How to Create Autonomous Learners

Teaching Metacognitive, Self-regulatory and Study Skills – a Practitioner’s Guide
1. Auflage 2022
ISBN: 978-1-032-32582-8
Verlag: Taylor & Francis

Buch, Englisch, 178 Seiten, Format (B × H): 174 mm x 246 mm, Gewicht: 453 g

To achieve their full potential, it is essential that children develop skills to become autonomous learners, yet this skill does not come naturally to many learners. This book is a practical teaching and planning guide to the theory, practice and the implementation of evidence-based approaches to develop essential metacognitive and self-study skills.

How to Create Autonomous Learners explains how to get students, parents and partners on board and how to implement these ideas across a class, school, or consortium. Areas covered include:

• How to get children and young people ready to learn.

• Why it is important to teach learning strategies.

• Encouraging children to become more active in the process of learning while also nurturing the development of creativity.

• How to harness learner motivation as metacognition and motivation are highly linked.

Easily applicable in any classroom, this essential resource supports children’s development of important metacognitive, self-regulatory and self-study skills, and provides teachers and school leaders with evidence-based approaches for implementing these ideas with the support of parents, students and partners.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Moir, Taryn

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Chapter 1: Introduction and orientation

PART 1: Theory

Chapter 2: Theoretical models

Chapter 3: Research into strategy instruction

Chapter 4: UK research

PART 2: Practice and pedagogy

Chapter 5: Metacognition and Mindset

Chapter 6: Metacognition and Motivation

Chapter 7: How should I teach a strategy?

Chapter 8: Metacognitive strategies and how to teach them

Chapter 9: What cognitive strategies should I teach?

Chapter 10: Successful study skills

PART 3: Implementation at the whole school or authority level

Chapter 11: Whole school implementation

Chapter 12: Pupil participation

Chapter 13: Parental Engagement

Chapter 14: Professional collaboration and a shout out for Educational Psychologists

Chapter 15: Some Final Thoughts

Acknowledgements

Über Autor(innen)

Taryn Moir is a Practitioner Senior Educational Psychologist practicing within a local authority and responsible for project work, policy development and in-service training for a large number of primary and secondary schools. She was a lecturer on the Educational Psychology course at the University of Strathclyde and is now an assessor and supervisor for the Level 2 Qualification of Educational Psychology Scotland. Taryn is also Review Editor for two international journals: Frontiers in Education, Special Educational Needs section and Cogent Education.