University of Tasmania
whole_YoungHelenE1996_thesis.pdf (5.76 MB)

Developing successful life-long learning skills

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posted on 2023-05-27, 14:17 authored by Young, Helen E
Effective teachers believe that all children can become successful learners through the provision of appropriate and inclusive school learning experiences which optimise their capacity to think and learn. This outcome appears more likely in schools where supportive classroom communities are encouraged. It is these experiences, teachers believe, that enable children to increase control over their learning and equip them with life-long learning skills considered necessary for meeting the challenges of living in a complex, fast-changing world. Even though progressive pedagogy recognises the need to cultivate independent and reflective thought in classrooms, there appear to be significant differences in current 'common' and 'best' practice, preventing its potential being realised in children. This document reviews current educational practice based on our understanding of the ways children develop, think and learn. An analysis of the literature discusses the many theories and propositions that have led to this position. The development of contemporary theories of learning are examined, as well as the contribution of language to cognitive development. Cognitive processing, along with effective processing strategies, are examined in the light of competent thinking. Consideration is given to a range of thinking skills together with their effective application. The assessment and evaluation of children's thinking is also discussed. From the literature examined, a selection of appropriate teaching and learning strategies are made. These strategies are intended to maximise the learning and thinking capacity of all children, and equip them with skills that will enable them to become independent, life-long learners and thinkers.


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Copyright 1996 the Author - The University is continuing to endeavour to trace the copyright owner(s) and in the meantime this item has been reproduced here in good faith. We would be pleased to hear from the copyright owner(s). Includes bibliographical references (leaves 163-177). Thesis (M.Ed.St.)--University of Tasmania, 1996

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