- Paperback: 176 pages
- Publisher: Delta Publishing (18 Oct. 2015)
- Language: English
- ISBN-10: 1905085869
- ISBN-13: 978-1905085866
- Product Dimensions: 21 x 1 x 25.5 cm
- Average Customer Review: 5.0 out of 5 stars See all reviews (2 customer reviews)
- Amazon Bestsellers Rank: 854,494 in Books (See Top 100 in Books)
Teaching Children How to Learn: Plan, Do, Review! Paperback – 18 Oct 2015
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Top Customer Reviews
The book is divided into 3 main sections. Section 1 (32 pages) focuses on key issues relating to developing metacognitive awareness and learning strategies with primary age children. This is presented clearly and is very readable and easy to follow. There are very useful sections on teacher roles in a systematic programme of learning to learn – including how to encourage reflection, reviewing and the creation of learning portfolios. There are also sections on encouraging parental involvement, learner motivation and key pedagogical principles relating to primary age learners.
Section 2 takes these principles and shows how they can be applied with groups of primary learners (with a few for early years and lower secondary - making it a flexible resource for a range of YL ELT contexts) in the form of 25 lesson plans, following the plan do review format. Each of the plans is based on an age appropriate theme and the recipe format (including useful information about age group, learning aims, learning strategies and curricular links) allows the teacher to quickly identify which would be most suitable for their purpose.
The plans are easy to follow and review stages to encourage learner reflection are really detailed. The inclusion of a mascot - Wilbur the worm – is an interesting and age appropriate technique for signalling the focus on learning to learn and the multiple roles he plays are clearly explained in the notes.Read more ›
Part A covers the ‘plan’ stage of the framework and equips teachers with the necessary theoretical background to approach learning to learn with primary English learners. The authors explain how learning to learn is based on a philosophy of constructivism and social interactionism. They clarify terminology associated with the processes of learning and ways to focus children’s attention on both how they learn and what they learn. This background convincingly highlights how learning to learn underpins all learning in the English language classroom and how its link with learner autonomy is one of the most important aspects of a child’s overall educational development. The case is also made for ways learning to learn values diversity and takes into account that children develop in different ways and at different rates and have different learning preferences.Read more ›