Effective independent learning activities Sandringham School Twilight CPD Programme Effective independent learning activities Richard Found and Tim Hallas Classroom H1

Delegates TeacherFaculty Tim HallasMusic Richard FoundScience Allyson BrownEnglish Lynn CattonEnglish Lindsey ForrowEnglish Margaret HaywardEnglish Anne LyonsMFL Rhian RoderickScience Oli BaggaleyB+E Rebecca Twiston – DavisArt

Independent Learning “Teaching learners how to learn” This presentation has been shared using Google Drive. Please find it!

Ideas from Literature Defining IL Self-regulated Critical enquiry Motivated Learning how to learn

Ideas from Literature Key elements of an IL classroom Strong relationship between teacher and student Enabling environment ICT can play a key role

Ideas from Literature During IL students will demonstrate: Planning Self-monitoring Control Evaluation Motivation

Ideas from Literature Skills required for IL Cognitive Metacognitive Affective Motivation

Ideas from Literature Promoting IL Scaffolding Modelling Promote self-monitoring Appropriateness of home learning

Ideas from Literature The teacher’s role Coach, mentor, guide Understanding how pupils think Consider pupils as individuals Relay enthusiasm Encourage questioning Motivate pupils

Ideas from Literature Other things to consider IL is required in university courses Students perceive IL differently Time management Instrumental learning

Impact of Independent Learning

Tips for Creating IL projects TipActivity ReflectionEncourage your learners to think about what learning strategies work for them and what progress they are making. Providing pro formas for learners to record this. Sharing IdeasCreate opportunities for group and paired work, and for mutual support. Encourage learners to share stories and strategies, and seek ideas from other people in the group so that the teacher is not the only source of support. QuestionsDevelop a learning atmosphere and exercises that encourage learners to ask questions. Use problem solving techniques rather than finding right and wrong answer to closed questions Learner VoiceLearner tend to become more confident when they know that their views will be taken seriously, so provide opportunities for learners to express their needs and concerns. Help them by establishing a clear code of conduct from the start. Catch ConfidenceProvide a framework for recognising and recording progress and achievement. Include constructive comments from peers as well as teacher and learner feedback. Tackle the self doubt expressed as ‘I’m no good at that’ Create opportunities for ILDo not be afraid to leave your students to tackle questions on their own or as part of a group exercise. Leave room for a defined amount of time if that would help. Create plenty of opportunities for learners to practice skills outside the classroom. Learners centre stageEncourage leaners to demonstrate what they have learned; this helps to reinforce their learning. Ask them to explain points to others in their group. Help learners to feel safe with this level of exposure be explaining to its purpose. If learners find it difficult, invite more confident ones to share their coping strategies. Support learners to develop their study skills Build support into your courses. Identify which literacy or numeracy skills learners need in order to cope with learning in their subject ProgressionEncourage students to identify their goals from the start of their journey with you. Discuss with them the learning that will help them reach these goals. Find out whether they need support in developing their skills.

Collaboration and Sharing You have all been asked to bring along examples of IL projects from your faculty. Please work in pairs to reflect and evaluate these activities: 10mins To assist please complete the grid Working pairs – English to split up!

Project Title: Year Group: FeatureNotes Opportunities for reflection Opportunities for sharing ideas Problem solving techniques to answer questions Opportunities for learners to express their needs and concerns Framework for recognising progress and achievement – Feedback Give time for to tackle questions and activities on their own Demonstrate the learning to other learners Build skill development into the process Set goals and reflect on progress

Ideas from Sandagogy

Ideas (2) Dialogic Approaches

Project Title: Year Group: FeatureNotes Opportunities for reflection Opportunities for sharing ideas Problem solving techniques to answer questions Opportunities for learners to express their needs and concerns Framework for recognising progress and achievement – Feedback Give time for to tackle questions and activities on their own Demonstrate the learning to other learners Build skill development into the process Set goals and reflect on progress

The format for Winter Session 1 Tues 16 th Sept Opportunities to learn and develop approaches for your classroom Session 2 Tues 4 th Nov Opportunities to reflect on how your approaches are supporting learning and time to share and develop them further Session 3 Tues 16 th Dec All teachers from all the sessions will come together in a Teach Meet, sharing what they have been developing and learning.

Everyone needs to bring along a piece of ‘evidence’ representing what they have been doing in their classrooms, based on their twilight sessions. This could be a photo, a piece of students’ work, a lesson resource. It should be no bigger than A4. At the Teach Meet, everyone will be asked to judge their approach/ strategy based on it’s effectiveness so far and its cost (time). One person/pair/trio from each group should lead a 3 minute presentation on what they have been using and the impact its been having. This should not be the group leaders! Sign up will take place in the second session.

Plan your Project Collaborate? TeachMeet Progress check - Tue 4 th November Piece of Evidence

Sharing your practice before the : Tweet using handle Tweet on a Friday using handle and the #highfivefriday hashtag – see Gemma Harvey Give a teaching tip in briefing – see Abbie Winters Share at our TLC on Weds – see Mel Breakell Write a blog post – see Caroline Creaby Consider writing an article for the Sandringham Leanring Journal (the preferred reading of teachers, headteachers, academics and Education Ministers) – see Karen Roskilly