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 ‘formative assessment’ or ‘assessment for learning’ 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.
Table of Contents
Part 1: What is the Issue? 1. Learning How to Learn through Assessment for Learning: Investigating Conditions of Effective Practice Part 2: What Does the Research Tell Us? 2. Patterns of Practice, Values and Outcomes across Schools and over Time: An Agenda for Inquiry 3. What Teachers Can Do to Help Pupils to Learn How to Learn 4. Characteristics of Schools in which Teachers Promote Learning How to Learn 5. Learning through Networks 6. Learning How to Learn across Classrooms, Schools and Networks 7. Developing Understanding of Learning, Learning How to Learn and Innovation across Levels Part 3: What are the Overall Implications? 8. Summary and Implications for Policy and Practice
Mary James is Professor of Education at the Institute of Education, University of London and Deputy Director of the ESRC Teaching and Learning Research Programme. Robert McCormick is Professor at the Faculty of Education and Language Studies, Open University, UK. Paul Black is Emeritus Professor of science education at King's College London, University of London, UK. Patrick Carmichael is Project Director at the Centre for Applied Research in Educational Technologies, University of Cambridge, UK. Mary-Jane Drummond is Professor at the Faculty of Education, University of Cambridge, UK. Alison Fox is Research Fellow at the Centre for Curriculum and Teaching Studies, Open University, UK. Leslie Honour is at the Institute of Education, University of Reading, UK. John MacBeath O.B.E is the Professor of Educational Leadership, University of Cambridge, UK. Bethan Marshall is Senior Lecturer in English education is at King's College London, University of London London, UK. David Pedder is Lecturer in Educational Leadership and School Improvement at the Faculty of Education, University of Cambridge, UK. Richard Procter is at the Centre for Applied Research in Educational Technology at the University of Cambridge, UK. Sue Swaffield is Lecturer in Educational Leadership and School Improvement at the Faculty of Education, University of Cambridge, UK. Joanna Swann is Senior Lecturer in Educational Studies at the University of Brighton, UK. Dylan Wiliam, Institute of Education, University of London, UK
"The researchers explicitly invite others into the discussion of the role of assessment in helping students learn how to learn. They achieve this goal well and early on. Their text is refreshingly readable and an illustration of the pedagogy they propose."--Teaching Theology and Religion, April 2010, 183-184