Supporting effective learning by Eileen Carnell; Caroline Lodge

By Eileen Carnell; Caroline Lodge

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In a commu­ nity of learners there is encouragement of interdependence rather than auton­ omy or competition. Weaker forms of collaboration do not rely on others and do not provide effective learning outcomes, for example working in a group in a collaborative activity (learning is assumed but may not be happening) but not engaged in collaborative learning (learning is made explicit) . This SAGE ebook is copyright and is supplied by Dawsonera. Unauthorised distribution forbidden. Copyrighted Material Learning in the Classroom 35 Collaborative learning includes communicating effectively, providing mutual help, building trust and working on joint goals.

2000) Feedback for Learning. London: Routledge Falmer. Askew, S. and Carnell, E. ( 1 998) Transforming Learning: Individual and Global Change. London: Routledge. Biggs, lB. l ( 1 993) The Process of Learning. Englewood Cliffs, NJ: Prentice-Hall. Watkins, C . , Lodge, C . and Whalley, C. ( 1 996) Effective Learning. School Improvement Network Research Matters No 5. London: University of London, Institute of Education. This SAGE ebook is copyright and is supplied by Dawsonera. Unauthorised distribution forbidden.

A shift is needed for classrooms of the future to focus on a learning language. This would result in richer conceptions of learning. In examining over 1 00 research studies in Learning about Learning Enhances Performance Watkins reveals important findings: Illuminative studies show an association between those learners who hold a rich conception of learning and those who perform well in various learning tasks. g. when rich conceptions of learning are not encour­ aged in schools) . Intervention studies show the impact of a new strategy for promoting learning, but here again the context is important, not only for supporting the new strategies being tried, but also for embedding them into the complexity of the classroom.

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