Effective Learning in Classrooms
Buku ini pertama kali diterbitkan pada tahun 2007 Paul Chapman Publishing, London
Judul: Effective Learning in Classrooms
Oleh: Chris Watkins, etal
Penerbit: Paul Chapman Publishing, London
Tahun: 2007
Jumlah Halaman: 209 hal.
Pengarang:
Chris Watkins adalah pembaca dalam pendidikan dan Drs Carnell dan Lodge adalah dosen senior di University of London Institute of Education. Mereka telah menjadi pemimpin kursus MA in Effective Learning, the MA in School Effectiveness and School Improvement, and the Advanced Diploma in Learning and Teaching. Mereka juga telah memimpin berbagai proyek dengan sekolah dan pemerintah daerah, yang semuanya berfokus belajar.
Lingkup Pembahasan:
Buku ini membahas isu sentral dari ruang kelas, dan masalah yang terlalu jarang dibahas: belajar. Buku ini benar-benar berfokus tentang belajar di kelas, apa yang membuat pembelajaran yang efektif dan bagaimana hal itu bisa dipromosikan di dalam kelas.
Buku ini mengambil konteks khusus kelas serius, tidak hanya karena dampaknya pada guru dan murid, tetapi karena ruang kelas terkenal sebagai konteks yang hanya mengalami sedikit perubahan. Buku ini menyajikan pemikiran nyata dan bukti berdasarkan pengalaman tentang bagaimana kelas berubah. Empat dimensi utama mempromosikan pembelajaran yang efektif di kelas ditangani secara mendalam.
Sepanjang buku ini ada dua bentuk bukti: bukti dari berlatih guru dalam bentuk studi kasus dan contoh-contoh, dan bukti dari penelitian internasional dalam bentuk ide-ide yang berguna dan kerangka kerja.
Daftar Isi:
List of Tables and Figures viii
Preface xi
Why this book? xi
Who are the authors? xi
Why now? xi
An outline map of the book xii
PART I YOUR CONTEXT AND YOUR EXPERIENCE 1
Chapter 1 Learning in Classrooms – What’s the Best We Know? 3
Learning from the best of our experience 3
Looking ahead 6
Chapter 2 What is Effective Learning in Classrooms? 9
Conceptions of learning 9
The effect of context 12
Inquiring into conceptions and contexts 12
Models of learning 15
Models and classrooms 15
Effective learning 17
The wider context 19
Concluding thoughts 21
Chapter 3 What Do We See in Classrooms? – Ways of Seeing 23
The need for a better way of looking 23
The shift to focus on the classroom 25
Learners’ views of the classroom and learning 27
Different views of learning – different ways of seeing 34
Chapter 4 Faster Learning, Better Teaching, More Testing, Higher
Scores: The Big Picture and its Effects on Learning in Classrooms 39
The effects of testing and the emphasis on test performance 41
Defensive teaching 43
Learning in the performance context 45
A focus on teaching not learning 47
Grouping by ‘ability’ 48
Curriculum distortions 49
Target setting 50
Three more distractions from learning 51
Concluding thoughts: tensions for teachers 53
Chapter 5 Working Against the Grain 57
Three examples of working against the grain 57
What these stories can help us learn 63
Concluding thoughts 65
PART II CLASSROOM PROCESSES FOR PROMOTING EFFECTIVE
LEARNING 67
Chapter 6 Active Learning 69
Active learning: what do we mean? 70
Activity and effective learning: what’s the link? 72
Variations in active learning 74
Active learning: a core process 76
Evidence of effects 80
Voices against change 82
Teachers making the change 84
Chapter 7 Collaborative Learning 87
Collaboration – what do we mean? 88
Collaboration and effective learning – what’s the link? 89
Facilitating collaboration in the classroom: interaction, task and structure 90
Learning about collaborative learning 97
Collaborative learning: evidence of effects 99
Voices against change 100
Teachers making the change 101
Chapter 8 Learner-driven Learning 103
What do we mean by learner-driven learning? 104
What’s the link with effective learning? 107
Facilitating learner-driven learning in the classroom 108
Purpose and choice 110
Choice and planning to learn 113
Voice and review 114
Evidence of effects 115
Voices against change 117
Teachers making the change 118
Chapter 9 Learning about Learning 121
What do we mean by learning about learning? 122
What’s the link with effective learning? 123
Facilitating learning about learning in the classroom 126
Evidence of effects 131
Voices against change 138
Teachers making the change 139
Chapter 10 Reclaiming Assessment to Promote Effective Learning 141
Exploring different conceptions of assessment 141
How can assessment support effective learning? 144
Classroom assessment strategies 146
Assessment that is connected, embedded and authentic 152
Making marking meaningful for learning 153
Concluding thoughts 155
PART III THE FUTURE IN CONTEXT 157
Chapter 11 Being Exceptional 159
Learning from the best of your past 159
Looking ahead: your vision for classrooms in the future 163
Issues in thinking about changing classrooms 164
Working against the grain – what have we learned? 167
Making a change – the content 169
Making a change – the process 170
Effective learning for teachers 171
References 173
Author index 191
Subject index 195
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