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First published in 2012. Routledge is an imprint of Taylor &
Francis, an informa company.
Published in the year 2005, World Yearbook of Education 1985, is a
valuable contribution to the field of Major Works.
Originally published in 1986, designed for teachers and those
concerned with the education of primary and secondary school
pupils, Learning Strategies presented a new approach to 'learning
to learn'. Its aim was to encourage teachers to start thinking
about different approaches to harnessing the potential of young
learners. It was also relevant to adult learners, and to those who
teach them. Thus, although about learning, the book is also very
much about teaching. Learning Strategies presents a critical view
of the study skills courses offered in schools at the time, and
assesses in non-technical language what contributions could be made
to the learning debate by recent developments in cognitive
psychology. The traditional curriculum concentrated on
'information' and developing skills in reading, writing,
mathematics and specialist subjects, while the more general
strategies of how to learn, to solve problems, and to select
appropriate methods of working, were too often neglected. Learning
to learn involves strategies like planning ahead, monitoring one's
performance, checking and self-testing. Strategies like these are
taught in schools, but children do not learn to apply them beyond
specific applications in narrowly defined tasks. The book examines
the broader notion of learning strategies, and the means by which
we can control and regulate our use of skills in learning. It also
shows how these ideas can be translated into classroom practice.
The final chapter reviews the place of learning strategies in the
curriculum.
Originally published in 1986, designed for teachers and those
concerned with the education of primary and secondary school
pupils, Learning Strategies presented a new approach to 'learning
to learn'. Its aim was to encourage teachers to start thinking
about different approaches to harnessing the potential of young
learners. It was also relevant to adult learners, and to those who
teach them. Thus, although about learning, the book is also very
much about teaching. Learning Strategies presents a critical view
of the study skills courses offered in schools at the time, and
assesses in non-technical language what contributions could be made
to the learning debate by recent developments in cognitive
psychology. The traditional curriculum concentrated on
'information' and developing skills in reading, writing,
mathematics and specialist subjects, while the more general
strategies of how to learn, to solve problems, and to select
appropriate methods of working, were too often neglected. Learning
to learn involves strategies like planning ahead, monitoring one's
performance, checking and self-testing. Strategies like these are
taught in schools, but children do not learn to apply them beyond
specific applications in narrowly defined tasks. The book examines
the broader notion of learning strategies, and the means by which
we can control and regulate our use of skills in learning. It also
shows how these ideas can be translated into classroom practice.
The final chapter reviews the place of learning strategies in the
curriculum.
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