Originally published in 1986 designed for teachers and those concerned with the education of primary and secondary school pupils Learning Strategies presented a new approach to ‘learning to learn’. Its aim was to encourage teachers to start thinking about different approaches to harnessing the potential of young learners. It was also relevant to adult learners and to those who teach them. Thus although about learning the book is also very much about teaching. Learning Strategies presents a critical view of the study skills courses offered in schools at the time and assesses in non-technical language what contributions could be made to the learning debate by recent developments in cognitive psychology. The traditional curriculum concentrated on ‘information’ and developing skills in reading writing mathematics and specialist subjects while the more general strategies of how to learn to solve problems and to select appropriate methods of working were too often neglected. Learning to learn involves strategies like planning ahead monitoring one’s performance checking and self-testing. Strategies like these are taught in schools but children do not learn to apply them beyond specific applications in narrowly defined tasks. The book examines the broader notion of learning strategies and the means by which we can control and regulate our use of skills in learning. It also shows how these ideas can be translated into classroom practice. The final chapter reviews the place of learning strategies in the curriculum.
Originally published in 1986 designed for teachers and those concerned with the education of primary and secondary school pupils Learning Strategies presented a new approach to ‘learning to learn’. Its aim was to encourage teachers to start thinking about different approaches to harnessing the potential of young learners. It was also relevant to adult learners and to those who teach them. Thus although about learning the book is also very much about teaching. Learning Strategies presents a critical view of the study skills courses offered in schools at the time and assesses in non-technical language what contributions could be made to the learning debate by recent developments in cognitive psychology. The traditional curriculum concentrated on ‘information’ and developing skills in reading writing mathematics and specialist subjects while the more general strategies of how to learn to solve problems and to select appropriate methods of working were too often neglected. Learning to learn involves strategies like planning ahead monitoring one’s performance checking and self-testing. Strategies like these are taught in schools but children do not learn to apply them beyond specific applications in narrowly defined tasks. The book examines the broader notion of learning strategies and the means by which we can control and regulate our use of skills in learning. It also shows how these ideas can be translated into classroom practice. The final chapter reviews the place of learning strategies in the curriculum.
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Your options for returning an item vary depending on what you want to return, why you want to return it, and the seller's return policy. If the item is damaged or doesn't match the listing description, you can return it even if the seller's returns policy says they don't accept returns. If you've changed your mind and no longer want an item, you can still request a return, but the seller doesn't have to accept it. If the buyer changes their mind about a purchase and wants to return an item, they may need to pay return postage costs, depending on the seller's return policy. Sellers can provide a return postage address and additional return postage information for the buyer. Sellers pay for return postage if there's a problem with the item. For example, if the item doesn't match the listing description, is damaged or defective or is counterfeit. By law, customers in the European Union also have the right to cancel the purchase of an item within 14 days beginning from the day you receive, or a third party indicated by you (other than the carrier) receives, the last good ordered by you (if delivered separately). This applies to all products except for digital items (e.g. Digital Music) that are provided immediately to you with your acknowledgement, and other items such as video, DVD, audio, video games, Sex and Sensuality products and software products where the item has been unsealed.
Sellers have to offer a refund for certain items only if they are faulty, such as: Personalised items and custom-made items, Perishable items, Newspapers and magazines, Unwrapped CDs DVDs and computer software. If you used your PayPal balance or bank account to fund the original payment, the refunded money will go back to your PayPal account balance. If you used a credit or debit card to fund the original payment, the refunded money will go back to your card. The seller will effect the refund within three working days but it may take up to 30 days for Paypal to process the transfer. For payments funded partially by a card and partially by your balance/bank, the money taken from your card will go back to your card and the remainder will return to your PayPal balance.