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ERIC Number: ED497250
Record Type: Non-Journal
Publication Date: 2007-Mar-12
Pages: 208
Abstractor: ERIC
Reference Count: 0
ISBN: ISBN-9-781-4129-0070-6
ISSN: N/A
Effective Learning in Classrooms
Watkins, Chris; Carnell, Eileen; Lodge, Caroline M.
Paul Chapman Publishing
This book addresses an important and 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: (1) Active Learning; (1) Collaborative Learning; (3) Learner-driven Learning and (4) Learning about Learning. Evidence from practicing teachers in the form of case studies and examples, and evidence from international research in the form of useful ideas and frameworks is included. Chapters include: (1) Introduction; (2) Learning in Classrooms - What's the Best We Know? (3) What is Effective Learning? (4) What Do We See in Classrooms - Ways of Seeing; (5) Voices on Learning and the Culture of Classrooms - Contemporary Myths; (6) Your Conceptions of Learning and Teaching - Teachers and the Tensions They Face; (7) Promoting Effective Learning - Active, Collaborative, Pupil Agency and Meta-Learning; (8) Talking With Colleagues - Telling Our Best Stories of Learning in Classrooms and (9) Conclusions.
Paul Chapman Publishing, a SAGE Publications Company. Customer Care, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: order@sagepub.com; Web site: http://www.paulchapmanpublishing.co.uk/
Publication Type: Books; Guides - General
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A