基本説明
The authors show how teachers' views of learning affect their approach to teaching; and set out useful ways of promoting effective learning in practice.
Full Description
`The book is at once accessible, evidence-based, practical and eminently readable...Readers will find in this book a treasury of learners' voices guiding us towards the goal of more effective learning in classrooms' - International Network for School Improvement
`This book promotes an ambitious and inspiring conception of meaningful pedagogy and works to applaud those teachers who are determined to reflect upon, enquire into, and then facilitate ''effective learning''. A coherent and structured case is made for the primacy of ''learning'' over ''work'' - Learning & Teaching Update
This book addresses an important, and too seldom addressed issue: learning. Not teaching, not performance, not "work": this book really is about learning, what makes learning effective and how it may be promoted in classrooms.
The authors take the context of the classroom seriously, not only because of its effects on teachers and pupils, but because classrooms are notorious as contexts which change little. Rather than providing yet more tips, they offer real thinking and evidence based on what we know about how classrooms change. Four major dimensions of promoting effective learning in classrooms are examined in depth: Active Learning; Collaborative Learning; Learner-driven Learning and Learning about Learning.
Evidence from practising teachers in the form of case studies and examples, and evidence from international research in the form of useful ideas and frameworks is included.
Contents
Introduction
Learning in Classrooms - What's the Best We Know?
What is Effective Learning?
What Do We See in Classrooms - Ways of Seeing
Voices on Learning and the Culture of Classrooms - Contemporary Myths
Your Conceptions of Learning and Teaching - Teachers and the Tensions They Face
Promoting Effective Learning - Active, Collaborative, Pupil Agency and Meta-Learning
Talking With Colleagues - Telling Our Best Stories of Learning in Classrooms
Conclusions
