Transcript Creating_Independent_Learners_inset

Creating Independent
Learners
• Identify what an independent learner
means to your subject.
• Give practical examples of how to embed
independent learning into the curriculum.
• Explain the role of the VLE in creating
independent learners.
Independent learners:
The Issues
Eat up year 11,
we’ve got
indicated grades
to meet!
What do you think independent
learners should be able to do in
your subject?
How have we tried
to tackle this?
• Independent study in KS3 linked to
examination type coursework
• Course guides for A’ level
• Classroom ‘help centre’
• Creation of a VLE (virtual learning
environment)
Yr 9 SOW: A brief overview
Year 9 Scheme of Work: Nazi Germany
Context and Outline: This is to take the form of an independent enquiry. Students will be
taught the content during their normal lessons and then will be given a deadline when their
final piece should be handed in. Lesson 3 is key as it takes students through the planning
stages of the study.
Lesson
Key Ideas
Student Activities
1
Germany after the
war
2
opportunities/
homework
Resources
Skills
Students are given
characters in Weimar
Germany.
C.Cards
Oral
aural
Hitler’s ride to
power
Watch video
Plot Hitler’s
popularity
Video
Living graph
Note taking
3
How to complete
independent study
Students decide on
how enquiry will be
completed
Start research
Planning
sheet
Book box
Independent
study
research
Research
4
How did Hitler use
propaganda
Analyse posters
Posters
Source use
Research &
organisation
Life in Germany
was poor? Do you
agree
KS3 independent study: Year 9
How to conduct an independent enquiry?
Decide:
What are you going to do?
Find: Research the information
Organise: Select the relevant information
Develop: ‘Write’ up your findings
Present:
Final production of your work
Classroom ‘help centre’
Source Questions
How do I… answer a ‘what do these
sources tell us’ type question?
Have you:
Highlighted the important information in the
sources?
Given 1-2 words that summarise the points that
you have highlighted. This is called inferring.
Used the sources together e.g. Both sources tell
us that… is better than source A tells us… and source
B tells us…
Started you answer with one of your inferences
and then supported with one of the highlighted
quotes
Welcome to the History Department’s VLE
Yr 7 independent Enquiry
The Miserable Middle Ages
Need help with
assessments?
Yr 8 independent Enquiry
Multi-Cultural Britain
Did you know all Carnegie medal
nominees are historical fiction?
Yr 9 independent Enquiry
Nazi Germany
GCSE Coursework
Vietnam
GCSE Coursework
Jack the Ripper
Yr 13
Independent Study
Click here for
•Mark schemes
•Hints & tips
•Model answers
Been anywhere
interesting?
Tell us about it
What are you reading?
Click here to see suggested
reading
Read it? Leave a review
Welcome to the History Department’s VLE
Yr 7 independent Enquiry
The Miserable Middle Ages
Decide: Click here for ideas on how to present your work
Find: Click here for a list of books and suitable websites
Organise: click here for advice on note taking
Develop: Click here for ideas on how to start writing your study
Present: A checklist on your final presentation
Welcome to the History Department’s VLE
How are you going to present your work
A leaflet for a new
historical site set
in the Middle Ages
What is
appropriate?
Chat show
Interview someone
from the Middle
Ages.
Write a script or
film it!!
THINK!!
Medieval diary.
3 days in the life of
a Medieval person
Maybe you could do
two different
people, one rich,
one poor.
What can you
manage to do in
the time?
How are you going
to hit the levels?
SBS PLTS & Independent Learning
Independent Enquirers & Risk Takers
•Plan and carry out research, appreciating the consequences of decisions.
•Analyse and evaluate information, judging its relevance & value.
Creative thinkers & Confident Individuals
•Ask questions to extend their thinking
•Try out alternatives or new solutions and follow ideas through
•Adapt ideas as circumstances change
Reflective and Resilient Learners
•Assess themselves and others, identifying opportunities and achievements
•Set goals with success criteria for their development and work
•Review progress, acting on the outcomes
•Evaluate experiences and learning to inform future progress
•Communicate their learning in relevant ways for different audiences
Reflective and Resilient Learners
Work towards goals, showing initiative, commitment and perseverance
Organise time and resources, prioritising actions
Anticipate, take and manage risks
And now…
• How could you create independent learners
in your subject?
• Do you need any further advice?
– Email [email protected]