Effective Learning in Classrooms

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Paul Chapman Educational Publishing, Mar 22, 2007 - Education - 196 pages
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`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.

 

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'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
'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
 

Contents

What is Effective Learning in Classrooms?
9
List of Tables and Figures
15
3 Hofstedes cultural dimension considered in relation
21
What Do We See in Classrooms? Ways of Seeing
23
Faster Learning Better Teaching More Testing Higher
39
1 Learning and performance orientations from Watkins et al 2002
46
2 Teachers tensions following Marble et al 2000
54
Working Against the Grain
57
2 Peers as the bridge between private and public
94
Learnerdriven Learning
103
1 Classroom practices and the effects of learnerdriven learning
117
Learning about Learning
121
Reclaiming Assessment to Promote Effective Learning
141
1 Shared principles of curriculum theories psychological theories
145
1 Four levels of assessing oneself as a learner
150
Being Exceptional
159

Active Learning
69
1 Pupils most frequent classroom activities
70
2 Brief examples of active learning in a range of subjects
76
Collaborative Learning
87
1 Issues in making changes in classrooms
165
References
173
Author index
191
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About the author (2007)

Eileen Carnell is Lecturer in the School of Curriculum, Pedagogy and Assessment at the Institute of Education, University of London.

Dr Caroline Lodge Qualifications and position: BA, MA, EdD, Member of NAPCE, AUT Senior Lecturer In School Improvemt And Effectiveness Faculty: Faculty of Children and Learning Department: Department of Curriculum, Pedagogy and Assessment Summary: A former secondary headteacher in an inner London school, Caroline has been studying school improvement, learning and teacher development for many years. Her most recent interest is in involving young people in research, including in visual research. Teaching: Leader of MA in School Effectiveness and School Improvement. Contributes to other programmes: eg Doctoral. Professional Activities: Editorial Board: Improving Schools Conferences/presentations: University of Southern Queensland Keynote on Engaging student voice to improve pedagogy and learning: An exploration of examples of innovative pedagogical approaches for school improvement (October 2007)

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