Ways of Learning: Learning theories and learning styles in the classroom (David Fulton Books)

Whilst most teachers are skilled in providing opportunities for the progression of children’s learning, it is often without fully understanding the theory behind it. With greater insight into what is currently known about the processes of learning and about individual learning preferences, teachers are better equipped to provide effective experiences and situations which are more likely to lead to lasting attainment. Now fully updated, Ways of Learning seeks to provide an understanding of the ways in which learning takes place, which teachers can make use of in their planning and teaching, including: An overview of learning Behaviourism and the beginning of theory Cognitive and constructivist learning Multiple intelligences Learning styles Difficulties with learning The influence of neuro-psychology Relating theory to practice The third edition of this book includes developments in areas covered in the first and second editions, as well as expanding on certain topics to bring about a wider perspective; most noticeably a newly updated and fully expanded chapter on the influence of neuro-educational research. The book also reflects changes in government policy and is closely related to new developments in practice. Written for trainee teachers, serving teachers, and others interested in learning for various reasons, Ways of Learning serves as a valuable introduction for students setting out on higher degree work who are in need of an introduction to the topic. About the Author Alan Pritchard is Associate Fellow at the Warwick Institute of Education, University of Warwick Teachers are very good at providing excellent opportunities for children’s learning to progress. Often, without fully understanding the reasons why, teachers encourage learning in their charges which works very well, and is a very good approach at a particular time with a particular child or group of children. With greater insight into what is currently known about the processes of learning and about individual learning preferences, teachers are able to provide even better learning situations which are even more likely to lead to effective learning. This book seeks to provide the detail which teachers can make use of in their planning and teaching in order to provide even better opportunities for effective and lasting learning. The first edition of this book has been used widely and has now been revised to include updated information in the existing chapters as well as a new chapter which covers the area of learning difficulties and special educational needs. "Teachers are good at providing excellent opportunities for allowing children's learning to progress. Often, without fully understanding the reasons why, teachers encourage learning in their charges which works well, and is a good approach at a particular time with a particular child or group of children. With greater insight into what is currently known about the processes of learning and about individual learning preferences, teachers are able to provide even better learning situations which are more likely to lead to effective learning. This book seeks to provide details which teachers can make use of in their planning and teaching in order to supply better opportunities for effective and lasting learning." "The first edition of this book has been used widely and has now been revised to include updated information in the existing chapters as well as a new chapter which covers the area of learning difficulties and special educational needs."--Jacket Whilst Most Teachers Are Skilled In Providing Opportunities For The Progression Of Children's Learning, It Is Often Without Fully Understanding The Theory Behind It. With Greater Insight Into What Is Currently Known About The Processes Of Learning And About Individual Learning Preferences, Teachers Are Better Equipped To Provide Effective Experiences And Situations Which Are More Likely To Lead To Lasting Attainment-- Learning -- Behaviourism And The Beginnings Of Theory -- Cognitive, Constructivist Learning -- Multiple Intelligences -- Learning Styles -- Difficulties With Learning -- The Impact Of Neuroeducational Research -- Relating Theory To Practice: What Can We Learn From Research? -- Appendix: Comparing And Contrasting Piaget And Vygotsky- In Summary. Alan Pritchard. Includes Bibliographical References And Index. Learning Behaviourism and the beginnings of theory Cognitive, constructivist learning Multiple intelligences Learning styles Difficulties with learning Brain-based learning and other new understanding Relating theory to practice: what can we learn from research?