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E-grāmata: Powering Up Students

  • Formāts: EPUB+DRM
  • Sērija : The Learning Power series
  • Izdošanas datums: 31-May-2019
  • Izdevniecība: Crown House Publishing
  • Valoda: eng
  • ISBN-13: 9781785834189
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  • Formāts: EPUB+DRM
  • Sērija : The Learning Power series
  • Izdošanas datums: 31-May-2019
  • Izdevniecība: Crown House Publishing
  • Valoda: eng
  • ISBN-13: 9781785834189
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Guy Claxton and Graham Powell's Powering Up Students details the small tweaks to daily practice that will help secondary school teachers attend more closely to the ways in which they can boost their students' learning dispositions and attitudes.

The Learning Power Approach (LPA) is a pedagogical formula which aims to develop all students as confident and capable learners - ready, willing and able to choose, design, research, pursue, troubleshoot and evaluate learning for themselves, alone and with others, in school and out. This approach therefore empowers teachers to complement their delivery of content, knowledge and skills with the nurturing of positive habits of mind that will better prepare students to flourish in later life.

Building upon the foundations carefully laid by Guy's first book in the Learning Power series, The Learning Power Approach, this new instalment embeds the ideas of his influential method in the context of the secondary school. Guy and Graham provide a thorough explanation of how the LPA's core components apply to this level of education and, by presenting a wide range of classroom examples, illustrate how they can be put into practice in different curricular areas - focusing especially on embedding the learning dispositions into learners' tackling of more demanding content, while emphasising the need to `get the grades' as well.

Suitable for both newly qualified and experienced secondary school teachers.
Foreword 1(1)
Acknowledgements vii
Introduction 1(5)
About the Book 6(3)
Chapter 1 An Overview of the Learning Power Approach
9(22)
What Is the LPA?
9(1)
The Goal of the LPA
10(2)
How Does the LPA Work?
12(1)
The Strands of the LPA
13(2)
The LPA Psychology of Learning
15(2)
What Does the LPA Ask of Teachers?
17(2)
Where Does the LPA Come From?
19(2)
What Does the LPA Offer?
21(7)
Why Does the LPA Matter?
28(3)
Chapter 2 Learning Power Teaching in Action: Some Examples
31(36)
Exploring a Contentious Issue in Geography
32(10)
Thinking Like a Scientist
42(5)
Delving into a Poem
47(6)
Problem-Solving in Mathematics
53(13)
Summary
66(1)
Chapter 3 Safety and Engagement: Setting the Scene for Learning Power Teaching
67(30)
Make Expectations Clear and Understandable
70(3)
Maximise Learning Power Time in Lessons
73(4)
Make All Students Feel Safe Enough to Learn
77(8)
Distinguish Between Learning, Performance, and Defence Mode
85(4)
Start Lessons with Learning Power in Mind
89(4)
Summary
93(4)
Chapter 4 The Environment of Learning Power
97(18)
Adapt the Layout and Use of Furniture
100(2)
Consider the Provision of Resources for Learning
102(3)
Use Display Material as a Learning Prompt
105(5)
Bumps Along the Way
110(3)
Summary
113(2)
Chapter 5 Collaboration and Communication
115(30)
Why Bother with Socialising?
115(2)
The Basics of Social Learning: Speaking and Listening
117(5)
Help Students Become Effective and Supportive Team Members
122(9)
Encourage Students to Be Open to Ideas and Feedback
131(2)
Learn from the Good Habits of Others
133(3)
Consider Multiple Perspectives
136(2)
Take Effective Leading Roles in Groups and Teams
138(2)
Bumps Along the Way
140(3)
Summary
143(2)
Chapter 6 The Languages of Learning Power
145(36)
Modify Your Language and Behaviour
145(3)
Pay Attention to Key Words
148(14)
Draw Attention to Specific Elements of Learning Power
162(6)
Become Your Students' Learning Coach
168(2)
Model Powerful Learning Habits
170(5)
Bumps Along the Way
175(3)
Summary
178(3)
Chapter 7 Building Responsible and Independent Learners
181(34)
Why Build Independence?
182(3)
Identify and Cultivate the Characteristics of Independent Learners
185(7)
Use Thinking and Learning Routines
192(10)
Give Students More Responsibility
202(8)
Bumps Along the Way
210(3)
Summary
213(2)
Chapter 8 Challenge
215(32)
Why Bother with Challenge?
217(3)
Use the Language of Challenge
220(2)
Introduce Grapple Problems Regularly
222(11)
Use Questioning to Open Up Learning
233(3)
Provide Choice Over Degrees of Difficulty
236(2)
Encourage Students to Set Their Own Challenges
238(1)
Insist They Practise the Hard Parts
238(4)
Bumps Along the Way
242(2)
Summary
244(3)
Chapter 9 Thinking Real Hard
247(34)
The Lifelong Value of Good Thinking
247(7)
What Good Thinking Is Made of
254(1)
Focus on the Clarity of Thought
255(2)
Think Carefully
257(1)
Think Critically
258(1)
Think Creatively
259(2)
Grapple with Complex Thinking
261(1)
Engage in Collaborative Thinking
262(2)
Learn by Example
264(14)
Summary
278(3)
Chapter 10 Reflection, Improvement, and Craftsmanship
281(44)
Why Value Craftsmanship?
282(8)
Reflect Using the Language of Learning
290(9)
Develop Reflective Thinking Routines
299(2)
Build the Habit of Self- and Peer-Evaluation
301(5)
Adapt Your Verbal and Written Feedback
306(10)
Assure Progressive Development of Learning Habits
316(7)
Introducing Progression to Your Students
323(1)
Summary
324(1)
Chapter 11 Coherence: Across Lessons and Throughout the School
325(20)
Ensure Coherence in Your Own Teaching
327(1)
Build Coherence Between Teachers
328(4)
Plan for Coherence Across the Curriculum
332(4)
Aim for Coherence Across the School
336(2)
Focus on Coherence in Communication
338(3)
Build Coherence Between Schools
341(4)
Conclusion 345(2)
Further Reading 347(6)
Resources 353(2)
About the Authors 355
Guy Claxton is Emeritus Professor at Winchester University and Visiting Professor of Education at King's College London. He has previously taught and researched at Oxford University, Bristol University, and the University of London Institute of Education, and is an internationally renowned cognitive scientist. Guy's books include Hare Brain, Tortoise Mind; Wise Up: The Challenge of Lifelong Learning; The Wayward Mind; and Intelligence in the Flesh. Recent books on education include What's the Point of School?; Building Learning Power; and, with Bill Lucas and others, New Kinds of Smart; The Learning Powered School; and Educating Ruby. Guy's Building Learning Power approach to teaching is widely used in all kinds of schools across the UK, as well as in Poland, Dubai, Indonesia, India, China, New Zealand, Australia, South Africa, Brazil, and Argentina. Graham has over 40 years' experience working in education - holding various posts including head teacher, Ofsted inspector and local authority adviser - and has throughout his career maintained a passionate concern for the ways in which young people learn. He currently works with numerous schools, across the UK and overseas, that have chosen to place the Learning Power Approach - which he developed alongside Professor Guy Claxton - at the heart of their vision for 21st century learning.