MTU Library Catalogue

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Understanding effective learning : strategies for the classroom / Des Hewitt.

By: Hewitt, Des.
Material type: materialTypeLabelBookPublisher: Maidenhead, Berkshire : Open University Press, McGraw-Hill Education, 2008Description: x, 179 p. : ill. ; 23 cm.ISBN: 0335222374 (pbk.); 9780335222377 (pbk.); 9780335222360.Subject(s): Learning | Learning, Psychology of | Effective teaching | Education | Education | Educational psychologyDDC classification: 370.1523 HEW Summary: Drawing on extensive research, including pupil and teacher interviews and observations, this title investigates the concept of learning across the curriculum.
Holdings
Item type Current library Call number Copy number Status Barcode
General lending MTU Kerry North Campus Library First Floor Main 370.1523 HEW (Browse shelf(Opens below)) Available 38888000901763
General lending MTU Kerry North Campus Library First Floor Main 370.1523 HEW (Browse shelf(Opens below)) 1 Available 38888000775969
General lending MTU Kerry North Campus Library First Floor Main 370.1523 HEW (Browse shelf(Opens below)) 1 Available 38888000775977
Total holds: 0

Enhanced descriptions from Syndetics:

Within education, concepts such as learning styles, learning strategies and independent learning are often cited as important areas for development in schools (DFES 1998, 2001) but these are rarely satisfactorily defined. It is essential for teachers to develop a detailed understanding of learning across the curriculum, as well as appropriate strategies, if children are to learn effectively.

This book explores these important concepts by examining learning in a range of classroom settings and drawing on evidence from teachers and pupils, through interviews and observations. The focus is two-fold: to understand learning in the classroom, and to develop practices which will support learning. Topics explored include:

Models of learning Learning strategies and the teacher Learning strategies and the learner Assessment for Learning The social dimension of children's learning The book provides a rich mixture of examples, reflection points, case studies and strategies for the classroom to provide the reader with a wide range of ideas to encourage more effective learning in their classroom.

Understanding Effective Learning is key reading for student, beginning and early career teachers in primary education.

Includes bibliographical refrences p. ([159]-171) and index.

Drawing on extensive research, including pupil and teacher interviews and observations, this title investigates the concept of learning across the curriculum.

Table of contents provided by Syndetics

  • Acknowledgements (p. vii)
  • Foreword (p. ix)
  • Introduction (p. 1)
  • Defining approach of this book (p. 2)
  • Structure of the book (p. 5)
  • 1 Overview: what is learning? (p. 8)
  • Classroom context and questions (p. 8)
  • Learning and instruction (p. 10)
  • A complex view of learning (p. 10)
  • Models of learning and instruction (p. 13)
  • Self-regulated learning (p. 15)
  • Learning strategies (p. 18)
  • Metacognition (p. 28)
  • Motivation and emotions in learning (p. 31)
  • Summary of implications for the teacher (p. 35)
  • 2 The problem with learning (p. 37)
  • Curriculum developments and learning: English as an example (p. 38)
  • Brain fact and fiction (p. 45)
  • Developing thinking (p. 46)
  • Learning styles and strategies (p. 50)
  • 'Affective' and 'effective' learning (p. 55)
  • Summary of implications for the teacher (p. 57)
  • 3 The competing social settings of learning (p. 59)
  • The wider context for learning (p. 59)
  • The school setting (p. 64)
  • Coping strategies (p. 66)
  • The self (p. 72)
  • Network of interdependencies (p. 73)
  • Summary of implications for the teacher (p. 76)
  • 4 Learning strategies and the individual learner (p. 78)
  • A framework of self-support learning strategies (p. 79)
  • Strands of self-support learning strategies (p. 83)
  • Pupil perspectives on learning (p. 99)
  • Boys' and girls' perspectives on learning (p. 101)
  • Self-support strategies and self-regulation (p. 102)
  • Summary of implications for the teacher (p. 103)
  • 5 Learning strategies and the teacher (p. 106)
  • Teachers and learners (p. 106)
  • Contingent teaching (p. 111)
  • Self-support strategies and the teacher (p. 113)
  • Teacher and pupil perspectives (p. 117)
  • Objectives-led learning and teaching (p. 119)
  • Summary of implications for the teacher (p. 122)
  • 6 Whole school approaches to learning strategies (p. 124)
  • Whole school issues in learning (p. 125)
  • Learning in four schools (p. 126)
  • Developing self-support strategies in the National Curriculum (p. 128)
  • Developing self-support strategies in the Key Stage 3 Strategy (p. 132)
  • Developing classroom practice (p. 134)
  • From individualized teaching to the learning of individuals (p. 136)
  • Further strategies for developing classroom learning (p. 138)
  • Summary of implications for the teacher (p. 141)
  • 7 Conclusion: Standards - developing the debate about independent and effective learning (p. 143)
  • Planning for the use of learning strategies (p. 144)
  • Reflection on learning strategies (p. 149)
  • Socialization and personalization (p. 151)
  • Summary of implications for the teacher (p. 155)
  • Glossary (p. 157)
  • Bibliography (p. 159)
  • Index (p. 173)