Effective Learning in Classrooms
- Chris Watkins - Institute of Education, University of London, UK
- Eileen Carnell - Institute of Education, University of London, UK
- Caroline Lodge - Institute of Education, University of London, UK
`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.
'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
Includes some clear strategies which are relevant to the course content. Some strategies have been useful for students to try and reflect on in the classroom.
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.
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.
