• Summary
  • Contents
  • Subject index

‘It is full of good sense, a treasure chest of helpful ideas which have the credibility of being grounded in case-study material, and in the experience of the authors, two of whom are practising headteachers. The book sets out the principles underpinning the learning school, but offers also a strong pragmatic focus and is organized so that it can be dipped into and something worthwhile easily found…It will support change and improvement in the professional practices involved in making a school a stimulating learning environment for adults as well as students' - Dr Martin J Coles, Assistant Director, National College for School Leadership The ‘learning school’ described in this book suggests an alternative to the preoccupation with tests, targets, and leadership from above, and focuses ...

How We Learn in the ‘Classroom’
How we learn in the ‘classroom’

This chapter considers the following questions:

  • How can we make the most of our immense brain power?
  • How can we consistently make classrooms synonymous with learning?
  • How is emotional intelligence more important than IQ for learning?
  • How can schools develop ‘learning to learn’ programmes that work?
  • How can we motivate young people to engage with learning and become independent learners for life?
The Learning Brain

Recent interest in the brain's plasticity challenges notions of fixed intelligence and seems to suggest that if schools and teachers get it right anyone can learn anything. On the surface this creates a daunting prospect of a string of new ...

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