Foreword |
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1 | (1) |
Acknowledgements |
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vii | |
Introduction |
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1 | (5) |
About the Book |
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6 | (3) |
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Chapter 1 An Overview of the Learning Power Approach |
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9 | (22) |
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9 | (1) |
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10 | (2) |
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12 | (1) |
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13 | (2) |
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The LPA Psychology of Learning |
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15 | (2) |
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What Does the LPA Ask of Teachers? |
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17 | (2) |
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Where Does the LPA Come From? |
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19 | (2) |
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21 | (7) |
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28 | (3) |
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Chapter 2 Learning Power Teaching in Action: Some Examples |
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31 | (36) |
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Exploring a Contentious Issue in Geography |
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32 | (10) |
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Thinking Like a Scientist |
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42 | (5) |
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47 | (6) |
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Problem-Solving in Mathematics |
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53 | (13) |
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66 | (1) |
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Chapter 3 Safety and Engagement: Setting the Scene for Learning Power Teaching |
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67 | (30) |
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Make Expectations Clear and Understandable |
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70 | (3) |
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Maximise Learning Power Time in Lessons |
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73 | (4) |
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Make All Students Feel Safe Enough to Learn |
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77 | (8) |
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Distinguish Between Learning, Performance, and Defence Mode |
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85 | (4) |
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Start Lessons with Learning Power in Mind |
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89 | (4) |
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93 | (4) |
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Chapter 4 The Environment of Learning Power |
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97 | (18) |
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Adapt the Layout and Use of Furniture |
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100 | (2) |
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Consider the Provision of Resources for Learning |
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102 | (3) |
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Use Display Material as a Learning Prompt |
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105 | (5) |
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110 | (3) |
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113 | (2) |
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Chapter 5 Collaboration and Communication |
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115 | (30) |
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Why Bother with Socialising? |
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115 | (2) |
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The Basics of Social Learning: Speaking and Listening |
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117 | (5) |
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Help Students Become Effective and Supportive Team Members |
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122 | (9) |
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Encourage Students to Be Open to Ideas and Feedback |
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131 | (2) |
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Learn from the Good Habits of Others |
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133 | (3) |
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Consider Multiple Perspectives |
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136 | (2) |
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Take Effective Leading Roles in Groups and Teams |
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138 | (2) |
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140 | (3) |
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143 | (2) |
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Chapter 6 The Languages of Learning Power |
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145 | (36) |
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Modify Your Language and Behaviour |
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145 | (3) |
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Pay Attention to Key Words |
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148 | (14) |
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Draw Attention to Specific Elements of Learning Power |
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162 | (6) |
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Become Your Students' Learning Coach |
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168 | (2) |
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Model Powerful Learning Habits |
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170 | (5) |
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175 | (3) |
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178 | (3) |
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Chapter 7 Building Responsible and Independent Learners |
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181 | (34) |
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182 | (3) |
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Identify and Cultivate the Characteristics of Independent Learners |
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185 | (7) |
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Use Thinking and Learning Routines |
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192 | (10) |
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Give Students More Responsibility |
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202 | (8) |
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210 | (3) |
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213 | (2) |
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215 | (32) |
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Why Bother with Challenge? |
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217 | (3) |
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Use the Language of Challenge |
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220 | (2) |
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Introduce Grapple Problems Regularly |
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222 | (11) |
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Use Questioning to Open Up Learning |
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233 | (3) |
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Provide Choice Over Degrees of Difficulty |
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236 | (2) |
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Encourage Students to Set Their Own Challenges |
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238 | (1) |
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Insist They Practise the Hard Parts |
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238 | (4) |
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242 | (2) |
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244 | (3) |
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Chapter 9 Thinking Real Hard |
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247 | (34) |
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The Lifelong Value of Good Thinking |
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247 | (7) |
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What Good Thinking Is Made of |
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254 | (1) |
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Focus on the Clarity of Thought |
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255 | (2) |
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257 | (1) |
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258 | (1) |
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259 | (2) |
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Grapple with Complex Thinking |
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261 | (1) |
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Engage in Collaborative Thinking |
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262 | (2) |
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264 | (14) |
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278 | (3) |
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Chapter 10 Reflection, Improvement, and Craftsmanship |
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281 | (44) |
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282 | (8) |
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Reflect Using the Language of Learning |
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290 | (9) |
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Develop Reflective Thinking Routines |
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299 | (2) |
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Build the Habit of Self- and Peer-Evaluation |
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301 | (5) |
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Adapt Your Verbal and Written Feedback |
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306 | (10) |
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Assure Progressive Development of Learning Habits |
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316 | (7) |
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Introducing Progression to Your Students |
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323 | (1) |
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324 | (1) |
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Chapter 11 Coherence: Across Lessons and Throughout the School |
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325 | (20) |
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Ensure Coherence in Your Own Teaching |
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327 | (1) |
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Build Coherence Between Teachers |
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328 | (4) |
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Plan for Coherence Across the Curriculum |
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332 | (4) |
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Aim for Coherence Across the School |
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336 | (2) |
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Focus on Coherence in Communication |
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338 | (3) |
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Build Coherence Between Schools |
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341 | (4) |
Conclusion |
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345 | (2) |
Further Reading |
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347 | (6) |
Resources |
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353 | (2) |
About the Authors |
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355 | |