Download Effective Learning in Classrooms by Dr Chris Watkins, Dr Eileen Carnell, Ms Caroline M Lodge PDF

By Dr Chris Watkins, Dr Eileen Carnell, Ms Caroline M Lodge

Offers case stories and examples from practitioners and examines the 4 significant dimensions of advancing genuine studying: lively studying, collaborative studying, learner-driven studying, studying approximately studying.

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Variations we have noted in our conversations with teachers helped us to understand a range of influences which aided us in seeing how things can be different and what teachers need to take into account if they are planning changes. Some of the themes we have noted were: • Flexibility and routines: the degree to which classroom activities are seen to be in the control of teachers and young people, and the extent to which they are seen as routinised and regularised (usually by external influences).

In a study called ‘Regarding Learning’, 23 children in a class of six year-olds at Five Elms School, Barking and Dagenham, were asked to draw learning in the classroom (Lodge, forthcoming). We will now discuss two drawings from that collection to illustrate different themes. 1) includes many aspects of the reception view of learning. The key figure is the teacher. Another important feature of the drawing is the five children, each one at a separate desk, and each has paper with writing on before them, representing learning activities as individual, isolated and separate.

Alongside these consistent features the experience of young people in classrooms varies across the world in other ways. Variations we have noted in our conversations with teachers helped us to understand a range of influences which aided us in seeing how things can be different and what teachers need to take into account if they are planning changes. Some of the themes we have noted were: • Flexibility and routines: the degree to which classroom activities are seen to be in the control of teachers and young people, and the extent to which they are seen as routinised and regularised (usually by external influences).

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