School learning and cognitive styles / / Richard Riding

• Record Nr.: UNINA9910825965003321
• Autore: Riding R. J.
• Pubbl/distr/stampa: London : , : David Fulton Publishers, , 2002
• ISBN: 1-136-76125-X; 0-203-82198-X; 1-299-05445-5; 1-136-76126-8
• Descrizione fisica: 1 online resource (128 p.)
• Disciplina: 371.1/02
• Soggetti: Learning; Cognitive styles
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and indexes.
• Nota di contenuto: Front Cover; School Learning and Cognitive Style; Copyright Page; Contents; Preface; Introduction and overview; Effective learning; 1.Starting where you are; What the teacher sees - observable classroom behaviours; The factors affecting school performance; Changing the changeable - what the teacher can affect; 2.Working memory and processing capacity; Meaningful learning and working memory; The features of working memory; Working memory assessment and learning performance; 3.Cognitive style; Cognitive style dimensions; The nature of cognitive style; 4.Cognitive style and learning; Style and learning performanceLearning and representational preferences; Working memory capacity, cognitive style and learning; 5.Style and pupil behaviour; Style and behaviour problems; Style and the types of problem behaviour; Pupil management; 6.Long-term memory; Building a structure of knowledge; Integration of new information into the structure; Maintaining the availability of knowledge; 7.Learning design and behaviour management; Style of teaching delivery; Planning a topic and its delivery; Managing behaviour; 8.Developing pupil learning strategies; The distinction between style and strategyThe formation of learning strategies; Facilitating the development of learning strategies; ; Resources; References; Author index; Subject index
• Sommario/riassunto: This book provides an accessible approach to teaching strategies that will improve the quality of student learning and behavior. The author advocates that the key to effective learning, and therefore the key to a successful school, is not complex management systems but good quality teaching. With this aim clearly in sight he incorporates recent psychological developments on individual learning differences with practical classroom applications. He presents new approaches in three key areas: processing capacity, cognitive style and understanding the structure of knowledge. These