LEARNING TO LEARN
Pre intervention |
72.6 |
25 |
69.2 |
63.1 |
21.1 |
57.9 |
Post intervention |
Develop subject knowledge Learn how to learn Develop self esteem Create thoughtful , global citizens Prepare for work Get the best grades
values : independent learning ; self-awareness ; social responsibility ; collaboration ; critical thinking ; creativity ; international understanding ? How important do you think each value is in developing you as a learner ? To what extent do you think you demonstrate aptitude in relation to these values ?’ Subsequently , over the course of two full terms , students completed reflective tasks in relation to each core value . These involved a mixture of writing , drawing , discussion and mind mapping . One example is a ‘ Museum of Me ’ in which students are asked to nominate objects that they felt would capture or represent something important about themselves or their life experience , along with a description of why each object had been chosen . Students completed their ‘ mini museums ’ on a large sheet of paper , which was stuck on the wall for others to browse .
When at least one activity in relation to the seven core values had been undertaken , students completed a second questionnaire that invited reappraisal of the way they described meaning and purpose in education , as well as give indication of how far they felt each intervention had increased their cognitive and / or affective understanding of themselves in relation to each value . Given the scale of this project and the possibilities for variation ( e . g . type of activity , how each activity was presented in different tutor groups ), the results nevertheless indicated increase in awareness of each value , with significant increase ( more than 20 %) in relation to independent learning , international understanding and self-awareness . Along with feedback on which activities were most enjoyable , as well as more effective , students were asked to rate themselves in relation to each value once the intervention was complete , and again there was significant increase in the higher numbers attached to independent learning , international understanding and self-awareness in particular .
Learning about learning , and then being shown how to apply this knowledge has been shown in many studies to make a significant difference to student outcomes ( Watkins et al , 2001 ).
Over the next 1-2 years we will introduce a more coherent learning skills programme , which takes into account the positive impact of our ‘ Core ’ courses and the data we have acquired about reflective practices in the Middle School in order to help students learn about learn about learning . This will present itself in the form of a taught programme , which sits alongside – and sometimes within – both the pastoral and the academic curriculums . Students will come to understand elements such as how memory works , the vital importance of retrieval practice and what it means to experience ‘ cognitive load ’, as well as think metacognitively about the characteristics of purposeful classroom discussion , how to collaborate with others and the challenges and reward of transferring knowledge from one context to another . The introduction of a Learning Skills booklet , which provides simple explanation of many of these elements , along with a Middle School Learning Journal , will afford opportunity for students to reflect on their individual learning journeys , and so develop further competencies as self-regulated learners .
Talk about what we learn inevitably happens every day , and it seems strange that consideration of how does not have the same status . Through the introduction of a learning skills curriculum , which promotes , as well as draws together the different ways in which thinking and feeling about learning can be more consciously identified and explored , students can be made more effective as learners , as well as more mindful of themselves , of each other and the world .
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