Learning by Teaching : Evidence-based Strategies to Enhance Learning in the Classroom

David Duran

ISBN 10: 113812298X / ISBN 13: 9781138122987

Published by Taylor & Francis Ltd Apr 2017, 2017

About this Item

Neuware - This book provides an essential overview of 'learning by teaching', unpacking the underpinning theory, research evidence and practical implications of peer learning in a variety of classroom contexts.

Seller Inventory # 9781138122987

Bibliographic Details

• Title: Learning by Teaching : Evidence-based Strategies to Enhance Learning in the Classroom
• Publisher: Taylor & Francis Ltd Apr 2017
• Publication Date: 2017
• Language: English
• ISBN 10: 113812298X
• ISBN 13: 9781138122987
• Binding: Buch
• Condition: Neu
• Dimensions: 246W x 174H x 0D millimeters 246 millimeters width by 174 millimeters height by 0 millimeters depth
• Weight: 360 grams

About this title

Synopsis

This book provides an essential overview of "learning by teaching", unpacking the underpinning theory, research evidence and practical implications of peer learning in a variety of classroom contexts.

It aims to offer practical guidance for practitioners in structuring effective peer learning – between professionals and between students alike. It locates this phenomenon in current conceptions of learning and teaching, far removed from traditional ideas of one-way transmission of knowledge. Exactly what happens to promote learning by teaching is explored. Examples of learning by teaching are discussed and it is noted that this happens in school, university and the workplace, as well as through the Internet. Learning by teaching within the student body is then explored, and many different methods described. The organizational features needed to improve learning by teaching consciously and deliberately are investigated. These can be before teaching, during teaching or after teaching. Evidence-based practical guidance is given.

Of course teachers can deploy learning by teaching for themselves, but what if they also organize their students to teach each other, thereby giving many more opportunities to discuss, practise, explain and question? This takes pedagogical advantage of the differences between students – turning classrooms into communities of learners where students learn both from their teacher and from their peers.

About the Author

David Duran is Assistant Professor of Educational Psychology at the Autonomous University of Barcelona, Spain. David previously worked for over 15 years as a secondary school teacher, before moving on to initial teacher training, and co-ordinating the Research Group on Peer Learning (GRAI), which trains teachers and schools to implement programmes based on peer tutoring.

Keith Topping is Professor of Educational and Social Research in the School of Education, University of Dundee, UK, where he is also Director of the Centre for Peer Learning. Having previously worked as a teacher, social worker, health specialist and educational advisor, Keith's interest now lies with peer learning, and he has advised national governments and organizations on the topic.