Teachers are very good at providing excellent opportunities for children’s learning to progress. Often, without fully understanding the reasons why, teachers encourage learning in their charges which works very well, and is a very good approach at a particular time with a particular child or group of children. With greater insight into what is currently known about the processes of learning and about individual learning preferences, teachers are able to provide even better learning situations which are even more likely to lead to effective learning. This book seeks to provide the detail which teachers can make use of in their planning and teaching in order to provide even better opportunities for effective and lasting learning.
The first edition of this book has been used widely and has now been revised to include updated information in the existing chapters as well as a new chapter which covers the area of learning difficulties and special educational needs.
"synopsis" may belong to another edition of this title.
Alan Pritchard is Associate Professor at the Warwick Institute of Education, University of Warwick, UK.
"About this title" may belong to another edition of this title.
Book Description Routledge, 2008. Paperback. Book Condition: New. Bookseller Inventory # P110415466083
Book Description Routledge, 2008. Paperback. Book Condition: New. Bookseller Inventory # SONG0415466083
Book Description Routledge, 2008. Book Condition: New. Brand New, Unread Copy in Perfect Condition. A+ Customer Service! Summary: 1 Learning 2 Behaviourism and the beginning of theory 3 Cognitive, constructivist learning 4 Multiple Intelligences 5 Learning Styles 6 Difficulties with Learning 7 Brain-based learning and other new understanding 8 Relating theory to practice: what can we learn from research? Appendix Comparing and contrasting Piaget and Vygotsky. Bookseller Inventory # ABE_book_new_0415466083