INDEPENDENT LEARNING. Using 1 piece of A4 paper, make a shape that you think will have the greatest volume/capacity Independent tasks: (a) Explain why.

INDEPENDENT LEARNING

INDEPENDENT LEARNING

Using 1 piece of A4 paper, make a shape that you think will have the greatest

volume/capacity

Independent tasks:

(a) Explain why you chose your shape and show your working out

(b) Make your shape out of plastic and test out your theory

(c) Produce a poster that Mathematically explains why the shape you chose has the biggest volume

INDEPENDENT LEARNING

Why do this at the end of a Unit? Do it at the start of the Unit and make it an independent task. Easily achieved if the teacher provides differentiated support materials to assist all learners

http://arc.boardofstudies.nsw.edu.au/go/7-8/maths/stu-work/a/a4-paper-cylinder-bailey/

Teacher v Facilitator

‘Independent work is a key feature of lessons across the key stages. Student motivation is high and relationships between staff and students are excellent.’

‘There are excellent examples of student led teaching which is embedded throughout the key stages. Well-established routines form the basis of the most successful lessons.’

(P.E. Dept. review 2013)

Developing Student Independence in P.E. lessons

How PE promote independence in lessons…..

All students lead warm-ups (Fitness)

Students get given roles, plan activities as homework & lead the whole lesson (KS4 Bad’ton)

Design their own orienteering lesson/course

Coach & evaluate others (All activities)

Teaching cards in trampolining. Students choose the skill they want to do and a routine suited to their ability

‘Captains’ in games lessons – nominate roles, do team talks

GCSE Theory – They research the topic, design worksheets and deliver a whole section of work to the rest of the class

GCSE PE students observe, assess & teach each other for whole lessons

Examples

Competition / roles & responsibilities (KS4 Badminton)

Wk 1:*Intro/explain the competition*Decide who is doing what role*Show them a ‘perfect’ lesson(starter, differentiated skillspractices, give ideas for games)

scaffolding: we need to provide a supportive structure which aids students in their learning and give continuous feedback

Student Quotes

Ellie Vines Rebecca Lee

"Within PE I've developed skills such as team work and leadership throughout all

five years of me being here. PE also allows me to work independently on projects

such as creating and teaching lesson plans for badminton. This has helped me to add structure to my work and has also given me independence and the confidence to

work independently. "

I enjoyed how the whole topic was done as a competition with a reward at the end

because this made all of us put in more

effort and we enjoyed it more

EXAMPLES

Yr 9 Personal Survival

• True or False quiz to set the scene

• 1 worksheets per method

• Each person in the group is responsible for teaching 1 of the methods

As a teacher I don’t teach anything this lesson. I circulate around the groups and ask open ended questions to enhance learning. To consolidate learning - 3 questions on the board – each student has to answer at least 1 before they can leave

GCSE Theory

Students taught the whole Sporting Injury’s topic. • Mixed ability pairs – different injury• Gave key words & phrases sheet to the LA pairs / copy of the

specification (MA pairs) so they knew what had to be covered• Examples of exam questions / exam board mark schemes• Gave them links to textbooks / web links / access to

computers / newspaper articles• They had to deliver a lesson to the rest of the class – their

method of delivery was down to them • Also had to produce differentiated worksheets for the group

(One group did a quiz and provided chocolate rewards!)

Year 10 H&SC

Risks in an early years setting….

Using the picture of the nursery

• Identify all visible hazards

• Explain the possible risks to staff and children that each hazard presents

Other Examples

• Yr 7’s delivering starters (part of Ceri Rodgers Student leadership Passport Scheme)

• ‘Ask 3 before me’

• Pose, pause, pounce, bounce’ (give students time to answer questions)

• Yr 8 circuit - teaching each other

• Yr 11 Science ‘Functions of the Kidneys’

TOP TIPS for becoming a facilitator of learning

• Independent Learning is not just about students working on their own, it can often be group work

• Independent learning can be a small task or a whole SOW• Plan, plan, plan and then sit back (initial planning is full on

but it will be worth it)• Links to appropriate resources – web sites, articles,

textbook pages etc are essential• Access to ICT to aid research• Explicit clear learning aims/objectives (what are they

working towards)• Links to Levels/Grades

TOP TIPS

• Think carefully about groupings (mixed ability and a range of characters)

• Don’t interrupt! Observe and listen to the learning in your classroom before you intervene

• Work out of YOUR comfort zone! • Fostering a work ethos in the classroom: asking

questions is good, failure is also fine! Perseverance etc• Offering students the opportunity to present their

work in different ways, including video, written and oral presentations.

TOP TIPS

• Start with Yr 7 / KS3 then roll it up• Trust your students!• Share ideas with colleagues• Start small and build up (starters……. Whole

SOW)• Be prepared for it to crash and burn the first

time you deliver it – then adapt it – go again!

BENEFITS OF INDEPENDENT LEARNING

• Improved academic performance• Increased motivation and confidence• Enjoyment • Greater student awareness of their limitations

and their ability to manage them• Enabling teachers to provide differentiated tasks for students

So how can more Independent based lessons be more beneficial than content driven lessons ?

Teacher v Facilitator

Allowing the girls to take ownership over their lessons is something that is ingrained in the P.E Dept.

How we do it:• Link to N.C. Levels & criteria• Plan (SOW)• Guidance• Set ground rules (respect)• Feedback (Lots. Relevant.)• Let them know it is ok to make mistakes – feedback some

more!• Give incentives (bribery works!)

Teacher v Facilitator

• ‘Job’ roles (similar to group work roles)• Start it in Year 7 and do it regularly – it will become

2nd nature to you & them• Teacher needs to be confident / happy to work out

of their comfort zone• Good staff : student relationships• Good student : student relationships• Be prepared for it to go slowly / badly @ first….. • Most of all………Have faith

INDEPENDENT LEARNING

• Does not merely involve students working alone but is paired work and group work

• structuring group work• scaffolding: this refers to the supportive structure

provided by teachers, which aids students in their learning. The objective is the gradual transfer of responsibility from the teacher to the student step by step, the teacher responding flexibly to students’ responses rather than following a predetermined teaching path;