Description

Part of Phil Beadle's How to Teach Series. If you buy only one book on metacognitive strategies for the last ten minutes of the lesson this year, make it this one! The Book of Plenary is part of Phil Beadle's How To Teach series, in which he examines in detail every aspect of the modern classroom. The first half of this volume gives interested teachers a series of easy-to-set-up activities that make plenaries engaging and worthwhile. The second half is a detailed and almost serious examination of metacognition in the classroom. It seeks to give teachers the stimulus to prepare and research plenaries fully so that they actively seek to develop the metacognitive experience, knowledge and self regulation of students. Distanced from glib 'learn-to-learn' programmes, this book engages with available research about metacognition and presents its relevance to the classroom in a lively, although sometimes childish, manner.

The Book of Plenary: here endeth the lesson...

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£16.53

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Paperback / softback by Phil Beadle

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Part of Phil Beadle's How to Teach Series. If you buy only one book on metacognitive strategies for the last... Read more

    Publisher: Independent Thinking Press
    Publication Date: 26/08/2013
    ISBN13: 9781781350539, 978-1781350539
    ISBN10: 1781350531

    Number of Pages: 176

    Non Fiction , Politics, Philosophy & Society

    Description

    Part of Phil Beadle's How to Teach Series. If you buy only one book on metacognitive strategies for the last ten minutes of the lesson this year, make it this one! The Book of Plenary is part of Phil Beadle's How To Teach series, in which he examines in detail every aspect of the modern classroom. The first half of this volume gives interested teachers a series of easy-to-set-up activities that make plenaries engaging and worthwhile. The second half is a detailed and almost serious examination of metacognition in the classroom. It seeks to give teachers the stimulus to prepare and research plenaries fully so that they actively seek to develop the metacognitive experience, knowledge and self regulation of students. Distanced from glib 'learn-to-learn' programmes, this book engages with available research about metacognition and presents its relevance to the classroom in a lively, although sometimes childish, manner.

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