1	Independent Learning
2	Objectives To define and establish a context for independent learning. To identify and generate good practice. To apply this practice into our own departments.
3	Why is this a focus? ‘Poor independent skills’ identified as a significant barrier to achievement at AS/A2. SEF – Major action point. Focus of future inspection. Key Ofsted question - What is being done to address this issue?
4	National Context Independent learning is one of two key differences between pre and post 16 teaching. How do we best prepare students for university/work? How well do GCSE subjects prepare for AS/A2? Do schools spoon feed at Key Stage 4?
5	What is independent learning “Independent study is a process, a method and a philosophy of education whereby a learner acquires knowledge by his or her own efforts and develops the ability for enquiry and critical evaluation.” Philip Candy, 1991
6	What attributes does the independent learner possess?
7	"Manage their time effectively." Manage their time effectively. Transfer skills. See connections between and within subjects. Think creatively. Learn from experience. Proactive in their approach/resourceful. Demonstrate higher order thinking. Persevere when it gets tough.
8	Why do students find this difficult?
9	The Challenge Is to provide the correct amount of guidance without providing too much. Ensure that a supportive culture does not turn into a ‘dependency culture’.
10	Which skills do students need to have mastered in your subject to allow them to succeed in post 16/university learning? e.g. English Information retrieval/research. Planning. Time management. Collaboration. Analysis of text. Learning to ask complex questions. Learning to pursue own questions. Cogent, analytical writing.
11	What has been done in Post 16 Pic up. Project weeks. Introducing Key Skill IOLP. Tutorial programme. Extended project.
12	Pic Up Introduced during 2006/7. Encourage independent study after taught lessons. Available for any subject area/any student. Supervised/monitored.
13	Project Weeks 5 week period at end of Year 12. 3 weeks of independent project work. Success rests on quality of project set by department. Positive evaluation – 70% of students approved of trial.
14	IOLP (Key Skill) One to one documentation revised to include IOLP. 3 stages: - Set target. - Review target. - Reflect on progress made.
15	Tutorial Programme Re-designed to meet: - Independent learning skills. - ECM agenda. Link to Intranet.
16	Extended Project Qualification Pilot scheme 2007 – 08, launched nationwide in 2008. 22 students. Decide on question, research, produce product, evaluate. Process and product are marked.
17	Project Examples (Titles for 2007) What impact has Marilyn Munroe had on culture? How feasible is strangeness in quantum physics? Between 1960 and 1990 have the reasons for Ministerial resignations changed? In what ways, and how effectively, can the efficiency and result of architectural projects be improved? A sports training programme for a hockey player.
18	PSYCHOLOGY INDEPENDENT LEARNING Students have 1 hr allocated on their timetable per week for independent learning. Their independent learning is self-taught areas of the syllabus with a variety of self-assessment, accessed through the intranet. Independent learning topics area is set out with: Introduction (learning objectives); Task (what students have to produce): Process (steps-by-step instructions on how to get there) Sources (resources for them to use); Conclusion (extended thinking task). http://www.macmillan-academy.org.uk/ academyintranet/Depts/Psychology/ AS%20Independent%20Learning/HumanisticIntro.html
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24	Use of Teaching Assistants/IC Y9 History (top set). 4 students are withdrawn at a time. TA/IC supervises. Students work on a different task to the rest of the class. - Example: class doing lesson on overview of events of WWI. Students complete task looking at the most significant events of WWI. Task is open ended and challenging (GCSE books used). Students use what they have created to show the rest of the class as the starter/input to the next lesson.
25	Pre-Testing Used where there is an overlap of topics studied in different year groups/Key Stages. - Example: Geography – the water cycle is taught at both GCSE and AS level. Students are tested on their knowledge of the topic. Those with top marks can miss introductory lessons and create their own question on the topic to research.
26	Independent Learning within the Classroom Element of choice in task or outcome A way of determining previous knowledge of students (KS2 French – varies drastically between Primary Schools – a way of assessing prior knowledge) Encourages development of necessary behaviours associated with independent learning – resilience, creativity, organisation, self-discipline, discovery, enquiry Students need to revise resources available to them and try to discover others that may be useful
27	Challenge.. Job to do: As a group choose a character from the train journey and decide upon a way of presenting as many details as you can about them. Success Criteria: You must ensure that the information you show is in French You should refer to all the lessons and resources you have been given since the beginning of Year 7 You could also include any extra knowledge from French lessons at Primary school You can portray the information you choose in any way that you wish but try to be creative Make your work eye-catching and interesting Work responsibly in your group (split up the work) – you may have to set yourselves homework Ensure that your work is ready to present at the end of next lesson
28	Resources that may be useful to your group… Type 1 – exercise books, Metro 1 textbook and vocabulary sheet Type 2 – all the above + Metro 2 and 3 textbooks (used in years 8 and 9), the IC and dictionaries Type 3 – all the above + internet sites that you research e.g. www.linguascope.com , www.mflresources.co.uk or www.languagesonline.co.uk All resources need to be researched thoroughly and used with caution and consideration – internet translators should NEVER be used!
29	"What do you currently do..." What do you currently do to develop independent learning? What could you do to develop it even further?
30	Common features which promote an effective independent learning ethic Cognitive challenge. Extended tasks (with a time management implication). Teaching the process. Providing an opportunity for metacognition. Giving an element of choice in question or outcome. An opportunity for self/peer assessment.