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The Learning Powered School: Pioneering 21st Century Education Paperback – 8 Jul 2011

4.6 out of 5 stars 12 customer reviews

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  • The Learning Powered School: Pioneering 21st Century Education
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  • Building Learning Power: Helping Young People Become Better Learners
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  • Building 101 Ways to Learning Power
Total price: £50.40
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Product details

  • Paperback: 278 pages
  • Publisher: TLO Limited; 1st Edition edition (8 July 2011)
  • Language: English
  • ISBN-10: 1901219542
  • ISBN-13: 978-1901219548
  • Product Dimensions: 16.8 x 1.8 x 23 cm
  • Average Customer Review: 4.6 out of 5 stars 12 customer reviews
  • Amazon Bestsellers Rank: 46,814 in Books (See Top 100 in Books)
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Review

The Learning Powered School... speaks in a voice that is at once authoritative, visionary, engaging and accessible. Its message is passionate and urgent, its intellectual underpinnings are beyond reproach, and its multitude of suggestions for action are imaginative, practical and tested by real teachers in real schools. --Professor Patricia Broadfoot CBE

Building Learning Power is a superb, innovative, and important program. The approach builds on my work and translates the idea of growth mindset into powerful and practical ways of organising 21st century schools. These schools will turn out not just high achievers but great all-round learners and leaders. --Professor Carol Dweck, Stanford University

I love your book. Here are some reasons why:

  1. It is extremely readable with lots of stories, classroom examples, clever vignettes, appropriate quotes and practical suggestions.
  2. It is very well organized. The format of the text alerts the reader as to what to expect.Color-coding, main topics are titled, diagrams and charts all help with understandings, comparisons and applications.
  3. You raise the level of thinking about the purposes of education by:
    • Encouraging schools and communities to raise their level and broaden their scope of curricular outcomes by focusing on more essential, enduring lifespan learnings.
    • Enhancing instructional decision making to employ content not as an end of instruction but as a vehicle for activating and engaging the mind.
    • Using feedback to guide students to become self-assessing and to help school teams and parents use assessment data to cultivate a more thoughtful actions.
    • Forging a common vision among all members of the educational community from kindergarten through post-graduate work: teachers, administrative teams, administrators, librarians, staff developers, teacher educators, school board members, and parents. This vision describes the characteristics of efficacious, creative thinkers and problem solvers so desperately needed now and in the future.
  4. The many strategies for ways to assess student progress both immediately and in the long-range was eye opening and very helpful.
  5. You honor me greatly with your frequent references to the Habits of Mind and the similarities with your 17 dispositions. Is it by chance that there are such similarities? I think not. Both your work and mine stem from years of emersion in skillful thinking, synthesizing concepts, strategies and definitions from respected leaders in the field, conducting and sponsoring research in the effects of implementing these ideas and working in the reality of schools and classrooms. It is very reassuring that we both advocate and cherish dispositional outcomes for students and staff--the bigger, more panoramic outcomes are what education is and should be about. As you eloquently state, the world is waking up to the need for these attributes.
--Professor Arthur L. Costa, California State University

About the Author

Guy Claxton is Co-Director of the Centre for Real-World Learning (CrL) and Professor of the Learning Sciences at the University of Winchester. He previously held the latter title at the University of Bristol Graduate School of Education. He is a Fellow of the British Psychological Society and the Royal Society of Arts, and an Academician of the Academy of the Social Sciences. Guy is the originator of the Building Learning Power programme. Maryl Chambers has spearheaded practical development of the Building Learning Power programme for TLO Limited, helping to bring Guy Claxton's ground-breaking ideas to schools and teachers. Maryl is one of the founders of TLO, where she has applied her wide experience of designing learning-focused training to creating the innovative programmes for which the company is renowned. She is editor-in chief of all, and co-author of many, of TLO's publications. Graham Powell has been a Principal Consultant with TLO since 2000. He previously held posts of responsibility at all levels within comprehensive schools, including as headteacher of a large secondary school in Wiltshire, and was senior secondary inspector with Gloucestershire LEA. In recent years, he has established a widespread reputation for his work on coaching and the ways in which this essential leadership quality can radically improve schools at all levels. Bill Lucas is Co-Director of the Centre for Real-World Learning and Professor of Learning at the University of Winchester. He has been a school leader, the founding director of Learning through Landscapes, and CEO of the UK's Campaign for Learning. Bill is a prolific author whose recent titles include: rEvolution (which won the Innovation category in CMI Management Book of the Year) and New Kinds of Smart (with Guy Claxton).)



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4.6 out of 5 stars
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on 29 August 2011
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