About the SeriesThe SAGE Key Concepts series provides students with accessible and authoritative knowledge of the essential topics in a variety of disciplines. Cross-referenced throughout, the format encourages critical evaluation through understanding. Written by experienced and respected academics, the books are indispensable study aids and guides to comprehension.Key Concepts in Education provides students with over 100 essential themes, topics and expressions that Education students are likely to encounter, both during their courses and beyond in professional practice. Co-authored to draw on experiences of working within academia, local authorities and the classroom, the entries provide:a definition of the concepta description of the historical and practical contextan explanation of how the concept is appliedan evaluation of the concepthelpful references and suggested further readingThis book will be essential reading for students of Education, and an invaluable reference tool for their professional careers. About the AuthorsFred Inglis is Emeritus Professor of Cultural Studies, University of Sheffield. Lesley Aers is a senior member of a local authority school improvement service and an Ofsted inspector. Both authors are former schoolteachers.
The verb ‘to learn’ has kept the same meaning from Old English: to acquire knowledge; to receive information. Of these, ‘to receive information’ sounds a very passive function, similar to the role of the pupils in Hard Times, who were ‘little pitchers … to be filled so full of facts’.
In classrooms nowadays learning should be active, and lessons are judged on how pupils are engaged in their learning, and how well they participate. Passivity is out. Teachers are required to set up activities so that pupils can investigate for themselves, work in groups, or share ideas in pairs. Other strategies include peer teaching, and peer evaluation. Pupils should reflect on their learning at the end of the lesson. This can be grandly called ‘metacognition’ ...