Psychology for the Classroom: Constructivism and Social Learning provides a lively introduction to the much debated topics of talk and group collaboration in classrooms, and the development of interactive approaches to teaching. The authors provide a background to research in constructivist and social learning theory, offering a broad and practical analysis which focuses on contemporary issues and strategies, including the use of e-learning and multimedia. Throughout the book theory is linked with its practical implications for everyday teaching and learning and chapters incorporate:
Case studies and vignettes demonstrating best practice are used throughout the text, illustrating how monitored collaboration between learners can result in an effective learning environment where targets are met. Essential reading for practising teachers and students, this book is a valuable guide for those looking to provide effective teaching and learning within a constructivist framework.
Preface Acknowledgements 1. Introduction 2. Research – evidence drawn from current, recent and past practice 3. Theory - the precepts of social constructivism and social learning theory 4. Pedagogy – the rules, principles and theories that guide current practice 5. Strategies References
The Psychology for the Classroom series is written as an invaluable aid for all for trainee and practising teachers who want to better understand the applications of psychology in educational practice. Providing an opportunity to explore key topics in educational psychology and apply them to everyday classroom practice, the series presents complex theory in an accessible and relevant way. Each book follows a set structure introducing the topic, detailing and explaining the history of theoretical thought, and explicitly linking theory to pedagogy and teaching styles. This series forms essential reading for all those responsible for teaching and learning who wish to make informed choices about their own pedagogical approaches.