How do sixth form students perceive and understand independent learning and through what techniques can this be improved? Jemma Green, History & Politics Teacher & Learning Coach
Introduction The notion of independent learning is an important area for research for a number of reasons. Firstly, transition from GCSE to Alevel has been a focus of this year’s School Development Plan and relates to concerns regarding trends in AS Level results, suggesting that some students are entering the sixth form and falling behind at the stage where independent learning and selfmotivation become crucial. This is evidenced by the fact that in January 2012, 9% of the AS units taken resulted in a ‘U’ grade, despite the academic selection of the school and the same cohort securing 99% A*-C and 95% A*-B at GCSE the previous year. Secondly, my personal experience of teaching sixth form across two subjects has highlighted that students have a flawed, possibly negative perception of the term ‘independent learning’ and regard it as simply ‘doing things without help’. I was struck by their misconceptions about it in informal discussion and wanted to see if this would be borne out by more formal research. Significantly, recent governmental announcements which have established new
linear A-levels (with no modular January exams) will mean that students will need to sustain their learning over longer periods of time, making independent learning all the more crucial. This highlighted a need to both understand and deal with the misconceptions students may hold and also identify strategies which can promote more embedded independent skills. One of the most significant problems highlighted by the literature seems to be the lack of clear understanding of the meaning of ‘independent learning’. As the DCSF literature review concedes, ‘there are a number of different terms used to describe independent learning’ and a ‘number of different ways of defining…(it).’ (Meyer et al.,p2). It is perhaps therefore understandable that it has not received clear emphasis within classrooms as many students and indeed teachers may be uncertain as to what exactly is expected. An alternative offered by many American journals is ‘self-regulated’ or ‘self-directed learning’, with the definition offered by Pintrich (2000) perhaps best capturing the important educational value of the process: Self-regulation …(is)…an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate and control their cognition, motivation and behaviour. With over 94% of Wycombe High School students going on to attend university, it is vital that the school prepares them for the skills which are necessary in that environment. There is evidence in recent journalism to suggest that universities, and indeed businesses, are increasingly dissatisfied with what they perceive as a poor level of initiative amongst undergraduates
and young employees today, which they believe is caused by a culture of ‘spoonfeeding’. Clearly, therefore, if these skills are not embedded prior to higher education and work, schools are putting the future success of their students in jeopardy.
Findings Following mixed (qualitative and quantitative) questionnaires and focus groups with Year 7, Year 12 and Year 13, there were a number of interesting findings.
Only 11% of students had a sound understanding of the term ‘independent learning’, with 43% having little or no understanding of the theoretical definition. This does suggest that should students be given the target of becoming an independent learner, these students would have a limited understanding of how to achieve this without further guidance. Students frequently referred to independent learning as ‘working on your own’, ‘working alone’, ‘not asking questions’ and other similar phrasing which suggested a very isolating and unsupported experience. There was a consensus across the focus groups that they are either ‘rarely’ or ‘never’ set long-term, sustained homework which requires independent research.
I therefore trialled multiple strategies to deal with this which included:
Introducing an independent learning reward card, stamped by the teacher for excellent demonstration of independent learning. Introducing a ‘how-to guide’ for independent learning in my subject,
with practical examples for where to start. Embedding independent learning at the earliest opportunity (Year 7) by giving a sustained research project as home learning for these students.
Following a trial of these independent learning strategies with Year 7, they had a much clearer understanding of what it is and how to do it (improvement from 10% - 46% secure definition, with only 8% defining it completely inaccurately compared to 46% previously). They also feel very positive about the programme with 42% very positive, 58% positive).
Recommendations
Include a reward system for independent learning, such as a reward card providing house points for demonstrating these skills. Include at least one sustained (long-term) home learning project per subject which enables students to research their own topic within your subject. Clarify the definition of independent learning within each subject by producing a ‘how-to guide’ with practical suggestions. For example, you could suggest useful resources within your subject for additional research. Include ‘how to’ boxes in all tracking sheets to ensure focus on metacognition.