The document discusses developing independent learning in students. It outlines traits of good independent learners, including time management, handling multiple sources of information, reflectiveness, and questioning. It then provides examples of classroom activities to develop these traits across different grade levels. The document also discusses developing student questioning, theories of intelligence, and reactions to failure that influence learning goals versus performance goals.

1. Developing Independent Learning Phil Wood University of Leicester

2. Why do we want our students to be independent?

3. Traits of Good Independent Learners Can time manage Can handle multiple sources of information Have reflective capabilities Can question – and keep on questioning Are motivated to do what they are doing Can deal with ambiguity and failure

4. Developing these traits Example 1 Year 11 GCSE lesson mid-April Teacher writes on board ‘open your books to page 34. Read the work and then do questions 2-4. September, AS level – same students, same teacher Teacher walks in and puts the following on the board. ‘ Write an essay on the alternative ethical stances concerning euthanasia, making reference to both utilitarian and virtual stances on ethics. Hand in on September 30 th . SPOT THE DELIBERATE MISTAKE.

5. We need to build up the critical capacity for independent learning over a number of years. Year 7 6 th form Thinking about the traits for independent learners, try to list some of the approaches you might take across the spectrum of year groups to develop them.

6. Levels of student autonomy (based on Ecclestone, 2002) Independent, critical thinkers who are able to self-evaluate, and where formative assessment encourages critical reflection thereby questioning personal barriers to understanding Critical Development based on a knowledge of one’s own strengths and weaknesses, therefore becoming more student-centred with negotiated outcomes and processes for achieving them. Personal Some determination of pace, timing and evaluation of work, with the transmission of pre determined content and outcomes. Procedural Outline characteristics Level of autonomy

7. Developing student questioning

8. Is there such a thing as global warming?

9. Helping students become risk takers Theory of fixed intelligence – a fixed amount of intelligence is assumed – an ‘entity theory’ of intelligence Theory of malleable intelligence – Intelligence can be developed through learning – an ‘incremental theory’ of intelligence. There are two separate reactions to failure: Helpless pattern – very quickly begin to blame their intelligence at times of failure, even if they had previously been consistently successful Mastery oriented pattern – these students don’t see failure as due to anything, indeed, often did not see the failure. It is a problem to be tackled, and hence improve their performance Leads to two types of learner, those with: Performance goals Learning goals

10. Who is this and why was failure so important to him?