A01=Judith Watson Moray House Institute of Education
academic performance
Author_Judith Watson Moray House Institute of Education
Baa Baa Black Sheep
Badger Group
Category=JNSG
classroom interaction
Classroom Recording
Classroom Talk
cognitive development theory
educational psychology practice
effective learning approaches
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eq_isMigrated=1
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eq_non-fiction
eq_society-politics
fostering metacognitive skills in classrooms
inclusive education strategies
Initial Transcription
International School Psychology Association
Meta-cognitive Development
Metacognitive Awareness
Moderate Learning Difficulties
Mrs Law
Normal Classroom Activities
PBI
Pupil Equivalent
Reflective Language
Reflective Talk
reflective teaching methods
Research Study Teachers
Scottish Usage
self-awareness
self-concept
Self-perceived Effectiveness
special educational needs research
Special School Pupils
Special School Work
Strategy Card
Target Pupils
Teacher Talk
teacher-pupil communication
Trainee Researchers
Unwanted Intrusive Thoughts
Product details
- ISBN 9780750705639
- Weight: 317g
- Dimensions: 156 x 234mm
- Publication Date: 10 May 1996
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
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First Published in 1996. Teaching approaches for pupils with learning difficulties have often emphasized the presentation and repetition of easily manageable tasks rather than exploration, learning through mistakes and reflection. However, there is encouraging evidence that such pupils may be helped to develop effective learning approaches with marked improvements in their academic performance and self-concept. The importance of the teacher's role in facilitating pupils' reflective activity cannot be overstated. This book locates reflective experiences within classroom interaction and discusses a variety of ways in which teachers can foster reflection. These include their classroom talk, challenging activities, and the creation of an ethos where expectations are high and pupils' thinking and self-awareness are shown to be valued. Most, but not all, of the classroom research reported here was conducted in special schools for pupils with moderate learning difficulties, but the findings have implications for teachers of a wide range of pupils, in both ‘special' and ‘ordinary' schools. The hope is that they will be stimulated to incorporate some of the ideas in this book into their own practice.
Judith Watson Moray House Institute of Education, Heriot-Watt University, Edinburgh.,
