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Learning for Themselves: pathways to independence in the classroom offers teachers a repertoire of effective strategies and frameworks to nurture independent learning.
In this lively, research-based book, award-winning educator Larry Ferlazzo tackles everyday classroom challenges with creative instructional techniques to help middle- and high-school teachers develop self-motivated and high-achieving students. The practical tips, online resources, and mini-lessons in this book encourage students to take charge of their own learning, boosting their success in and outside of the classroom. Detailed lesson plans in every chapter align with the Common Core English Language Arts Standards and cover a variety of valuable skills, including: Personal responsibility and perseverance Social and emotional learning Standardized test-taking strategies And much more!
In The Learning Power Approach: Teaching learners to teach themselves Guy Claxton sets out the design principles of a pedagogical formula that aims to strengthen students' learning muscles and develop their independence, initiative, determination, and love of learning. Foreword by Carol S. Dweck. Learning is learnable! Educators can explicitly teach not just content, knowledge, and skills, but also the positive habits of mind that will better prepare students to flourish both in school and in later life. And as 'traditionalists' fight for rigour and knowledge, and 'progressives' defend the increasing focus on character and well-being, Guy Claxton's Learning Power Approach (LPA) brings resolution to this phoney and unnecessary war by offering teachers a win-win pedagogical formula that delivers good academic results while simultaneously turbocharging students' independence, initiative, and love of learning. In this groundbreaking book Guy distils fifteen years' experience with his influential Building Learning Power method to provide a set of design principles for strengthening students' learning muscles, and together with a wealth of practical strategies and the supporting evidence that underpins them details the small tweaks to daily practice that will help teachers attend more closely to the ways in which they can shape their students' learning dispositions and attitudes. Complemented by engaging and informative classroom examples of the LPA in action and drawing from research into the fields of mindset, metacognition, grit, and collaborative learning The Learning Power Approach describes in detail the suite of beliefs, values, attitudes, and habits of mind that go in to making up learning power, and offers a thorough explanation of what its intentions and guiding principles are. Furthermore, in order to help those who are just setting out on their LPA journey, Guy presents teachers with an attractive menu of customisable strategies and activities to choose from as they begin to embed the LPA principles into their own classroom culture, and also includes at the end of each chapter a Wondering section that serves to prompt reflection, conversation, and action among teachers. Suitable for teachers and leaders in all educational settings, The Learning Power Approach carefully lays the groundwork for a series of books to follow that are specifically tailored to primary teaching, secondary teaching, and school leadership.
An Invitation From Gay Hendricks: I am thrilled and delighted to offer to you the new edition of Learning To Love Yourself. Revisiting and rewriting the book has been a pleasure from beginning to end. With its new elements, the book comes alive in a whole new way. In Learning to Love Yourself Gay Hendricks's new edition is ideal for giving to loved ones (including yourself!) who are on the journey to forgiving, accepting and loving themselves.
Recent research tells us that one of the keys to student success is self-regulation - the ability to monitor and modify emotions, to focus or shift attention, to control impulses, to tolerate frustration or delay gratification. But can a child's ability to self-regulate be improved? Canada's leading expert on self-regulation, Dr. Stuart Shanker, knows it can and that, as educators, we have an important role to play in helping students' develop this crucial ability. Distinguished Research Professor at York University and Past President of the Council for Early Child Development, Dr. Shanker leads us through an exploration of the five major domains--what they are, how they work, what they look like in the classroom, and what we can do to help students strengthen in that domain.
In this revolutionary book, a renowned computer scientist explains the importance of teaching children the basics of computing and how it can prepare them to succeed in the ever-evolving tech world. Computers have completely changed the way we teach children. We have Mindstorms to thank for that. In this book, pioneering computer scientist Seymour Papert uses the invention of LOGO, the first child-friendly programming language, to make the case for the value of teaching children with computers. Papert argues that children are more than capable of mastering computers, and that teaching computational processes like de-bugging in the classroom can change the way we learn everything else. He also shows that schools saturated with technology can actually improve socialization and interaction among students and between students and teachers. Technology changes every day, but the basic ways that computers can help us learn remain. For thousands of teachers and parents who have sought creative ways to help children learn with computers, Mindstorms is their bible.
SelfDesign, a methodology developed by Brent Cameron over the past 23 years, is much more than another take-off from traditional teaching methods. It is instead a philosophy and a practice based in the belief that children are natural learners. Cameron uses individualized strategies, specific language tools, and a focus on the positive to shift the very premise on which education is built. Through his stories of learners and families he takes the reader on a tour of a new paradigm for learning-the art and science of SelfDesign.
Heutagogy, or self-determined learning, redefines how we understand learning and provides some exciting opportunities for educators. It is a novel approach to educational practice, drawing on familiar concepts such as constructivism, capability, andragogy and complexity theory. Heutagogy is also supported by a substantial and growing body of neuroscience research. Self-Determined Learning explores how heutagogy was derived, and what this approach to learning involves, drawing on recent research and practical applications. The editors draw together contributions from educators and practitioners in different fields, illustrating how the approach can been used and the benefits its use has produced. The subjects discussed include: the nature of learning, heutagogy in the classroom, flexible curriculum, assessment, e-learning, reflective learning, action learning and research, and heutagogy in professional practice settings.
In a world of rapidly changing knowledge which requires new and transferable skills, classrooms are increasingly being viewed as places where pupils learn how to learn. In order to help pupils develop new skills, teachers must encourage them to work independently and manage themselves as learners. Learning for Themselves offers teachers a repertoire of effective strategies and frameworks to nurture independent learning. The chapters are organised into four broad areas: learning preferences thinking inquiry personal challenges. Each section includes learning tasks covering commonly addressed topics in primary school curriculums, with each task designed to be adapted by students and teachers to suit particular interests and a range of teaching and learning goals. Photocopiable learning proformas for each task, and additional proforma resources are included to assist teachers and pupils when planning, managing, monitoring and keeping records associated with independent learning. Saving valuable planning time for teachers, this book offers a creative and effective way to encourage pupil's independence and will appeal to all teachers who aim to equip their pupils with transferable skills.
