By Iain Henderson
If there were a competition to find a concept most consistently misunderstood or misrepresented in education, independent learning would have a good chance of a gold medal.Â Until recently, coaching might well have beaten it.
So what do we mean by independent learning?Â
Firstly, it is far, far wider than just learning. Read More
By Sarah Donarski
Teacher-led approaches are a vital step in a pupilâ€™s learning process but they should not be our sole focus in the classroom. Read More
AÂ key determinant in student success is the inherent beliefs theyÂ have about themselves in terms of their ability and how they learn. The two major areas to consider here are Carol Dweck’s work on Growth Mindset and Angela Duckworth’s on Grit. Read More
InÂ outlining some of the problems with contemporary assessmentÂ at the Festival of Education 2016, Daisy Christodoulou noted that the concept of assessment for learning has in many cases, merely become assessment of learning. Read More
In the last post we looked at the importance of retrieval and the testing effect. In this week’s post we will look at spaced learning and interleaving as ways of enhancing the long term retentionÂ of learning.
In 1885Â Herman Ebbinghaus conducted a series of experiments on himself to test memory and recall. Read More
“The most fundamental goals of education are long-term goals. As teachers and educators, we want targeted knowledge and skills to be acquired in a way that makes them durable and flexible.” – R. Read More
This postÂ is the culmination of a series of discussions with pupils, HODS and SLT and provides a roadmap for the broader enterprise of independent learning.Â
The College is committed toÂ the wider concept of developing independence:Â independent thinking, learning and coping. Read More
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