Unlocking Independent Learning: Empowering Students for Lifelong Success

1. Welcome

2. THE POWER LEARNING TOOLS “Citius, Altius, Fortius” • Resourceful • Curious /asking questions • Capitalises on resources • Using the right learning styles /learning tools • Resilience • bounce-back ability • Sticking with challenges • Managing distractions • Responsible • Lead your learning • Don’t need constant reminders or prodding. • Reciprocal • Successfully learn with others • Take on different roles in group work • Reflectiveness • Evaluate your learning • Identify strengths and weaknesses • Adapt, change and revise work ARE YOU READY TO LEARN INDEPENDENTLY?

3. Going for Gold

4. What’s the point in school? • ‘One of the core functions of 21st century education is learning to learn in preparation for a lifetime of change.’ David Miliband, 2003 • Professor Guy Claxton – saw schools as for life. • Intelligence should not be an numerical IQ but a skills setthat is malleable and applicable in everyday life.

5. Independent Learning is the foundation of life long learning • Independent Learning is needed for long term success. • Compare the emphasis on Independent Learning in KS1&2 and KS3 • John Dewey – “Children don’t do what they learn, they learn what they do.” • Independent Learning needs to be habit forming.

6. THE POWER LEARNING TOOLS “Citius, Altius, Fortius” • Resourceful • Curious /asking questions • Capitalises on resources • Using the right learning styles /learning tools • Resilience • bounce-back ability • Sticking with challenges • Managing distractions • Responsible • Lead your learning • Don’t need constant reminders or prodding. • Reciprocal • Successfully learn with others • Take on different roles in group work • Reflectiveness • Evaluate your learning • Identify strengths and weaknesses • Adapt, change and revise work ARE YOU READY TO LEARN INDEPENDENTLY?

7. Video

8. Peer and Self Assessment Encouraging ‘Reflective’ Learners • Self-evaluative • Clear thinking • Self aware and honest • Methodical (strategic) Reflectiveness

9. The journey so far... • Conference 2006: Raising the Profile of A4L • Marking and Feedback • Learning Objectives • Questioning • Peer and Self Assessment • Introduction of work scrutiny and sharing good practice • Mini whiteboards for Learning Objectives • Rainbow A4L policy • Focus on challenge and questioning: 2008-2009 • High Five marking policy

10. Peer and Self Assessment Students learn by taking the roles of teachers and examiners

11. What does the research tell us? • Consistency and routines • More advantageous for less able students • Peer assessment is a prior requirement for effective self assessment • A long term process

12. How does the student benefit?

13. Some issues with peer and self assessment • Poorly designed assessments and criteria, not effective in promoting good learning • Student attitudes(trusting the teacher, undervalued) • Encourages competition rather than personal improvement • Impact of negative feedback, especially on low achieving students • Written assessments do not cater for all learning styles

14. Challenge Task 1 • Strategies and solutions • These will be displayed on the ‘Learning Wall’ in the staffroom

15. What needs to be in place for effective peer and self assessment? “The olden rules” • Clear assessment criteria • Building student confidence • Successful communication of feedback • Providing exemplars, models, marking keys • Recording progress

16. Challenge Task 2 2 stars and a wish • Use the Peer and Self Assessment Strategy sheet to strengthen the peer and self assessment opportunities in your lessons

17. Going for GOLD! • Long term process • Consistency • All staff to implement • INSET • Outstanding website