Independent Learning
£on requestAbout this course
What is independent learning? Independent learning is when a student is able to think, act and pursue their own studies autonomously, without the same level of support they receive from teachers at school. Years 9 and 10 are crucial in establishing a positive routine to studying so that your students can enter year 11 feeling secure in their ability to achieve their best results. We will share with your students, a range of techniques and strategies which they can use to organise their time, exercise self-control and design an effective study zone. With this knowledge and practice, we will put your students in the driving seat of their studies.
Rationale
Independent learning is when students set goals, monitor and evaluate their own academic development, so they can manage their own motivation towards learning. Meyer and Faraday (2008) suggest that successful independent learning depends on a number of external and internal factors. External factors involve the establishment of an enabling environment. Internal factors are the skills that individual students have to acquire. These include cognitive skills such as focusing of memory, attention and problem-solving, and metacognitive skills associated with an understanding of how learning occurs. Studies suggest that students who are independent learners work to higher standards, are more motivated and have higher self-esteem than other children. The students develop skills that help them further their own learning by using their own ideas to form opinions; solving problems and using a range of strategies in their learning.
That the environment can affect cognitive performance seems to be generally accepted.
Vischer (2008)
Objectives
- To understand the importance of homework.
- To equip students with a range of effective study and memory techniques.
- To encourage students to commit to regular revision.
- To help students adopt positive studying habits and consequently, achieve better grades.
- To inform students how to manage a suitable environment for studying at home.
Skills taught and their Benefits
Establishing positive study habits include finding a quiet location to study, taking breaks, settings goals, and taking practice tests. Studying can be hard. The good news is that anybody can develop good study habits to make studying more effective, efficient, and enjoyable.
Identifying intrinsic and extrinsic motivators can help students to realise what drives and influences their actions. From this point, they can challenge those motivations and re-align them for greater self-belief and self-efficacy
The Memory Stack is an evolution of the memory story. In the memory stack, items are linked together through a story but with added actions and emphasis. Each item in the story should release the following piece of information, with each piece of information building upon the last; creating in effect, a ‘stack’ of concepts.
Environment can play an important role in helping a student to focus. Students will be encouraged to arrange their study zone to help them focus and concentrate, simulating exam conditions by working at a desk and sitting in a chair.
Managing distractions is an important skill for students to learn if they are going to make the most of their time. Distractions are a part of daily, modern life; this skill will be a lifelong benefit.
Outcomes
By the end of the workshop, your students will have:
- Understood the importance and benefits of homework and independent study.
- Developed effective strategies for revision planning, time management and positive studying habits and environments.
- Improved their memory skills and metacognitive abilities.
- Gained confidence in their own abilities and potential.
- Increased motivation to commit to regular revision sessions.
- Developed a positive attitude towards studying, revision and exam preparation.
78% of students found that they “are now able to study well on my own.”
Survey from 1199 students conducted by Greater Manchester Higher on MADE Training.
Statutory Guidance, Curriculum and Frameworks
GATSBY Benchmarks: 3,6
NERUPI Framework: Practise
PSHE Core: Living in the wider world
- PH: Independent Learning contains strategies that are also featured in Studying MADE Simple.
If students are taking part in PH: Independent Learning they should not also take part in Studying MADE Simple in the same school term - Many schools that book PH: Independent Learning find that these further workshops work well in combination: Exams MADE Easy, The Lighthouse
- Recommended add-ons: All Power Hours, Parent Workshop, Staff 1hr CPD
Note to parents
The strategies within this course are designed to help your child plan, structure and conduct their revision in the most effective manner.
It is important to note that each child has individual strengths and preferences and will therefore benefit from a tailored and personalised approach to revision. There is no ‘one-size-fits-all’ magic rabbit foot for passing exams. There are, however, a range of techniques that have been proven to assist in increasing focused attention, understanding and recall. We encourage students to experiment with a variety of these techniques so they might develop an approach that works for them. A good time for trying out different revision methods is in the lead up to the mock exams. Help them to analyse which techniques work for them, so that when they are revising for their main exams – they know how to revise in a confident and effective manner.
Discuss revision with your child and encourage them to discuss it with their friends and siblings. Encourage your child to attend any additional revision sessions organised by the school; these will be focused on the key topics that will come up in the exam. Your child will also get the feeling that they’re not alone in this; all their friends are going through it too. Attend any parents’ evenings put on by the school. It’s useful to be reminded of things you might not have thought of or forgotten. Also, it’s a great time to hear from other parents and how they’re all experiencing similar issues or challenges.
We wish you all the best in supporting your child through the intensive and often stressful time leading up to exams. The act of you reading this text, infers that you have your child’s best interests in mind. I’m sure they will benefit massively from your help, support and encouragement.
Best,
Sander de Groot
Head of Training
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