| Learning How to Learn - in classrooms, schools and networks, TLRP Research Briefing 17 (2006) | |||||||||||||
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| Research on assessment for learning has demonstrated that it can lead to improved learning and achievement. Less is known about how these results can be scaled up and sustained without intense support. This project, involving 40 primary and secondary schools, investigated the conditions in classrooms, schools and professional networks that support the creation, embedding and spread of new knowledge and practice. Links which were made between assessment for learning and learning how to learn focused on how schools and teachers can help pupils become autonomous learners.. Assessment for Learning (AfL) helps teachers promote learning how to learn (LHTL) in ways which are in line with their own values, and reduces excessive performance orientation. But it is difficult to shift from reliance on specific techniques to practices based on deep principles.. Classroom-focused inquiry by teachers is a key condition for promoting learner autonomy. Schools that embed LHTL make support for professional learning a priority.. Teachers are optimistic about the value of electronic tools for professional development purposes and networking, but they are not well-used.. Educational networks are much talked about but little understood. They are subjective phenomena rather than objective structures and the way they are perceived varies according to a person's position.. Advice on AfL techniques is useful to teachers in the short term. But progressive professional development requires teachers to re-evaluate their beliefs about learning, the way they structure tasks, and the nature of their classroom roles and relationships.. School leaders need to create structures and cultures that focus on learning and support teachers in sharing and evaluating innovations in classroom practice.. There is much still to be done to provide resources, services and online environments that support knowledge creation about teaching and learning, and which align with teachers' professional development needs.. Building network capacity is complex. It is best understood by analysing the roles and perspectives of those involved and the pathways by which they communicate. More work needs to be done on this.. 115. 1740. 1717. 133. 132. 1767. 36. 16. 33. 1741. 114. 2005. 1760. 131. 56. 1756. 116. 98. 91. 1912. 1728. 1916. 1751. 1726. 24. 120. 1747. 1764. 1763 | |||||||||||||
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