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Effective Learning in Classrooms
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Effective Learning in Classrooms


March 2007 | 208 pages | SAGE Publications Ltd

Effective Learning addresses what makes learning effective and how to promote it effectively in classrooms. The text provides case studies and examples from practitioners and ideas and frameworks based on international research. Based on evidence about how classrooms change, the authors present four major dimensions of advancing real learning:

  • Active Learning
  • Collaborative Learning
  • Learner-driven Learning
  • Learning About Learning

 
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

'This is a splendid book. [The authors] distil the results of their distinguished research and teaching to provide teachers with a new set of lenses with which to look at successful learning in classrooms. At the core of the book is a powerful critique of externally imposed frameworks for improving teaching and learning, and in their place, Watkins, Carnell and Lodge offer a powerful conception of the teacher as transformative pedogogue...This is a book which should not be on the shelf but on the desk of every professional development coordinator in schools' -
Teacher Development


This is a good book to support learning and M level work and research on the PGCE. I would also recommend this book for supporting school based CPD.

Mrs Catherine Carden
POINTED, Canterbury Christ Church University
March 14, 2013

A really useful text for linking theories of learning to their practical applications. Recommended for several of our MA Education units as well as essential for one of them.

Mrs Pam Banks
Fac of Education and Contemp. Studies, Bedfordshire University
April 17, 2012

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