By Dr Chris Watkins, Dr Eileen Carnell, Ms Caroline M Lodge
Offers case reports and examples from practitioners and examines the 4 significant dimensions of advancing genuine studying: energetic studying, collaborative studying, learner-driven studying, studying approximately studying.
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Perkins finds the typical erroneous recommendations scholars use and gives academics and fogeys suggestion on how they could support their children.
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Additional resources for Effective Learning in Classrooms
This only happens when a learner can notice, monitor and review how their learning is going. Effective learning includes this vital ingredient of learning about learning or ‘meta-learning’. 2 we summarise the main features of effective learning and learners. We explore how the classroom may promote these features in turn in Chapters 6 to 9. 2 Effective learning and learners Effective learning is … An effective learner … an activity of construction handled with (or in the context of) others driven by the learner the monitoring and review of the effectiveness of approaches and strategies for the goals and context.
Is active and strategic is skilled in collaboration takes responsibility for their learning understands her/his learning and plans, monitors and reflects on their learning Learning is an activity of making meaning – construction – not simply of receiving. The social dimension is always present, and in social contexts collaboration supports learning. Effective learning has to be regulated by the learner, not the teacher. These aspects of effective learning are all connected by the fourth feature, meta-learning – being aware of the processes of their learning, how they are learning.
Carnell, 2004) As we shall see in more detail in later chapters (8 and 10) this dominant response to testing is not the only response. Defensive Teaching When pressure on the teacher includes their accountability for test results, we notice that many teachers adopt ‘defensive teaching’ (McNeil, 1988). Attention to managing pupils increases and attention to learning goals decreases. Young people’s behaviour dominates teachers’ thinking, and fear of the children being ‘out of the teachers’ control’, can result.
Effective Learning in Classrooms by Dr Chris Watkins, Dr Eileen Carnell, Ms Caroline M Lodge