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Learning to Learn provides a much needed overview and international
guide to the field of learning to learn from a multidisciplinary
lifelong and lifewide perspective. A wealth of research has been
flourishing on this key educational goal in recent years.
Internationally, it is considered to be one of the key competencies
needed to compete in the global economy, but also a crucial factor
for individual and social well-being. This book draws on leading
international contributors to provide a cutting-edge overview of
current thinking on learning to learn research, policy, and
implementation in both formal and informal learning environments.
But what learning to learn is exactly, and what its constituting
elements are, are much debated issues. These seem to be the crucial
questions if assessment and development of this 'malleable side of
intelligence' are to be accomplished. The approach of this volume
is to consider a broad conception of learning to learn, not
confined to only study strategies or metacognition, yet
acknowledging the importance of such elements. The book sets out to
answer five main questions: What is learning to learn? What are its
functions and how do we assess it? What does it promise to the
individual and society at large? How is it conceived in national
curricula internationally? How can it be developed in a variety of
contexts? The text is organized into two parts: the first addresses
the core question of the nature of learning to learn from a
theoretical and policy viewpoint, and the second presents recent
research carried out in several educational systems, with special
attention to assessment and curriculum. It gives an account of
pedagogical practices of learning to learn and its role in
individual empowerment from childhood to adulthood. Contributors
also highlight the potential use of learning to learn as an
organizing concept for lifelong learning, school improvement, and
teacher training along with potential conflicts with existing
incentive practices and policies. This book is a vital starting
point and guide for any advanced student or researcher looking to
understand this important area of research.
Learning to Learn provides a much needed overview and international
guide to the field of learning to learn from a multidisciplinary
lifelong and lifewide perspective. A wealth of research has been
flourishing on this key educational goal in recent years.
Internationally, it is considered to be one of the key competencies
needed to compete in the global economy, but also a crucial factor
for individual and social well-being. This book draws on leading
international contributors to provide a cutting-edge overview of
current thinking on learning to learn research, policy, and
implementation in both formal and informal learning environments.
But what learning to learn is exactly, and what its constituting
elements are, are much debated issues. These seem to be the crucial
questions if assessment and development of this 'malleable side of
intelligence' are to be accomplished. The approach of this volume
is to consider a broad conception of learning to learn, not
confined to only study strategies or metacognition, yet
acknowledging the importance of such elements. The book sets out to
answer five main questions: What is learning to learn? What are its
functions and how do we assess it? What does it promise to the
individual and society at large? How is it conceived in national
curricula internationally? How can it be developed in a variety of
contexts? The text is organized into two parts: the first addresses
the core question of the nature of learning to learn from a
theoretical and policy viewpoint, and the second presents recent
research carried out in several educational systems, with special
attention to assessment and curriculum. It gives an account of
pedagogical practices of learning to learn and its role in
individual empowerment from childhood to adulthood. Contributors
also highlight the potential use of learning to learn as an
organizing concept for lifelong learning, school improvement, and
teacher training along with potential conflicts with existing
incentive practices and policies. This book is a vital starting
point and guide for any advanced student or researcher looking to
understand this important area of research.
'This book provides a variety of ideas for use in the classroom,
based on practical applications of the conceptual understanding of
learning power... ...[It] tells the reader about the "Effective
Lifelong Learning Inventory" research programme (ELLI) and uses
practical examples of how it can work in actual classes to explain
its effectiveness. Its value for practitioners working with
children with SEN appears to be in the way it challenges them to
look at themselves as learners - also how they can support the
children they work with to become more effective learners' -
Special Needs Coordinator's File 'This is not a gimmicky
approach... The approach here fosters deeper understanding for both
the teacher and learner of exactly what the process involves... It
contains much to interest schoolteachers, senior managers and those
involved with learners of any age' - ESCalate Contains Learning
Power flash cards! What kind of learner are you? How can you become
a better learner? This book puts the findings of the well known
Effective Lifelong Learning Inventory (ELLI) research programme
into the practical context of the classroom, helping you to find
answers to these questions. The book offers many suggestions for
practical ways to improve the learning power of all the children in
your class. It looks at: " learning power - what it is and how it
can be achieved " creating the right classroom environment for
powerful learning " how learning power works in the primary and
secondary school classroom " how animal metaphors can be used with
children to explain concepts. This is an exciting read for anyone
interested in how children learn, and how we can help them to learn
more effectively. It fits in very well with the debate around such
concepts as accelerated learning, thinking skills and learning
styles.
'This book provides a variety of ideas for use in the classroom,
based on practical applications of the conceptual understanding of
learning power... ...[It] tells the reader about the "Effective
Lifelong Learning Inventory" research programme (ELLI) and uses
practical examples of how it can work in actual classes to explain
its effectiveness. Its value for practitioners working with
children with SEN appears to be in the way it challenges them to
look at themselves as learners - also how they can support the
children they work with to become more effective learners' -
Special Needs Coordinator's File 'This is not a gimmicky
approach... The approach here fosters deeper understanding for both
the teacher and learner of exactly what the process involves... It
contains much to interest schoolteachers, senior managers and those
involved with learners of any age' - ESCalate Contains Learning
Power flash cards! What kind of learner are you? How can you become
a better learner? This book puts the findings of the well known
Effective Lifelong Learning Inventory (ELLI) research programme
into the practical context of the classroom, helping you to find
answers to these questions. The book offers many suggestions for
practical ways to improve the learning power of all the children in
your class. It looks at: " learning power - what it is and how it
can be achieved " creating the right classroom environment for
powerful learning " how learning power works in the primary and
secondary school classroom " how animal metaphors can be used with
children to explain concepts. This is an exciting read for anyone
interested in how children learn, and how we can help them to learn
more effectively. It fits in very well with the debate around such
concepts as accelerated learning, thinking skills and learning
styles.
This book makes a unique contribution to current thinking by making
a link between two current key policy drivers in education:
personalized learning and distributed leadership. Ron Ritchie and
Ruth Deakin Crick put forward the idea that an effective means of
implementing personalizing learning is to adopt distributed
approaches to school leadership. The book builds on the other
titles in the "NCE Personalizing Learning" series, particularly
"Personalizing Learning: Transforming Education for Every Child" by
John West-Burnham and Max Coates. Personalizing learning remains a
contested concept, interpreted in many different ways by policy
makers, researchers and practitioners. However, it is generally
agreed to be desirable if, as a result of its implementation,
students' individual learning needs are more effectively addressed
and it impacts positively on their learning.
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