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Made for Learning: How the Conditions of Learning Guide Teaching Decisions
If any book can be described as a foundation for teaching, Made for Learning is that book.
Made for Learning is the result of 60 years of research and theory building by Australian educator Brian Cambourne, articulated and described with abundant classroom examples by American educator Debra Crouch.
Three years of Zoom sessions made it possible for the two educators to collaborate on a regular basis, challenging and encouraging each other to understand Brian’s original work in novel and innovative ways. Through integrating the Conditions of Learning research with new theoretical understandings, the co-authors present insightful analysis of teacher decision-making and classroom practices. Made for Learning offers educators a well-thought-out and up-to-date exploration of learning and teaching.
The core of the book explores the multi-faceted, yet natural processes, underpinning learning to read and write. The authors challenge the commonly held assumption that learning to read and write are unnatural processes. Built on Brian's original research observations of young children learning to speak, the Conditions of Learning address the necessity of nurturing a responsive classroom environment for all learning to occur, whether that learning is virtual or in-person. This intentional culture for learning happens not in isolation but as part of an integrated whole. An addition to the theory that has blossomed since the publication of Brian’s first book in 1988 is a deeper understanding of the role of language in the learning process. How teachers interact with learners and the language they use has a resounding impact on the learning that occurs.
In Made for Learning the authors describe a Discourse of Meaning-Making and explain and illustrate how to make that discourse the dominant language of the classroom. When the Conditions are coupled with four Processes That Empower Learning, an extension of the theory in the last three decades, teacher decision-making promotes the active participation of learners in their own literate journey. How that active learning looks, sounds, and feels becomes tangible in the multitude of classroom examples found throughout the book.
These classroom examples bring the Conditions of Learning to life and are unpacked to explore and analyze the specific teaching decisions leading to student learning. The authors offer educators concrete tools to use the Conditions of Learning as a framework to explore their own practices to strengthen learning experiences for every student.
Regie Routman graciously reviewed the book and had this to say: "Once in a great while a book comes along that upends our thinking -- challenging us to critically examine the effects of our literacy beliefs, practices, and processes around teaching and learning. Made for Learning is that breakthrough book."
Made for Learning is the result of 60 years of research and theory building by Australian educator Brian Cambourne, articulated and described with abundant classroom examples by American educator Debra Crouch.
Three years of Zoom sessions made it possible for the two educators to collaborate on a regular basis, challenging and encouraging each other to understand Brian’s original work in novel and innovative ways. Through integrating the Conditions of Learning research with new theoretical understandings, the co-authors present insightful analysis of teacher decision-making and classroom practices. Made for Learning offers educators a well-thought-out and up-to-date exploration of learning and teaching.
The core of the book explores the multi-faceted, yet natural processes, underpinning learning to read and write. The authors challenge the commonly held assumption that learning to read and write are unnatural processes. Built on Brian's original research observations of young children learning to speak, the Conditions of Learning address the necessity of nurturing a responsive classroom environment for all learning to occur, whether that learning is virtual or in-person. This intentional culture for learning happens not in isolation but as part of an integrated whole. An addition to the theory that has blossomed since the publication of Brian’s first book in 1988 is a deeper understanding of the role of language in the learning process. How teachers interact with learners and the language they use has a resounding impact on the learning that occurs.
In Made for Learning the authors describe a Discourse of Meaning-Making and explain and illustrate how to make that discourse the dominant language of the classroom. When the Conditions are coupled with four Processes That Empower Learning, an extension of the theory in the last three decades, teacher decision-making promotes the active participation of learners in their own literate journey. How that active learning looks, sounds, and feels becomes tangible in the multitude of classroom examples found throughout the book.
These classroom examples bring the Conditions of Learning to life and are unpacked to explore and analyze the specific teaching decisions leading to student learning. The authors offer educators concrete tools to use the Conditions of Learning as a framework to explore their own practices to strengthen learning experiences for every student.
Regie Routman graciously reviewed the book and had this to say: "Once in a great while a book comes along that upends our thinking -- challenging us to critically examine the effects of our literacy beliefs, practices, and processes around teaching and learning. Made for Learning is that breakthrough book."
- GenresTeaching
216 pages, Paperback
Published January 1, 2020
2 people are currently reading
15 people want to read
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Displaying 1 - 4 of 4 reviews
September 18, 2021
An exhaustive look at teaching and learning all thru a meticulous matrix of conditions (immersion, demonstration, engagement, expectation, responsibility, employment, approximation, and response) and four processes that empower engagement (transformation, discussion/reflection, application, evaluation). These conditions of learning are all part of Bran Cambourne's theories of constructivism in the classroom.
Each condition and process is described and then shown in action in the classrooms of early literacy teachers. The authors highlight mismatches of theories and practices for each, questions for us to think about our own thinking, and then a "More to the Story." Seen in action in the classroom, the educators of these Littles make their thinking visible, they share their decisions with the authors, and we are allowed a small peek into the workings of a true constructivist classroom. Supporting learners as they become proficient readers and writers. It was so refreshing to read about this approach, especially given the current zeal for Science of Reading regimes. Here are teachers setting the stage and letting students proceed at their own pace.
It's been years since I taught early literacy, and so I worked to place all of this in my high school Reading for Pleasure class...I saw many, many parallels to what we did in that class, which was NOT early, emerging literacy. This was developmental literacy, deepening skills and building new ones.
This book put what I know into a new framework...and I need time to reflect on what I know and do. And I need to incorporate my new learning. And that's what should happen. Learning is good. And hard. And personalized. And I'm now stewing in it all -- melding all the parts into a whole I can use and make my own. That's the sign of a good book
My only concern about this academic look is how challenging it appears to be for a typical classroom teacher...especially now when so many early childhood teachers don't have any education background. But this book will be invaluable as educators grow in their ability to build classroom climates of learning and literacy. Maybe it's just a matter of doing the intentional planning, connecting, teaching, reflecting and intentional planning. So the complicated patterns of conditions and processes might work themselves into that kaleidoscope that a classroom is...
Much to think about and I used a quote for my university class with preservice teachers...It will be a book to revisit as I plan and observe. And as I continue to visit with teachers about Reading for Pleasure. I can embed some of the conditions and processes (especially my personal favorite, Reflection) into my talk with these teachers...it is a very new way to think for traditionally-trained ELA teachers...I'm intrigued about how to add the secondary spin to what I've learned here.
An important addition to the constructivist library for educators.
Each condition and process is described and then shown in action in the classrooms of early literacy teachers. The authors highlight mismatches of theories and practices for each, questions for us to think about our own thinking, and then a "More to the Story." Seen in action in the classroom, the educators of these Littles make their thinking visible, they share their decisions with the authors, and we are allowed a small peek into the workings of a true constructivist classroom. Supporting learners as they become proficient readers and writers. It was so refreshing to read about this approach, especially given the current zeal for Science of Reading regimes. Here are teachers setting the stage and letting students proceed at their own pace.
It's been years since I taught early literacy, and so I worked to place all of this in my high school Reading for Pleasure class...I saw many, many parallels to what we did in that class, which was NOT early, emerging literacy. This was developmental literacy, deepening skills and building new ones.
This book put what I know into a new framework...and I need time to reflect on what I know and do. And I need to incorporate my new learning. And that's what should happen. Learning is good. And hard. And personalized. And I'm now stewing in it all -- melding all the parts into a whole I can use and make my own. That's the sign of a good book
My only concern about this academic look is how challenging it appears to be for a typical classroom teacher...especially now when so many early childhood teachers don't have any education background. But this book will be invaluable as educators grow in their ability to build classroom climates of learning and literacy. Maybe it's just a matter of doing the intentional planning, connecting, teaching, reflecting and intentional planning. So the complicated patterns of conditions and processes might work themselves into that kaleidoscope that a classroom is...
Much to think about and I used a quote for my university class with preservice teachers...It will be a book to revisit as I plan and observe. And as I continue to visit with teachers about Reading for Pleasure. I can embed some of the conditions and processes (especially my personal favorite, Reflection) into my talk with these teachers...it is a very new way to think for traditionally-trained ELA teachers...I'm intrigued about how to add the secondary spin to what I've learned here.
An important addition to the constructivist library for educators.
February 10, 2021
This recent release from Richard Owen Publishing expands on theories of naturalistic learning through presenting a viable model for creating the conditions for learning in constructivist classrooms. Here, relationships among the eight conditions and four processes of Cambourne’s model are brought to life through authentic examples. Central concepts of the model are clearly defined and situated in relation to established theory. Each chapter celebrates learning in classrooms facilitated by teachers who view learners as capable by making visible the professional decisions that allow such classrooms to flourish. Appendices provide templates to support application of the Conditions for Learning in a variety of contexts, including close examination of teacher decision-making. Made for Learning holds potential for reshaping education in ways that truly value both learning and teaching.
September 26, 2020
Timeless guidance on what teachers should be saying and doing to create a highly effective learning environment. Language is at the center of this resource. It is our words and actions that determine the quality of a classroom. Read it today and change your instruction!
March 6, 2023
Authors seemed a bit disconnected from the reality of what happens in a classroom on a daily basis.
Displaying 1 - 4 of 4 reviews