Learning by Chris Watkins
This article analyses the sort of classroom talk that leads to effective learning, and some of th... more This article analyses the sort of classroom talk that leads to effective learning, and some of the forces which operate against such practices. It starts with an analysis of the classroom context and the dominant patterns of interaction. These cause processes of learning to be hidden. It then develops by an analysis of effective learning, comprising four headings: active, collaborative, learner-driven and learning-focused. Under each heading important forms of classroom talk are analysed, and principles are offered for developing improved practice.
To appear in Marion Myhill and Rupert Maclean (eds) 2015
International Handbook on Life in School... more To appear in Marion Myhill and Rupert Maclean (eds) 2015
International Handbook on Life in Schools and Classrooms: Past, present and future visions
Springer
This chapter examines the concept of meta-learning – learning about learning – its conceptual dev... more This chapter examines the concept of meta-learning – learning about learning – its conceptual development and its profile in classrooms. Classrooms predominantly have very little meta-learning, and the reasons for this are examined, before analysing what we can learn from thirty years of research. In the light of this, principles and practices are developed, with examples from projects in schools in the United Kingdom. Three core processes, noticing, narrating and navigating, are highlighted.
NSIN Research …, Jan 1, 2002
"This book addresses an important, and too seldom addressed issue: learning. We do not mean teach... more "This book addresses an important, and too seldom addressed issue: learning. We do not mean teaching, we do not mean performance, we do not mean "work". This book really is about learning, what makes learning effective and how it may be promoted in classrooms.
The authors take the context of the classroom seriously, not only because of its effects on teachers and pupils, but because classrooms are notorious as contexts which change little. Rather than providing yet more tips, they offer real thinking and evidence based on what we know about how classrooms change. Four major dimensions of promoting effective learning in classrooms are examined in depth: Active Learning; Collaborative Learning; Learner-driven Learning and Learning about Learning.
Evidence from practising teachers in the form of case studies and examples, and evidence from international research in the form of useful ideas and frameworks is included."
This paper considers the relation between learning in schools and performance in schools, and the... more This paper considers the relation between learning in schools and performance in schools, and then goes on to examine evidence on ways in which performance in school may be enhanced and
improved through learning about learning. The review of evidence is based on a reading of more than 100 classroom-based research studies and a wider literature base
Journal of Maltese Educational Research, 2007
This article examines the area of learning about learning and its role as a key element of effect... more This article examines the area of learning about learning and its role as a key element of effective learning in classrooms. Approaches to facilitating learning about learning in the classroom are discussed in the light of international research evidence, and a particular approach is advanced which involves enriching pupils' narratives about their learning.
NSIN Research Matters, Jan 1, 2001
Understanding pedagogy and its …, Jan 1, 1999
MST’s new series on better classroom practice gets
under way as Chris Watkins considers the impor... more MST’s new series on better classroom practice gets
under way as Chris Watkins considers the importance
of active learning
In the third of his series of articles about improving classroom
pedagogy, Chris Watkins looks at... more In the third of his series of articles about improving classroom
pedagogy, Chris Watkins looks at collaboration between pupils: why do they enjoy it and how does it work?
Helping students to understand how their own learning works can unlock greater motivation and ama... more Helping students to understand how their own learning works can unlock greater motivation and amazing results, says Chris Watkins in the latest part of his series on leading learning in classrooms
With Ofsted now stressing teaching and learning even more,
the danger is that schools will insist... more With Ofsted now stressing teaching and learning even more,
the danger is that schools will insist on ever more formulaic
lesson plans. These often prevent real learning taking
place, argues Chris Watkins, who suggests a more creative
framework
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Learning by Chris Watkins
International Handbook on Life in Schools and Classrooms: Past, present and future visions
Springer
The authors take the context of the classroom seriously, not only because of its effects on teachers and pupils, but because classrooms are notorious as contexts which change little. Rather than providing yet more tips, they offer real thinking and evidence based on what we know about how classrooms change. Four major dimensions of promoting effective learning in classrooms are examined in depth: Active Learning; Collaborative Learning; Learner-driven Learning and Learning about Learning.
Evidence from practising teachers in the form of case studies and examples, and evidence from international research in the form of useful ideas and frameworks is included."
improved through learning about learning. The review of evidence is based on a reading of more than 100 classroom-based research studies and a wider literature base
under way as Chris Watkins considers the importance
of active learning
pedagogy, Chris Watkins looks at collaboration between pupils: why do they enjoy it and how does it work?
the danger is that schools will insist on ever more formulaic
lesson plans. These often prevent real learning taking
place, argues Chris Watkins, who suggests a more creative
framework
International Handbook on Life in Schools and Classrooms: Past, present and future visions
Springer
The authors take the context of the classroom seriously, not only because of its effects on teachers and pupils, but because classrooms are notorious as contexts which change little. Rather than providing yet more tips, they offer real thinking and evidence based on what we know about how classrooms change. Four major dimensions of promoting effective learning in classrooms are examined in depth: Active Learning; Collaborative Learning; Learner-driven Learning and Learning about Learning.
Evidence from practising teachers in the form of case studies and examples, and evidence from international research in the form of useful ideas and frameworks is included."
improved through learning about learning. The review of evidence is based on a reading of more than 100 classroom-based research studies and a wider literature base
under way as Chris Watkins considers the importance
of active learning
pedagogy, Chris Watkins looks at collaboration between pupils: why do they enjoy it and how does it work?
the danger is that schools will insist on ever more formulaic
lesson plans. These often prevent real learning taking
place, argues Chris Watkins, who suggests a more creative
framework
Sadly much of this still applies over a decade later
Watkins, C. (2000). "Now just compose yourselves" - personal development and integrity in changing times.
and
Best, R., Watkins, C., & Lodge, C. (2000). From here to integrity.