Contents:
Part A:This Book is About Learning i.Why bother with this book? ii.What is in this book? iii.How might you use it? iv.Rationale v.Some permeating themes
Part B.Workshop Activities for Teachers i.Where's the learner starting from? ii.Learning and 'motivation' iii.Learning styles - do we all learn in the same way? iv.Teachers and their pupils' learning styles v.Terms for learning activities vi.Learning in school and out vii.A closed problem viii.The six oranges puzzle ix.First steps in learning about learning xPromoting learning about learning, or meta-learning xi.What is an effective learner like? xii.Reflecting on your learning xiii.Developing meta-learning in your school
Part C.Classroom Activities to Promote Learning About Learning i.Introduction ii.How do we learn best? iii.Time line of learning experiences iv.Learning strategy questionnaire v.Learning styles questionnaire vi.Beliefs about success vii.Handling feelings in learning miii.Defences against learning ix.Explaining your success x.Learning - in school and out xi.Learning situations - in school xii.Learning situations - beyond school xiii.Review of learning check list xiv.Keeping a learning file xv.Back to the future: exploring and planning possible routeways to your preferred future
Part D.The Wider Context i.Parents ii.Parents and Learning iii.The whole-school picture iv.Developing a spiral curriculum for the whole school v.Pupil perspectives on learning
Part E.Effective Learning: a research review i.What is learning? ii.What is involved? Models of learning iii.What is effective learning? iv.Effective learning in schools v.The challenge of effective learning: Questions adn reflections vi.Notes for Section E
Part F. Further Reading i.Key texts on learning ii.Improving learning iii.Future iv.Important research articles v.NAPCE

This practical A4 pack contains activities and ideas for teachers and students to learn more about learning. Learning about Learning is a practical way of teaching important and neglected theories of learning. The idea is that if teachers and students learn about what learning is and how it happens they understand a greater range of learning possibilities and approaches and improve their learning and teaching skills.

As we age, society's negative assumptions mean we become a burden, a problem and the excluded 'other'. With a convincing call to embrace all that is positive about ageing comes this timely book from the authors of Retiring with Attitude. Debunking the myth of the ageing time bomb it presents a new, yet realistic, way for society to engage with older people from a myriad of perspectives, including consumerism, media, work, housing, community and 'beauty'. Brought alive by the voices of people aged 50 to 90, it proves ageing is not passive decline but a process of learning, joy, political engagement, challenges and achievement. Increased longevity has consequences for us all. By challenging our assumptions and stereotypes, this book demonstrates that we are capable of living better together longer in this new, older world.

`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.

`Teachers will find this book helpful because of it locates convincing theoretical reasoning with the familiar practice of the learning environments of the secondary school. Many other learners, in formal education and beyond, might simply find the book an informative and challenging read.... The book provides more than a theoretical and ideological extension of a social constructivist of model learning. It identifies a realistic way forward. Perhaps it will have the impact it deserves' - British Journal Educational Psychology

This teacher-friendly book focuses on how secondary students learn and how those in different roles in schools can promote their learning.

`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.

`Teachers will find this book helpful because it locates convincing theoretical reasoning with the familiar practice of the learning environments of the secondary school. Many other learners, in formal education and beyond, might simply find the book an informative and challenging read.... The book provides more than a theoretical and ideological extension of a social constructivist of model learning. It identifies a realistic way forward. Perhaps it will have the impact it deserves' - British Journal Educational Psychology `Eileen Carnell and Caroline Lodge have given us a book with many virtues.... It is thoughtful and thought-provoking, and the many examples and case studies bring the theoretical discussions alive' - Ron Best, Cambridge Journal of Education `The overall style of the book is highly reader-friendly. The links between ideas are clear, the case studies are by and large helpful, and the bullet pointed practical strategies are substantial enough to give practitioners throughout the key stages new ideas to try. This is an intelligently written book which does much to further the effective learning debate' - Angela Scott, British Journal of Special Education 'This book is highly useful for teacher trainees (pre-service and in-service). School administrators will find it useful to develop a system that will help change focus from teaching to learning. Above all, anyone interested in student learning will find the volume extremely useful' - Sanjaya Mishra, British Journal of Educational Technology This teacher-friendly book focuses on learning at all levels in secondary schools. The authors are mainly concerned with how young people learn and how those in different roles in schools can promote their learning. They combine research with challenging ideas to stimulate tutors, subject teachers, team leaders and school managers as well as mentors and governors to think about their role in young people's learning. They examine these relationships within school and beyond its boundaries. The authors do this by drawing on different voices in secondary schools: young people, as well as parents, teachers and others who have a role in supporting young people's learning. This book will be essential reading for PGCE Secondary Students and practising teachers of the 11-16 age-range; local authority advisers and secondary school managers. Eileen Carnell has been involved for 25 years in teaching, professional development and educational research and is at present Senior Lecturer in Education at the Institute of Education, University of London. Caroline Lodge is Senior Lecturer in Effectiveness and Improvement, Associate Director of International School Effectiveness and Improvement Centre at the Institute of Education.