How to create autonomous learners: teaching metacognitive, self-regulatory and self-study skills. A practioners's guide
"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...
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Abingdon, Oxon
Routledge
2023
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| Schlagworte: | |
| Zusammenfassung: | "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, and 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"-- |
| Beschreibung: | xii, 165 Seiten Diagramme |
| ISBN: | 9781032325835 |
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| 505 | 8 | |a Introduction and orientation -- PART 1: Theory -- Theoretical models -- Research into strategy instruction -- UK research -- PART 2: Practice and pedagogy -- Metacognition and Mindset -- Metacognition and Motivation -- How should I teach a strategy? -- Metacognitive strategies and how to teach them -- What cognitive strategies should I teach? -- Successful study skills -- PART 3: Implementation at the whole school or authority level -- Whole school implementation -- Pupil participation -- Parental engagement -- Professional collaboration and a shout out for educational psychologists -- Some final thoughts | |
| 520 | |a "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, and 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"-- | ||
| 650 | 4 | |a Self-managed learning | |
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| 650 | 4 | |a Regulatory focus (Psychology) | |
| 650 | 4 | |a Learning, Psychology of | |
| 650 | 7 | |a Learning, Psychology of |2 fast | |
| 650 | 7 | |a Metacognition in children |2 fast | |
| 650 | 7 | |a Regulatory focus (Psychology) |2 fast | |
| 650 | 7 | |a Self-managed learning |2 fast | |
| 776 | 0 | 8 | |i Online version |a Moir, Taryn, 1976- |t How to create autonomous learners |d Abingdon, Oxon ; New York, NY : Routledge, 2023 |
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Datensatz im Suchindex
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| author | Moir, Taryn |
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| bvnumber | BV049106637 |
| classification_rvk | DP 1060 |
| contents | Introduction and orientation -- PART 1: Theory -- Theoretical models -- Research into strategy instruction -- UK research -- PART 2: Practice and pedagogy -- Metacognition and Mindset -- Metacognition and Motivation -- How should I teach a strategy? -- Metacognitive strategies and how to teach them -- What cognitive strategies should I teach? -- Successful study skills -- PART 3: Implementation at the whole school or authority level -- Whole school implementation -- Pupil participation -- Parental engagement -- Professional collaboration and a shout out for educational psychologists -- Some final thoughts |
| ctrlnum | (OCoLC)1410702930 (DE-599)BVBBV049106637 |
| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| format | Book |
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| id | DE-604.BV049106637 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T22:33:54Z |
| indexdate | 2024-07-10T09:55:30Z |
| institution | BVB |
| isbn | 9781032325835 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-034368057 |
| oclc_num | 1410702930 |
| open_access_boolean | |
| owner | DE-19 DE-BY-UBM |
| owner_facet | DE-19 DE-BY-UBM |
| physical | xii, 165 Seiten Diagramme |
| publishDate | 2023 |
| publishDateSearch | 2023 |
| publishDateSort | 2023 |
| publisher | Routledge |
| record_format | marc |
| spelling | Moir, Taryn Verfasser aut How to create autonomous learners teaching metacognitive, self-regulatory and self-study skills. A practioners's guide Taryn Moir Abingdon, Oxon Routledge 2023 xii, 165 Seiten Diagramme txt rdacontent n rdamedia nc rdacarrier Introduction and orientation -- PART 1: Theory -- Theoretical models -- Research into strategy instruction -- UK research -- PART 2: Practice and pedagogy -- Metacognition and Mindset -- Metacognition and Motivation -- How should I teach a strategy? -- Metacognitive strategies and how to teach them -- What cognitive strategies should I teach? -- Successful study skills -- PART 3: Implementation at the whole school or authority level -- Whole school implementation -- Pupil participation -- Parental engagement -- Professional collaboration and a shout out for educational psychologists -- Some final thoughts "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, and 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"-- Self-managed learning Metacognition in children Regulatory focus (Psychology) Learning, Psychology of Learning, Psychology of fast Metacognition in children fast Regulatory focus (Psychology) fast Self-managed learning fast Online version Moir, Taryn, 1976- How to create autonomous learners Abingdon, Oxon ; New York, NY : Routledge, 2023 |
| spellingShingle | Moir, Taryn How to create autonomous learners teaching metacognitive, self-regulatory and self-study skills. A practioners's guide Introduction and orientation -- PART 1: Theory -- Theoretical models -- Research into strategy instruction -- UK research -- PART 2: Practice and pedagogy -- Metacognition and Mindset -- Metacognition and Motivation -- How should I teach a strategy? -- Metacognitive strategies and how to teach them -- What cognitive strategies should I teach? -- Successful study skills -- PART 3: Implementation at the whole school or authority level -- Whole school implementation -- Pupil participation -- Parental engagement -- Professional collaboration and a shout out for educational psychologists -- Some final thoughts Self-managed learning Metacognition in children Regulatory focus (Psychology) Learning, Psychology of Learning, Psychology of fast Metacognition in children fast Regulatory focus (Psychology) fast Self-managed learning fast |
| title | How to create autonomous learners teaching metacognitive, self-regulatory and self-study skills. A practioners's guide |
| title_auth | How to create autonomous learners teaching metacognitive, self-regulatory and self-study skills. A practioners's guide |
| title_exact_search | How to create autonomous learners teaching metacognitive, self-regulatory and self-study skills. A practioners's guide |
| title_exact_search_txtP | How to create autonomous learners teaching metacognitive, self-regulatory and self-study skills. A practioners's guide |
| title_full | How to create autonomous learners teaching metacognitive, self-regulatory and self-study skills. A practioners's guide Taryn Moir |
| title_fullStr | How to create autonomous learners teaching metacognitive, self-regulatory and self-study skills. A practioners's guide Taryn Moir |
| title_full_unstemmed | How to create autonomous learners teaching metacognitive, self-regulatory and self-study skills. A practioners's guide Taryn Moir |
| title_short | How to create autonomous learners |
| title_sort | how to create autonomous learners teaching metacognitive self regulatory and self study skills a practioners s guide |
| title_sub | teaching metacognitive, self-regulatory and self-study skills. A practioners's guide |
| topic | Self-managed learning Metacognition in children Regulatory focus (Psychology) Learning, Psychology of Learning, Psychology of fast Metacognition in children fast Regulatory focus (Psychology) fast Self-managed learning fast |
| topic_facet | Self-managed learning Metacognition in children Regulatory focus (Psychology) Learning, Psychology of |
| work_keys_str_mv | AT moirtaryn howtocreateautonomouslearnersteachingmetacognitiveselfregulatoryandselfstudyskillsapractionerssguide |