Independent Learning

Independent Learning Independent learning, often referred to as self-directed learning, involves pupils taking the initiative in recognising learning requirements and undertaking activities to meet them. At one level it may involve providing pupils with “extension” work for them to do individually; on another level it may present pupils with an extended block of work in which they must formulate strategies to accomplish the task(s).

Points arising from Research

Research suggests that people like to learn as follows: doing activities they want to do; being actively involved in tasks; getting good feedback; having opportunities to reflect on what has been learned; working at their own pace; having choice in where and when they work; working in company with others, especially people engaged in a similar process; having a feeling of being in control of the situation. Independent learning strategies help to address these requirements.

Key Elements of Independent Learning

Why independent learning? In a rapidly changing society, people need to be able to learn new skills for new jobs This is, more than ever before, going to be a life-long process Post-school education depends largely on pupils being able to work independently Business leaders say that they need employees who are self-motivated and resourceful IL strategies encourage pupils to engage in the learning process actively This can promote intrinsic motivation towards learning, rather than extrinsic, and to help pupils see the value in learning (See Toolkit section on Motivation) The attitudes fostered by IL are those needed in a healthy democratic society IL helps cater for the needs of individuals in a differentiated curriculum

Preparing pupils: The teacher needs to be familiar with the prior learning/achievement of pupils Literacy and ICT skills are likely to be important in IL Information literacy skills are also very important. The school librarian can help to ensure pupils develop the necessary skills Pupils should be clear about their learning needs They should also be aware of their own most effective learning styles (See Toolkit section on Learning Styles) Work needs to be meaningful and relevant Pupils should be able to connect the work in hand with a desired goal IL will often involve internet work and pupils may need help in distinguishing “sound” information from “rubbish” or unwholesome information IL may involve groups working collaboratively as part of the process and pupils need the skills for this It is helpful if there is whole-school emphasis on individual responsibility The learning environment should be seen by pupils as supportive Research suggests it is helpful if the teacher takes on the role of learner as well

Nature of independent learning work: Pupils take more responsibility for their learning, working independently of the teacher, deciding not just what is to be learned, but how, when and where learning is to take place and what the learning outcome is to be IL does not necessarily mean individual work - pair/group work is important in IL However pupils work, a level of interactivity is important Pupils need to approach work in a questioning manner and be actively involved Planning by pupils is important: resources needed, timescale etc - perhaps even how the final outcome will be created and how it will be assessed One model: teacher shows how >>> pupils practice >>> pupils structure activities >>> pupils carry out activities independently In developing IL skills, the learning process can be as important as the content The nature of IL work links well with PLPs and related documents/procedures Pupils can be supported by a caring teacher or mentor An IL approach will be flexible and will offer pupils choices Structuring IL work requires considerable planning by the teacher

Resource issues: Librarians will be able to work in partnership with teachers in developing information literacy skills, ensuring access to appropriate resources and providing a space for individuals or groups to study Computer use will involve some training in skills and internet safety. Advice of this sort, including research skills, can be made available online. Proprietary software is increasingly available to facilitate IL Much coursework and/or homework can be put on a school intranet or web page Such work may include internet references for pupils to follow up It may be appropriate to consider reorganisation of the classroom to create an IL resource area There may be opportunity for whole-school or department organisation of an IL base Other school resources (and other departments in secondary) may be helpful Community resources can be exploited for IL projects Parents may be able to assist, both with curricular input and in monitoring homework In planning IL work, issues of differentiation are important Differentiated IL resources can be deployed with homogenous or mixed ability groups Where an Independent Learning Centre can be established (and this may be the school library), the following issues are likely to arise: appropriate furniture/equipment will be needed; the environment should allow individuals or groups to work together constructively; supervision and coordination will be required; community/parental involvement?