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Learning Theory and Classroom Practice in the Lifelong Learning Sector

Learning Theory and Classroom Practice in the Lifelong Learning Sector

Second Edition
  • Jim Gould - Farnborough College of Technology

January 2013 | 176 pages | Learning Matters
This book supports all trainee teachers in the Lifelong Learning Sector working towards QTLS in their understanding of the key learning theories and how these can be applied to their teaching. Existing teachers within the sector will also find this book a valuable resource for refreshing their knowledge and continuing their professional development.

Each learning theory is explored in clear and accessible language, considering the implications for planning, teaching, assessment and classroom management. Readers are encouraged to think critically about learning theories and the implications for classroom practice. Points for reflection, teaching and learning activities, and useful summaries are included throughout. This new edition has been fully revised to include a wider range of learning theories as well as annotated further reading and a glossary of useful terms.

Implications of Behaviourism for Practice
Cognitive Approaches
Implications of Cognitive Approaches for Practice
Humanistic Approaches
Attention, Perception and Learning
Memory and Learning

A simple to read book that helps students to understand and teachers to deliver the underpinning knowledge for the unit - Highly recommended.

Mr Christopher McKechnie
Scotton Hall, HM Forces
December 14, 2014

This is a brilliant general introduction to some of the main learning theories. Very clearly written.

Mr Peter Lyon
professional development, Ealing, Hammersmith & W.London College
December 8, 2014

This is the best book I have found for new teachers on learning theories. It has very clear explanations and it has excellent questions which encourage the reader to reflect and think about what they have read. An example of this can be found in the chapter on behaviourism. The book outlines the work of Skinner and Pavlov and then asks the question 'how do they differ?' It effectively draws from the reader the difference between operant and classical conditioning. This is just one of many examples. I'd highly recommend this book to anyone who wants to know about learning theories.

Mr Yvert De Souza
Teacher Development Department, Ealing, Hammersmith and West London College
August 22, 2014

What a superb text for trainee teachers!
This book covers the definitive theories embedded into teaching practice. The chapters are clearly structured , easy to access and very easy to dip in and out of (something many texts fail to provide). Therefore, this text is patricularly valuable to undergraduate trainee teachers - sound theoetical inout and guidance without the overly 'academic' feel.

Ms Clare Winder
Teacher Training, Myerscough College
April 10, 2014

Excellent resource

Ms Natasha Rear
Education, New College Nottingham
April 4, 2014

Great book for all trainee teachers

Ms Natasha Rear
Education, New College Nottingham
April 4, 2014

Good book which explains the theory with solid examples and exercises.

Has helped me strengthen my understanding around classroom practice

Miss Katey Ribchester
Health and Social Care, Ethos College
April 2, 2014

Particularly useful for DTLLS students

Mrs Marina Willis
Teacher Education Dept (Littlehampton Road), Northbrook College Sussex
March 25, 2014

The inclusion of an insightful chapter on social learning theory offers even more for trainee-teachers to reflect on in their practice. Highly recommended!

Mr Steven Fletcher
School of Social Sciences and Law, University of Teesside
March 21, 2014

Really useful book to recommend to my students. Easy to read and therefore useful information can be accessed quickly and effectively.

Miss Lisa Holland
Education , Tameside College
March 20, 2014

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