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Transforming Learning and Teaching
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Transforming Learning and Teaching
We can if...

First Edition

December 2004 | 208 pages | SAGE Publications Ltd
This book shows how a group of primary schools transformed their learning and teaching and how the focus on learning led to significant improvements in children's motivation, behavior, and engagement in learning and learning outcomes. The authors share the practical strategies the schools used for supporting and enhancing:

  • Children's learning
  • Teachers' learning
  • The schools' capacity for learning

 


 
Introduction - `We Can If… '
The Story  
How the Story Is Told  
How the Book Can Be Used  
 
Setting the Scene
The `Learning to Learn' Project  
The LEA Context at the Beginning of the Project  
A Brief Description of the Schools  
Our Guiding Mantra - 'We Can If…'  
 
Getting Started and Keeping Going
Taking Time to Get To Know One Another and Share Concerns  
Taking Time to Clarify the Purposes of the Journey (Our Learning Intentions!)  
Beginning to Learn How to Learn From Each Other  
Bringing the Rest of Our Travelling Companions On Board  
Collecting Baseline Data  
Sharing 'Highs' and 'Lows' Along the Route and Supporting One Another  
 
Developing Our Teaching Practice to Enhance Pupils' Learning
Encouraging Thinking Skills and Learning Skills  
Developing the 'Language of Learning' In Our Classrooms  
Stimulating the Learning Brain  
Developing Children's Emotional Intelligence  
 
Supporting Teachers as Learners and Researchers
Developing Teachers as Learners  
Coaching Managers in the Skills of Leadership for Learning  
Providing Induction Programmes For Newly Recruited Staff and Nqts  
Investing In High-Quality Training Opportunities for All  
Embedding Support and Development within Our School  
Improvement Plans  
 
Providing Leadership for Learning
Headteachers Model Total Commitment  
Leadership Is Distributed Across the School  
Deputy Heads Become the 'Levers' Of School Improvement  
Middle Managers and Teams Become Leaders of Learning And  
Learning Leaders  
Leadership Roles Are Developed Amongst Other Members of Staff  
Children Become Leaders of Learning  
 
Accelerating Children's Learning
Heeding the Health Warnings  
Reflecting On and Reviewing Progress  
Working In Partnership with Parents  
Maintaining and Enhancing Inclusive Provision for A Broad And  
Balanced Curriculum  
Creative Differentiation to Support Inclusion  
 
Keeping Track of Children's Learning
Identifying Issues That Can Inform and Have an Impact On The  
Tracking Of Pupils' Learning  
Ensuring the Micro and Macro Management of Quantitative Data  
Using a Range of Qualitative Tracking Measures  
Tracking the Focus Cohort  
 
Evaluating the Impact of the 'Learning to Learn' Project
Analysing Test Data to Assess the Value Added By the Schools  
Taking Account of the Outcomes of Objective External Validations  
Obtaining People's Perceptions of 'Learning to Learn'  
 
Growing Learners - Children's Views about Learning
What Does Learning Mean To You?  
What Does It Mean If You Learn Something?  
How Do You Learn Best?  
How Do You Feel Learning Has Improved For You?  
Are There Particular Things Teachers, Support Staff or Other Pupils  
Do Which Help You To Learn?  
How Do You Feel About The 'No Put-Down' Zones?  
What Gets In The Way Of Your Learning? How Do You Try To Sort This Out  
Are There Things You Wish Your Teacher Would Do That He/She Does Not Do?  
What Is It Like To Be A Learner In Your Class?  
 
Transforming Learning and Teaching - Lessons and Key Principles
Lessons Learned  
Transforming Learning and Teaching - Key Principles  

`Transforming Learning and Teaching is well worth reading. The story of five schools acting together to improve what they do is a heroic and admirable one, especially in the present climate. The pressure to comply with prevailing orthodoxy, rather than devise orginal treatments, has been too strong for many to act with the same courage and insight as the five Redbridge schools, but it can be done with enthusiasm and integrity, as these teachers, heads and pupils show' - Ted Wragg, The Times Educational Supplement

`This is a fascinating study that deserves a wide readership' - Headteacher Update

`Rigorous, realistic, accessible and eye-opening - this book ought to be at the well-thumbed heart of any primary school where building children's "learning power" is a genuine priority' - Guy Claxton, Professor of the Learning Sciences, University of Bristol

'For school practitioners, this book has much to commend it. It presents a convincing picture of the challenges which face any new initiative, and of the improvement which resulted in pupils' learning.' - Janet A. Harvey, University of Gloucetrshire, UK

Sample Materials & Chapters

Chapter 1


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