Psychology of Learning

A knowledge enhancement perspective on learning (Munro J., 2008).  Understanding learning is a key aspect of the knowledge of successful teachers,  school leaders and educational policy makers in  C21st classrooms.    This article provides a framework for linking explicitly  learning and knowledge.   A version of this paper was commissioned by the OECD in 2007.    

What students know about showing what they know: A key in effective learning and teaching. (Munro J., 1999). This article, published in  Reflect, 4, 1, 6-13,  discusses what students know about how to display their knowledge.

Understanding learning: A teaching friendly model. There are many models of learning. This model is based explicitly on the phases through which knowledge changes as learning occurs. It provides teachers and schools with a systematic way of understanding learning as knowledge change. A version of this paper was presented as an invited key note at the biennial Curriculum Corporation Conference How to teach better held on 12 and 13 June 2003 at the Perth Hyatt Conference Centre, Perth, WA.

Framework for teaching ADHD students (Munro J., 2003).  This paper was an invited Keynote presentation at the ADDISS Conference,  22 August, Brisbane.  It analyses  AD/HD from a learning framework and uses this to recommend a teaching approach that is inclusive from a learning perspective.

A learner – interaction model of learning  (Munro J., 2003)  This is the set of Workshop Notes used  to map the learner – interaction model of learning into teaching procedures.

Schools as learning organisations learning more about learning (Munro J., 2003)  This paper was presented at the Conference of the International Congress of School Effectiveness and Improvement,  January,  2003.

A knowledge enhancement model of individual differences in learning (Munro J., 2003).    This paper describes briefly a model of individual differences in learning that integrates various  factors involved in knowledge enhancement.   It describes how the model has been used as a basis for improving pedagogic practice,  for catering for literacy and numeracy difficulties,  for understanding and catering for gifted and talented learning and for developing a professional learning capacity in schools.