1. Stolen / Copyright ‘punk learning’.
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2. What success really looks like Ferris Bueller; anyone, anyone
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3. Independent learning It’s not just leaving them to get on with it…
…there’s a need to let go when it’s appropriate.
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4. To know what independent learning is and by contrast what it isn’t
To recognise the importance and value of independent learning for ‘Learning and Teaching’
To know what independent learning is and by contrast what it isn’t
To improve our knowledge and quality of use of independent learning strategies
To be able to feedback to departments in order to highlight or make additions to schemes of work with opportunities for independent learning.
Develop your own practice and confidence to be able to improve the quality of T&L taking place in your lessons and those of colleagues.
matt_mckeeSA

5. What is it then, it’s value to us and pupils… Some research..
Doing
A learning task…
What is it then, it’s value to us and pupils…
Some research..
Fitting it into SoW
Exit tickets
Feedback
matt_mckeeSA

6. A learning task… 1,2,1,2,1,2, into two groups
1’s with Emma, (K14), 2’s stay here.. See you in about 10 mins…
2’s we’re going to make what’s under the boxes – independent style….
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7. Independent Style Origami
Plan is to make these origami models.
Choose which one to start with, swan (easy), fox (moderate), crane (harder), extension available too…
Can use the help sheets, videos on laptops and each other and me for help.
Once you’ve learned how to do one of them feel free to get someone else to help you with the next..
matt_mckeeSA

8. How was our task… On your ‘table’ share thoughts for 3 mins..
Reflecting on how the task was..
As a learner….
Putting yourself in the Teachers position..
Benefits of each style?
Impacts on the Learning and Doing for a real ‘class’ as a whole by the end of the lesson?
One comment from each group
Speaker in alphabetical order..
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9. Barriers / Concerns Teacher time & workload
Their skills / abilities / expectations
Resources
Curriculum time / contact time.
Will independent learning activities take longer to get it done..
covering the content
Behaviour, some spoiling it for others..
Lesson time limit
Out of control / letting go
‘Nothing completed in the time they had’
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10. Possible Benefits for Pupils
Improved performance & depth of understanding
Increased motivation & ownership
Increased confidence
Greater awareness of limitations and strengths leading towards
more reflection and better target setting, targeted revision and sense of ownership
Learning based Self esteem
Self management / time management / autonomy
matt_mckeeSA

11. Possible Benefits for Teachers
More ‘switched on’ pupils – see all comments on previous slide including performance & understanding
Likely to fit ‘creative’, ‘challenge’ and ‘70:30’
Greater sense of ‘functioning’ class.
More inclusion
More motivation
Better Behaviour for Learning
Allows wider range of differentiation / activities
More opportunity / time for working with stuck pupils / key issues and deeper learning needs
matt_mckeeSA

12. A Thought on Quality of Lessons… Learning & Teaching..
As a school & staff we can teach good and outstanding lessons, but even then there can be a need for that ‘creative spark’
Lesson observation grading criteria with ‘good’ and ‘satisfactory’ removed to provide a contrast of extremes. Most highlights in Learning.
Green highlight shows where strategies and criteria are strongly linked to independent learning. – all through ‘outstanding’.
Pink highlight shows a lack or opposite of good independent learning – throughout ‘inadequate’.
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13. Criteria 1 Outstanding 4 Inadequate LEARNING TEACHING B f L
Criteria
1 Outstanding
4 Inadequate
LEARNING
Progress made in lesson/ over time
Acquisition of knowledge and skills.
Motivation, interest, concentration
Independence
Personal challenge
Problem-solving
Almost all pupils, including SEN, make rapid and sustained progress in the lesson and over time relative to their starting points. Pupils acquire skills and knowledge quickly and effectively. Pupils are consistently motivated and committed applying intellectual/ other skills to their work. All are effective independent learners who take appropriate initiative and collaborate with each other.
Pupils make little progress relative to their starting points in the lesson and over time. They acquire few skills and develop limited knowledge and understanding. Pupils demonstrate low levels of motivation and are reluctant or not expected to use their initiative. Few students are engaged for the whole lesson.
TEACHING
Expectations, challenge
Planning
Differentiation
Assessment for learning
Subject knowledge
Quality of relationships with students
Creativity
Lesson structure
High expectations of all pupils with challenging tasks that are closely matched to specific learning needs. Accurate assessment of learning needs ensure astute and appropriate planning to support learning for each individual. Marking and feedback is frequent and of a consistently high quality. These activities enable pupils to understand how to improve their work, and encourage high levels of commitment. Expert relationships and knowledge mean pupils consistently understand what and how to learn. Resources stimulate all with appropriate ICT used expertly to enhance learning. Lesson is structured to maximise learning including use of outstanding starter/ plenary to stimulate/ review.
Teacher expectations within the class are low. Teaching is dull and fails to capture student interest and engagement. Pupils are not consistently informed about the progress that they are making and are unclear about future targets. Due care and attention is not given to accurate and effective feedback. Lessons are poorly planned, lack structure and pitched inappropriately to challenge the group. Differentiation is poorly planned and applied inappropriately. There are poor relationships with students. Limited understanding of course affects outcomes
Resources are either poorly developed or inappropriate with limited use of ICT.
B f L
Student engagement/ cooperation
Punctuality
Use of rewards and sanctions
Behaviour management to support learning.
Pupils are consistently well behaved and show high levels of engagement, collaboration and cooperation. There is a prompt start and consistent enforcement of rules on attendance / lateness. Positive use of rewards to motivate learners. SA behaviour strategy used consistently and effectively to maximise on learning outcomes.
Pupils lack engagement and persistent low level disruption contributes to reduced learning and/ or disorder. Lateness in not properly addressed. Greater effort on managing behaviour than on learning. Inconsistent use of school / dept policies. Limited range of teaching styles to support effective learning.
Recognise we can teach outstanding lessons – but observers both internal and external are recognising the lack of sparkle sometimes, which is part of the true nature of outstanding lessons. Now is time to take play with our teaching and learning - risks re secure groups – before ofsted return. Change before we have to.. Be ahead of the game
matt_mckeeSA

14. Classroom Strategies encouraging I.L.
Given enough freedom, time, choice(s) and independence
Setting own targets, deadlines..
Managing aspects of their own plan, performance and workload AND sharing it.
Evaluating their work, each others, ours..
‘Good quality’ research
Communicating / presenting ideas / discuss / debate
Group work
Evaluating and Planning
Summarising, reorganising, updating.
SWOT style analysis
Problem Solving
Student Voice and Reflection
Roles and responsibilities.
Try it out with ‘safer’ classes and in small, comfortable steps
matt_mckeeSA

15. Why I.L. – Big Picture..
Post education, life long learning, work place skills, to be self motivated, resourceful, resilient, problem solving, inventive – intrinsic part of creativity
Is independence and ‘creativity as important as literacy’ as Sir Ken Robinson suggests
Is education to prepare for their future.. Divergent thinkers.
‘Shift Happens’.
Pace of change in ‘life’ – unpredictability.
To be prepared to be wrong and make mistakes – not stigmatised – not educate people out of this and build in fear of ‘temporary failure’,
Increasing obsolescence of ‘academic’ university based hierarchy of education for ‘best’ employment.
Value of ‘interdisciplinary’ – taking ideas from one area applying to another.
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16. Contrasting Independent / Dependent
DEPENDENT LEARNERS
Usually Rely on teacher
Cannot make decisions about their own learning
Do not know their own strengths and weaknesses
Do not connect classroom to real world
Think teacher is responsible for their learning
Do not know how to approach tasks/problems
Do not set learning goals
Do not reflect on their own learning
INDEPENDENT LEARNERS
Able to be Self-reliant
Make informed decisions about their learning needs
Aware of strengths and weaknesses
Connect classroom to real world
Take responsibility for own learning
Plan their learning and set goals
Motivated by progress in learning
Often reflect on learning process
matt_mckeeSA

17. Next 5 minute task… SoW
Use the scheme of work on RE to put in or highlight some independent learning opportunities.
By all means consider ideas from our earlier slide…
What ideas did we get..
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18. Last two tasks. 1. As individuals
Post it note exit ticket.
One thing learned by you on independent learning
One classroom strategy that encourages independent learning that you want to include in some of your lessons this term.
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19. Last two tasks. 2. Departmental
Feedback to departments.
By summer half term to use a year 7, 8 or year 10 scheme of work and put in / highlight good opportunities for Independent Learning.
Aiming for at least one per lesson, or listed at certain key points.
Works alongside shift in examinations and schemes of work preparation for no notice inspections.
matt_mckeeSA