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Independent learning in a digital environment
- 1. Independent learning strategies in a digital environment @digilearnscot
- 2. For Scotland's learners, with Scotland's educators WHAT WILL WE COVER? • An introduction to independent learning • Recommendations for teaching independent learning strategies • Technologies to support independent learning strategies • Practitioners sharing strategies • Research and further reading @digilearnscot
- 3. R E F L E C T I V E Q U E S T I O N S . . . • Which strategies can you teach to help plan, monitor and evaluate learning through digital technology? • How can you give learners opportunities to use these strategies with support, and independently? • How can you set appropriate level of challenge? • How can you promote metacognitive 'talk' • What professional development do you need? For Scotland's learners, with Scotland's educators Jamboard warm up Click on the link in the chat @digilearnscot
- 4. For Scotland's learners, with Scotland's WHAT IS INDEPENDENT LEARNING? • Skills to set goals • Monitor and evaluate academic development • Manage motivation towards learning • Self-regulation and metacognitive strategies @digilearnscot
- 5. For Scotland's learners, with Scotland's educators UNDERSTANDING INDEPENDENT LEARNING 3 essential components: • cognition • metacognition • motivation The role of practitioners is to explicitly teach pupils metacognitive strategies, including how to plan, monitor, and evaluate their learning. @digilearnscot
- 6. 'The greatest skill we can teach young people is to find the most creative solutions and seek new opportunities to build and grow skills.' WHY? Independent Learning & Digital Skills @digilearnscot
- 7. For Scotland's learners, with Scotland's educators @digilearnscot
- 8. For Scotland's learners, with Scotland's educators Plan • Jamboard • Teams Whiteboard • One Note/ClassNote • OneDrive • Sketchnotes Monitor • Teams • OneNote/ClassNote • Assignments with Rubrics • Teams Insights Evaluate • Podcast • Sway • Forms • Stream • Plickers Independent Learning Using digital tools to foster independent learning @digilearnscot
- 9. For Scotland's learners, with Scotland's educators Digital Tools to Support Independent Learners - Planning What might this look like? Moderation Tools Skills & Behaviours • Mind mapping • Storyboarding • Sketch notes • Quizzing • Scheduled live interactions • Planners • Communal resource spaces
- 10. For Scotland's learners, with Scotland's educators Digital Tools to Support Independent Learners - Monitor What might this look like? Moderation Tools Skills & Behaviours • Live interactions • Questioning • Identifying requirements • Use of techniques inc. dual coding, self explanation, practice testing • Peer interactions • Completed visual / audio activities or recorded evidence • Uploaded materials to Teams / Classrooms • Scans of work
- 11. For Scotland's learners, with Scotland's educators Digital Tools to Support Independent Learners - Evaluate Tools Skills & Behaviours What might this look like? Moderation • Review of rubrics and insights data • Use of signaling in materials to highlight cues for next steps • Identifying successes and requirements to progress aligned to plans and targets • Completed assessments and assignments • Upload materials multiple choice to support techniques inc. interleaving • Post Scans of work for feedback • Rereading of material • Independently created fishbone diagram to inform retrieval gaps
- 12. For Scotland's learners, with Scotland's educators Independent Learners – A pedagogical perspective The five key strategies are • learning intentions and criteria for success • elicit evidence of learning • providing feedback that moves learners forward • activating students as instructional resources for each other, and • activating students as owners of their own learning
- 13. For Scotland's learners, with Scotland's educators Independent Learners – A pedagogical perspective On activating students as owners of their own learning; In all honesty, I find that implementation of the strategy behind this feel-good-phrase, often falls into the dust of ‘noble intent’ rather than delivering something tangible. However, it is actually highly actionable and links directly to many other ideas. ‘Owning your own learning’ is at the heart of strong self-regulation and metacognition… Tom Sherrington
- 14. For Scotland's learners, with Scotland's educators Independent Learners – A Scottish Context Skills 4.0 …a model of skills to enable individuals to excel in the future - for consideration and use by policy makers, education and skills providers and bodies, employers and anyone with an interest in skills development. SDS & Centre for work based learning
- 15. For Scotland's learners, with Scotland's educators Digital tools to support Independent Learners Planning – Course content
- 16. For Scotland's learners, with Scotland's educators Digital tools to support Independent Learners Planning - Learning Timetable
- 17. For Scotland's learners, with Scotland's educators Digital tools to support Independent Learners Planning - Video support
- 18. For Scotland's learners, with Scotland's educators Digital tools to support Independent Learners Monitoring – Progress lists and logs Learning logs Personalised checklists
- 19. For Scotland's learners, with Scotland's educators Digital tools to support Independent Learners Monitoring – Cornell notes Cornell notes
- 20. For Scotland's learners, with Scotland's educators Digital tools to support Independent Learners Evaluating - Flashcards
- 21. For Scotland's learners, with Scotland's educators Digital tools to support Independent Learners Evaluating – Brain dump Fill
- 22. For Scotland's learners, with Scotland's educators Digital tools to support Independent Learners Overview
- 23. For Scotland's learners, with Scotland's educators Digital tools to support Independent Learners Overview
- 24. For Scotland's learners, with Scotland's educators Research and Resources – further reading • Using Digital Technology to Improve Learning | Education Endowment Foundation | EEF • Metacognition and Self-regulated Learning | Education Endowment Foundation | EEF • MetacognitionGuide.pdf (retrievalpractice.org) • Student Agency - OECD Future of Education and Skills 2030 • Best evidence on supporting students to learn remotely | Education Endowment Foundation | EEF • Education Scotland Professional Learning and Leadership - Teacher Leadership Programme enquiry posters • Using technology to promote metacognition | impact.chartered.college
Editor's Notes
- •Which strategies can you teach to help plan, monitor and evaluate learning through digital technology? •How can you give learners opportunities to use these strategies with support, and independently? •How can you set appropriate level of challenge to develop pupils' self-regulation and metacognition in relation to specific learning tasks? •How can you promote metacognitive 'talk' in a remote learning environment •What professional development is needed to develop your knowledge and understanding of these approaches?
- Independent learning is when pupils have the skills to set goals, monitor and evaluate their own academic development, so they can manage their own motivation towards learning. Independent and metacognitive strategies are particularly important for pupils when learning away from the classroom environment. Digital technologies play a central role to build the skills required to develop self-regulated learners providing ownership and mastery of their learning Using Digital Technology to Improve Learning | Education Endowment Foundation | EEF EEF’s rapid evidence assessment examines existing research when implementing strategies to support pupil’s remote learning. Best evidence on supporting students to learn remotely | Education Endowment Foundation | EEF Considerations include: Ensuring access to technology is key, especially for disadvantaged pupils Supporting pupils to work independently can improve learning outcomes
- Independent learning or self-regulated learning can be broken into three essential components: cognition - the mental process involved in knowing, understanding, and learning metacognition – thinking about our own learning – ‘learning to learn’ motivation - willingness to engage our metacognitive and cognitive skills. Together with cognition and motivation, meta-cognition is key to fostering independent learners who are actively engaged in improving their own learning. The role of practitioners is to explicitly teach pupils metacognitive strategies, including how to plan, monitor, and evaluate their learning. The best available evidence indicates that great teaching is the most important lever to improve outcomes and learner self-efficacy Metacognition and Self-regulated Learning | Education Endowment Foundation | EEF When pupils feel in control of their own learning and can help direct what they learn, research indicates they show greater motivation to learn. OECD Student Agency 2030 - Student Agency - OECD Future of Education and Skills 2030
- What are the top 10 job skills for the future? | World Economic Forum (weforum.org) (Oct 2020) By 2025, 85 million jobs may be displaced by a shift in the division of labour between humans and machines Critical thinking and problem-solving top the list of skills that employers believe will grow in prominence in the next five years Newly emerging this year are skills in self-management
- Evidence suggests the use of ‘metacognitive strategies’ – which get pupils to think about their own learning - can be worth the equivalent of an additional +7 months’ progress when used well. By Recent Rapid evidence assessment EEF Jan 2021 – Supporting pupils to work independently can improve learning outcomes! Teachers should acquire the professional understanding and skills to develop their pupils’ metacognitive knowledge Explicitly teach pupils metacognitive strategies, including how to plan, monitor, and evaluate their learning. Explicit instruction in cognitive and metacognitive strategies can improve pupils’ learning. A series of steps—beginning with activating prior knowledge and leading to independent practice before ending in structured reflection—can be applied to different subjects, ages and contents. Teachers should support pupils to plan, monitor, and evaluate their learning - Modelling by the teacher is a cornerstone of effective teaching; revealing the thought processes of an expert learner helps to develop pupils’ metacognitive skills. Set an appropriate level of challenge to develop pupils’ self-regulation and metacognition - Challenge is crucial to allow pupils to develop and progress their knowledge of tasks, strategies, and of themselves as learners. Promote and develop metacognitive talk in the classroom - As well as explicit instruction and modelling, classroom dialogue can be used to develop metacognitive skills. Pupil-to-pupil and pupil-teacher talk can help to build knowledge and understanding of cognitive and metacognitive strategies. Explicitly teach pupils how to organise and effectively manage their learning independently - Teachers should explicitly support pupils to develop independent learning skills. Carefully designed guided practice, with support gradually withdrawn as the pupil becomes proficient, can allow pupils to develop skills and strategies before applying them in independent practice. Schools should support teachers to develop knowledge of these approaches and expect them to be applied appropriately - Develop teachers’ knowledge and understanding through high quality professional development and resources.
- Linking to moderation cycle Digi Learn Scot Learning Pathway - Methods found to be useful towards improving the accuracy of students’ metacognition - Learning and Teaching Online – DigiLearn (glowscotland.org.uk) Retrieval practice: Encouraging students to attempt to retrieve unknown answers on their own as much as possible can make learners more aware of their own knowledge or lack thereof • Spaced study: Distributing short study sessions across a long period of time, as opposed to massing or cramming all studying into one long session, can improve the accuracy of students’ metacognition, also leading to better learning Concept Test / Peer Instruction, Flipped Learning, Dual Coding Your Presentations/Videos, Mixed Delivery , Diagnostic Question Design, Creating Videos for Learners, Engaging Learners with Active Digital Learning