Research enquiry questions How can the term ‘Independent Learning’ be defined?

1. Independent learning • Research enquiry questions • How can the term ‘Independent Learning’ be defined? • Is there any evidence of Independent Learning at KS3? • How can Independent Learning be embedded within learning throughout the whole school? • Outcome of research project • Produce a pack with suggestions for teachers on how to embed independent learning into their everyday teaching.

2. What does independent learning mean to you? Pupils are able to organise their work Sustained application to a task It involves peer help (students helping one another) students taking responsibility for their progress students feel confident in knowing what they have to do Being self driven and motivated Being able to identify relevant resources Less direction, less spoon feeding Involves differentiation – personalised learning completing open ended task students working without seeking reassurance / guidance from their teacher Being able to ask questions related to a topic analysing and evaluating their own work as they go along students using their own skills to develop their own understanding of a given topic being able to study, develop work and ideas by themselves Pursue pupil’s own interest / giving them a choice

3. How does literature define independent learning? • Difficult to define • Plethora of terms cover ‘independent learning’ and a plethora of definitions are used to try and define it. • Two key definitions used collaboratively help to define what we see independent learning as “the ability to take charge of ones own learning”, (Holec, 1981, 3) “a processin which individuals take the initiative with or without the help of others in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategiesand evaluatinglearning outcome” (1975:18 in Learn Higher, U)

4. Problems with the terms / definitions • “learner is solely responsible for all decisions.” (Dickinson, 1987, 11) • However • “Independent learning cannot be achieved in isolation. Learning is an interactive process among students and between teacher and students” (Kestern C 1987) • “directionis needed to help learners identify areas of difficulty but too much direction detracts from their sense of ownership of the learning project”.

5. Why is independent learning important? “Fostering students’ independence ..... increases the motivation and enthusiasm ..... They become engaged in and responsible for their own education and this flows through to the way they view life as a whole” (Farmer D 1996). “Preparing young people so that they can and will continue learning effectively throughout their lives” (Campaign for Learning 2000) “Learning is learnable” (Campaign for learning 2000) Independent learning should therefore be an integral part of the whole learning and teaching process.

6. Characteristics of Independent Learning 1. Self Reliance 2. Reflection 3. Personal satisfaction from learning • Throughout the research these have underpinned and structured our research. • We used Triangulation and intended to get a mixture of Quantitative and Qualitative data.

7. Questionnaires • Main research method • Pilot scheme • Open and closed questions • Pupil Questionnaire • 12 questions • Systematically sampled • 80 responses • Teacher Questionnaire • 7 questions • Randomly sampled • 24 responses • Email questionnaire

8. Teacher questionnaire • How would you define independent learning? • 2) Which of these three is the most relevant aspect of independent learning? (Please delete as appropriate) • Self reliance Personal satisfaction from learning Self reflection • 3) Do you think John Port pupils could be more independent in their learning? (Please delete as appropriate) • Yes No • Why? • 4) Do you promote independent learning in your teaching? (Please delete as appropriate) • Yes No • If yes how? / if no how could you? • 5) Does your department incorporate independent learning in the schemes of work? • Yes No • If yes how? / if no how could it? • 6) What strategies would you or your department recommend for encouraging independent thinking skills? • 7) What do you think the benefits are of encouraging pupils to become independent learners? • Many thanks • Please reply to PGCE08PriceC@johnport.derbyshire.sch.uk

10. Lesson Observations • 12 lessons • - Expressive Arts • - MFL • - Humanities • - Core subjects • Non - Participant – detached observation • Participant – shared and discussed the nature of the observation • Structured observation • Unstructured notes

11. Interview • Year 10 Guidance Co-ordinator • Obtained consent • 20 minutes • Structured - questions were pre written • Unstructured - we asked unplanned questions • Questions • Is independent learning incorporated into schemes of work? • How would you define independent learning? • Work experience? • Has there been much talk about independent learning? • What changes could be made to encourage independent learning? • Are John Port students independent learners? • What are your thoughts on the idea of incorporating independent learning through themed days? • What will need to include in our pack if it is going to be useful for teachers?

12. Focus Groups • Conducted by the head of Humanities • 3 sessions with KS3, 4 and 5 – each lasting 2 hours • For KS3 there were 10 pupils of mixed ability • - 3 - year 7 • - 3 - year 8 • - 4 - year 9 • We able to use the results as a starting point • Not specifically about independent learning – we were able to draw it out.

13. Key Findings • Teachers widely accept the importance of independent learning. • Pupils expressed a desire for more independent learning. • We observed some excellent independent learning within lessons. • Some of the best lessons we observed were independent learning based. • Pupils have the capacity and resources for independent learning. also: • Recent educational theory sees independent learning as crucial. So what is the problem?

14. ‘Barriers to independent learning’ • Exam pressures • Curriculum restraints • ‘Culture of being spoon fed’ • Departments not supportive 60% of teachers said departments were not supportive of development of independent learning. in contrast: 96% said they did promote IL within lessons 95% of teachers said that pupils at John Port could be more independent in their learning

15. Self reliant • 11.5% (of teachers said that this was the most important aspect of independent learning) • Level descriptors • Reflective • 38.5% • Personal Satisfaction from learning • 50% • 72% complete their work because they want to work to the best of their ability. • Structure of lessons, range of tasks, balance of activity

16. Homework • Homework is a key part of independent learning. • “What's the point Sir ?” Homework is seen by students as forced and done for the sake of it. • Is Homework: Relevance, worthwhile, does it develop new learning? • Pupils have got the resources so why not use them? • 89% said they would complete more homework if they had more choice on task. • CHOICE , CHOICE, CHOICE

17. Implications for us as developing teachers and for the school. The principles are apparent in the 1960s when the educator John Holt declared: ‘Since we cannot know what knowledge will be most needed in the future, it is senseless to try to teach it in advance. Instead, we should try to turn out people who love learning so much and learn so well that they will be able to learn whatever needs to learned’

18. In the May 2009 ATL Report magazine the ATL general secretary Mary Bousted’s closing speech critiques the rigid structures of lessons “This level of control robs them of choice, denies them control of – the content, pace and focus of the lessons...Why must our pupils be bored rigid by the repetition of the same lesson structure again and again?”

19. Phil Candy affirmed that independent learning is: ‘a philosophy, ethos and a method.’ As a result we devised a pack constructed of strategies promoting independent learning Strategies consisted of: • Whole school approaches • Start of lesson • Whole of lesson • End of lesson • Homework activity

20. Whole school strategy • Independent Learning Centre and Co-ordinator • An ‘independent learning centre’ is a flexible space with appropriate resources where students can pursue independent projects or learning. Key elements of an independent learning centre are: • a space for one or more groups or individuals to work in together (at higher noise levels than in a library) • Suitable furnishings and resources (table, computers, sound equipment, storage space, etc) to encourage flexible and spontaneous use • a coordinator to handle ILC bookings and overall management of independent learning across the school • a teacher roster to allow for necessary supervision and assistance, and an understanding amongst the teaching staff that the ILC is there as a resource area for individuals or groups to flow into.

21. Start of lesson strategy • Provide a rationale for the lesson • At the very start of the lesson inform the students of the reason for the lesson and link it to the wider world/work place. • This rationale situates the learning in a wider world context and will encourage them to initiate their learning.

22. Whole lesson strategy Timeout or Question Amnesty Explain that for the next 3 or 5 minutes students will not be allowed to ask questions. This will provide students the opportunity to collaborate and support one another and ensure they check if the answer has been answered. If they still think that the question has not been answered they should be encouraged to write it down.

23. End of lesson strategy: Calling Cards Calling cards This simple idea allows students to signal a response by holding up a card. These could either be like a traffic light system I don’t know the answer I’m not sure whether I know the answer I do know the answer  or:   

24. Homework strategy • Reflective Journal • Our research showed that some homework tasks are set purely for the sake of giving the students some homework • It was also indicated that students were not encouraged to do homework. • One strategy to encourage homework tasks and independent learning is to produce a reflective journal: set students the task of summarizing what they have learnt from each lesson or week. • This will provide the catalyst for them to reflect on what they have learnt and will indicate their strengths and weaknesses. • The teacher could vary the responsibility per year/student so that the onus is on them to independently keep the journal going.

25. In the teacher questionnaires one teacher noted that at A-level it really stands out that pupils have a lack of ability to demonstrate independent learning and therefore “struggle to cope with the demands of the course due to not being given enough opportunity in lower school to work independently”. A student’s inability to think and learn independently will prove detrimental to their future as learners and as people.

26. Grow like aTREEindependently Take responsibility for your own learning Reflect on your learning Express your own opinion Evaluate your progress T