Perhaps we should first ask what we mean by independent learning. Terms used are many and varied, including self-directed learning, learning autonomy, active learning, etc., each in itself open to a wide range of interpretations. We might also need to consider how independent learning and personalised learning might be linked. Can you be an independent learner if the learning is not personalised? Can you engage in personalised learning dependently?

What would be your definition of independent learning? Do you consider independent learning to be exemplified by an individual working on his/her own or do you, like the QIA, believe that 'the characteristics of independent learning can just as easily be demonstrated by a group working together as by an individual'?

We are perhaps more comfortable when applying the term 'independent learners' to those studying in Higher Education (tertiary education). Indeed, we have an expectation that learners will become more independent as they mature, but this development cannot happen overnight – it must be progressive.

So what characteristics might independent learners exhibit?

Amongst others, they may be able to:

  • set their own goals and deadlines
  • organise themselves in pursuit of these goals
  • reflect on their learning.

This list is not subject specific or age specific. Can you think of occasions in your mathematics lessons when students have been able to demonstrate any of these characteristics? Opportunities might include:

  • attempting complex problems with no one right answer, such as decision-making processes (choosing a car, a holiday, etc.) where the decision is based on a range of factors
  • being able to take risks, to explore and to make mistakes; for example, working on open-ended tasks where reflecting on the learning process is valued
  • self-paced work not governed by the school bell – homework perhaps.

You might consider that these opportunities are easier to create in some subject areas than others. Do you think drama, art or other creative areas lend themselves more easily than mathematics to providing these learning experiences? If you consider that independent learning can happen in a group situation, then it becomes more achievable perhaps.

The ideal might be viewed by some educators as a situation where students can follow their interests guided by the teacher, but the constraints imposed by examination syllabi prevent such freedom even if the teacher has the will and skill and time to facilitate such learning.

So how can we promote independent learning in school?

When I work with groups of secondary school teachers on this issue, there is always a wide range of opinion about the extent to which it is achievable to promote independent learning within the school setting. For many, it is more about developing the underpinning skills rather than offering numerous opportunities within the classroom. Frequently, the consensus is that the student needs a toolbox of study skills on which to rely and that it is the responsibility of the teacher to help pack the box. The tools will vary according to the age and stage of the learner, but this unedited list was generated by teachers for students aged 11–14:

  • Research and revision
  • Note-taking
  • Summarising
  • Organising
  • Planning
  • Evaluating
  • Time management
  • Self-evaluation
  • Group work
  • Revision skills
  • Note-taking
  • Extended writing
  • Project work
  • Working in groups
  • Mind mapping
  • Library work: research, locate, prioritise

What changes to the list would you make? What about older/younger students?

References

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This article is from Planet's educator-penned blogging series: the Planet Teachers' Lounge.

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