THE EVOLUTION OF iLEARNDOES FOCUSING ON INDEPENDENCE CREATE

BETTER LEARNERS?

THE IMPORTANCE OFCONTEXT

OUSEDALE

2100+ students on 2 campuses 8 miles apart:

Newport Pagnell :

Year 7 –Year 13

8 form entry pre-16 (240 per year group)

6th Form of 420+ students

Olney:

Year 7 –Year 11

4 form entry pre-16 only (120 per year group)

Current position 201478% A* - C with English and

maths at GCSE 6th best comprehensive school

Nationally for total point score per student at A2

ILEARN : THE DEVELOPMENT PROCESS

The TriggersThe JourneyImplementationReview

THE TRIGGERSInternally We have recognised difference between the levels of independence teachers expect to see in Year 12 and the mechanisms we put in place in our pre-16 provision to enable students to be independent learners.

ExternallyThis situation was also recognised by OFSTED:

use a broader range of strategies to develop students’ independent learning skills

OFSTED Report May 2012

iLearnConsistency Flexibility

iLear

nThe key element that kept coming up as an outcome of the Training Day was that staff wanted a consistent whole school approach but the flexibility to implement it in their departments.

This clearly provides a challenge, however, iLearn through the following 4 strands provides both:i Get Aheadi iScorei The Independent Classroomi Learning Outside the classroom (LOtC)

Consistency / Flexibility

iLear

nConsistency / FlexibilityTo allow consistency and flexibility the iLEARN model is built upon a whole school core which departments can build upon.

iLearn

Get Ahead iScore

Independent ENvironment

Learning Outside

Subject specificlanguage

SubjectSpecific

skills

Specialist roomrequirements

Schemes of Work

Lesson Planning

TheClassroom Specific subject

resources Homework Tasks

Trips & visits

Use of sites

iLearn Get aheadConsistency Flexibility

iLear

n

Problem solverMotivatedCuriousResilientReflectiveCollaboratorConnects ideasQuestioning

ilearnerCharacterIstIcs

iLearn iScoreConsistency Flexibility

iSco

rei1 i2 i3 i4 i5 i6 i7 i8

Prescribed

Practice

Reciprocal

SeLF-CHeCK

Guided

Discovery

Open Discovery

Learner Led

Questioning

Modelling------------------------

iLear

nThe independent environment

In order for a cultural shift to occur it is essential that students (and staff) are able to immerse themselves in learning.This means information and resources to support learning should be widely and constantly accessible. Key elements of the environment that should be utilised fully to encourage independence include:

• The classroom environment

• Non-subject specific space (indoors and outdoors)

• The Learning Resources Centre

• IT accessibility

Traditional ROOMS, SCHOOL DAY, LIBRARY are all TRADITIONAL = immersion is difficult as students cannot necessarily learn when it is most convenient to them.

We must affect these.

iLear

nThe Classroom

• ‘I’m stuck’ wall

• Assessment data display – NC / subject specific –‘Where am I? - Where am I going?’, scaffolding.

iLear

nThe independent environment

iLear

nThe independent environment

iLear

n“When planned and implemented well, learning outside the classroom contributed significantly to raising standards and improving pupils’ personal, social and emotional development.” OFSTED 2008

We are hugely privileged to have the school environment (on both Campuses) that we do.

Whilst the buildings may not contribute hugely or be conducive to inspiring learning, the school grounds and local environment certainly provide a fantastic resource to explore active and inspirational learning across the curriculum.

The Outdoor Classroom

ilear

nLearning Outside The ClassroomAt SchoolShine Days, enrichment and extra-curricular clubsNon-subject specific spaceThe Learning Resources Centres (LRC)

Beyond SchoolHomeworkClubs and Community Projects

PLANNING FOR INDEPENDENCE Preparing for ilearn

Schemes of work:

Planning lessons/sequence of lessons

Variety/options

Engage with what we teach and how we deliver

Environment:

Assessment information is empowering

‘I’m stuck’ – recognising that we don’t always have the answers!

Not hierarchical

What works for you/students

SCHEMES OF WORK/LESSON PLANNING

KNOWING WHAT TO DO WHEN YOU DON’T KNOW WHAT TO DO!

Building resilience through modelling and scaffolding

‘Explain why…..’

Develop approaches and build confidence

Processes

What it might look like

Try it out and replicate

Building student capacity with strategies that they can learn and employ successfully:

Key ideas, words and connections

Learning how to get unstuck through knowing questions to ask yourself and where/how to find out.

‘I’m stuck’ board used as a way of dealing with common issues, misconceptions and misunderstandings

Sets the right tone/ethos

Allows the modelling of approaches to getting unstuck!

A DEVELOPMENT MODEL - HISTORYKnowing the end point

3500 word coursework essay using information from a range of sources.

Foundations in Year 12 term 1:

Limited independence

Modelling of approaches

Developing approaches in Year 12 Term 2:

Increasing independence

Putting learnt approaches into practice

YEAR 13 TERM 1 – INCREASING INDEPENDENCE AND WORKING TOWARDS THE FINAL GOAL

LEARNING OUTSIDE THE CLASSROOM

Having fun, doing things differently

Building collaboration and connections

Sharing ideas, reaching conclusions, making judgements

Coming up with questions to take the learning further

THE IMPORTANCE OF QUESTIONINGQuestioning and question rich classrooms are really important for the development of independent, confident learnersPromoting questioning : Establishes a tonePromotes enquiryEncourages thinkingGenerates enthusiasmModels the kind of questions that students can ask of themselves to

move their own learning forward

PROMOTING INDEPENDENCE: AVOIDING THE TRAPS

Ownership is key: All staff need to BELIEVE – careful of BRANDING ownershipEmphasise the FLEXIBILITY of iScore– don’t stop good

and outstanding teachers being good and outstanding Focus on Better Learners - ‘Independence’ gives lazy /

poor teachers and excuse

GET AHEAD REFLECTIONSThe ‘Get Ahead’ characteristics have encouraged staff to be more

aware of independent learning in their lessons. Staff have been more conscious of developing opportunities for

independent learning and building up these skills in students and developing resilience.

Students are motivated by focussing on these skills and are understanding how they are using them within subject areas.

• a more explicit and overt use of the characteristics as both reminders and signposts will properly embed them in everyday practice and consciousness.

• It is not always apparent when observing or entering classrooms that staff are consciously referring to I ‘learn characteristics to students. Teachers show it in planning but some students are still unaware.

ISCORE REFLECTIONS

Teachers are more reflective about their planning and teaching and about each task they set in lessons

iScore has greatly aided differentiation within lessons – better scaffolding and more challenge

One particular challenge has been to try to stop viewing the iScore as a hierarchy to work through. I expect that, as confidence and competence grows, much greater flexibility, mixing and matching will occur.

ILEARN ENVIRONMENT ‘I’m Stuck’ board has effectively supported more independent learning –

students see this as a key resource and are much more willing to help themselves before asking the teacher

The classrooms are now structured and better geared for learning with displays which are not only decorative but interactive.

Assessment wall less significant now as teachers focus more on work ethic and move away from level descriptors

Although the ‘I’m stuck boards’ have been well resourced, students are reluctant to use them during lesson time.