there are many other parameters that could be present, although not all of them have to be. The last defined parameters were identified as situation-based to define the details of an MLE event as it can be used for each mediated outcome described. It was clear that all of the following criteria were not necessary for an MLE to occur, however each of them may be deemed appropriate at times to use in a school context. Furthermore, although this theory is unique and addresses learning in terms of modifiability, the concept of mediator can be compared to that of Vygotsky (2011) MKO.Works CitedFeuerstein, R., Falik, L., & Rand, Y. ( 2006). Chapter 3: The theory of mediated learning experience. Creating and improving cognitive modifiability. ICELP Publications. Page 55-100. Vygotsky to Ormrod. (2011). Educational psychology: Student development. Seventh edition. Page. 53.