Learning how to learn is an essential preparation for lifelong learning. Whilst this is widely acknowledged by teachers, they have lacked a rich professional knowledge base from which they can teach their pupils how to learn. This book makes a major contribution to the creation of such a professional knowledge base for teachers by building on previous work associated with aformative assessmenta or aassessment for learninga which has a strong evidence base, and is now being promoted nationally and internationally. However, it adds an important new dimension by reporting the conditions within schools, and across networks of schools, that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning. There is a companion book, Learning How to Learn in Classrooms: Tools for schools (also available from Routledge), which provides practical resources for those teachers looking to put into practice the principles covered in this book.Classrooms, Schools and Networks Mary James, Robert McCormick, Paul Black, Patrick Carmichael, Mary-Jane ... team has something to say and I think there is nothing worse than working for top-down management where nobody has any input. ... of schools (secondary and infant), or to the gender of the head teachers, but we found no consistent pattern across all the schools. Nor did we find evidence to suggest that a#39;strong leadershipa#39; needed to be highly visible, a#39;brutala#39; or a#39;tougha#39;.
|Title||:||Improving Learning How to Learn|
|Author||:||Mary James, Robert McCormick, Paul Black, Patrick Carmichael, Mary-Jane Drummond, Alison Fox, John MacBeath, Bethan Marshall, David Pedder, Richard Procter, Sue Swaffield, Joanna Swann, Dylan Wiliam|
|Publisher||:||Routledge - 2007-10-18|